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Ruth Howard

Students as 'Free Agent Learners' : April 2009 : THE Journal - 0 views

www.thejournal.com/...24308_3

learning learners curriculum collaboration future of education games technology

shared by Ruth Howard on 02 May 09 - No Cached
  • 51 percent of teachers are interested in learning how to integrate gaming into daily learning activities;
  • Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
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  • Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent).
  • Ruth Howard on 02 May 09
     
    Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences." Ive been waiting for this! This is exciting it points to the idea that students will co-create their curriculum. In my mind it will become imperitive that individuals choose their highest bliss-subjects and projects that reflect their passions. In the new collaborative work environments students will be more highly valued for their contributions to areas that they are most naturally motivated to explore. Their resulting contributions will result in inventiveness and cutting edge investigations via passion, self motivation and peer inspiration and direct access to thought leaders/mentors in the field. Teachers might become guides to ensuring students intentions are achieved- teachers as arbiters of human potential. Students will no longer be compared to each other. They will score according to their own self affirmed destinations-allowing of course for reviews and changes of destiny.Teachers might also need roles in law and ethics to ensure students are safe in their online world activities, monitoring students and their online peers, intercepting or prompting inside the conversations?
  • Ruth Howard on 02 May 09
     
    Of those who have some interest in gaming, responses were varied as to its value in education. Sixty-five percent said it appeals to different learning styles; another 65 percent said it increases student engagement. Others said it allows for student-centered learning (47 percent), helps develop problem-solving and critical thinking skills (40 percent), helps develop creativity (39 percent), allows students to gain experience through trial and error (37 percent), and helps students visualize difficult concepts (35 percent). But perhaps the most significant trend in education technology, Evans said, is the emergence of the student as a "free agent learner": Students want more control over their own learning experiences through technology and want to define their own educational destinies and determine the direction of their learning. "This free agent learner is one that is technology-enabled, technology-empowered, and technology-engaged to be ... an important part of driving their own educational destiny. To some extent they feel ... it's a responsibility. They also feel it's a right to be able to do that. So technology has enabled this free agent learner. We have the opportunity in education to make sure they're on the right track and to be supportive of their learning experiences."
Mike McIlveen

21centuryedtech - home - 0 views

21centuryedtech.wikispaces.com

education classroom2.0 learning teaching

shared by Mike McIlveen on 17 Nov 09 - Cached
  • First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education.
    • Mike McIlveen
      Mike McIlveen on 17 Nov 09
       
      Trust, respect, responsibility - putting Character Ed. into practice, with admin. support - that's a new paradigm in my district.
  • Mike McIlveen on 17 Nov 09
     
    New Tech incoporates three key concepts. First they promote "a new instructional approach that engages learners". New Tech incorporates project-based learning (PBL) as the center of the instructional approach. PBL is facilitated by technology and student inquiry to engage learners with issues and questions that are relevant. Teachers design rigorous projects tied to state standards and customized to local community and student interests. Students collaborate in teams to acquire and apply knowledge and skills to solve problems. Next, " New Tech builds "a culture that empowers students and teachers". It is trust, respect, and responsibility that become the center of the learning culture. Students are put in charge of their own learning, becoming self-directed learners, while teachers are given the administrative support and resources to assist students in this realization. Last, New Tech maintains that "integrated use of technology" is essential for 21st Century education
Carlos Quintero

Innovate: Future Learning Landscapes: Transforming Pedagogy through Social Software - 0 views

innovateonline.info/index.php

article artículo education innovate learning pedagogia2.0 pedagogy teaching

shared by Carlos Quintero on 11 Sep 08 - Cached
  • Web 2.0 has inspired intense and growing interest, particularly as wikis, weblogs (blogs), really simple syndication (RSS) feeds, social networking sites, tag-based folksonomies, and peer-to-peer media-sharing applications have gained traction in all sectors of the education industry (Allen 2004; Alexander 2006)
  • Web 2.0 allows customization, personalization, and rich opportunities for networking and collaboration, all of which offer considerable potential for addressing the needs of today's diverse student body (Bryant 2006).
  • In contrast to earlier e-learning approaches that simply replicated traditional models, the Web 2.0 movement with its associated array of social software tools offers opportunities to move away from the last century's highly centralized, industrial model of learning and toward individual learner empowerment through designs that focus on collaborative, networked interaction (Rogers et al. 2007; Sims 2006; Sheely 2006)
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  • learning management systems (Exhibit 1).
  • The reality, however, is that today's students demand greater control of their own learning and the inclusion of technologies in ways that meet their needs and preferences (Prensky 2005)
  • Tools like blogs, wikis, media-sharing applications, and social networking sites can support and encourage informal conversation, dialogue, collaborative content generation, and knowledge sharing, giving learners access to a wide range of ideas and representations. Used appropriately, they promise to make truly learner-centered education a reality by promoting learner agency, autonomy, and engagement in social networks that straddle multiple real and virtual communities by reaching across physical, geographic, institutional, and organizational boundaries.
  • "I have always imagined the information space as something to which everyone has immediate and intuitive access, and not just to browse, but to create” (2000, 216). Social software tools make it easy to contribute ideas and content, placing the power of media creation and distribution into the hands of "the people formerly known as the audience" (Rosen 2006).
  • the most promising settings for a pedagogy that capitalizes on the capabilities of these tools are fully online or blended so that students can engage with peers, instructors, and the community in creating and sharing ideas. In this model, some learners engage in creative authorship, producing and manipulating digital images and video clips, tagging them with chosen keywords, and making this content available to peers worldwide through Flickr, MySpace, and YouTube
  • Student-centered tasks designed by constructivist teachers reach toward this ideal, but they too often lack the dimension of real-world interactivity and community engagement that social software can contribute.
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning (Exhibit 2).
  • Pedagogy 2.0: Teaching and Learning for the Knowledge Age In striving to achieve these goals, educators need to revisit their conceptualization of teaching and learning
  • Pedagogy 2.0 is defined by: Content: Microunits that augment thinking and cognition by offering diverse perspectives and representations to learners and learner-generated resources that accrue from students creating, sharing, and revising ideas; Curriculum: Syllabi that are not fixed but dynamic, open to negotiation and learner input, consisting of bite-sized modules that are interdisciplinary in focus and that blend formal and informal learning;Communication: Open, peer-to-peer, multifaceted communication using multiple media types to achieve relevance and clarity;Process: Situated, reflective, integrated thinking processes that are iterative, dynamic, and performance and inquiry based;Resources: Multiple informal and formal sources that are rich in media and global in reach;Scaffolds: Support for students from a network of peers, teachers, experts, and communities; andLearning tasks: Authentic, personalized, learner-driven and learner-designed, experiential tasks that enable learners to create content.
  • Instructors implementing Pedagogy 2.0 principles will need to work collaboratively with learners to review, edit, and apply quality assurance mechanisms to student work while also drawing on input from the wider community outside the classroom or institution (making use of the "wisdom of crowds” [Surowiecki 2004]).
  • A small portion of student performance content—if it is new knowledge—will be useful to keep. Most of the student performance content will be generated, then used, and will become stored in places that will never again see the light of day. Yet . . . it is still important to understand that the role of this student content in learning is critical.
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts
  • This understanding of student-generated content is also consistent with the constructivist view that acknowledges the learner as the chief architect of knowledge building. From this perspective, learners build or negotiate meaning for a concept by being exposed to, analyzing, and critiquing multiple perspectives and by interpreting these perspectives in one or more observed or experienced contexts. In so doing, learners generate their own personal rules and knowledge structures, using them to make sense of their experiences and refining them through interaction and dialogue with others.
  • Other divides are evident. For example, the social networking site Facebook is now the most heavily trafficked Web site in the United States with over 8 million university students connected across academic communities and institutions worldwide. The majority of Facebook participants are students, and teachers may not feel welcome in these communities. Moreover, recent research has shown that many students perceive teaching staff who use Facebook as lacking credibility as they may present different self-images online than they do in face-to-face situations (Mazer, Murphy, and Simonds 2007). Further, students may perceive instructors' attempts to coopt such social technologies for educational purposes as intrusions into their space. Innovative teachers who wish to adopt social software tools must do so with these attitudes in mind.
  • "students want to be able to take content from other people. They want to mix it, in new creative ways—to produce it, to publish it, and to distribute it"
  • Furthermore, although the advent of Web 2.0 and the open-content movement significantly increase the volume of information available to students, many higher education students lack the competencies necessary to navigate and use the overabundance of information available, including the skills required to locate quality sources and assess them for objectivity, reliability, and currency
  • In combination with appropriate learning strategies, Pedagogy 2.0 can assist students in developing such critical thinking and metacognitive skills (Sener 2007; McLoughlin, Lee, and Chan 2006).
  • We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning.
  • . By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.
  • Carlos Quintero on 11 Sep 08
     
    About pedagogic 2.0
  • Carlos Quintero on 11 Sep 08
     
    Future Learning Landscapes: Transforming Pedagogy through Social Software Catherine McLoughlin and Mark J. W. Lee
James OReilly

Versatile, Immersive, Creative and Dynamic Virtual 3-D Healthcare Learning Environments... - 0 views

www.jmir.org/e26

shared by James OReilly on 13 Dec 08 - Cached
  • Virtual 3-D Healthcare Learning Environments
  • The author provides a critical overview of three-dimensional (3-D) virtual worlds and “serious gaming” that are currently being developed and used in healthcare professional education and medicine.
  • Roger’s Diffusion of Innovations Theory
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  • Siemens’ Connectivism Theory
  • accelerating momentum
  • there are some fundamental questions which remain unanswered.
  • it is beneficial to address while the race to adopt and implement highly engaging Web 3-D virtual worlds is watched in healthcare professional education
  • Therefore, Roger’s Diffusion of Innovations Theory [5] and Siemens’ Connectivism Theory [6] for today’s learners will serve as theoretical frameworks for this paper.
  • A 3-D virtual world, also known as a Massively Multiplayer Virtual World (MMVW), is an example of a Web 2.0/Web 3-D dynamic computer-based application.
  • applications that enable social publishing, such as blogs and wikis
  • the most popular virtual world used by the general public is Linden Lab’s Second Life (SL)
  • Who would imagine attending medical school in a virtual world?
  • US agencies, such as the Centers for Disease Control and the National Institutes of Health conduct meetings in SL to discuss the educational potential of SL
  • virtual medical universities exist all over the world
  • The term “avatar” is an old Sanskrit word portraying a deity which takes on a human shape
  • Trauma Center
  • Virtual worlds are currently being used as educational spaces [1] and continue to grow in popularity on campuses and businesses worldwide. Furthermore, access to versions of virtual worlds on the Web, such as “Croquet,” “Uni-Verse,” and “Multiverse” are predicted within two to three years to be mainstream in education
  • there are reported advantages to having students engage in these emerging technologies
  • By allowing students time to interact with other avatars (eg, patients, staff members, and other healthcare professionals) in a safe, simulated environment, a decrease in student anxiety, an increase in competency in learning a new skill, and encouragement to cooperate and collaborate, as well as resolve conflicts, is possible.
  • High quality 3-D entertainment that is freely accessible via Web browsing facilitates engagement opportunities with individuals or groups of people in an authentic manner that illustrates collective intelligence
  • Advanced Learning and Immersive Virtual Environment (ALIVE) at the University of Southern Queensland
  • health information island
  • Problem-based learning groups enrolled in a clinical management course at Coventry University meet in SL and are employed to build learning facilities for the next semester of SL students. This management course teaches students to manage healthcare facilities and is reported to be the first healthcare-related class to use SL as a learning environment.
  • Another example of a medical school using SL is St. George’s Medical School in London.
  • Stanford University medical school
  • Another virtual world project developed by staff at the Imperial College in London, in collaboration with the National Physical Lab in the United Kingdom, is the Second Health Project
  • Mesko [35] presents the top 10 virtual medical sites in SL.
  • The development and use of 3-D virtual worlds in nursing education is increasing.
  • Some educators may balk at adopting this technology because there is a learning curve associated with the use of 3-D virtual worlds.
  • Let’s have fun, explore these fascinating worlds and games, and network with others while respecting diverse ways of life-long learning and current researchers’ findings.
  • there is an underlying push in higher education to adopt these collaborative tools and shift the paradigm from a traditional Socratic method of education to one possessing a more active and interactive nature
  • One may view online virtual worlds and serious gaming as a threat to the adoption and purchase of high-fidelity computerized patient-simulation mannequins that are currently purchased for healthcare-profession training. For example, nurses may login into SL and learn Advanced Cardiac Life Support at their convenience, and it costs virtually nothing for the nurse and perhaps a nominal fee for the developer.
  • The educational opportunity in SL may not be a replacement for the doctor- or nurse-patient interaction or relationship, but SL may serve as an adjunct or pre- or post-learning tool.
  • one recalls when critics questioned the validity and reliability of the stethoscope invented by Laennec in 1816 and how today it is second nature to use this assessment tool.
  • 2006 health fair
Paul Beaufait

For Students, Why the Question is More Important Than the Answer | MindShift - 50 views

blogs.kqed.org/...more-important-than-the-answer

autonomy education engagement inquiry inquiry-based learning question formation questioning questions student-centered teaching teaching practices

shared by Paul Beaufait on 31 Oct 12 - No Cached
  • Paul Beaufait on 31 Oct 12
     
    Thanks to Nik Peachey for pointing out this post on one of his Scoop.it sites. In this post, Katrina Schwartz (2012.10.26) provides a pointer to the Right Question Institute (an NPO), introduces a new book about inquiry-based learning, and explains, "Coming up with the right question involves vigorously thinking through the problem, investigating it from various angles, turning closed questions into open-ended ones[,] and prioritizing which are the most important questions to get at the heart of the matter" (¶4). An excerpt from the book spells out rules for student engagement in forming questions about topics under investigation.
Tero Toivanen

Music and the Brain - 0 views

www.cerebromente.org.br/...musica.html

music brain learning memory

shared by Tero Toivanen on 16 May 09 - Cached
  • A little known fact about Einstein is that when he was young he did extremely poor in school. His grade school teachers told his parents to take him out of school because he was "too stupid to learn" and it would be a waste of resources for the school to invest time and energy in his education. The school suggested that his parents get Albert an easy, manual labor job as soon as they could.
  • Instead of following the school's advice, Albert's parents bought him a violin. Albert became good at the violin. Music was the key that helped Albert Einstein become one of the smartest men who has ever lived. Einstein himself says that the reason he was so smart is because he played the violin. He loved the music of Mozart and Bach the most. A friend of Einstein, G.J. Withrow, said that the way Einstein figured out his problems and equations was by improvising on the violin.
  • Another example of how rhythm orders movement is an autistic boy who could not tie his shoes. He learned how on the second try when the task of tying his shoes was put to a song. The rhythm helped organize his physical movements in time.
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  • Classical music from the baroque period causes the heart beat and pulse rate to relax to the beat of the music. As the body becomes relaxed and alert, the mind is able to concentrate more easily. Furthermore, baroque music decreases blood pressure and enhances the ability to learn. Music affects the amplitude and frequency of brain waves, which can be measured by an electro-encephalogram. Music also affects breathing rate and electrical resistance of the skin. It has been observed to cause the pupils to dilate, increase blood pressure, and increase the heart rate.
  • Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
  • According to The Center for New Discoveries in Learning, learning potential can be increased a minimum of five times by using this 60 beats per minute music.
  • Dr. Lozanov's system involved using certain classical music pieces from the baroque period which have around a 60 beats per minute pattern. He has proven that foreign languages can be learned with 85-100% efficiency in only thirty days by using these baroque pieces. His students had a recall accuracy rate of almost 100% even after not reviewing the material for four years.
  • Group 1 was read the words with Handel's Water Music in the background. They were also asked to imagine the words. Group 2 was read the same words also with Handel's Water Music in the background. Group 2 was not asked to imagine the words. Group 3 was only read the words, was not given any background music, and was also not asked to imagine the words. The results from the first two tests showed that groups 1 and 2 had much better scores than group 3. The results from the third test, a week later, showed that group 1 performed much better than groups 2 or 3.
  • One simple way students can improve test scores is by listening to certain types of music such as Mozart's Sonata for Two Piano's in D Major before taking a test. This type of music releases neurons in the brain which help the body to relax.
  • William Balach, Kelly Bowman, and Lauri Mohler, all from Pennsylvania State University, studied the effects of music genre and tempo on memory retention. They had four groups learn vocabulary words using one of four instrumental pieces - slow classical, slow jazz, fast classical, and fast jazz.
  • Surprisingly, the results showed that changing the genre had no effect on recall but changing the tempo decreased recall.
  • One key ingredient to the order of music from the baroque and classical periods is math. This is realized by the body and the human mind performs better when listening to this ordered music.
  • George recognized that Saul overcame his problems by using special music. With this story in mind King George asked George Frederick Handel to write some special music for him that would help him in the same way that music helped Saul. Handel wrote his Water Music for this purpose.
  • Dr. Ballam goes on to say that, "The human mind shuts down after three or four repetitions of a rhythm, or a melody, or a harmonic progression."
  • Bob Larson, a Christian minister and former rock musician, remembers that in the 70's teens would bring raw eggs to a rock concert and put them on the front of the stage. The eggs would be hard boiled by the music before the end of the concert and could be eaten. Dr. Earl W. Flosdorf and Dr. Leslie A. Chambers showed that proteins in a liquid medium were coagulated when subjected to piercing high-pitched sounds
  • Rock music was played in one of the boxes while Bach's music was played in the other box. The rats could choose to switch boxes through a tunnel that connected both boxes. Almost all of the rats chose to go into the box with the Bach music even after the type of music was switched from one box to the other.
  • She found that the plants grew well for almost every type of music except rock and acid rock. Jazz, classical, and Ravi Shankar turned out to be the most helpful to the plants. However, the plants tested with the rock music withered and died. The acid rock music also had negative effects on the plant growth.
  • One cannot deny the power of music. High school students who study music have higher grade point averages that those who don't. These students also develop faster physically. Student listening skills are also improved through music education. The top three schools in America all place a great emphasis on music and the arts. Hungary, Japan, and the Netherlands, the top three academic countries in the world, all place a great emphasis on music education and participation in music. The top engineers from Silicon Valley are all musicians. Napoleon understood the enormous power of music. He summed it up by saying, "Give me control over he who shapes the music of a nation, and I care not who makes the laws" .
  • Tero Toivanen on 16 May 09
     
    Mozart's music and baroque music, with a 60 beats per minute beat pattern, activate the left and right brain. The simultaneous left and right brain action maximizes learning and retention of information. The information being studied activates the left brain while the music activates the right brain. Also, activities which engage both sides of the brain at the same time, such as playing an instrument or singing, causes the brain to be more capable of processing information.
Fatima Anwar

Integrated Learning Platform: Indiana Online Academy - providing academic challenges fo... - 0 views

schoolcolleged2l.blogspot.com/...-online-academy-providing.html

21st century skills indiana online academy school student

shared by Fatima Anwar on 13 Nov 13 - No Cached
  • Fatima Anwar on 13 Nov 13
     
    The Indiana Online Academy accredited by North Central Association (NCS) of colleges and schools and a part of Central Indiana Educational Service Center, located in Indianapolis, IN. The Objective of the Indiana Online Academy is to provide students with the means to earn secondary school certificate, through the delivery of dynamic, engaging, standards-based curriculum.
Tero Toivanen

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 40 views

www.thedailyriff.com/...flipped-class-manifest-823.php

flippedclassroom flipped classroom Flipped education web2.0 flipping

shared by Tero Toivanen on 25 Apr 12 - No Cached
  • "The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling."
  • We are actively transferring the responsibility and ownership of learning from the teacher to the students in a Flipped Classroom. When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.  Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information.
  • The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners in our individual schools and communities.  It is much more an ideology than it is a specific methodology...there is no prescribed set of rules to follow or model to fit.
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  • It's not "record your lecture once" and you're done; it's part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.
Matthew J. Vannice

What Does it Mean to Improve Access to the General Education Curriculum? - 0 views

www.k8accesscenter.org/...FrameworkFinal.asp

shared by Matthew J. Vannice on 17 Feb 10 - Cached
  • What Does it Mean to Improve Access to the General Education Curriculum?
  • access is a multi-dimensional and dynamic process that involves a combination of instructional practices and supports.
  • The Access Center proposes that access to the general education curriculum occurs when students with disabilities are actively engaged in learning the content and skills that define the general education curriculum.
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  • research-based instructional methods and practices are being used
  • assessing and documenting whether students with disabilities are meeting high standards and achieving their instructional goals.
  • learn general education content and skills
    • Matthew J. Vannice
      Matthew J. Vannice on 17 Feb 10
       
      ...and skills!! how do we build skills alongside content area comprehension at the secondary level?
  • research-based supports and accommodations
  • research-based materials and media are being used
  • general education curriculum is operationalized in terms of appropriate, standards-based instructional and learning goals
Mary Beth Messner

GPC Center for Teaching and Learning - Online Resources - 0 views

www.gpc.edu/...resources_online_resources.htm

Elearning Student Engagement Web 2.0 English ESL Accounting Nursing Dental Physics Computers Technology History Biology Psychology Humanities Business Math Sign Language Chemistry Economics

shared by Mary Beth Messner on 26 Oct 10 - No Cached
  • Online Resources   Here
  • a collection of Online Resources by Subject Area.  This list is NOT exhaustive, but is a great start for incorporating stimulating (online) exercises into your teaching
  • English
  • ...14 more annotations...
  • ACCOUNTING
  • HISTORY
  • BUSINESS LAW
  • English as a Second Language/Foreign Languag
  • ECONOMICS
  • Humanitie
  • Best Practices in Teaching Writing
  • Nursing/Dental Hygiene
  • PSYCHOLOGY
  • Biology
  • Chemistry
  • Mathematics
  • Sign Language & Interpreting Related Links
  • Computers and Technology
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