the project will start with 180 small, high-capacity satellites orbiting the earth at lower altitudes than traditional satellites, and then could expand.
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Google Invests in Satellites to Spread Internet Access - WSJ - 0 views
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"Wired connectivity only goes so far and wireless cellular networks reach small areas. Satellites can gain much broader access."
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If Google succeeds, it "could amount to a sea change in the way people will get access to the Internet, from the Third World to even some suburban areas of the U.S.," said Jeremy Rose of Comsys, a London-based satellite consulting firm.
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Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views
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Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
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As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
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These roles need not be limited to simply the instructor, as students can also exhibit teaching presence in the course through such activities as leading group discussion assignments of collecting and sharing instructional resources
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Yet, textual feedback, particularly in the context of a blended or online course, can lack rich detail and tone.
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As textual forms of communication dominate current electronic communications, opportunities to engage auditory and kinesthetic learners ought to be cultivated.
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Students perceived audio feedback to be more effective than text-based feedback for conveying nuance. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions. Audio feedback was associated with increased retention of content. Audio feedback was associated with the perception that the instructor cared more about the student.
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Ice, Swan, Kupczynski, and Richardson (2008) studied the impact of asynchronous audio feedback in an online course and noted the following:
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Making the right choices 2 - 0 views
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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his website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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This website provides information for students about their career plans. I really like the page that outlines for them how the choices they make now can help them in the future. I want to use this in my online course because I think it is important for students to see the correlation between what they are doing now and how it will help them in the future. I think I am going to add this into Module 4 to assist with the career plan. I also want to use the Structured Reflection link as an intro to the course. I think it outlines reflections and states a clear purpose to the students, who may have not done a blogging activity before.
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Quest to Learn | Institute of Play - 6 views
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One of our colleagues in this program, Rebecca Grodner, is an English teacher at this school. I was fascinated when she mentioned that the school's philosophy was to reframe failure as iteration. I have made that my personal instructional mantra. She developed the Design Inquiry Cycle and shared this tool for inquiry-based learning in the UAlbany Knilt Wiki. This is the link, http://tccl.rit.albany.edu/knilt/index.php/Lesson_3:_The_Design_Inquiry_Cycle. I plan on using and adaptation of this model in my course's writing module.
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Lean Six Sigma: Research and Practice - 1 views
www.merlot.org/merlot/viewMaterial.htm?id=838765&hitlist=fromAdvancedSearch%3Dtrue%26keywords%3Dcontinuous%2Bimprovement%252C%2Blean%252C%2Bsix%2Bsigma%26keywordselectorsradio%3Don%26allKeyWords%3Dfalse%26anyKeyWords%3Dtrue%26exactPhraseKeyWords%3Dfalse%26title%3D%26url%3D%26description%3D%26community%3D%26category%3D%26cat1%3D-1%26language%3D%26materialType%3D%26technicalFormat%3D%26audience%3D%26contributorName%3D%26contributorEmail%3D%26contributorOrg%3D%26dateRange%3Dnodates%26_hasPeerReviews%3D%
module 4 assignment
shared by katespina on 23 Jul 14
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Six Sigma stresses elements that are critical to quality, such as reducing manufacturing defects. Lean Speed strives to eliminate seven kinds of waste. What happens when Six Sigma and Lean Speed merge? You end up with faster processes and fewer defects in your business.
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
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G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
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Educational Leadership:Giving Students Meaningful Work:Seven Essentials for Project-Bas... - 0 views
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students follow a trail that begins with their own questions, leads to a search for resources and the discovery of answ
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rs, and often ultimately leads to generating new questions, testing ideas, and drawing their own conclusion
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CL1 - More Information: Group Size - 0 views
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small as possible to promote positive interdependence, yet as large as necessary to provide sufficient diversity of opinions and backgrounds as well as resources to get the job done
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miscositas.com | Materials and resources for language teachers - 0 views
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Sancocho Didáctico Photocopiable resources for Spanish teachers A potpourri of teacher-tested and student approved activities for the language classroom. Worksheets including graphic organizers, rubric templates and projects. (57 pages)
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This document of 57 pages is the motherload of all activities, photos, assessments, and anything else I could ever ask from in a beginnin Spanish course. The only down fall is that the content might be better suited for students at the elementary level. https://diigo.com/020p85
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Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views
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Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
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Distance education and online courses don't work well with Net Geners—the social component of learning is required.
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How the Net Gen Learns
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when challenged, they excel in creative and innovative ways
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Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.