A teacher’s proficiency is manifested by the ability to look at
the subject from a learner’s point of view, to foresee the
critical junctions in learning, and to design teaching to meet
learners’ information acquisition and collection processes
(e.g., Zombylas, 2007).
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Pedagogical Love and Good Teacherhood | Määttä | in education - 1 views
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van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p
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Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).
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A teacher’s ethical caring means genuine caring, aspiring to understand and make an effort for pupils’ protection, support, and development. Because of this pedagogical caring, the teacher especially pursues pupils’ potential to develop and thus help them to find and use their own strengths.
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Pedagogical love has been considered the core factor in the definition of good teacherhood for decades, though the characteristics of a good teacher have always included a variety of features. Features such as the ability to maintain discipline and order, set a demanding goal level, and the mastery of substance have been especially emphasized (e.g., Davis, 1993; Zombylas, 2007; Hansen, 2009)
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Love influences the direction of people’s action as well as its intensity. Positive emotions, joy, strength, and the feeling of being capable lead mental energy toward the desired goal (Rantala & Määttä, 2011). Negative emotions, grief, fear, and anger cause entropy, an inner imbalance that burns off energy, brands the target with negative status, and pursues nullifying and undervaluing (e.g., Isen, 2001).
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he educator’s task is to provide pupils with such stimuli and environment where students are guided to limit their instincts by controlling enjoyment and vital-based values, in order to be able to achieve higher values and skills (Solasaari, 2003).
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Mihaly Csikszentmihalyi (1990, 2000) has launched the concept that refers to an optimal or autotelic experience where people are riveted so comprehensively by a challenging performance that the awareness of time and place blurs. Flow is possible when the challenges in a task are balanced with an actor’s abilities. Flow is an enjoyable state of concentration and task orientation, leading to optimal performance, whether the case is wall creeping, chess playing, dancing, surgery, studying languages, painting, or composing music.
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This sets challenges for skill development. If a task is too easy, it will bore. If it is too difficult, it will cause anxiety and fear. The exact experience of flow and the active sense of well-being resulting from the former, encourage people to develop and improve their skills. People are willing to strive for flow whether it was about love for math, art, programming, or orthopedics (Csikszentmihalyi, 1990).
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In an interview, Gardner (as cited in Goleman, 1999) said flow is intrinsically rewarding without the hope for reward or threat of punishment. We should use learners’ positive moods (love) and through it get them to learn things about fields they can succeed in. People have to discover what they like, what things and doings they love and do these things. Even a child learns the best when he/she loves what he/she is doing and finds it enjoyable. (p. 126)
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Pedagogical love might contribute to pupils’ learning and success by providing them with positive learning experiences, initial excitement, and perceived successes. These are the seeds of expertise as a positive feeling that can be considered the source of human strengths (Isen, 2001).
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Pedagogical love springs from an individual learner’s presence persuading it to come forward more and more perfectly and diversely. A skillful educator does not just sit by and watch if a learner makes worthless choices or fails in his or her opportunities to grow and develop.
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Haavio emphasized the meaning of pedagogical love in teachers’ work and considered that teachers’ work consists of the following two obligations: attachment to learners and dutiful perseverance of life values.
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Love appears in teaching as guidance toward disciplined work, but also as patience, trust, and forgiveness. The purpose is not to make learning fun, easy, or pleasing but to create a setting for learning where pupils can use and develop their own resources eventually proceeding at the maximum of their own abilities
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A loving teacher reveals for a pupil the dimensions of his or her development in a manner of speaking. This is how a pupil’s self-esteem strengthens and he or she can develop toward higher activities from the lowest, pleasure-oriented ones. Achieving high-level skills is rewarding because it brings pleasure, and yet, it often demands—as mentioned previously—self-discipline and rejections
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A teacher’s work is interpersonal and relational, with a teacher’s own personality fundamental to building relationships with students. A teacher’s work involves plenty of emotional strain. In addition, a teacher inevitably has to experience frustration in his or her work. There are many situations when a teacher will feel like she or he has failed regardless of the solution he or she creates.
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Consequently, teachers are likely to experience guilt because they cannot sufficiently attend to all pupils in an appropriate way that is congruent with the notion of caring.
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However, teachers have to realize that their own coping, motivation, and engagement require attention; they are not automatic.
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Good teachers are examples to learners even in the most difficult life situations. Teachers have to believe in their work and endeavour to build a nurturing environment and a more humane world.
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To be happy about life, to guide students to see the wonder and joy in the mundane is a teacher’s most important skill. Being able to help students find and negotiate the joy, wonder, happiness, and pain in the everydayness of life is an increasingly important quality in today’s insecurities, with the mounting pressure of increased demands for efficiency
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A dialogic approach to online facilitation - 0 views
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Social construction of understanding has long been a significant underlying principle of learning and teaching
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cognition is situated in particular social contexts (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991); knowing is distributed across groups (Cole, 1991; Perkins, 1993); and learning takes place in communities (Lipman, 2003; Scardemalia & Bereiter, 1996; Wenger, 1998).
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the integration of concrete experience and abstract thought; the integration of reflection and action; the spiral nature of these two; the relationship between separate and connected knowing; and the balance between collaboration and leadership.
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The Community of Inquiry model is based not on the Community of Practice model but, at least in part, on Lipman's work with children (2003) in which "tutor and children collaborate with each other to grow in understanding, not only of the material world, but also of the personal and ethical world around them" (Wegerif, 2007, p. 139)
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Although reflective dialogue has strong connections with Lipman's notion of multidimensional thinking, in that reflection allows synthesis, there may be difficulties with the use of this term as it has been used elsewhere with different connotations (Brookfield, 1995; Schon, 1983).
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Yet students often find this kind of thinking difficult to express when they are learning something new, perhaps because emerging ideas are very vulnerable to criticism
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the dialogic space is broadened to include other types of dialogue which contribute to the development of understanding yet which are easier for students to express. Creative dialogue opens up a reflective space in which issues can be explored with encouragement and trust.
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Another technique is "thought shower" - similar to but perhaps less intense than brainstorming - in which even implicit judgement is suspended. Creative thinking, or dialogue, is not the same as creativity, which is often associated with art and design, yet it appears to have an important role in discovery
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each of the participants really has in mind the other or others in their present and particular being, and turns to them with the intention of establishing a living mutual relation between himself and them."
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The focus is on listening and understanding (Bakhtin, 1986), or reading and understanding in an asynchronous online environment
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Caring thinking also includes caring about the topic or subject (Lipman, 2003, p. 262), which Sharp (2004) calls pedagogic caring,
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Identifying (information responsive): Students explore the knowledge base of the discipline in response to questions or lines of inquiry framed by teachers ("What is the existing answer to, or current state of knowledge on, this question?") Pursuing (information active): Students explore a knowledge base by pursuing their own questions and lines of inquiry ("What is the existing answer to, or current state of knowledge on, my question?") Producing (discovery responsive): Students pursue open questions or lines of inquiry, framed by tutors or clients, in interaction with a knowledge base ("How can I answer this open question?") Authoring (discovery active): Students pursue their own open questions and lines of inquiry, in interaction with a knowledge base ("How can I answer my open question?") (Levy, 2009).
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Youth with Disabilities in the Foster Care System: Barriers to Success and Proposed Pol... - 0 views
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shared by Lauren D on 11 Jun 12
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John Dewey's Theories of Education - 0 views
www.marxists.org/...x03.htm
education learning Andragogy pedagogy dewey philosophers theories of education
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Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
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“The actual interests of the child must be discovered if the significance and worth of his life is to be taken into account and full development achieved. Each subject must fulfill present needs of growing children . . . The business of education is not, for the presumable usefulness of his future, to rob the child of the intrinsic joy of childhood involved in living each single day,”
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The child learns best through direct personal experience. In the primary stage of education these experiences should revolve around games and occupations analogous to the activities through which mankind satisfies its basic material needs for food, clothing, shelter and protection. The city child is far removed from the processes of production: food comes from the store in cans and packages, clothing is made in distant factories, water comes from the faucet.
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Dewey sought to supply that unifying pattern by applying the principles and practices of democracy, as he interpreted them, consistently throughout the educational system. First, the schools would be freely available to all from kindergarten to college. Second, the children would themselves carry on the educational process, aided and guided by the teacher. Third, they would be trained to behave cooperatively, sharing with and caring for one another. Then these creative, well-adjusted equalitarians would make over American society in their own image.
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SFUSD: How Can You Teach Me If You Don't Know Me? - 0 views
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. No matter what age, we are more likely to listen to someone if we feel we are listened to. And, I believe we are more likely to seek to understand if we feel understood.
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Taking a page from a school project based learning activity known as Community Mapping, Koh and ISA teachers travelled by public transportation to meet ten student volunteers in their neighborhoods, which included Bayview and the Mission as well as Potrero Hill.
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Students reported how much they liked seeing their teachers outside of the classroom. Teachers said that they realized just how easy it can be to keep their students at arms’ length during the school day, and with the real experiences of just spending one day out in their world, that distance is closing.
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The Relationship of Narrative, Virtue Education, and an Ethic of Care in Teaching Prac... - 0 views
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Care of the Dying.. a Positive Nursing Student Experience - 0 views
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What You Need to Know about Online Learning For Nurses - 0 views
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"Some important factors should be considered when deciding if online learning is right for you. While it has been shown that students can learn course content online as well as in the traditional classroom setting, less information is available on socialization issues related to the nurse generalist, specialist, or practitioner. The role modeling, mentoring, and collegial friendships may or may not be as adaptable to online methods. Careful selection of clinical settings for experience, on-site preceptors, requirements for certain on-campus experiences, and group attendance of students and faculty members at regional or national meetings are some methods used to assist socialization."
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henderson.pdf (application/pdf Object) - 0 views
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QUOTE: What is reflective learning? As early as 1933 Dewey defined reflective thought as "active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and further conclusions to which it tends" (Dewey, 1933 in Andrusyszyn & Davie, 1997, p.105). He believed that associating ideas was integral to thinking and that one had to search for deeper meanings through reflective thinking to capture and understand the core essence of something, to transform doubt into understanding and understanding into further action (Andrusyszyn & Davie, 1997).
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At $4,556 a day, N.Y. disabled care No. 1 in nation | The Poughkeepsie Journal | poughk... - 0 views
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My Reflections in ETAP 640 - 0 views
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it would be interesting to see the numbers for 2012,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were presen
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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this study and this study support that the most gains in online classroom learning from F2F learning were in areas where these technologies were present,
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I miss the ability and opportunity to chat casually with students in an online course the same way I would before or after a F2F course, even if it doesn’t directly relate to my learning.
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Are there things that Moodle (or even Angel, per the courses for observation) can do that don’t replicate this structure?
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part of the problem is that the LMS imposes a pedagogy. They have embedded into their DNA a teacher-centric cultrure-specific pedagogy. just look at how they label things... you can't get any more teacher-centered that referring to things as "lessons!" Fortunately in ANGEL at least you can change that... not so in BB. i chaffe under that imposition. This imposed pedagogy is largely due, in my opinion, to the fact that it is application developers, not instructional designers, that developed the LMS. We are stuck having to use tools that are inadequate for the purposes to which we must apply them. They are NOT flexible, they do NOT allow for creativity and innovation. It is a constant fight/struggle to work around their limitations and constraints to get them to DO what you want need them to do. I hate all LMSs equally.
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Reiss doesn’t believe that all children are or should be curious and that curiosity doesn’t always motivate student learning.
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developing the course isn’t enough, classroom management is required throughout the course, especially for students who drop in and out.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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earned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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learned that a lot of what I teach will be limited by the functionality of the LMS. I learned that there is so much more.
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I care.
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kolb's learning styles, experiential learning theory, kolb's learning styles inventory ... - 0 views
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Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
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Education is big business. Much is at stake commercially and reputationally, and so it is not surprising that debate can become quite fierce as to which methods work and which don't. So try to temper what you read with what you know and feel and experience. Personal local situations can be quite different to highly generalised averages, or national 'statistics'. Often your own experiences are likely to be more useful to you than much of the remote 'research' that you encounter through life. You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes.
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A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
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"A note about Learning Styles in young people's education, and by implication potentially elsewhere too: I am grateful to the anonymous person who pointed me towards a seemingly growing lobby among educationalists and educational researchers, towards the end of the first decade of the 2000s, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover, Learning Styles objectors and opponents assert that the use of, and certainly the heavy reliance upon, Learning Styles theory in formulating young people's education strategies, is of questionable benefit, and may in some cases be counter-productive."
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shared by Alicia Fernandez on 20 Jun 14
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Red River College - Blackboard Exemplary Courses - 0 views
kb.blackboard.com/...Red+River+College
instructional design blended course blended learning Blackboard course
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To meet the challenge of decision making in client care, the nurse needs a comprehensive data base - gathering data is a prerequisite for problem solving and individualized interventions. Assessment is now a critical part of every nurse's practice, as all nursing decisions and actions are based on initial and ongoing assessments. Therefore it is extremely important for nursing students to develop excellent assessment skills. This blended course is designed to develop the cognitive processes and psychomotor skills necessary for conducting health assessments of healthy individuals. In other words, students learn how to gather data, what data to gather and what to do with the data once is has been gathered. Nursing students must understand what the expected assessment findings are for each system, before they can recognize any abnormalities that might be seen in clinical courses. To this extent, the students must complete the online theory portion of each unit prior to attending and practicing the skills on each other in the onsite lab component. This course prepares beginning practitioners to complete a health history as well as a head-to-toe physical assessment. These skills are essential for successful clinical practice.
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Using self- and peer-assessment to enhance studentsfuture-learning in higher education. - 0 views
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However, Falchikov (2007) urged us to be wary of all grading processes, not just peer-assessment, and she argued that concerns about the validity and reliability of peer-assessment can be addressed.
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Economics Interactive Tutorial: Elasticity - 0 views
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In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
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Health Savings Accounts -- The Best Way to Make Demand More Elastic?
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Elasticity
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Five Factors that Affect Online Student Motivation | Faculty Focus - 0 views
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which identifies five main factors that contribute to student motivation: eMpowerment, Usefulness, Success, Interest, and Caring
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Libraries Struggle to Close the 'Digital Divide' - Room for Debate - NYTimes.com - 0 views
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In the 21st century, high-speed Internet access is almost as essential as electricity. That libraries serve as the provider for millions of Americans isn't something to celebrate. It's a sign that we're in trouble. We're depriving people of basic information access that is central to every policy we care about – including health, education and national security – even though every American should be able to communicate reliably and access information at any time.
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DRAMA in ENGLISH LANGUAGE TEACHING: A WHOLE-PERSON LEARNING APPROACH | Teacher Talking ... - 0 views
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As an ensemble the class can learn and discover together, all the while feeling part of something larger than themselves and experiencing the support of the group
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By being part of this safe environment students are able to take risks, build on the strengths of others and grow in confidence, making decisions and taking actions on behalf of the group
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This contrasts with the teacher centred class where the teacher has to monitor an motivate 20 –30 individuals continuously without a minute’s respite.
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