Free Online Apps and Games with Positive Words

Here at Positive Words Research, we love nice words. Find here the apps – online applications with good words – developed by Positive Words Research. Learn and practice motivational words with our apps.

Elena, the person behind Positive Words Research, is passionate about powerful words since 2012. She is dedicated to bringing inspiring words in the lives of everyone in the world. Elena believes that her life purpose is to promote positive words. This is why she started working with IT experts to create many online applications with nice words.

Positive Words Research is dedicated to contributing to the field of positive words. This is why we are continuously bringing new tools to your disposal. Here is a list of apps – online applications with positive words – that you can use and improve your good words knowledge.

Think positive with the online apps developed by Positive Words Research!

Online Applications With Positive Words

1. Positive Words Researcher

Positive Words Researcher is an online free application that is analyzing your text in terms of positive words. The text length to be analyzed is unlimited. For example, you can analyze an entire book with this application. The application helps you with three things:

  1. Extracts the positive words found in your text;
  2. Computes some simple analytical indicators (counting the positive words, calculating the percentage of text positivity);
  3. Gives to you the list of positive words not found in your text. The application has a database of positive words, compares your text with this database and exports the positive words not found in your text, as a list in alphabetical order.

2. Name Acronym with Positive Words

Name Acronym with Positive Words is an app designed to allocate a positive word for every letter of your name. This app can be used for yourself or for the one you care about.

3. Positive Words Jar

Positive Words Jar is an online application where you will find a jar that you can fill with positive words starting with the first letter of your name.

Come back to this page because we are constantly developing new online applications with kind words that will make you use daily good words, will help you learn inspiring words and embody them until they become like a second skin to you and will also brighten your day.

‘Positive’ Instructing Technologies – and the Future of Online Learning

Positive Technologies

Disclaimer: This article is primarily intended for teachers and parents. Still, it can prove insights for anyone interested in the converging disciplines of ‘Teaching’ and ‘Learning’. Anyone who can bear the sight of academic concepts tucked in ‘hither and thither’ within the prose. So reader discretion is advised…

What is the best way to impart a quality education?

One that does not restrict the student’s intellectual scope, but encourages it to grow uniformly. Both within the confines of the curriculum and without it.

In this post, I will attempt to address this question, as well as try to anticipate the direction in which the Online Learning venture is headed. The role that ‘positive’ technologies – such as Constructivist teaching models – will inevitably play in the future will also be shed light upon.

When scholars and researchers analyze learning & teaching methods academically, they tend to emerge with not-very-dissimilar conclusions.

“A general optimism/freshness of outlook and theoretical perspective is a critical component of every sound and collaborative teaching regimen.”

The traditional stances pertaining to this issue have largely given way to more information-sharing & knowledge-construction frameworks. These have been explored in full through the progressive/constructivist paradigm of imparting education. As a result, it might be a good idea to explore the future of learning from today’s vantage point.

Because when the end is clear, the journey becomes easy (or so they say)!

Note: All theoretical approaches referenced in this article blog post have been acquired through the Spectrum Internet Plans

On Positivity within the Classroom: A Personal Account

 Positivity within the Classroom

I’d like to state that by ‘positivity’ I do not wish to make allusions to the concept of ‘scientific positivism’. ‘Positivity’ has to be taken in its more literal and psychologically-subjective sense – to be made sensible for our purposes.

Positive vs. Humane Reinforcement

 

In virtually all interactive sessions that I had within my classrooms, one core teaching principle seems to have consistently stood my test of time and experience. I call this teaching positive reinforcement.

This is different from humane reinforcement, in which the child on the receiving end of an academic check is left scarred with a debilitating sense of failure. As most psychological authorities would attest, adolescent and pre-adolescent children are particularly susceptible to negative feedback. Even if it should be warranted and conveyed politely.

As I have learned through my fourteen years of classroom engagement, the best way to communicate your disapproval of a student’s work performance is to not intone the said verbal or textual correspondence as such.

Learning from My Mistake

Learning from My Mistake

When starting out as a fresh instructor, I continually committed an error. I used to be very direct and straightforward with my impressionable young ‘charges’; as I referred to them in my Victorian state-of-mind back then.

At this point, I’m sure that you can gauge something about my psyche from these involuntary admissions. I generally believe that a teacher should be like an open book, with a transparent subjectivity that can be understood. Charismatic and forceful figures have the uncanny influence of dictating their opinions to others.

It wasn’t long before I discovered the great degree of animosity and willful contempt that started to radiate from each and every one of them. Even from some of my star pupils, who I always attempted to laud loudly in front of everyone.

Instead of imparting learning and improving students social skills, I had unconsciously become responsible for brewing up a mob-like sentiment in the group. One that was fast on its way to imploding from within. That means with pupil turned against a fellow pupil. Which wanted to bind me in a body bag!

Making changes

My moment of redemption actually came from the instigations of one of my more discerning students. This pupil indirectly attempted to point out the egregious folly of my ways. I asked about what I could do to make my attempts at consolidating a more congenial and ‘breathe-easy’ environment within the classroom. She offered an apt retort: Don’t ever criticize, or say wrong, to any one of us, Miss. Like, never!

And I have not only stuck to this wise commandment ever since but have also traced its echoes in some of the leading pedagogical theories of the 20th century. All these theoretical approaches can be thought of as abstract technologies in their own right.

This is because they provide teachers with a tested framework of assumptions. Which can be used to come up with innovative results in particular learning environments.

On the Importance of Positive Intent within the Classroom

Positive Intent within the Classroom

But what is true of all of these in-class approaches? It is that the dually-conjoined issues of teacher politeness/compassion and positive attentiveness serve as de facto limiting factors to the success of any instructing venture. If a certain tutor happens to fall short in terms of these matters, he/she risks the viability of the entire academic program.

Irrespective of which theoretical teaching model is adhered to. And till date, I haven’t come across even one educationist, who would be willing to sabotage the one vocation that he/she adores the most – that is tutoring.

There are ‘no wrong answers’, but only different ways of interpreting the same sociological & rational phenomena, therefore a skilled instructor can initiate two-way dialogues with students. Not a one-way exchange of information.

This technique inculcates a sense of confidence in the minds of students. It encourages them to build and refine their own knowledge-bases consistently. When a tutor is conceived as more of a negotiator of knowledge, and not its immaculate & singularly-authoritative repository, true learning can be facilitated.

Learning needs to be dialectical, requiring the constant input of all members. It should not be construed as a canvas to showcase the skills-set of the individual delivering the information.

For the betterment of all, that is!

Online Learning – Its Current & Future Prospects

 Future Online Learning

The advent of the Internet Age brought with it an entire host of opportunities for education services to the masses. With the backing of the One-World vision, the World Wide Web sought to transform the way in which information-dissemination began to be grappled with as an initiative.

It wasn’t long before major university institutions started offering their distance education services to students. These virtual programs are also bound by the strict legal stipulations observed in the original brick-and-mortar academic sites. Upon the successful completion of an e-learning regimen, a student is subsequently awarded a certified university degree.

Addressing Current Distance Learning Programs

Distance Learning Programs

Although current distance education programs are fully interactive and dialogic,  they have faced their fair share of criticisms. Proponents of the current virtual learning model argue in favor of maintaining some semblance of a structure. They argue that the complete dissolution of existing paradigms for the sake of entrenching a more pluralistic model will lead to a state of postmodernist chaos ensuing within the classroom. Their detractors espouse a more ‘internationalist’ view of the teaching/learning environment.

With the contention that currently exists between these two pedagogical camps, one thing is certain. The future of online learning will definitely feature a more diversified blending-in of all known theoretical approaches. And the teaching virtues of a rigorous brand of optimism and continual hope will form an integral part of this learner-oriented future.

And in my opinion, the world, with all its legions of young learners destined to take the reign of global management from their predecessors, will be better off for it!

Author’s Bio

Rosie Harman is an Educationist, a Book-Lover, and a Culture-Critic, who likes to recount her professional experiences (of being a Middle School teacher) using the medium of words. She lives in Ann Harbor, MI, and can often be found taking long walks around Lake Michigan. She regularly blogs at Spectrum Cable Company.

Here at Positive Words Research, we are looking to share with our readers original content that hasn’t been published on other sites so if you are comfortable with Positive Words Research being your sole publisher, we are more than happy to share with our readers your inspiring and empowering story.

 

A Short History and Future of Online Learning

About 125 years ago, students could earn the correspondence degree. Correspondence programs were initiated in higher education by the Universality of London in the mid of 19th century. In the next century, different universities played with other modalities including radio and television-based learning. Most notably in the UK—with the Open University. Correspondence degrees in the U.S. remained solidly ground on paper and the U.S. Postal Service.

online learning

There was little sense among traditional universities before the 1990s that students should generate a profit or be in any way central to the institution. These programs operate on cost-recover bases, and they were demoted to the outskirts. Lack of profit was sarcastic considering one of the pioneers of corresponding degrees.
International correspondence schools enrolled a total of 900,000 students by 1906, driven by a sales force of 1,200. It made sense given the view that correspondence degrees should serve educational outreach missions of the university. In the middle of the 20th century, the University of Maryland College and the University of Wisconsin Extension led the market.

Internet era

The Internet has proved itself as a game changer for correspondence degrees by enabling three forms of interactivity.

  • interaction with content,
  • interaction with the instructor,
  • the interaction with other learners.

People closest to the correspondence were the last to see it. Extension and ongoing education programs viewed the internet as yet other in a long line of non-revolutionary technologies like two-way video.

Market leaders

Market leaders like University of Maryland (UMUC), Wisconsin, Washington, and University of California Los Angeles were caught unaware as for-profit entrants nurtured the market for distance degrees.
For-profit entrants were not afraid of UMUC, and for-profit domination did not happen overnight. In 2000, Sloan Asynchronous Learning Network estimated that for-profits occupied less than 5% of the market for distance degrees. For-profits like the University of Phoenix grew rapidly over the prior decade by making higher education more accessible.

Duke University, an elite university which initiated its global executive MBA in the late 90s, and Cornell University which started e-Cornell as the university’s vehicle for online certificate programs seemed to grab the potential of online delivery better than other universities.

Development of for-profit universities for a decade was powered by online degrees. These degrees entered into the huge market of nearly 40 million Americans. By 2010, students enrolled in online programs were 3 million.
70% of those students attended for-profit institutions. From 2000 to 2010, most of the potential customers were targeted with the opportunity to go back to college.

Experience

The experience of the for-profits in the last 5 years has been, in part a calamity of the commons. Too many fishermen fishing in a diminishing pool. It has also been a failure of investment. For-profit organizations focused investment in the areas of marketing and enrollment.

Consequently, enrollment growth slowed and reversed over the last 5 years. The immediate reaction was to redouble the focus on marketing rather than thinking about the development of a product.

Programs in 2015 were easily recognized by online students from the year 2000. Many for-profits institutes use the same learning management system that was used a decade ago. None of them have attempted to reinvent online learning based on the current technology. It is a failure of investment that is coupled with the failure of imagination.

online education

Online Degree

Online degree programs in popular subjects like Business, Technology, Psychology, Criminal Justice, Health, and Education are very popular commodity programs today.

We saw no growth in the market for online degrees last year. That’s because commodity programs are declining as the time is passing by. This decline is offset by growth in differentiated online programs.

What is a differentiated online program?

Institutions can differentiate their programs in three ways.

First way is through branding

Recognizing that there is a limited number of prestigious brands in higher education. Non-elite brands like Bridgepoint’s Ashford University has partnered with elite and recognizable brands like Forbes for Ashford’s business school.
Consequently, Ashford’s business programs continue to grow.

The second method is through specialized programs

There are many splendid examples of triumph specialized online programs although there is a ‘tail’ to online education curve. The tail for 100% online programs is not nearly long enough to make a real contribution to the growth of the overall market.
The real tail is blended programs—a subject for another day.

Third one is by connecting students to a job

How to do this thing effectively is still a puzzle. One company, ProSky has hit upon a fascinating model by providing on-ground universities the opportunity to enroll their students in a 10-week project-based online course in discrete skills areas such as digital marketing, SEO, and Sales.
Employers contribute projects to the course, monitor the work of students, and directly recruit students.

Strong brands

Ivy League Schools like Yale are now entering the market for online degrees via a partnership with online project management companies such as Pearson Embanet and Synergis Education. The growth of online project management companies and the brands that they have enabled have significantly contributed to for-profit enrollment decline.

 

Online project management companies now have the opportunity to lead the market for online degrees in the U.S. and internationally. They also have the luxury to work with stronger brands. Though they need to avoid making the same mistakes as their for-profit university predecessors.
Undifferentiated online degree programs will become commodities. Online project management companies should ensure that students enroll in online programs will get the job that they want. Also get a reasonable return on their investment in a pricey online degree.

Author’s Bio

Alina Olive is a senior content writer. She has experience of long-term in the marketing field as a content writer. She often creates articles on online education. Alina works in a Do My Homework company and writes an essay for students.

Here at Positive Words Research, we are looking to share with our readers original content that hasn’t been published on other sites so if you are comfortable with Positive Words Research being your sole publisher, we are more than happy to share with our readers your inspiring and empowering story.