Developing Online Web Tools, Learning Designs and

“Developing Online Web Tools, Learning Designs and Algorithms for Beginning Teachers and Mentors: Learning Web Technologies.” Author: Jurgutis Vytautas Daukantas , Educational Technologist / Online Teacher Date of publication April 2, 2018 Keywords: Artificial Intelligence, Computer Assisted Instruction, Evolutionary Algorithms, Courseware-Software, Internet Bricolage. “Among noteworthy scientists of today, what may be more important to say is that over time, technological platforms will demonstrate that an Oil rig or Platform is different and probably less valuable than a fully enabled Technology Platform”, Author: Jurgutis Vytautas Daukantas , Lithuanian Computer Society( Februaury1, 2016) . Abstract. In assessing beginning teachers and mentors epistemic understanding and pedagogical beliefs on digital instruction strategies, the author's philosophical stance is supportive of empowerment of digital citizenship for an immigrant millennial democracy, with an explicit understanding that there can be no true advance of knowledge without responsible acts on the Global Information Highway. By addressing each of the nine elements of digital citizenship a community of learners is better educated, informed and hopefully equipped to support current educational technology trends which indicates teachers and mentors of traditional practice are overlooking a vital issue in the classroom. How will the project proposal help solve this problem and what is this best approach to take for beginning teachers and mentors? Choosing educational technology courseware /software within a class room setting is basically in the hands of Teachers. In exploring a topic for its freshness of concern and relevance to predict teacher, mentor, student, parent, administrator outcome, creative learning designs, web tools and algorithm for pre-service/in - service teachers and mentors offers a Teacher an opportunity to introduce a paradigm shift or rather a reorientation regarding pre conceived epistemic or pedagogical beliefs held by beginning teachers and mentors during their preparation as Educators, specifically in the use of educational technologies .The purpose of the study also unfolds an informative literature review which demonstrates the meaningful role Computer Assisted Instruction has in easing the overall the burden of data gathering, data analysis and data submission in each of the basic curriculums and transforms classroom instructional delivery for the Teacher in a thought provoking manner . A unique methodological approach used in the study supports the author’s claim that Online Web Tools, Learning Designs and Algorithms enrich and nurture student growth and learning from four arenas : (a) arenas that are qualifiedly measured , (b) arenas that are methodologically tested, (c)arenas that are quantifiably identified , and (d) arenas that are supportive in nature . The current educational technology literature supporting the proposal is that traditional teaching delivery options become redundant for teachers in the light of the standardized test era and are presently characterized by: • Student barriers: poor Web designs, low expectations, and no home-school links. • Educator barriers: lack of confidence in student ability to learn in Web-based environments is marked by low performance/low expectation, technology fears, a lack of technology competencies, and a lack of involvement in student learning. • Parent barriers: access to the technology learning process presently maintains low expectations, limited awareness of curriculum, limited teacher contact, and a lack of access to the technology.

By creating the conditions for successful Web based integrations, the flow of instruction established with Web authored course applications yields the following outcomes: • Student increased engagement, confidence in performance, and access to the curriculum. • Improved learning outcomes (e.g., formative assessments, MCAS, PAARC, etc). • Educator increased expectations for students, greater comfort with technology, greater willingness to build more units on the Web and greater communication with parents. Parent’s involvement increases expectations, provides greater comfort w/technology, enhances greater communication w/teacher and w/students, which generates a climate more conducive for improving student outcomes. Restructuring a Teacher’s and mentors classroom curriculum with state of the art learning designs implies to the Teacher that students are prepared for earning a global “seal of alignment” according to the nine elements of digital citizenship http://www.digitalcitizenship.net/nine-elements.html , Ribble , M. (2015), Ribble , M..(2015) touches at the heart of the digital abuse question by defining proper digital citizenship, Thus, a beginning teacher or mentor of today’s classroom can avail themselves of web technologies and digital code writing via the guidelines to writing on the Web, and to connect writing posts to the global community, the author’s study offers a connection that ministers to such needs, http://ec.europa.eu/ipg/content/tips/index_en.htm .

Introduction It has always been a key goal of education to teach students to become effective members of their communities. Now, the internet is creating digital communities around the world, using new cognitive tools as well as electronic ones. As a beginning teacher or mentor (candidate) introduced to Instructional Technologies, a question of interest is: I may design a template to write a lesson plan and 30 teachers will teach 600 students using this lesson plan, and then they teach 600 students without the lesson plan. The question the candidate must consider is, “Is the template good?” which is easy to confuse with, “Did the candidate write a good lesson?” For example, as a teacher of Instructional Technology, I design a simple program to help children learn to write, I submit the design tool to an experimental group, same age, same teacher, which learns to write w/software and the same teacher, submits the lesson in a traditional way to the same age control group which learns to write w/pencils. Or, I design a simple Pho gram or program to an experimental group, same age, same teacher designed to help students look up information on a computer and the same teacher , same age control group, does the similar project w/reference books. Or the author designs a tablet application: say, Memory in the Digital Age: http://www.belsen-project.specs-lab.com/the-tablet-application/ . Project Purpose In assessing beginning teachers and mentors epistemic and pedagogical beliefs and understanding digital instruction strategies, the author's philosophical stance is supportive of empowering digital citizenship for an immigrant millennial democracy, with the explicit understanding that there can be no true freedom without responsible acts on the Global Information Highway. By addressing each of the nine elements of digital citizenship a community of learners is better educated, informed and hopefully equipped to support current educational technology literature which indicates teachers and mentors of traditional practice are overlooking a vital issue in the classroom. How will the project proposal help solve this problem and what is this best approach to take for beginning teachers and mentors? A brief summary of the evidence base for this approach and/or past program evaluation results are provided in the following literature review: In this way, prospective teachers of instructional technology, mentor teachers, instructional media specialists and administrators can better understand the driving forces behind instructional technology courseware and internet web tools which will ultimately reveal the metrics on how learning designs can represent enriching and augmentative lesson plan activities from a basic lesson in addition to a lesson on DNA and

further student’s developmental growth and achievement in the basic curriculums. This will be useful for the direct practical application (knowing if a particular tool is valuable), and to improve our understanding of methods to assess future educational technology software .For example, competitive labor trends indicate that given today’s market driven economy, widespread adoption of cognitive systems and artificial intelligence networks such as (AI) will drive worldwide revenues according to David Schubmehl , research director, Cognitive Systems and Content Analytics at IDC, retrieved electronically , November, 4th, 2016 . https://www.helpnetsecurity.com/2016/11/04/artificial-intelligencerevenues/ . Therefore, the Literature review approaches the topic of focus from three or four arenas: Arenas that are qualitatively measured , arenas that are quantitatively measurable , arenas that are methodologically tested, arenas that are innovative in nature and arenas that are social supportive . The author approaches the audience to which the Proposal is aimed within the guidelines set for writing on the Web : http://ec.europa.eu/ipg/content/tips/index_en.htm .The early stages of writing on a proposal describes how a beginning teacher or mentor can earn a seal of global alignment worthy of web authorship of the “Fourth Industrial Revolution “ . First, as the review of the research articles progresses, to include a meta-analysis of the articles already published, the author is considerate of the progress made in current research and clarifies the author’s intent to [ define the proposal , summarize previous investigations, inform the reader of the state of current research and to identify the relationships between the arenas which underlie the topic] , and should help further research reveal the future of learning designs as sustainable , cost –effective toolkits that advance student progress and achievement. The author suggests reference be made to user tasks that communicate the intent of the author: http://ec.europa.eu/ipg/content/tips/communicating_en.htm . The author asks the following key questions in his analysis of the topic proposal: Is the research proposal significant, and is the work original and important? Have the instruments been demonstrated to have satisfactory reliability and validity? Example: Are the (web tools, algorithms and learning designs) provided by author, Odlyzko1 A and Tilly, B. (2006) helpful for beginning teachers and mentors to measure student outcome? , Heinrich, E. Henderson, M. Lee, C.B, 32 (2016): https://ajet.org.au/index.php/AJET/article/view/3434/1385 . Are beginning teacher and mentor outcomes clearly related to the variables with which the investigation is considered? Does the proposal design fully and unambiguously test the hypothesis? Are the participant’s representatives of the population to which generalizations are made? (yes) or (no)? Did the researcher observe ethical standards in the treatment of participants—for example, if deception was used for humans? Is the research at an advanced enough stage to make the publication of results meaningful? (Cited source, APA 6th Edition, 2010) Problem Many beginning teachers and mentors struggle to use information technology effectively. They struggle to connect with millennial age students using the computer tools they can find. Unfortunately, the systematic structures are not in place for comprehensive assessments of digital learning tools. Even after some teachers and students have already adopted these new technologies, there is still a shortage of objective measures for how well a particular set of tools works in a particular situation. Experience with the No Child Left Behind Act indicates that the values of assessment tools depends on how well the specific metrics are designed. Any tool can be used well or badly. Ten years ago, Harold Weglinsky (2006) emphasized the difference between using IT learning tools as part of an overall “constructivist” approach to teaching, and using IT learning tools as part of a more “didactic” approach. Weglinsky, H. ( 2005) said ,“ If used in a constructivist fashion , it is a useful tool ; and if it used in a didactic fashion , it is useless , or even destructive , burying students in the “drill and kill” that turns all but the greatest of automatons off learning. “Research measuring the effectiveness of any IT learning tool must consider the baseline learning environment in which the tool is used: • What learning designs are most effective for empowering student discovery for say, a particular technology use, or how computers are used in constructivist over didactic ways? • Which students are most likely to be exposed to which approaches or which approach raises test scores the most?

• In using educational technology , which approach has the most positive effect on test scores drawn from subjects in the National Assessment Governing Board which according to Weglinsky,H (2005) has decided to eliminate most of the background questions found in years of National Assessment of Educational Progress , the nation’s report card leaving educators at a loss about the effectiveness of different uses of technology both in previous cross sectional and longitudinal observations, Weglinsky, H.(2005) p.83. At about the time Cuban and his cohorts regarded much of research in the field of Instructional Technology as driven by a “Publish or Perish” syndrome and despite any success ACOT had in changing Teacher’s views and practice 10 years ago, ACOT evaluators were not able to capture or measure the effects on student performance, positively or negatively when students transitioned to online testing. In addressing Stiggins , R. (2005) concerns with variable (x), and variable (y) both experimental or control groups, say, in math concepts, vocabulary, reading comprehension , science or history , the ACOT tasks, were not geared toward the kind of ICT literacy skills ACOT was seeking to convey for computer assisted instruction . Instead, the tests involved variable (x) basic ICT literacy skills, whereas ACOT was seeking to convey higher order cognitive and affective thinking ICT Literacy skills. Secondly, variable (y), the programs, both ACOT’s (experimental and or control groups, say, in math concepts, vocabulary, reading comprehension or science) were not geared toward the kind of ICT literacy skills ACOT was seeking to convey. The programs, both ACOT’s (experimental and control groups) and CAI (computer assisted instruction) to which ACOT was compared, changed significantly over time, Weglinsky, H. (2005 p.38). Demographic Learning Community Demographically, a technologically enabled learning community could be structured to accept over 900 boys and girls from differentiated ethnic persuasions to include European, Chinese, and Vietnamese, Philippine, Latin America, African, Native American, Russian and more. Architecturally, the learning community site is constructively fashioned to accommodate a new support structure and its acceptance of 21scentury student needs and capabilities. The learning community has Web-based resources and community interaction through computer modules and state of the art learning designs. By providing the present systemic factors that could influence a Teacher’s decision for accepting or rejecting a professional development program for the Development of Online Tools for Beginning Teachers and their Mentors, the learning community is better informed as one in which IT is capable of transforming Teacher, Mentor and Student outcome . By introducing Learning Designs, algorithms and Web tools as Creative Tools for Learning Web Technologies, the learning community is better informed and equipped to act to implement a school following technological infusion strategies. Teacher and Mentor Assessment The beginning Teacher’s and Mentor’s P Power School Learning Platform will be evaluated via the four basic elements: (a) web organization, (b) web content, (c) web instructional delivery ) and (d) navigational flexibility with realistic web tool and algorithmic expectations for the general population of students, (Horton, S.2005). For example, for the element of Web site and web tool organization, the teacher’s or mentors task is to define what activities and elements enhance student performance relative to organization. E.g., was the Web site, web tool activity visually appealing or whether the Web presentation was titled or untitled, was the objective of the activity stated, and were the multimedia presentations in sequence (Horton, S.2005)? For the Web site content, was the subject matter age appropriate (Horton, S.2005)? For Web site delivery, was there a strong parallel structure or a consistency and continuity in the learning activity modules, for Web site navigation were the links flexible enough (Horton, S.2005)? Given the Course M Management Systems /Learning Management Systems of today, teachers can electronically submit the results of standardized tests or alternate forms of a standardized curriculum assessment to any demographic learning community.

Student Outcomes

Student activity modules that comprise the beginning teachers and mentors professional development in the use of online tools could not be complete without the philosophical stance supportive of major human development theorists which believe that students, parents, and educators should be involved in a family engagement that is considerate of student performance supported by a community of access, (see Figure 1).

Figure 1 Archive creation w/ Inspiration 7.5 Software Diagram Author J.V. Daukantas, (2016). The current educational technology literature review supporting the proposal is that traditional teaching delivery options become redundant for teachers in the light of the standardized test era and are presently characterized by: • Student barriers: poor Web designs, low expectations, and no home-school links. • Educator barriers: lack of confidence in student ability to learn in Web-based environments is marked by low performance/low expectation, technology fears, a lack of technology competencies, and a lack of involvement in student learning. • Parent barriers: access to the technology learning process presently maintains low expectations, limited awareness of curriculum, limited teacher contact, and a lack of access to the technology. By creating the conditions for successful Web based integrations, the flow of instruction established with Web authored course applications yields the following outcomes: • Student increased engagement, confidence in performance, and access to the curriculum. • Improved learning outcomes (e.g., formative assessments, MCAS, PAARC, etc). • Educator increased expectations for students, greater comfort with technology, greater willingness to build more units on the Web and greater communication with parents. Parent’s involvement increases expectations, provides greater comfort w/technology, enhances greater communication w/teacher and w/students, which generates a climate more conducive for improving student outcomes.

I asked myself, “What is my favorite learning design and why would it be and why not´”? The Learning Technology Initiative revealed to me a cookbook recipe of resources for any graduate student of Instructional Technology, http://www.icbl.hw.ac.uk/ltdi/cookbook/recipes.html, retrieved electronically, November, 3rd, 2016. Essential Questions: •What are Learning Designs as Innovations? •What learning designs are most effective for empowering student discovery? • What digital tools are most useful and cost effective in the classroom? •Are the same tools effective everywhere? •Are some tools better than others in some situations? •What barriers prevent teachers from adopting effective digital tools? •Are these barriers everywhere, or only in special places? •What changes would help to overcome these barriers? At all times throughout the writing of the proposal, the author attempted to apply what the Chinese term ,a literary narrative style , or “wen” suggestive of a pattern within the proposal document evidenced by what philosopher ,Liu Xie,(465-522CE ) observed as a manifestation of Tao ,“Way”, Herman ,D., Jahn , M. and Ryan , M..L, (2005). According to Herman., Jahn, M., and Ryan, M.L,(2005) , many Chinese theorists would consider a classical theorist as Bronfenbrenner, U. (April 29, 1917–September 25, 2005),and his Bio Ecological “blue print" for understanding how a human being is introduced to its environment over the mantle of ecological time in the (Micro, Meso, Exo, Chrono and Macro realms ) as appropriate of “wen” or Tao, see figure (2)

Figure 2

Bronfenbrenner, U. (April 29, 1917–September 25, 2005) and (Santrock)

Genetically, Bronfenbrenner and Ceci, re conceptualized the role of genetics in human development, (Batties and Schaje, 1973, Clausen, 1986, Elder, 1974 & Elder, et.al 1993). To mean that if the bio-ecological model withstands the test of empirical research, then it would imply that human beings may possess genetic potentials in development that significantly goes beyond those that they are presently manifesting. Further, that such potential might be actualized through social policies, programs, environmental settings that provide the stability and resources for such models to be

effective. “Wen” or Tao appropriateness is defiled when instances of a “lynching” serve as a reminder to a community of learners of the effects of prejudice on the attitudes and ideologies of a given culture, not intended by the originator of the Bio Ecological Theory of Human Development. On September, 28th, 2015, a Muslim man in UP was accused by a Hindu mob of having slaughtered a calf, (cattle are sacred to Hindus) and eaten its meat and when BJP politicians jumped to make inflammatory remarks in sympathy with the killers, the taboos caused by years of ignorant imprinting of a given ideology in a host colony revealed harmful cultural and community outcomes, New York Times, Patan, R. (2015) p. 46-47. Literature Review Literature Review Article #1 Arenas that are Qualitatively Measured The body of educational technology research literature into the use of courseware authoring tools such as Instructional Architect system, http:/ia.usu.edu as flexible test beds for teachers' designs and are open to academic debate as teachers compare such Instructional Technology learning tools as, i.e. Khan academy learning tool, https://www.khanacademy.org/ with say, Amsel, Sheri’s, (2005) work titled “Environmental Issues” Keystone Species The African Elephant, Exploring Nature Educational Resource, December 30, 2011, http://exploringnature.org/db/detail.php?dbID=7&detID=69. New York Times writer, Somini Sungupta and Matt Richtel , ( 2011) noted that math teacher Salman Khan, creator of Khan Academy described his innovation as a model that’s tapped into the desire that everyone wanted to personalize the learning experience and get it cheap and get it quick, retrieved electronically from the New York Times, Wednesday, November, 6th, 2016, http://tinyurl.com/3b8%20augy . In order to emphasize the importance of the author’s proposal, a synthesis of web research seemed to indicate that while the association between children and technology may seem commonplace, the experience of many village and urban school children with the use of educational technologies may demonstrate otherwise. The current research literature on technology infusion in village and urban school settings indicates that the normative group of teachers and their administrators may be remiss in offering their students or themselves assistive Web tool options and Web mediated instruction to their classes. The area of concern is that professional development in the area of educational technologies may not be fully provided to teachers or mentors and that this insufficient professional development is preventing the transformation of mind and mentality that improves the culturally low expectations for large populations of learners. Secondly, the current body of technology based literature seems to indicate that teachers’ epistemic and pedagogical beliefs surrounding the infusion of technology in their classrooms are generally incongruent and may have far reaching consequences. For example, one consequence might the fostering of a “self-fulfilling” prophecy for large groups of learners (e.g., village and urban students and students with special needs) and their school communities (Sing & Teo, 2006; Zhao, Lei, & Frank, 2006; Zhao & Cziko, 2001; Zhao, &Frank, 2003). The problem becomes more pronounced when windows of opportunity for properly measuring student progress across the curriculums are compounded by integrating inappropriate pedagogical tool kits for millennial age students hampered by economic downturns, demographic upheavals, and political shifts in the age of the digital revolution. Yet, the key aspect is that Legislatures, Lobbyists, Administrators and Community Entrepreneurs should be thinking of the money that can be saved in terms of hard earned taxpaying dollars and share the “web enabled” platforms that can reflect success in classroom achievement. It is usually the case that lobbyists and legislatures shelve pork barrel projects from a government education budget during times of budgetary constraint and in the era of PAARC-able lesson plan activities and standardized testing, by gathering, interpreting, submitting and comparing evidence of student achievement and progress to Departments or Ministers of Education who adhere to addressing curriculum standards, data gained in analyzing (student work ) with tradition held , pencil and paper proof of student work over technological affordances that have the power to augment classroom instruction with weblog activities and can yield valuable assessments of student progress by way of randomized samples of important National Assessment of Educational Student Progress for say, 4th, 8th and 12th graders if properly reported . Restructuring a Teacher’s and mentors classroom curriculum with

state of the art learning designs implies to the Teacher that students are prepared for earning a global “seal of alignment” according to the nine elements of digital citizenship , http://www.digitalcitizenship.net/Home_Page.php, Ribble , M. (2015). Ribble , M..(2015) touches at the heart of the digital abuse question by defining proper digital citizenship, http://www.digitalcitizenship.net/Nine_Elements.html. . Thus, a beginning teacher or mentor of today’s classroom can avail themselves of digital code writing via a creative coding class: http://events.codeweek.eu/view/14893/creativecoding/ .

Literature Review Article #2 The web research reviews open a window of opportunity to explore contemporary, open source courseware/software learning designs as published on Web2.0/ 3.0 Read /Write guide templates . The authors web tool instrument of choice: https://www.powerschool.com/ is offered as a comparison to be made with another state of the art Course Management System: USING E-LEARNING – BENEFITS OF ICT IN THE CLASSROOM: http://itlinstitute.com/index.html . The ITT was created with TO Web - The responsive website creation software. © Copyright ITL INSTITUTE All Rights Reserved. https://www.lauyan.com/en/toweb-video-tour.html . Power School Platform is offered with a demo: https://www.powerschool.com/demo-request/ . Construction of learning design templates done by early innovators in Educational /Instructional Technology such as Prof. Matthew Kearney of the Australasian Journal of Educational Technology and John Hannon have gained international recognition related to their professional development of Prospective Science Teachers as E-learning designers @ https://ajet.org.au/index.php/AJET/issue/archive . I gained permission from Professor Kearney to review and use and apply a (POE) predict, observe, explain E-learning template to my course ware endeavors. Professor Kearney and others at the Australian Journal for Educational Technology have been involved in a (reuse able learning designs initiative). For example, an Explore, Describe, and Apply template explores the construction of a problem focused learning design in the following: URL and acts as a teaching web tool for how other learning design template are utilized and implemented by other teachers: http://www.learningdesigns.uow.edu.au/guides/info/G4/index.htm . The leaning design instrument unfolds to reveal accrediting beginning teacher or mentor innovation in the art of creative web technologies, @ http://www.learningdesigns.uow.edu.au/guides/info/G4/more/03Implementation.htm . Among the Open Source innovators, it seems Kearney was not alone in his estimate of what Web technologies can do in the classroom. . As other open - source innovators as Allison Ruth. Luke Houghton, John Hannon of the Australasian Journal of Educational Technology, 2009, 25(2), 135-152. . Hannon, J (2009) conducted a study in a classroom environment into how students conceptualized web tool use such as wiki use included a case study of a course in mobile workforce technologies that presented the basis for wiki pedagogy helped raise awareness of digital empowerment. The Ruth and Houghton paper concluded with a discussion on the both the practical and theoretical implications of using Web 2.0 tool kits such as wikis in tertiary education, https://ajet.org.au/index.php/AJET/article/view/1178/406 In their early action research activities hosted to a Wiki-space for Educators web site , graduate students posted their projects aligned with the “ nine elements of digital citizenship” which are , Digital Etiquette: Digital Communication: Digital Literacy: Digital Access: Digital Commerce: Digital Law: Digital Rights & Responsibilities: Digital Health & Wellness: Digital Security (self- protection): in class according to a quantifiable measurable system , http://www.digitalcitizenship.net/ copyright 2007-2012. Mike Ribble, retrieved electronically November, 2016. A factual review of the current literature probes the issues further and asks “What are Open Source re-useable learning designs?” The question of access to integrated rather than isolated uses of pedagogical technologies seems to have been addressed early on and leads to the article authored by Sharon Anne O’Connor-Petruso and Barbara Rosenfeld of Brooklyn College of the City University of New York, 2900 Bedford Avenue, Brooklyn, New York 11210-2889. The O’Connor –Petruso and Rosenfeld article reveals the effective strategies for effective uses of technologies offered for prospective teachers of instructional/ educational technologies despite socio-economic status, budgetary constraint, shelf life or age as a limiting factor. The O’Connor–Petruso and Rosenfeld article on effective Web 2.0 strategies was

elemental in awakening the theme of digital citizenship, retrieved electronically, November 6th, 2016. http://minerclass.wikispaces.com/file/view/Effective+Strats+for+Integ+Tech+Article.pdf . Improving differentiated instruction promotes improved access to the general curriculum for all learners including learners with disabilities. The CAST consortium presents information in multiple formats with multiple media, in a universal design for learning (UDL) format, http://www.udlcenter.org . As their logo implies, CAST students are offered multiple ways to express and demonstrate what they have learned to ideas that work, https://udlspotlight.wordpress.com .Among other embedded Web tool capabilities, the Face Book Settlement with the Digital Trust Foundation allowed room for expanded web media tool capabilities like the embedded code for “Take Charge” projects of your own. REACT.js is one such programmable concept, https://facebook.github.io/react/docs/hello-world.html Author DAN Abromov of REACT.js offers an example of “Hello World”: http://codepen.io/gaearon/pen/gwoJZk?editors=0010 Literature Review Article # 3 Arenas that are Methodologically Tested Frank, K., Lei, J. & Zhao, Y. wrote that the factors affecting technology uses in schools from an ecological perspective. The ecological approach indicates to research scientists, that a formula for understanding and recognizing the resistance to change by schools and the slow adoption of technology by teachers is applicable to the study of ecological environments as a unifying theoretical framework. According to (Cohen, 1987; Cuban, L. (1986),”What appears to outsiders as a straightforward improvement can, to an organization, be felt as undesirably disruptive if it means that culture must change its values, and habits in order to implement it " (Hodas, 1993,p.2). Papert (1999), compares the current school Eco system to a 19th century stagecoach while new technologies to a jet engine, “When they try [attaching the jet engine to the stagecoach] they soon see that there is a danger that the engine would shake the vehicle to pieces. So, they make sure that the power of the engine was kept down to a level at which it would not do any harm, Frank, Lei & Zhao (2003). The existence of invasive species within an eco -system impacts its structure and function such as the comparison made before and after the zebra mussel invasion in the Great Lakes of Michigan, cited source retrieved electronically, April 28th, 2012 from http://tinyurl.com/bp2dyyp . There happen to be image diagrams that reflect the "life cycle" of innovative technologies introduced to schools and their "biotic” and "abiotic” ecosystems. There are also images and diagrams that reflect how the "infusion" of web design and pedagogical technologies are accepted within a typical School Eco System, https://www.msu.edu/~kenfrank/ see figure (3).

Figure (3)

Zhao, Y., & Frank, K., (2003)

Kenneth Frank is presently affiliated with the Center for Systems Integration and Sustainability, the Education Policy Center and the Center for Statistical Training and Consulting (CSTAT).

Literature Review Article # 4 The overall positive results of the Open Source software initiative warrants further research in teacher education for both pre-service and practicing teachers and mentors of learning designs in a range of discipline areas and arenas. In the innovative and student friendly world of pedagogical toolkits, the Teacher of today can apply the gambit of available student friendly sites. In general, open source refers to any program whose source code is made available for use or modification as users or other developers see fit. Open source software is usually developed as a public collaboration and made freely available, un- patented. Open Source is a certification mark owned by the Open Source Initiative (OSI). Developers of software that is intended to be freely shared and possibly improved and redistributed by others can use the Open Source trademark if their distribution terms conform to the OSI's Open Source Definition, http://www.opensource.ac.uk/mirrors/www.opensource.org/index.html . Licenses approved by OSI offered a prospective author distribution of his/her software under one of these licenses, they are permitted to say that their software is "OSI Certified Open Source Software. “The first four are the "classic" licenses most commonly used for open-source software before the Mozilla release in early 1998. The Mozilla Public License has since become widely used. Many other licenses have been submitted for review and approval by OSI. As you can see, the list of approved licenses is growing. If an educational technologist can, use one of the already-approved licenses for distributing their courseware/ software, they are sure to read and understand the license terms completely. The OSI initiators encourage instructional technologists to select a license that is consistent with their academic learning design or business model, and then consult with their own attorney, because OSI does not provide legal advice, http://www.opensource.ac.uk/mirrors/www.opensource.org/licenses/index.html%23list ,retrieved electronically ,( November,3rd, 2016 ) . There have been previous studies on the effectiveness of courseware/software tools for teaching, including Weglinsky’s (2005). Weglinsky, H. (2005) expressed his concern of how educational technologies can influence cumulative scores of student achievement in Language Arts, Math, Science History and Social Science as reported by the National Association of Education Programs. Ten years ago, a wide variety of communications and information technologies (C&IT) were available, and these offered education a broad range of potential benefits. However, according to Grainne Conole & Martin Oliver LaTID, the Learning Centre, University of North London, 1999 the uptake and use of these resources was patchy at best, Grainne Conole & Martin Oliver LaTID, the Learning Centre, University of North London, 1999 . A mismatch between potential and use has been seen as increasingly important. However numerous were the incentives to increase the use of C&IT, concerns have been voiced that these may ignore issues concerning the appropriate use of the resources. This revelation builds on existing frameworks for designing courses involving C&IT and provides a context for evaluating their impact. Reeves, T.C. (2001) article, quotes Larry Cuban, who describes the use of computer assisted instruction as a “fad” that will come and go according to the needs of a Teacher and his/ her goals as needed for a day, month, or year and if the Teacher does not like a Pedagogical Tool Kit, which apparently happened during the first computer assisted instruction ACOT experiment ten years ago during Weglinsky’s H. (2005 p.38) ACOT studies, the Teacher’s recommendations can affect the acceptance or the rejection of pedagogical tool kits and scrap them to the trash can of unwanted courseware, http://link.springer.com/article/10.1007/BF02961476 . Harold Weglinsky’s (2005) work titled “Using Technology Wisely”: The Keys to Success in Schools is applied to the study of Learning Designs as Creative Tools. How meaningful were Weglinsky’s , H. (2005) conclusions and how interesting were the methodology used in Weglinsky’s, H. (2005) work when it connects to the proposal topic and other research as unfolded for the topic of concern ? Among other issues, Weglinsky’s, H. (2005) work discusses the theory of

“constructivist” education as being good and “didactic” education as being bad. Approximately ten years after Weglins ky’s research, do all researchers agree about say, whether the “constructivist” approaches are better than the “didactic” approaches? Have there been studies comparing the approaches since Weglinsky? Have there been studies measuring the difference? Since the work of Weglinsky, H.( 2005) uncovered the relevance of educational technologies on cumulative scores of student achievement I n Language Arts , Math ,Science History and Social Science as reported by the National Association of Education Programs, http://nces.ed.gov/nationsreportcard/ , Weglinsky’s , H. (2005)work provided a credible, cross sectional and longitudinal look provided ten years ago by the National Assessment of Educational Progress site @ http://nces.ed.gov/nationsreportcard/bgquest.asp . The literature article reviewed extends Weglinsky’s, H. (2005) work to another arena level. According to Weglinsky, H. (2005), the data used in his study are at risk, making it unlikely that it could be replicated because according to Weglinsky, The National Assessment Governing Board had decided to eliminate most of the background questions in NAEP, which would leave educators in the dark about the effectiveness of different uses of technology, Weglinsky, H. (2005) p.83. In the review of the literature on methodology, the instructional technologist of today is prone to ask questions that yield quantitate answers such as: “What measuring instruments are available to test open-source, Learning designs as sustainable, cost effective Web tool kits or Algorithms of the 21st Century. By reviewing examples of quantitative data that reveal a program’s objective, which measures effectiveness in say, reducing dropout rates, by revealing the number of potential dropouts who graduate, the number of programs offered and the number of program completions, the number of students completing a program, the success of student learning in test scores, in appropriate domains utilizing appropriate test instruments, and by providing the numbers of graduates placed in employment positions and in appropriate jobs, by gauging student satisfaction, and student assessment of a program , an Instructional Technologist can gauge and apply toolkits consisting of key steps that guide practitioners through the process of redesigning a course: for cost effectiveness and pedagogical fitness. , http://tinyurl.com/n4cb2u , http://tinyurl.com/ybv2ro For example: The Newsletter of the European Mathematics Society: http://www.emsph.org/journals/newsletter/pdf/2014-03-91.pdf . According to Grainne Conole & Martin Oliver LaTID, 1999, the Learning Centre, University of North London, 1999, the concept of a pedagogical toolkits offered ten years ago allowed practitioners to integrate C&IT into their teaching in an appropriate manner, http://www.icbl.hw.ac.uk/ltdi/cookbook/recipes_classified.html , see figure 4, retrieved electronically July, 12, 2016.

Zhao, Y., Lei, J., & Frank, K. (2006)

Figure (4)

Literature Review Article # 7 Arenas that are Quantitatively Measured The Learning Technology Dissemination Initiative was funded between 1994 and 1999 by the Scottish Higher Education Funding Council to promote the use of learning technology and computer based learning materials in Scottish Higher Education. The LTDI web site still continues to provide free access to the resources and publications that LTDI created. The review on evaluating learning designs suggests going over existing in- place courses to identify strengths and weaknesses, identify additional suitable teaching media for a practicing teacher, apply the use of elimination tables to select the most appropriate teaching media for professional development courses, consider: the preparation time required (both in staff time and other resources), the flexibility of delivery (in terms of the time and location of staff and students), the educational interactions supported, the local factors that affect media use (opportunities or hindrances to the integration of C&IT) and the “alpha” and “beta” type testing involved in linking the distinct measuring components that evaluate learning designs . http://www.icbl.hw.ac.uk/ltdi/implementingit/measure.htm , retrieved electronically, November, 5th, 2016, 2016 Learning Technology Dissemination Initiative, Institute for Computer Based Learning, Heriot-Watt University, Riccarton, and Edinburgh, EH14 4AS, Scotland. Phone: 0131 451 3278 - fax: 0131 451 3283, e-mail: [email protected] . In the innovative and student friendly world of pedagogical toolkits, the Teacher of today can apply the gambit of available student friendly sites. This leads to the key question: “Are open-source, re-useable learning designs sustainable, cost effective toolkits for the 21st Century classroom? What are Open Source re-useable learning designs? In general, open source refers to any program whose source code is made available for use or modification as users or other developers see fit. Open source software is usually developed as a public collaboration and made freely available, unpatented. Open Source is a certification mark owned by the Open Source Initiative (OSI). Developers of software that is intended to be freely shared and possibly improved and redistributed by others can use the Open Source trademark if their distribution terms conform to the OSI's Open Source Definition, https://opensource.org/osd . There are guidelines to writing on the Web. Using the hyperlink, connect your writing posts to the global community, http://ec.europa.eu/ipg/content/tips/index_en.htm . In communicating an intent to author a proposal, a globally aligned author would be wise to write by referencing basic principles and user tasks: http://ec.europa.eu/ipg/content/tips/communicating_en.htm . In this way, a scientist would ask, where are the regions and sectors that could benefit from introducing pedagogical instruction to the global community? Given access, once a hyperlink is viewable, a beginning teacher or mentor can critique for technical analysis a credible source event: http://events.codeweek.eu/ and a EU Score Board: http://events.codeweek.eu/scoreboard/ . The question of whether to accept open source ,un-patented learning designs enters the equation when the body of emerging Web 2.0/Web 3.0 learning design technologies offers teachers, a keystone species within a school eco-system , a cost effective observable and measurable means by which to gauge student progress . Measurable student progress is of interest to teachers of instructional technology, teachers, media specialists, and administrators only when the metric parameters can prove that as yet un-patented learning designs in fact, can truly prepare students for the global economy by exposing them to new/emerging technologies regardless of budgetary constraints, shelf life, socio-economic status or age as a limiting factor, O’Connor-Petruso, S.A & Rosenfeld, B. (2009).retrieved electronically November , 2016 , http://minerclass.wikispaces.com/file/view/Effective+Strats+for+Integ+Tech+Article.pdf Today, state of the Art Web Preparation tools: http://ec.europa.eu/ipg/content/tips/index_en.htm allow presentational tools such as a Scratch code event to move a pedagogical site from a “ static ” to a “ dynamic” state of interaction for learners of digital code , https://scratch.mit.edu/ . A recent Russian Federation Event w/ Dan Breen in Moscow: November 4th, 2016: http://events.codeweek.eu/view/14881/playful-pedagogy/ and another Euro Code

Event held in St. Petersburgh, Russia: revealed an event ROBBO: http://events.codeweek.eu/view/14763/robbomarathon . There, instructional technologists presented a successful application of a much appreciated web tool design: http://scratchduino.ru/ . Given access, once a hyperlink is viewable, a beginning teacher or mentor can critique for technical analysis a credible source event: Code Academy: https://www.codecademy.com/ or Starter League: http://www.starterleague.com/ .

Literature Review Article # 9 Arenas that are Innovative in Nature In his book titled: Web Blogs. Podcasts, Wikis: and other Powerful Tools in the Classroom, Will Richardson (2005) offers the reader an optimistic portrayal of the flexibility and operational worth on web technologies applied in the classroom of today. In the domain of social networking tools, teachers as educators are not fully supportive of social networking tools as enriching or augmenting the required curriculums taught in the classroom. However, educators offer us a cautious warning about the elevated status of Wikipedia as a valid academic tool or pedestal of support given the history of world events and the hidden dangers of “web anarchy" posed by intolerant and totalitarian individuals, groups or nations who would usurp the intended purpose of Wikipedia creator Ward Cunningham and his Web 2.0/Web 3.0 vision of "shared," "connected" and " contributed " networks for the global village. Author, Lanier, J. (2005) Digital Maoism: offer us a heeded caution on the hazards of the new online collectivism. Cited source retrieved electronically from Edge Foundation Inc. Edge. 183. [Verified 22 Mar 2009], http://www.edge.org/documents/archive/edge183.html Yet, Will Richardson is not alone in his estimate of what wikis can do in the classroom. Allison Ruth and Luke Houghton of the Australasian Journal of Educational Technology 2009, 25(2), 135-152, presented a study conducted in a classroom environment into how students conceptualized wiki use and uses a case study of a course in mobile workforce technologies to present the basis for wiki pedagogy. The paper concludes with a discussion on the both the practical and theoretical implications of using wikis in a tertiary education. In the Wiki Space for Educators (learning design) a site introduces a lesson plan activity with instructional format to post information in the cells provided in a Content Page and to a Collaborative page. Wiki site visitors are welcome to view a Wiki Space for Educators a Wiki matrix with instructional format to post information in the cells provided to a Collaborative page@ http://www.wikim atrix.org/ In answering the question of whether RSS feeds, Twitter, Delicious, Edmodo and the Cisco accounts enhance the preparedness of Teachers in the curriculums of Math, Science, Language Arts , History or Social Science is to allow a (prospective) teacher of Instructional Technologies and a mentor to apply these Read/Write Web 2.0/Web 3.0 tools as augmentative or enrichment activities hotly contested given the ACOT experience of the 1980's and the shifting nature of the debate over Suppian and Papertian or rather ( constructivist versus didactic) methods of teaching w/educational technologies , thereby hindering the ability of metric evaluators to capture the overall worth of introducing innovative or re-useable learning designs or ( educational technologies ) into the 21st Century classroom of today http://www.icbl.hw.ac.uk/ . John Hannon of La Trobe University wrote in the Australasian Journal of Educational Technology, 2009, 25(1), 14-29. AJET 25 “Breaking down online teaching: Innovation and resistance. Hannon, J. (2009). Hannon, J. (2009) writes that the term "innovation" is associated mainly with change in practice using educational technology. The focus in this project is creating web tools, learning designs and algorithms in online teaching. Seen from an actor network perspective, Hanlon, (Callon 1986; Latour 1987; Law 2000) used to explore the relationally obvious connection author Hannon puts between social and technological entities, and the sociotechnical assemblage which constitutes online teaching. It argues that (i) crucial factors are hidden by the normative perspective inherent in the implementation of technology systems, and (ii) recognizing the connections between the social, material and discursive entities in online learning offers a strong analytic basis for innovative teaching and learning practice, http://www.ajet.org.au/index.php/AJET/search/authors , retrieved electronically November 14th, 2016.

Literature Review Article # 9 Arenas that are Socially Supportive Question #1 What approach is best in addressing this problem? A created Internet site such as REACT [a digital abuse prevention strategy web site ) is presented for technical analysis to address the fact that all victims of “cyber-bullying”, “cyber-hacking”, “cyber-stalking”, “cyber -exploitation “and “cyber-security” have a stake in having their voices heard. Teachers have not have had access to a Twitter generated web tool, other than an Acceptable Use Policy. REACT was created for the Lesley University Graduate School of Education class, Online Teaching: Building Communities and Facilitating Discussion. REACT Contributors are as follows: •Beverly Cole •George Vytautas Daukantas, HAA, HEAA (CTE 2008).Lithuanian Computer Society, http://www.liks.lt . •Craig Leach •Cadra Rooney REACT is the name of a make-a-difference movement. The acronym stands for Responsible Everyday Acts Caught on Twitter. The purpose of this movement is to give students/teachers/adults an outlet to praise, reward, and lift up, encourage, and reward great behavior. This will give students the opportunity to speak kind words about each other rather than to bully students. As we all know, no one is perfect. Through social networking, REACT gives students the chance to stand up for themselves and others that they might see being bullied. The objective here is to use kind words and thoughts to uplift someone else. The person you are uplifting might have held the door open for you, helped you study for a test, or came to your rescue during an awkward situation between you and others. The person giving the compliment might have been afraid to thank you in front of others or just too shy. REACT will give them the “VOICE” that they are looking for. The REACT hyperlink: https://sites.google.com/site/responsibleactscaughtontwitter/home. The purpose of REACT is to confront underserved populations For example, a Twitter generated strategy to cultivate and validate the proposal can use widgets that embed on the proposal site such as Scoop It, http://feedback.scoop.it/ and allow room for site expansion. Scoop. It allows optimizing opportunities for analyzing social media, web traffic and web content featured on the dashboard, http://feedback.scoop.it/knowledgebase/articles/61316 A noted researcher on the subject is Sanjay Misra, a full Professor of Computer Engineering and is affiliated at Covenant University, Ota, Nigeria. Prof. Sanjay has 21 years of wide experience in academic administration and researches in various universities in Asia, Europe and Africa. His Ph.D. is in Information and Knowledge. Engineering (Software Engineering) from University of Alcala, Spain and Master in Technology. (Software Engineering) from Motilal Nehru National Institute of Technology, India. He has held previous academic positions at FUT Minna - Nigeria (as Head Department of Computer Engineering and Cyber security), Atilim University - Turkey, Subharati University and UP Technical University - India. He is also visiting/Collaborative professor at the University of Alcala – Spain(since 2011-), UCV- Valparaiso – Chile(since 2013-), UNICEN, Tandil – Argentina(since 2011-), and Atilim University – Turkey(since 2011-). Prof. Sanjay’s current research covers the areas of software quality, software process improvement, software project management, object oriented technologies, XML, SOA, Web services, cognitive informatics, artificial intelligence, neural network, health Informatics, e-learning, cloud computing and cyber security. Prof Sanjay i coordinating/working/collaborating with several research groups (as visiting/adjunct professor/collaborative researcher)

in various universities and industry around the world (Spain, Argentina, Turkey, Singapore, Chili, Brazil, Mexico, Norway, France, South Africa, Malaysia, Nigeria, Myanmar, Vietnam, India). He has author/coauthor in more than 200 papers(with colleagues from nearly 30 countries) and majority the publications are in ISI Web of Sciences and got several awards for outstanding publications. Recently, Institute of Engineering and Technology(IET), United Kingdom awarded him ‘2014 IET Software Premium Award’ for Best Paper published in last two years. Prof Sanjay has delivered 30 plenary and keynote speeches (IEEE, Springer, and Elsevier sponsored conferences) and 33 invited talks (workshops/seminars/lecture) in various universities and institutions in more than 40 Countries. He is editor in chief of the book series on Advances in IT Personals and Project management (IGI Global), author of 1 book and editor (one of) in 25 Lecture Notes in Computer Science (Springer), 5 IEEE conference proceedings. He is General Chair of (IEEE) International Conference on Computing, Networking and Informatics (ICCNI 2017) and 6th IEEE ICAST: 2014 and founder chair of 3 annual international workshops: Software Engineering Process and Applications (SEPA), Springer (2009-2016), Tools and Techniques in Software Development Process, IEEE (2009-2016), Software Quality, IEEE (2009), LNCS (2011-2016) and Software Metrics and Measurement, IEEE (2009). Presently, he is Editor in chief editor of International Journal of Physical Sciences(SCOPUS Indexed), founder EIC of Covenant Journal of ICT and International Journal of Computer Science and Software Technology, and also serving as editor, associates editor and editorial board members of many journals (more than 20) of international repute. Authors cited source: Saulius Maskeliūnas (dr.) [email protected] VU Matematikos ir informatikos institutas, Akademijos g. 4, LT08663 Vilnius tel.: (8~5)2109342[d.], 8~681 75484[mob.], faksas: (8-5)27, https://www.mii.lt/index.php?siteaction=news_notices.view&id=4062&lang=ltother . Currently, cyber bullying and digital abuse take on different guises and play a significant role in how students perceive entering schools for the first time. The very process of Internet and information highway interchange is to empower, value, novelize, refocus, enrich, and enlighten the experiences of people, students, teachers, parents who are at a loss on how to end a vicious cycle of cyber abuse. Cyber Abuse promotes the production of unwanted feelings or behaviors in the classroom and the home and is an antithesis to the direct aims of sharing ideas with other well-meaning individuals, groups or nations using the Internet. The REACT Digital Abuse Prevention Project considers a theory of change based upon growing evidence that in the ACOT classroom of today students, teachers, parents/guardians/ educational technologists, facilitators, coordinators or specialists struggling with issues of “cyber-bullying”, “cyber-hacking”, “cyber stalking”,” cyber exploitation” and “cyber security ” may not be making a concerted effort to use we b technologies that help address the issue and present the community with a means to further “healing”, “recovery” .” resiliency” from instances of digital abuse. Question 2: What do you know about the effectiveness of this approach? Ribble, M. (2015), offers a freshness of concern for empowering student growth and digital citizenship through understanding nine elements of earning digital citizenship through trust worthy computing. According to Ribble, M. (2015), digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use. According to Ribble, M. (2015) digital citizenship is a concept which helps teachers, technology leaders, and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. Ribble, M. (2015) touches at the heart of the digital abuse question by defining nine elements of digital citizenship, http://www.digitalcitizenship.net/Nine_Elements.htm . The issue is more than what the users do not know but what is considered appropriate technology usage is, http://www.digitalcitizenship.net/Home_Page.html , cited source retrieved electronically, November 14th, 2016. According to Stephen Hawking, any particular theory can be refuted based upon its argument path and trajectory, Hakim, J. (2009). REACT addresses those concerns in an open source study of digital equity and justice for victims of digital abuse, http://etcjo urnal.com/ . Question 3:

There are pressing security problems for the "Open Source “Community. What do you know about the effectiveness of this approach? A.

http://covenantuniversity.edu.ng/Profiles/Oladipupo-Olufunke/Comparative-Analyses-between-Split-andHierarchyMap-Treemap-Algorithms-for-Visualizing-Hierarchical-Data

B. http://covenantuniversity.edu.ng/Profiles/Oladipupo-Olufunke/Design-and-Implementation-of-Text-ToSpeech-Conversion-for-Visually-Impaired-People

The Open Source Community addresses the Internet, Society and the Politics of Control community as it affects the freedom attached with web based interactions in classroom experiences. Cyber Freedom allows 4th and 5th graders to successfully post a community letter around the World for civic engagement. The justification for addressing such an issue lies at the heart of free and open civic engagement in the classroom. When an instance of a human rights violation occurs in the form of a trial of a Chinese separatist teacher in China who has been conferred a “life “sentence in Beijing China a heightened empathic concern for the victim’s plight allows us to click on a hyperlink to view the web content: cited source retrieved electronically April, 18th, 2015 from http://www.china.org.cn/china/201411/22/content_34123457.htm . “Although advertised as providing increased information security for users, it appears that Digital Rights Management technologies usually have more to do with providing commercial advantage for vendors, and may pose an existential threat to open systems ”,retrieved electronically April, 9th, 2015 , http://opensource.org/ . Anderson, R. (2003), discusses Security in open versus closed systems: The dance of Boltzmann, Coase and Moore, retrieved electronically April, 16th, 2015 from http://www.cl.cam.ac.uk/~rja14/Papers/toulouse.pdf . Mike Roe discusses issues of “cyber security” and plausible denial in his treatise, cited source retrieved electronically April 18th, 2015, http://www.chiark.greenend.org.uk/~mroe/ . Above all the other arguments against open source ,a REACT proposal , applying a credible web resource as Bloom’s Revised Digital Taxonomy which offers enriching , well thought , robust and dynamically exciting “open source” digital opportunities for a millennial population of learners is the thing of the day, retrieved electronically April, 26th, 2015, http://edorigami.wikispaces.com . Question 4:

Who will the project serve?

1. A “Community Letter “inviting community leaders, partners, and parents to attend an event that will help earn their children a digital citizen certificate. 2.

Hosting a community forum that discusses an Open source REACT Project within a community school.

3.

Hosting a survey for parents and mentors.

Question 5: • Does your organization have experience implementing this type of project? If so, please describe this experience. I have to answer that exploring pathways to fundraising by other entrepreneurs and foundations who gave sound advice relevant to the proposal topic, by talking about how they started their social enterprises from the Harvard Social Enterprise site, Panelists discussed the challenges of bringing an idea to life, http://ocsharvard.tumblr.com/tagged/social%20enterprise . 1. Ezra Weller co-founder of GroupMuse asked, “If you have a cause, how do you bring it into the real world in a way that’s sustainable?” “I was lucky enough to study music in college, but what do you do after that? I was looking for new ways to bring people music. I got in touch with an old friend and together we started working on GroupMuse—it’s like Airbnb, but for house concerts. It lets hosts and audience members and musicians all connect online and it lets the

community generate their own performances. We’ve had over 300 of them since 2013, and we are doing about four to eight a week on average. 2. Anda Greeney, founder of Mokha Origin Coffee said, “If you want to be an entrepreneur, you just have to do it,” Anda Greeney., founder of Mokha Origin Coffee, put simply. “I was inspired by reading a book called The End of Poverty by Jeffrey Sacks. He argued that if there were more money going into development, we could solve global poverty. I thought this was incredible at first, and I decided to commit 10% of my income annually to charity. Then, as I started going further down the path, I realized that handing out money for free doesn’t work. In 2011, I traveled to Afghanistan with an NGO and we went to a school and handed out books and pencils to the students. It just didn’t feel right. They were happy to get free things in the same way you’d be happy if you got something for free. It’s not sustainable, and it’s not going to work in the long run, and it won’t encourage indigenous growth. Mokha Origin Coffee, on the other hand, helps Yemen’s economy and stability started going further down the path, I realized that handing out money for free doesn’t work. In 2011, I traveled to Afghanistan with an NGO and we went to a school and handed out books and pencils to the students. It just didn’t feel right. They were happy to get free things in the same way you’d be happy if you got something for free. It’s not sustainable, and it’s not going to work in the long run, and it won’t encourage indigenous growth. Mokha Origin Coffee, on the other hand, helps Yemen’s economy and stability. “In terms of Social Enterprise, additional funding for an Internet site such as P LEARNING SCHOOL PLATFORM: created to address all elements for successful writing on the Web and connect writing posts to the global community is herein presented, http://ec.europa.eu/ipg/content/tips/index_en.htm .” In this way, a scientist would ask, where are the regions and sectors that could benefit the proposal? Given access, once the hyperlink is viewable, a beginning teacher or mentor can critique for technical analysis a credible source event: http://events.codeweek.eu/ and a EU Score Board: http://events.codeweek.eu/scoreboard/ have a stake in having voices heard for a community to expand, nurture and benefit people experiencing innovative learning designs, web tools or algorithms . Question 6 • What results have you seen from work already done related to the proposed project? I could not go forward without noting my endorsements: membership in the EU/NATO authentications section allowed me to have Lithuanian Computer Society Membership, Home page: http://www.liks.lt . In effect, what Chairman of the Council Saulius MASKELIŪNAS http://www.mii.lt/PSIS/person.php?ID=8&KALBA=EN&VARDAS=Saulius (Vilnius), Phone: (+370 5) 210 9342, email: [email protected] home page: http://www.liks.lt has given me with my accepted membership to the LIKS (artificial intelligence) consortium provides access to EU /EIB internet calls for submissions on various sectors. One could determine an example: http://www.eib.org/projects/pipelines/regions/index.htm

.

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