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eoeuoeu oepup

FSI Language Courses - Home - 0 views

fsi-language-courses.org/Content.php

shared by eoeuoeu oepup on 23 Apr 10 - Cached
  • eoeuoeu oepup on 23 Apr 10
     
    Welcome to fsi-language-courses.org - the home for language courses developed by the Foreign Service Institute. These courses were developed by the United States government and are in the public domain. This site is dedicated to making these language courses freely available in an electronic format. This site is not affiliated in any way with any government entity; it is an independent, non-profit effort to foster the learning of worldwide languages. Courses here are made available through the private efforts of individuals who are donating their time and resources to provide quality materials for language learning.
eoeuoeu oepup

Singapore Math - 1 views

www.singaporemath.com/...21.htm

singapore

shared by eoeuoeu oepup on 25 Jan 10 - Cached
  • eoeuoeu oepup on 25 Jan 10
     
    The Singapore Model Method is a pedagogical strategy that was developed by a team of curriculum specialists in the Singapore Ministry of Education in the early 1980's to address the issue of students having difficulty with word problems in early years of school. It has since become a distinguishing feature of the Singapore primary mathematics curriculum. Using this method, students represent the information in the problem pictorially using bars to represent numbers. The model show explicitly the problem structure, the known and unknown quantities, and provides a visual tool that enables students to determine what operations to use to solve the word problems.
Rune Mathisen

DLMF: NIST Digital Library of Mathematical Functions - 4 views

dlmf.nist.gov

matematikk referanse håndbok

shared by Rune Mathisen on 16 May 10 - Cached
  • Rune Mathisen on 16 May 10
     
    The NIST Handbook of Mathematical Functions, together with its Web counterpart, the NIST Digital Library of Mathematical Functions (DLMF), is the culmination of a project that was conceived in 1996 at the National Institute of Standards and Technology (NIST). The project had two equally important goals: to develop an authoritative replacement for the highly successful Handbook of Mathematical Functions with Formulas, Graphs, and Mathematical Tables, published in 1964 by the National Bureau of Standards (M. Abramowitz and I. A. Stegun, editors); and to disseminate essentially the same information from a public Web site operated by NIST. The new Handbook and DLMF are the work of many hands: editors, associate editors, authors, validators, and numerous technical experts.
Bjørn Helge Græsli

Alabama Professional Development Modules: Test - 1 views

web.utk.edu/index.htm

development professional ikt-i-læring ressurs tester test20 referanse itslearning

shared by Bjørn Helge Græsli on 20 May 10 - Cached
  • Bjørn Helge Græsli on 20 May 10
     
    Kurs i oppgavedesign - digitale tester
Guttorm H

Where Schools Meet Free Software for Education, Open Source, Educational Resources | Sc... - 0 views

www.schoolforge.net

Tips Programvare Læringsressurs edugames shareware nix

shared by Guttorm H on 15 Apr 09 - Cached
  • Guttorm H on 15 Apr 09
     
    SchoolForge's mission is to unify independent organizations that advocate, use, and develop open resources for education. We advocate the use of open texts and lessons, open curricula, free software and open source in education.</clipp
Ingunn Kjøl Wiig

Educational Leadership:How Teachers Learn:Learning with Blogs and Wikis - 0 views

www.ascd.org/...ning_with_Blogs_and_Wikis.aspx

blogging wikis leadership education learning wiki læringssyn

shared by Ingunn Kjøl Wiig on 15 Apr 09 - Cached
  • Ingunn Kjøl Wiig on 15 Apr 09
     
    Tidsskrift om teknologi og utdanning/læring Technology has made it easy for educators to embrace continual professional development.
Guttorm H

About Scratch - Scratch Wiki - 0 views

info.scratch.mit.edu/About_Scratch

edugames simulering dev

shared by Guttorm H on 15 Apr 09 - Cached
  • Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web.
  • As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.
  • Guttorm H on 15 Apr 09
     
    Scratch is a new programming language that makes it easy to create your own interactive stories, animations, games, music, and art -- and share your creations on the web. Scratch is designed to help young people (ages 8 and up) develop 21st century learning skills. As they create and share Scratch projects, young people learn important mathematical and computational ideas, while also learning to think creatively, reason systematically, and work collaboratively.
Rune Mathisen

Mathqurate - 2 views

aqurate.kingston.ac.uk/...index.htm

opensource software java digitale tester qti

shared by Rune Mathisen on 28 May 10 - Cached
  • Rune Mathisen on 28 May 10
     
    Mathqurate is a project to develop a QTI item authoring tool able to process items containing mathematical content. It is a multi-platform, open source authoring tool for QTI2.
  • Rune Mathisen on 29 May 10
     
    Har ikke fått den til å virke på OS X 10.6.3.
Rune Mathisen

In Math You Have to Remember... - 5 views

www.maa.org/...devlin_06_10.html

matematikk pedagogikk metode

shared by Rune Mathisen on 02 Jun 10 - Cached
  • It's not that people cannot think mathematically. It's that they have enormous trouble doing it in a de-contextualized, abstract setting.
  • absent any clear evidence as to how best to proceed, the majority of teachers quite understandably default to more or less the same teaching methods that they themselves experienced. Overwhelmingly that is the traditional method, though the fact that no one has been able to make this approach work (for the majority of students) in three-thousand years does make some wonder if there is a better way.
  • the majority of claims made about the efficacy of various pedagogies are based on nothing more than an extrapolation from personal experience (of the teacher, not the student)
  • ...4 more annotations...
  • In the nineteenth century and for much of the twentieth, most industrial workers did work silently on their own, in large open offices or on production lines, under the supervision of a manager. Schools, which have always been designed to prepare children for life as adults, were structured similarly. An important life lesson was to be able to follow rules and think inside the box. But today's world is very different - at least for those of us living in highly developed societies. Companies long ago adopted new, more collaborative ways of working, where creative problem solving is the key to success - the ones that did not went out of business - but by and large the schools have not yet realized they need to change and start to operate in a similar fashion.
  • I ask you, which is the more important information: the score on a standardized, written test taken at the end of an educational episode, or the effect that educational episode had on the individual concerned?
  • teaching math in the progressive way requires teachers with more mathematical knowledge than does the traditional approach (where a teacher with a weaker background can simply follow the textbook - which incidentally is why American math textbooks are so thick)
  • First, the students were completely untracked, with everyone taking algebra as their first course, not just the higher attaining students. Second, instead of teaching a series of methods, such as factoring polynomials or solving inequalities, the school organized the curriculum around larger themes, such as "What is a linear function?" The students learned to make use of different kinds of representation, words, diagrams, tables symbols, objects, and graphs. They worked together in mixed ability groups, with higher attainers collaborating with lower performers, and they were expected and encouraged to explain their work to one another.
  • Rune Mathisen on 05 Jun 10
     
    The US ranks much worse than most of our economic competitors in the mathematics performance of high school students. Many attempts have been made to improve this dismal performance, but none have worked. To my mind (and I am by no means alone in thinking this), the reason is clear. Those attempts have all focused on improving basic math skills. In contrast, the emphasis should be elsewhere.
  • eoeuoeu oepup on 05 Jun 10
     
    Jeg skulle gjerne ha gjort mye flere prosjekter/utforsking/åpne oppgaver osv. Men jeg er redd for eksamen. Dessuten - mange lærere tør ikke å innrømme at de knytter seg opp til boka- jeg må ha mye mer støtte fra en bok før jeg har TID (og peil) til å sette i gang)
Rune Mathisen

The Innovative Educator: Think you're a Digital Immigrant? Get Over It! - 4 views

theinnovativeeducator.blogspot.com/...igital-immigrant-get-over.html

skole ikt i læring personlig læringsnettverk ikt pln

shared by Rune Mathisen on 10 Sep 10 - No Cached
  • We have learned to become helpless; most likely by playing the traditional game of ‘school’
  • For me ‘Learned Helplessness’ is the attitude that many of the self-described ‘digital immigrants’ adopt. It still surprises me to this day when I hear teachers bleat out with a certain sort of pride that they are a ‘digital immigrant’. To me they are saying that they have learned to be helpless, and they are proud of that.
  • educators must take ownership of their learning rather than waiting for/relying on others to provide it
  • ...2 more annotations...
  • Teachers do not need to be technology experts to allow students to use it to retrieve information, collaborate, create, and communicate.
  • Those stuck in the past... those who are not developing their own personal learning networks... those not taking ownership for their learning... are doing a great disservice to our students and themselves.
  • Rune Mathisen on 10 Sep 10
     
    Er mange lærere innlært hjelpeløse? Kan de avvise bruk av IKT i klasserommet fordi de ikke har fått opplæring i bruk? Nei hevdes det her, lærere må ta ansvar for og eierskap over egen læring.
Guttorm H

elearnspace › It's New! It's New! - 0 views

www.elearnspace.org/...its-new-its-new

kreativitet GeorgeSiemens 21st century skills ikt-i-læring ikt-ped skole

shared by Guttorm H on 11 Nov 10 - No Cached
Niklas Karlsson

Mohamed Amine Chatti's ongoing research on Technology Enhanced Learning: LaaN vs. Socia... - 1 views

mohamedaminechatti.blogspot.com/...-vs-social-constructivism.html

konstruktivism nätverk kunskap laan Lärande social Vygotsky

shared by Niklas Karlsson on 05 Nov 09 - Cached
  • Social Constructivism is a theory of learning based upon the learners' social interaction and collaboration.
  • Knowledge is much more varied and uncertain. As Siemens (2006) stresses: “In today's world, knowledge life is short; it survives only a short period of time before it is outdated”
  • In LaaN, knowledge is a personal network rather than an object that can be constructed.
  • ...3 more annotations...
  • LaaN views learning as both intrinsic and extrinsic; it occurs through the continuous building of personal knowledge networks, at both internal/conceptual and external levels.
  • . In LaaN, everyone is a knowledge networker and can thus act as a novice in one context and step into the expert role in another context. And, in LaaN, the bridge between where the learner is and where she is going is through her personal knowledge network, rather than in the hands of a teacher or a more competent peer.
  • a knowledge ecology is open, multidirectional, and without an end point of development.
  • Niklas Karlsson on 05 Nov 09
     
    "LaaN vs. Social Constructivism"
Guttorm H

All Things in Moderation - E-tivities - 0 views

www.atimod.com/...5stage.shtml

ikt-ped ikt-i-læring e-learning

shared by Guttorm H on 09 Apr 11 - Cached
  • Guttorm H on 09 Apr 11
     
    Nettsamfunn og bidrag. Fem nivå.
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