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Arnaldo Robles

FRENCH 101 Observation Course - 0 views

support8.sln.suny.edu/...default.asp

shared by Arnaldo Robles on 24 Jun 12 - No Cached
  • I want you to guess at meanings. Do not look up words in a dictionary
  • Amy M on 24 Jun 12
     
    A traditional online class
sherrilattimer

Depth of Knowledge in the 21st Century - 0 views

www.seenmagazine.us/...Default.aspx

DOK Webb

shared by sherrilattimer on 12 Jun 14 - No Cached
  • Depth of knowledge offers some advantages over Bloom’s Taxonomy for planning lessons and choosing instructional techniques. By increasing the DOK levels of activities, teachers can teach students to adapt to challenges, work cooperatively and solve problems on their own.Whereas Level 1 of DOK prompts students to recall or reproduce, Levels 3 and 4 require students to work without the constant supervision of teachers. Usually students work on higher DOK activities in groups, communicating with one another to solve challenging problems and freely offering their own ideas.
  • The teacher’s role at higher DOK levels is therefore to facilitate, not simply dispense the acquisition of knowledge.
  • Working on creating activities in such peer groups enables teachers to learn and articulate while planning for lessons that promote high expectations and cognitively challenging curriculum. In addition, administrators need to provide ongoing support for their teachers in order to empower teachers to succeed in this endeavor.Administrative leadership must mentor and assist teachers in providing the enthusiasm and motivation to continuously teach lessons that promote high student expectations and cognitively challenging lessons.
  • ...3 more annotations...
  • The students in one classroom are prompted to recall facts and procedures while the students in the other classroom are encouraged to apply their learned knowledge to solve complex problems featuring real-world relevance.
  • Through his work with the business community, he has learned that there is no shortage of employees that are technically proficient, but too few employees that can adequately communicate and collaborate, innovate and think critically. So, rather than simply equating 21st century skills with technical prowess, educators need to expand their understanding of such skills to increasingly emphasize preparing students to think on their feet, communicate effectively and value the ideas of others.
  • The depth-of-knowledge levels of Norman Webb’s depthof-knowledge (DOK) levels constitute a system that addresses how to teach these skills. Depth of knowledge is a scale of cognitive demand that reflects the complexity of activities that teachers ask students to perform. DOK-1. Recall — Recall or recognition of a fact, information, concept, or procedure DOK-2. Basic Application of Skill/Concept — Use of information, conceptual knowledge, follow or select appropriate procedures, two or more steps with decision points along the way, routine problems, organize/ display data DOK-3. Strategic Thinking — Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract and complex; often more than one possible answer DOK-4. Extended Thinking — An investigation or application to real world; requires time to research, think, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Level 1 of DOK is the lowest level and requires students to recall or perform a simple process.As DOK increases toward the highest (fourth) level, the complexity of the activity moves from simple recall problems to increasingly difficult and teacher independent problem-solving classroom activities, as well as real-world applications.As students are prompted to work within the realms of higher DOK levels, they will learn to independently employ higher-level thinking skills.
  • sherrilattimer on 12 Jun 14
     
    Webb's Depth of Knowledge
Melissa Pietricola

Special Connections - 0 views

www.specialconnections.ku.edu/...main.php

teaching

shared by Melissa Pietricola on 28 Jun 10 - Cached
  • is typically perceived as two educational professionals working together to service a group of heterogeneous learners. The most common teams of educators found to engage in co-teaching relationships are:
  • o-teaching
  • meet a wide range of learners more effectively
  • ...4 more annotations...
  • paraprofessional and a special or general educato
  • co-taught middle school setting, special educators are assigned (typically by grade level) to be a member of the interdisciplinary team. Also at this level, as is true at all levels, students with disabilities who are included in a co-taught setting must feel positive about themselves.
  • "Is what we are doing good for ALL students?"
  • because the curriculum is being modified for everyone,
  • Melissa Pietricola on 28 Jun 10
     
    Co-Teaching Model
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
alexandra m. pickett

studyfinance.com - Overview: Getting Started With Excel - 0 views

www.studyfinance.com/...index.mv

shared by alexandra m. pickett on 20 Jul 10 - Cached
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      hi sue, not sure why you were unable to add a sticky to the page... ? try again. you can add 2 kinds of stickies: 1. is a comment on the entire page like this. 2. the other is a comment on a particular highlighted text. i will demonstrate. : ) me
  • As discussed before, data is entered by selecting a cell and entering data. In the illustration below, if you wanted to enter the year column (column A) you would click on cell A2, type 1997 and press [ENTER]. Entering the data would automatically advance the active cell to the next row or cell A3.
    • alexandra m. pickett
      alexandra m. pickett on 21 Jul 10
       
      Sue: this is a sticky note that is associated with a particular section of highlighted text. : )
  • Sue Rappazzo on 20 Jul 10
     
    I wanted to add sticky notes but that does not appear to be an option with this material. Id the format of the document? I plan to include this in my course. Now I have to decide if I eliminate my video Excel intro that I created in jing or do I add this as another resource. I think I am inclined to keep both.
  • Sue Rappazzo on 20 Jul 10
     
    module 4 assignment
Kelly Hermann

AbleData: Library - 0 views

www.abledata.com/abledata.cfm

module 4 assignment

shared by Kelly Hermann on 27 Jul 10 - Cached
  • AbleData's Publications include fact sheets and informed consumer guides to help you select various types of assistive products and to better use our services.
  • earchable listing of articles, books, papers and other paper and electronic publications about assistive technology
  • Kelly Hermann on 27 Jul 10
     
    The library is the part of the AbleData site that I will most likely use most in the course.  There is detailed information available in the consumer guides about particular assistive technology tools as well as a searchable database of articles and papers written about assistive technology.  
  • Kelly Hermann on 27 Jul 10
     
    Since the audience of my course is mainly faculty and staff, I thought the library section of this site would be a valuable resource for them.  The library includes a searchable listing of articles and papers (which I have highlighted here) that they may use to learn more about assistive technology and see some of the research that is out there.
Amy M

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...162420

shared by Amy M on 28 May 09 - Cached
  • 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
  • Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
  • Web 2.0,
    • jessica mascle
      jessica mascle on 28 May 09
       
      ?
    • Amy M
      Amy M on 04 Jun 12
       
      Web 1.0 was individuals accessing information.  Web 2.0 is the "social web."  Users focusing on social interaction rather than just getting conent.
  • ...26 more annotations...
  • from access to information toward access to other people.
  • What do we mean by “social learning”?
  • e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
  • apprenticeship
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
  • open source movement
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
  • Digital StudyHall (DSH)
    • Shoubang Jian
      Shoubang Jian on 03 Jun 10
       
      It's not clear in what sense this DSH method is an example of social learning.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • open participatory learning ecosystems
    • b malczyk
      b malczyk on 30 May 12
       
      Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
  • “I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
  • provided students with opportunities to observe and then to emulate how experts function
    • b malczyk
      b malczyk on 30 May 12
       
      How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"? 
    • Amy M
      Amy M on 04 Jun 12
       
      Open Source/Access research.  One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research.  We are paying for the same research twice.  Open Access Journals (see Harvard Memo) hopes to change this.
  • seeking the knowledge when it is needed in order to carry out a particular situated task.
    • b malczyk
      b malczyk on 30 May 12
       
      Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?" 
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
  • all student writing was done on public blogs
    • b malczyk
      b malczyk on 31 May 12
       
      This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
  • This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      This is the model embraced by most teacher ed programs.
    • Amy M
      Amy M on 04 Jun 12
       
      Which has its advantages and disadvantages. 
  • In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
  • he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
  • As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
    • Irene Watts-Politza
      Irene Watts-Politza on 02 Jun 12
       
      Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
  • In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
  • CyberOne Classroom in Second Life
  • Jeanne Cousineau on 28 May 09
     
    Social View of Learning
Jessica Backus-Foster

ACF_CM5 | Home - 0 views

www.acfchefs.org/...Template.cfm

shared by Jessica Backus-Foster on 28 May 09 - Cached
  • Jessica Backus-Foster on 28 May 09
     
    American Culinary Federation Website
  • alexandra m. pickett on 01 Jun 09
     
    hey jess! i see you have figured this diigo out pretty well. You just need to be sure to tag any sites you bookmark. Tags help to organize the bookmarks into categories to make all the bookmarks easier to sort through and find stuff in once they have been posted. nice work so far. : ) me
Kristina Lattanzio

Music Theory Skills Tests - 0 views

www.coastonline.org/...skilltests.html

module 4 assignment

shared by Kristina Lattanzio on 20 Jul 09 - Cached
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      The aural skills section includes several links to listening skills tests. Some of these will be used in Music Theory and Analysis course.
  • Interactive Applet Skill Tests
    • Kristina Lattanzio
      Kristina Lattanzio on 20 Jul 09
       
      This site includes many music theory drill and practice exercises. They are organized into several categories and include theory drills, tutorials and aural listening skills training.
  • Kristina Lattanzio on 20 Jul 09
     
    This page provides many links into different kinds of music theory drill and practice tests. There are different categories with theory training, tutorials and aural skills training.
Barbara Recchio-Demmin

CVC. Lecturas paso a paso. Muerte entre muñecos. Antes de leer - 0 views

cvc.cervantes.es/...antes

shared by Barbara Recchio-Demmin on 19 Jul 09 - Cached
    • Barbara Recchio-Demmin
      Barbara Recchio-Demmin on 19 Jul 09
       
      The pre-reading section often has two or more activities that allow students to build background before attempting to read the actual text.
Kristen Della

Immediate Feedback and Opportunity to Revise Answers to Open-Ended Questions - 0 views

epm.sagepub.com/...22.short

Immediate feedback socratic methods qualitative open-ended discusssion forums discussion board

shared by Kristen Della on 30 May 11 - No Cached
  • Kristen Della on 30 May 11
     
    Immediate Feedback and Opportunity to Revise Answers to Open-Ended Questions. Two experiments examine the psychometric effects of providing immediate feedback on the correctness of answers to open-ended questions, and allowing participants to revise their answers following feedback. Participants answering verbal and math questions are able to correct many of their initial incorrect answers, resulting in higher revised scores. In addition, the reliability of these scores is significantly higher than the reliability of scores based on no feedback. Finally, anxiety is significantly lower following a test section with feedback and revision.
Kimberly Barss

Course: Child Psychology - 0 views

ualbany.mrooms.net/...view.php

shared by Kimberly Barss on 22 Jul 11 - No Cached
  • Module 1.  Test Driving the Course At A Glance
    • Kimberly Barss
      Kimberly Barss on 22 Jul 11
       
      You have these titles above every link to pages within your course...how do you get them? I see that Alex has them in our class too but I'm struggling to accomplish this!
alexandra m. pickett

Tags are not Categories - 0 views

carthik.net/...tags-are-not-categories

tags tagging

shared by alexandra m. pickett on 22 Jul 11 - Cached
  • So categories can be tags but tags cannot be categories. Categories are like the huge signs you see on aisles in supermarkets – “Food”, “Hygiene”, “Frozen” etc, they guide you to sections where you can find what you are looking for. Tags are like the labels on the products themselves. Categories organize, hierarchically. Tags need not. Tags provide meta-information, Categories need not. Tags cross-connect, Categories do not. By cross connect, I mean, when you go looking for posts tagged with “Flickr” on technorati, you find posts from various sources, all about Flickr.
JJ Wagner

Module 4 assignment - Wagner - 0 views

www.ies.co.jp/...menu.html

module 4 assignment geometry proofs

shared by JJ Wagner on 12 Jul 11 - Cached
    • JJ Wagner
      JJ Wagner on 12 Jul 11
       
      Congruent triangles section is more for Translations. Great resources though, especially rotations which are the toughest for students to grasp.
    • JJ Wagner
      JJ Wagner on 12 Jul 11
       
      This page shows examples of parallel lines cut by a transversal (alt int angles, alt ext angles, etc). Will help students to prove parallel lines given these known angles.
    • JJ Wagner
      JJ Wagner on 12 Jul 11
       
      REALLY great applet to show that the exterior angles of ANY polygon add up to 360 degrees.
Diane Gusa

ETAP640amp2011: Search results - 0 views

ualbany.mrooms.net/...search.php

shared by Diane Gusa on 10 Jul 11 - No Cached
  • In my f2f General Psychology class I plan on having students submit a draft of their paper, everyone exchange in class, and then together we go through the rubric. My self-regulation professor, Dr. Heidi Andrade suggested going through the rubric with student in class and having them use different colored pencils to underline sections in the paper that meet or do not meet specific rubric requirements.
Alicia Fernandez

Learner Generated Contexts - 0 views

learnergeneratedcontexts.pbworks.com/...l%20for%20designing%20learning

andragogy heutagogy pedagogy learner generated context learning continuum

shared by Alicia Fernandez on 07 Jun 14 - No Cached
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
  • Alicia Fernandez on 07 Jun 14
     
    University of London's work on developing learner-generated contexts and presents pedagogy, andragogy and heutagogy as a continuum of contexts versus a hierarchy.
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