Boka retter seg først og fremst mot alle som arbeider i høyere utdanning og som har behov for kunnskap om opptak og podcast av forelesninger og andre digitale læringsressurser. Handboka er skrevet med tanke på at alle uten spesiell teknisk innsikt kan ha nytte av den. Det er f.eks.: Forelesere, studiekonsulenter, bibliotekarer, beslutningstakere på ulike nivå og andre som er interessert.
Det läggs stor vikt vid att eleverna ska förstå sin styrka respektive svaghet i de olika ämnena och utveckla en realistisk bild av sin förmåga
man byggt ut och breddat yrkesutbildningen till att omfatta ett utbud med attraktiva utbildningar som gör att hälften av ungdomarna vid 15 års ålder väljer en praktisk utbildning.
till det teoretiska gymnasiet kommer elever som verkligen vill studera teoretiska ämnen
The multi-media resource Improving Learning in Mathematics (ILIM) builds on existing successful practice and explores approaches that encourage a more active way of learning through the use of group work, discussion and open questioning. Learners are encouraged to 'have a go', become more independent and reflective about their mathematics, to learn to think mathematically rather than simply learning rules and most importantly, to enjoy their mathematics.
The page is scaled so that the smallest thing on it, the electron, is one pixel. That makes the proton, this big ball right next to us, a thousand pixels across, and the distance between them is... yep, fifty million pixels (not a hundred million, because we're only showing the radius of the atom. ie: from the middle to the edge).
A living document being edited right now by dozens of educators. That document (embedded below) contains dozens of tips on how to use the iPad in the classroom. From the Brushes app to learning how to play music, there's a lot of surprising and useful tips.
GraphClick is a graph digitizer software which allows to automatically retrieve the original (x,y)-data from the image of a scanned graph or from a QuickTime movie.
The Virtual Laboratory allows students to select from hundreds of standard reagents and manipulate them in a manner that resembles that of a real lab. It allows students to design and perform diverse experiments in acid-base chemistry, thermochemistry, so
In Digital Nation: Life on the Virtual Frontier, FRONTLINE presents an in-depth exploration of what it means to be human in a 21st-century digital world. Continuing a line of investigation she began with the 2008 FRONTLINE report Growing Up Online, award-winning producer Rachel Dretzin embarks on a journey to understand the implications of living in a world consumed by technology and the impact that this constant connectivity may have on future generations. "I'm amazed at the things my kids are able to do online, but I'm also a little bit panicked when I realize that no one seems to know where all this technology is taking us, or its long-term effects," says Dretzin.
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
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.
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.
Take the notion that children have specific learning styles, that some are “visual learners” and others are auditory; some are “left-brain” students, others “right-brain.” In a recent review of the relevant research, published in the journal Psychological Science in the Public Interest, a team of psychologists found almost zero support for such ideas.
We have yet to identify the common threads between teachers who create a constructive learning atmosphere
many study skills courses insist that students find a specific place, a study room or a quiet corner of the library, to take their work. The research finds just the opposite.