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Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
leijosa

Project Description of SLI - 15 views

science-infographics.org/project-description

Science Literacy

shared by leijosa on 22 Jun 15 - No Cached
  • This is a key component of “STEM literacy.”
  • o address this need, a group of researchers at the University of Colorado Boulder, TERC, and Saint Louis University and educators in Colorado and Missouri are working together to investigate and develop learning environments aimed at improving STEM literacy
  • leijosa on 22 Jun 15
     
    Project Description 
Mr. Eason

Educational Leadership:Reading: The Core Skill:The Challenge of Challenging Text - 131 views

www.ascd.org/...lenge-of-Challenging-Text.aspx

teaching text complexity literacy

shared by Mr. Eason on 24 Mar 12 - No Cached
  • The new standards instead propose that teachers move students purposefully through increasingly complex text to build skill and stamina.
  • higher-order thinking in reading depends heavily on knowledge of word meanings.
  • Students' ability to comprehend a piece of text depends on the number of unfamiliar domain-specific words and new general academic terms they encounter.
  • ...16 more annotations...
  • If students are to interpret the meanings such complex sentence structures convey, they need to learn how to make sense of the conventions of text—phrasing, word order, punctuation, and language.
  • Students who are aware of the patterns authors use to communicate complex information have an advantage in making sense of text.
  • maintaining understanding across a text.
  • Students' background knowledge, including developmental, experiential, and cognitive factors, influences their ability to understand the explicit and inferential qualities of a text.
  • building skills, establishing purpose, and fostering motivation.
  • even students who have basic decoding skills sometimes struggle to deploy these skills easily and accurately enough to get a purchase on challenging text. To help these students develop reading fluency, teachers should give them lots of practice with reading the same text, as well as instruction to help them develop a stronger sense of where to pause in sentences, how to group words, and how their voices should rise or fall at various junctures when reading aloud.
  • A final determinant of text difficulty, however, depends on the reader's prior knowledge.
  • pair repeated readings of the same text with questions that require the student to read closely for detail and key ideas.
  • Ongoing, solid vocabulary instruction
  • also on general academic words.
  • also explore the connections among words,
  • In contrast, in reading history and literature, readers need to be concerned with not just the causes of events, but also the human intentions behind these causes.
  • teachers should not convey so much information that it spoils the reading or enables students to participate in class without completing the reading; rather, they should let students know what learning to expect from the reading.
  • Teachers may be tempted to try to make it easier for students by avoiding difficult texts. The problem is, easier work is less likely to make readers stronger.
  • You need to create successive successes.
  • Students experience success in the company of their teacher, who combines complex texts with effective instruction.
  • Christine Dailey on 24 Mar 12
     
    What makes text difficult and how to teach skills for successful comprehension.
Nancy White

Educational Leadership:Best of Educational Leadership 2009-2010:21st Century Skills: Th... - 40 views

www.ascd.org/...lls@-The-Challenges-Ahead.aspx

21st century assessment education

shared by Nancy White on 31 Aug 10 - Cached
  • The debate is not about content versus skills. There is no responsible constituency arguing against ensuring that students learn how to think in school. Rather, the issue is how to meet the challenges of delivering content and skills in a rich way that genuinely improves outcomes for students.
    • Nancy White
      Nancy White on 31 Aug 10
       
      The skills help us learn content. The content gives us context for practicing and learning the skills. It is a symbiotic relationship.
  • Another curricular challenge is that we don't yet know how to teach self-direction, collaboration, creativity, and innovation the way we know how to teach long division. The plan of 21st century skills proponents seems to be to give students more experiences that will presumably develop these skills—for example, having them work in groups. But experience is not the same thing as practice. Experience means only that you use a skill; practice means that you try to improve by noticing what you are doing wrong and formulating strategies to do better. Practice also requires feedback, usually from someone more skilled than you are.
    • Nancy White
      Nancy White on 31 Aug 10
       
      We not only give them experience --but we must model these skills constantly.
  • A growing number of business leaders, politicians, and educators are united around the idea that students need
  • ...1 more annotation...
  • "21st century skills" to be successful today
Melissa Cameron

Xtranormal | Text-to-Movie - 103 views

www.xtranormal.com/index

shared by Melissa Cameron on 24 Nov 10 - Cached
  • Gerald Carey on 24 Nov 10
     
    Got a script? This will create a movie using animations. Very good!
  • Melissa Cameron on 25 Nov 10
     
    FYI - My year eight class worked in groups, and managed to create a 40 sec clip in just one period. 
Maggie Tsai

YouTube - Teacher feedback with Diigo - 5 views

www.youtube.com/watch

diigo education classroom youtube

shared by Maggie Tsai on 22 Mar 09 - Cached
  • Diigo social bookmarking and annotation is very effective for teachers to provide student feedback to online work, and supports student responses and comments to each other.
  • Dennis OConnor on 22 Mar 09
     
    The author of this video JD Travers ends his video presentation by saying "There's a lot more to Diigo than this little Trick". He's so right! But as tricks go, this is very clever. Travers shows us how you can use Diigo and Google Groups to create an interactive discussion board. As a power-searcher and e-learning teacher I see great possibilities with this approach.
  • Steve Fulton on 31 Jul 10
     
    That's a fantastic idea! I've tended to have my students publish on sites that allow for comments so students and I could give feedback. Now, I won't be limited by this.....
Ed Webb

» Features » The Future of Unemployment - 0 views

agit8.org.uk/?p=307

shared by Ed Webb on 10 Feb 09 - Cached
  • (There is a rich - if unexpected - source of inspiration for this kind of collaborative space in the history of the 19th century mutual improvement societies, reading clubs and other self-organised, working class institutions. For example, the church halls and upstairs rooms of pubs where many of them met are still common enough - and would be worth exploring as possible venues for a group trying to set up such a space today.)
    • Ed Webb
      Ed Webb on 10 Feb 09
       
      Not so unexpected - the Workers' Educational Association is one important part of the genealogy of Edupunk.
Maggie Tsai

Sweeny's Canadawiki Weblog: Make Your Own Wiki Textbook With Web 2.0 - 6 views

asweeny.blogspot.com/...ke-your-own-wiki-textbook.html

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • Web 2.0 services are generating what is truly a personal learning renaissance.Here's a comment from teacher Elizabeth Davis at Classroom 2.0:"Following and reading blogs, participating in ning, contributing to wikis, writing in my blog, I haven't thought this much in years. It truly is an amazing phenomenon. I feel so intellectually alive. I'm inspired and challenged constantly. The blogs I read lead me to question and explore new tools and Websites. I haven't written this much since I was in school. It is all so exciting and energizing. For me, classroom 2.0 could just be about my own growth and learning and that would be enough."A good example of a free Web 2.0 service is Wikispaces. Here's a class wiki made with the service - A Broken World, the World War I wiki of a Grade 9 class. Their teacher comments:You are now "textbook writers." Your goal is to make a better, more interesting textbook than that overweight, boring, 20th Century history textbook you're now using. And to do work of such high quality that you can include it on your resume as another example of your academic skills in your "digital portfolio."Here are some other School 2.0 online services:* Diigo- for "social bookmarking" of Web sources.* Blogger - to create a class weblog.* Ning - to build your own social network]
Todd Finley

Hacking Education | Union Square Ventures: A New York Venture Capital Fund Focused on E... - 0 views

www.unionsquareventures.com/...hacking_education.html

shared by Todd Finley on 11 Aug 09 - Cached
  • dana boyd reminded us that "technology does not determine practice" Just shoving broadband into a group of kids, just giving them an iPhone, we can think of a gazillion designs that are valuable ... but, if you don't have a culture embedded in it, [it] becomes just another toy you can text your friends with... I've become so infinitely frustrated with... "let's just dump a bunch of laptops into a population and see what they do with it"... That doesn't work... We've watched students rip out the batteries and use them for everything else under the sun.... I don't think we can just think about the technology.... We have to think about it in a broader system.
    • Todd Finley
      Todd Finley on 11 Aug 09
       
      dana boyd reminds us about technologies limitations.
Rachel Ernst

Seth's Blog: Learning from the MBA program - 0 views

sethgodin.typepad.com/...ning-from-the-mba-program.html

shared by Rachel Ernst on 05 Jun 09 - Cached
  • I taught for five to twenty hours a week, and very little of it was about the books. So, if concepts from books are easy, what’s hard?Doing it.Picking up the phone, making the plan, signing the deal. Pushing ‘publish.’ Announcing. Shipping.We spent a lot of time on this area. Every morning, each person came in prepared to push someone in the group to overcome the next hurdle. This is what growth looks like, and it was energizing to be part of.We didn’t do this at all at when I was at Stanford. We spent a lot of time reading irrelevant case studies and even more time building complex financial models. The thing is, you can now hire someone to build a complex financial model for you for $60 an hour. And a week’s worth of that is just about all the typical entrepreneur is going to need. The rest of the time, it’s about shipping, motivating, leading, connecting, envisioning and engaging. So that’s what we worked on.It amazes me that MBA students around the world aren’t up in arms. How can schools justify taking $100,000 in cash and teaching exactly the wrong stuff?
    • Rachel Ernst
      Rachel Ernst on 05 Jun 09
       
      How much of our instruction is truly relevant to students? How much engages their imagination, builds meaningful relationships and equips with skills to develop their own talents?
Randolph Hollingsworth

Phase 1 Findings from eReader Project, ePublishing Working Group, Fall 2010, Notre Dame... - 19 views

www.nd.edu/...eDame_iPad_Report_01-06-11.pdf

textbooks ipad ebooks experiment research

shared by Randolph Hollingsworth on 31 Jan 11 - No Cached
  • Randolph Hollingsworth on 31 Jan 11
     
    Use of iPads in MGT30700 (Project Management), Fall 2010 from Aug 23-Oct 8 Report Prepared by Corey M. Angst, Ph.D. & Emily Malinowski (MBA 2011) Mendoza College of Business, University of Notre Dame December 21, 2010 First, our findings suggest the greatest value of the iPad may not be its ability to function as an eBook reader but instead its capacity to function as a consolidator or aggregator of information. Second, a statistically significant proportion of students felt the iPad, 1) makes class more interesting, 2) encourages exploration of additional topics, 3) provides functions/tools not possible with a textbook, and 4) helps students more effectively manage their time. See wiki https://wiki.nd.edu/display/oitepublishing/iPad+Configuration+for+Pilot. It also includes an Enterprise Deployment Guide
Fabiola Berdiel

A Meeting with Elders | International Field Program Seminar-Spring '11 - 8 views

gpia-ifp.info/...a-meeting-with-the-elders

shared by Fabiola Berdiel on 03 Mar 11 - No Cached
  • The importance of a respect for elders was illustrated as soon as the meeting started. Mr. A introduced us to the community leaders, and made sure that highest ranking leader was invited to say his piece first. Once he did that the discussion became lively and we were all encouraged to contribute. Understanding the cultural norms around formal meetings and political discussions is good manners, but it also will help us understand the social norms during our work, as well as help us better analyze the upcoming election process. It is social norms such as respect for elders that informs the political practices built into Liberian society, and the manner in which democracy functions.
  • I’m personally interested in the existence of generational gaps in West Africa, especially around conflicting notions of the role of youth in society.
  • I’d specifically like to explore the impact of the spread of a global youth culture facilitated by communications technology on youth voice in both Monrovia and New York’s Liberian community.
  • ...3 more annotations...
  • A Meeting with Elders
  • As my name is common in Liberia, and is associated with specific ethnic groups between Sierra Leone and Liberia, it will be interesting for me to navigate these issues from a personal standpoint.
  • I also believe that through religious institutions is the best way to really get to know members of any community.
Steve Ransom

Smart Boards: A classroom asset? - Local News from Myrecordjournal.com - 5 views

www.myrecordjournal.com/...a8-11e0-8268-001cc4c002e0.html

shared by Steve Ransom on 22 Mar 11 - No Cached
  • most common SmartBoard uses were showing videos and information from the Web.
    • Steve Ransom
      Steve Ransom on 22 Mar 11
       
      Yes... to project stuff. A wall would be a whole lot cheaper!
  • oschese now prefers the "$2 whiteboard," a two- by two-and-a-half foot dry-erase whiteboard a small group of students can use while working on a problem. That type of board is truly interactive, he said, and makes learning social.
  • "Interactive whiteboards don't really lend themselves to that kind of pedagogy," Noschese said. "I think the teaching style has a lot more impact on the kids than a piece of equipment."
  • ...3 more annotations...
  • "It's still just showing them something on a screen," Noschese said. "It needs to be more student-centered."
  • Noschese still uses his SmartBoard, mainly as a projector.
  • Teacher training can reduce the risk of the devices being used as glorified projectors or reinforcing the lecture model.
Susan Stevens

Wiggio - Makes it easy to work in groups. - 177 views

wiggio.com/#tpl=posts_0

wiggio social networking next year!

shared by Susan Stevens on 24 May 11 - No Cached
  • Susan Stevens on 24 May 11
     
    This looks like an amazing way to communicate in my class next year!
  • Holly Barlaam on 25 May 11
     
    It sounds and looks nice. In my experience, however, it is super slow with a poorly organized layout. I used it the past two years with my fellow team teachers to share files and links. It didn't matter what computer or network I was on; it always ran very slowly. It became very frustrating to use. I logged in a few times this year, even recently, and it still seemed cumbersome.
Casey Finnerty

Teaching Science Is Bolstered by Fewer Lectures and More Working in Groups - NYTimes.com - 70 views

www.nytimes.com/...13teach.html

education

shared by Casey Finnerty on 15 May 11 - Cached
  • At the end of the study, students in the experimental class who took a test on the material scored 74 percent, on average, more than twice the average of students in the comparison course who took the test. On midterm exams the two classes had scored almost exactly the same.
Ed Webb

Times Higher Education - Next-gen PhDs fail to find Web 2.0's 'on-switch' - 62 views

www.timeshighereducation.co.uk/story.asp

tools web2.0 teaching education PhD training socialmedia

shared by Ed Webb on 07 Nov 09 - Cached
  • only a small proportion of those surveyed are using technology such as virtual-research environments, social bookmarking, data and text mining, wikis, blogs and RSS-feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable.Just under half of those polled used RSS feeds and only about 10 per cent used social bookmarking, with Generation Y students exhibiting the same behaviour as other age groups.
D. S. Koelling

Font Size May Not Aid Learning, but Its Style Can, Researchers Find - NYTimes.com - 110 views

www.nytimes.com/...19mind.html

education undergraduate Learning font

shared by D. S. Koelling on 19 Apr 11 - No Cached
  • Is it easier to remember a new fact if it appears in normal type, like this, or in big, bold letters, like this?
  • Font size has no effect on memory, even though most people assume that bigger is better. But font style does.
  • New research finds that people retain significantly more material — whether science, history or language — when they study it in a font that is not only unfamiliar but also hard to read.
  • ...6 more annotations...
  • “So much of the learning that we do now is unsupervised, on our own,” said Robert A. Bjork, a psychologist at the University of California, Los Angeles, “that it’s crucial to be able to monitor that learning accurately; that is, to know how well we know what we know, so that we avoid fooling ourselves.”
  • “Studying something in the presence of an answer, whether it’s conscious or not, influences how you interpret the question,” Dr. Bjork said. “You don’t appreciate all of the other things that would have come to mind if the answer weren’t there. “Let’s say you’re studying capitals and you see that Australia’s is Canberra. O.K., that seems easy enough. But when the exam question appears, you think: ‘Uh oh, was it Sydney? Melbourne? Adelaide?’ ” That’s why some experts are leery of students’ increasing use of online sites like Cramster, Course Hero, Koofers and others that offer summaries, step-by-step problem solving and copies of previous exams. The extra help may provide a valuable supplement to a difficult or crowded course, but it could also leave students with a false sense of mastery. Even course outlines provided by a teacher, a textbook or other outside source can create a false sense of security, some research suggests. In one experiment, researchers found that participants studying a difficult chapter on the industrial uses of microbes remembered more when they were given a poor outline — which they had to rework to match the material — than a more accurate one.
  • a cognitive quality known as fluency, a measure of how easy a piece of information is to process.
  • On real tests, font size made no difference and practice paid off, the study found.
  • And so it goes, researchers say, with most study sessions: difficulty builds mental muscle, while ease often builds only confidence.
  • To test the approach in the classroom, the researchers conducted a large experiment involving 222 students at a public school in Chesterland, Ohio. One group had all its supplementary study materials, in English, history and science courses, reset in an unusual font, like Monotype Corsiva. The others studied as before. After the lessons were completed, the researchers evaluated the classes’ relevant tests and found that those students who’d been squinting at the stranger typefaces did significantly better than the others in all the classes — particularly in physics. “The reason that the unusual fonts are effective is that it causes us to think more deeply about the material,” a co-author of the study, Daniel M. Oppenheimer, a psychologist at Princeton, wrote in an e-mail. “But we are capable of thinking deeply without being subjected to unusual fonts. Think of it this way, you can’t skim material in a hard to read font, so putting text in a hard-to-read font will force you to read more carefully.” Then again, so will raw effort, he and other researchers said. Concentrating harder. Making outlines from scratch. Working through problem sets without glancing at the answers. And studying with classmates who test one another.
  • D. S. Koelling on 19 Apr 11
     
    Students' raw effort improves learning [No surprise there, huh?]
Frank Noschese

Whiteboards vs. Chart Paper | What's On The Go With Mr. Ro? - 0 views

rothinks.wordpress.com/...whiteboards-vs-chart-paper

mentions $2IWB

shared by Frank Noschese on 07 Apr 11 - No Cached
  • Frank Noschese on 07 Apr 11
     
    Advantages of using group-sized whiteboards over chart paper for student collaborative work: the "power of the eraser," students more likely to take risks, etc.
Erin DeBell

Direct Object Pronouns - 0 views

www.studyspanish.com/...dopro1.htm

shared by Erin DeBell on 17 Jul 11 - Cached
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      I identify the Direct Object by finding the "main" verb of the sentence, the action verb.  In the highlighted sentence to the right, what is the main (or only) verb? HIT. To identify the D.O., ask yourself WHO or WHAT is being hit in this sentence? The ball.  Your Direct Object is THE BALL. What is the action verb in the next sentence? READS.  Ask yourself the question... Who or what is getting read? The BOOK.  So the book is your D.O.   It's as easy as that.  If you can identify the main/action verb, you can identify the D.O.
  • Example 1
  • bought
  • ...12 more annotations...
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      What is the action verb in the first sentence? BOUGHT. What got bought in the sentence? FLOWERS. FLOWERS is your D.O.
  • When the pronoun replaces the name of the direct object, use the following pronouns:
  • me (me) te (you-familiar) lo, la (him, her, it, you-formal) nos (us) os (you-all-familiar) los, las (them, you-all-formal)
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      PLACEMENT.  Important.  Where do you put the pronoun once you figure out what it is?
  • Look at how Spanish and English are different. "Lo tengo" and "La tengo" BOTH mean "I have it."
  • direct translation doesn't work so well:
  • La como.
  • This is completely incorrect!
  • Learn to translate groups of words, rather than individual words. The first step is to learn to view two Spanish words as a single phrase.
  • Just as no one has ever learned to ride a bicycle by reading about it, neither will you learn to use direct object pronouns simply by reading this lesson. The key to success, as always, is to practice, practice, practice.
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Do you feel like you understand Direct Objects?  Are you frustrated?  If so, how much have you practiced?  How many sample exercises have you done? If you read and take notes on a good explanation and then do some exercises, you will feel much more confident with the topic. 
    • Erin DeBell
      Erin DeBell on 17 Jul 11
       
      Try this simple, extremely helpful exercise: http://www.studyspanish.com/practice/dopro1.htm
Peter Beens

EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styles - 17 views

www.easybib.com

bibliography education tweeted literacy writing

shared by Peter Beens on 24 Mar 09 - Cached
    • anonymous
      anonymous on 24 Mar 09
       
      Choose the type of source you want to cite.
    • Josh Flores
      Josh Flores on 01 Jun 11
       
      It's easy to overlook the great Citation Guide. There's an especially helpful guide for evaluation websites! Worth sharing with students.
    • Ms. Nicholson
      Ms. Nicholson on 24 Aug 13
       
      Thanks for the tips! I loved this site in college and now I get to share it with my students. 
    • Luv2ride
      Luv2ride on 07 Nov 14
       
      The subscription for schools is sooo worth the money. The notebook feature is incredible and allows the user to practically write the paper as s/he takes notes. Awesome!
    • Jody Conrad
      Jody Conrad on 17 Dec 14
       
      How about teach them how to cite? Easybib is like the kid in the group who doesn't always do the best work. It's a good resource, but our students must learn to be smarter than an algorithm.
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