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EOI · 22/11/2011 · www.eoi.es/blogs/mlearning/miradas-mobile-learning-aprend...
Sorteo del teclado para los alumnos que han participado en "Experiencia mobile learning
EOI · 22/11/2011 · www.eoi.es/blogs/mlearning/miradas-mobile-learning-aprend...
Sorteo del teclado para los alumnos que han participado en "Experiencia mobile learning
Taken at the second mLearn 2008 Conference Dinner which was at the RAF Museum at RAF Cosford.
he Jetstream served as the RAF's standard multi-engined pilot trainer for many years, and was the last aircraft of Handley Page design in RAF service, though a few still fly with the Royal Navy.
It was originally designed by Handley Page Limited as an executive light transport/feederliner and the HP137 Jetstream first flew at Radlett in August 1967, but after the company went into liquidation in August 1969 due to Jetstream development costs and poor sales, production transferred to Scottish Aviation Ltd at Prestwick.
In a contract dated August 1972, the Ministry of Defence ordered 26 Jetstream 201 T. Mk.1 aircraft (XX475 – XX500), similar to the civil Jetstream 200, as a Vickers Varsity replacement for training multi-engined pilots and navigators in the then Training Command.
The first RAF aircraft, XX475, a rebuilt Radlett built civil example, flew 13 April 1973, with the type entering service initially with the Central Flying School at RAF Little Rissington on 12 September 1973 for handling and operational trials, and with 5FTS at RAF Oakington in December 1973, though as defence cuts reduced the need for such aircrew, some were stored at RAF St Athan in 1974 and later passed to the Royal Navy.
This followed defence cuts which slashed the RAF transport fleet, which led to the end of multi-engine training by service aircraft in the RAF with the disbandment of 5 FTS in December 1974, despite the first advanced Jetstream pilot course only having commenced there in July 1974.
With the re-introduction of multi-engined training in the RAF, from November 1976 eight new-build aircraft returned to service with No 3 FTS at RAF Leeming, Yorks for instructor training, with the first actual student course commencing July 1977, and in April 1979 transferred to the Multi-Engined Training Squadron (METS) of No. 6 Flying Training School at RAF Finningley, and in August 1995 due to the closure of Finningley transferred to RAF Cranwell as No 3 FTS/45 (R) Squadron, by which time eleven were on strength there.
Ongoing problems of maintaining tired and aging airframes, necessitated their replacement by leasing seven contractor-owned, civil-registered but military operated Raytheon Beech King Air B200 aircraft in 2004.
Taken at the second mLearn 2008 Conference Dinner which was at the RAF Museum at RAF Cosford.
Known as the 'Twin Pin', the Twin Pioneer was a follow-up to the same company's single-engined short take-off and landing (STOL) transport, the Pioneer, and like the latter required an area only 30m (99ft) by 275m (902ft) in which to operate.
The Twin Pioneer was initially designed as a 16-passenger civil transport aircraft and first flew in June 1955. Following the success of the Pioneer, the RAF ordered 39 of the new type, the first examples entering service in October 1958 with No.78 Squadron in Aden, air-lifting troops and supplies in the Protectorate.
STOL characteristics and suitability for operations in tropical conditions were also demonstrated by aircraft based in Singapore (during the Borneo Campaign in the 1960s), in Bahrain (during the 1961 Kuwaiti crisis) and in Kenya (on internal security duties in the mid-1960s). A fifth unit to use the Twin Pioneer was No.230 Squadron at RAF Odiham which provided transport support for Army units.
In 1965 an additional aircraft was acquired for use by the Empire Test Pilots School, though the last aircraft on frontline duties was retired in 1968.
Including civilian versions, 89 Twin Pioneers were built, other operators including the Royal Malaysian Air Force and the Nepalese Royal Flight.
EOI · 16/01/2012 · a.eoi.es/1nfu
La Escuela de Organización Industrial, desde el área de Cultura Digital inicia hoy la formación a un grupo de profesores de centros de educación secundaria, con el fin de transmitirles la experiencia #mlearning, para que sean capaces de implantar esta metodología de trabajo en sus centros.
...helping us to transform the layers of the #future into more familiar and manageable forms."
- @ConnectIrmeli Sep. 02, 2014 -
[the upper row from the left:
my Granddad Väinö, me, my Great-Granddad Hiski, my Granddad Toivo
the 2nd row:
my Dad Heikki, my Great-Granddad Andrei, my Great-Granddad Fredrick, my Great-Granddad Anselmi]
found the answer today on the beach. - For last five years I've been looking for the answer to the question 'WHAT IS CONNECTIVISM'. - Today I created some sand art to visualize my next perception.
Connectivism helps people who develop their own learning to become peers - despite all obstacles.
Understanding our value impact is essential. Encounters through learning always require us to choose value roles. We need to learn to recognize and map our value roles. I've tagged the pics 'value role mapping'. I don't know if that's a final title... but I want to create more understanding 'round that approach.
www.elearnspace.org/Articles/connectivism.htm
The whole photo set: www.flickr.com/photos/connectirmeli/sets/72157634685058092/
The relationship between Participatory Pattern Workshops and the Learning Design Studio approach.
See also: "A Learning Design Studio in Mobile Learning
Yishay Mor, and Orit Mogilevsky. The 11th World Conference on Mobile and Contextual Learning mLearn 2012,"
...that the end of the tunnel does exist...
“He allowed himself to be swayed by his conviction that human beings are not born once and for all on the day their mothers give birth to them, but that life obliges them over and over again to give birth to themselves.”
- Gabriel García Márquez, Love in the Time of Cholera -
Jewish Time Jump: New York A Digital Mobile Augmented Reality Game for Learning Jewish History
In this place-based geo-locative Augmented Reality game, players travel back in time to the early 1900s in Greenwich Village to uncover a story in Jewish and American history that has been lost to time. The game and interactive story takes the form of a situated documentary, and runs on the ARIS platform for iPhone and iPad. Design rationale for Jewish Time Jump incorporates theory and design-based research in Jewish education, history education, place-based learning, studies in religion, culture, and media, and mLearning. The game centers on the events of the Uprising of 20,000, a garment workers’ strike in which a number of young Jewish women were among those who lead 20,000 shirtwaist workers out into the streets. On their quest to uncover stories, players gather multiple perspectives on the ground from digital characters and events, while gathering clues through historical artifacts including newspapers of the time, (with Yiddish translation) and various artifacts.
Rabbi Owen Gottlieb and ConverJent are represented at the festival by Jennifer Ash and Alex Britez.
"remember that everyone you meet loves something, is afraid of something, and has lost something."
Sometimes I find myself lost in my own world of insecurities. I walk around wishing that I could be invisible...or the kind of perfect that everyone else seems to be. I forget that the faces around me are more than threats to my worth. I forget that they're real people with real feelings. I forget that they feel just like I do.
I wonder how I would feel if I really know how each person thought of themselves. I'd probably be shocked. Because somehow, I get it stuck in my head that I'm the only one with these insecurities. I find that sometimes, the only thing that really helps me to overcome my perverted view of myself is to look around me, and really think about other people's lives. They aren't perfect. Because nobody is, and the sooner we accept that the better off we'll be. I mean, think about how wonderful it would be if we never judged somebody by their hair, or their clothes, or what books they had read. What if we decided to start defining people on their kindness? In our day, there are so many people that are hurting and broken, and insecure. There are so many lonely people–people that are daily ignored by those around them. What if one of us decided that we wanted to change that? What if we remembered that we weren't the only ones with hard things. What if we decided to open our eyes to the people around us, and reach out to them?
-Carli
p.s. Anyone have a guess on what's in the background in this picture?
EOI · 22/11/2011 · www.eoi.es/blogs/mlearning/miradas-mobile-learning-aprend...
Sorteo del teclado para los alumnos que han participado en "Experiencia mobile learning