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Teaching Wikipedia in 5 Easy Steps: *Use it as background information *Use it for technology terms *Use it for current pop cultural literacy *Use it for the Keywords *Use it for the REFERENCES at the bottom of the page!

4 ways to use Wikipedia (hint: never cite it) Teachers: Please stop prohibiting the use of Wikipedia 20 Little Known Ways to Use Wikipedia Study: Wikipedia as accurate as Encyclopedia Britannica Schiff, Stacy. “Know it all: Can Wikipedia conquer expertise?” The New Yorker, February 26, 2006 And: Yes students, there’s a world beyond Wikipedia **Several years ago, Nature magazine did a comparison of material available on Wikipedia and Brittanica and concluded that Brittanica was somewhat, but not overwhelmingly, more accurate than Wikipedia. Brittanica lodged a complaint, and here, you can see what it complained about as well as Nature’s response. Nature compared articles from both organizations on various topics and sent them to experts to review. Per article, the averages were: 2.92 mistakes per article for Britannica and 3.86 for Wikipedia. -0- Follow The Answer Sheet every day by bookmarking http://www.washingtonpost.com/blogs/answer-sheet. And for admissions advice, college news and links to campus papers, please check out our Higher Education page. Bookmark it! var entrycat = ' ' By Valerie Strauss  |  05:00 AM ET, 09/07/2011 .connect_widget .connect_widget_text .connect_widget_connected_text a {display:block;} #center {overflow:visible;} /*.override-width iframe {width:274px !important;}*/ Tumblr Reddit Stumbleupon Digg Delicious LinkedIn http://platform.twitter.com/widgets/tweet_button.html#_=1315504289567&count=horizontal&counturl=http%3A%2F%2Fwww.washingtonpost.com%2Fblogs%2Fanswer-sheet%2Fpost%2F

Cairn.info

est né de la volonté de quatre maisons d'édition (Belin, De Boeck, La Découverte et Erès) ayant en charge la publication et la diffusion de revues de sciences humaines et sociales, d’unir leurs efforts pour améliorer leur présence sur l’Internet, et de proposer à d’autres acteurs souhaitant développer une version électronique de leurs publications, les outils techniques et commerciaux développés à cet effet.

Cartes actuelle de la ville de Montréal

Cartes des quartiers et arrondissements de Montréal

Cartes du quartier Centre-Ville (PDF) »» Cartes du quartier Côte-des-Neiges - Notre-Dame-de-Grâce (PDF) »» Cartes du quartier Rosemont (PDF) »» Cartes du quartier Outremont (PDF) »» Cartes du quartier Plateau Mont-Royal (PDF) »» Cartes du quartier Ahuntsic / Cartierville (PDF) »» Cartes du quartier Villeray / Saint-Michel (PDF) »» Cartes du quartier Hochelaga-Maisonneuve (PDF) »» Cartes du quartier Lachine (PDF) »» Cartes du quartier Verdun (PDF) »» Cartes du quartier Saint-Léonard (PDF) »» Cartes du quartier Westmount (PDF) »» Cartes du quartier Saint-Henri / Petite-Bourgogne (PDF) »» Arrondissement Rivière-des-Prairies Pointe-aux-Trembles (PDF) »» Autres plans Carte détaillée du Montréal Souterrain (PDF) »» Carte détaillée du Montréal Souterrain par la STM (PDF) »» Carte détaillée du Montréal Souterrain RESO (PDF) »» Carte des pistes cyclables de Montréal et ses banlieues(PDF) (PDF) »» Pistes cyclables de la Ville de Montréal(PDF) (PDF) »» Plan du campus de l'Université de Montreal (PDF) »» Plan du campus de l'UQAM »» Carte du réseau d'autoroute du grand Montréal (PDF) »» Plan du Vieux Port de Montréal (PDF) »» Voir aussi: cartes sur le site de la STM

But here's the irony. "Mary is more likely to convince John than professor Mazur in front of the class," Mazur says. "She's only recently learned it and still has some feeling for the conceptual difficulties that she has whereas professor Mazur learned [the idea] such a long time ago that he can no longer understand why somebody has difficulty grasping it." That's the irony of becoming an expert in your field, Mazur says. "It becomes not easier to teach, it becomes harder to teach because you're unaware of the conceptual difficulties of a beginning learner."

To make sure his students are prepared, Mazur has set up a web-based monitoring system where everyone has to submit answers to questions about the reading prior to coming to class. The last question asks students to tell Mazur what confused them. He uses their answers to prepare a set of multiple-choice questions he uses during class.

Mazur begins class by giving a brief explanation of a concept he wants students to understand. Then he asks one of the multiple-choice questions. Students get a minute to think about the question on their own and then answer it using a mobile device that sends their answers to Mazur's laptop. Next, he asks the students to turn to the person sitting next to them and talk about the question. The class typically erupts in a cacophony of voices, as it did that first time he told students to talk to each other because he couldn't figure out what else to do. Once the students have discussed the question for a few minutes, Mazur instructs them to answer the question again.

Blogging the Learning Process Just as blogs can help foster conversation among students and faculty, instructors are discovering that they can also serve a more personal role, as a tool of reflection and self-appraisal. “The blog’s biggest strength is in the development and authentication of the student voice in learning,” notes Ruth Reynard, associate professor of education and the director of the Center for Instructional Technology at Trevecca Nazarene University (TN). Reynard uses blogs as a way to get students to reflect on their coursework–essentially by keeping an online journal in which they track their learning. As opposed to a traditional journal that is read only by the instructor, student

When used as a tool for reflection, blogs allow students to write at length about their own experiences as learners, and to read and comment on the insights posted on their classmates’ blogs. This type of public, shared self-reflection is difficult to achieve in other forms of collaborative online writing, such as discussion boards. “If the

Reynard has also found that blogs are a great tool for helping her graduate students learn to write academically. She requires her graduate students to embed hyperlinks to online sources that are influencing their thinking in their reflective blog posts.