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Challenge Based Learning applies what is known about the emerging learning styles of high school students and leverages the powerful new technologies that provide new opportunities to learn to provide an authentic learning process that challenges students to make a difference.

The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK's higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded instructional methods and provide an example that can be followed by lecturers across disciplines and institutions. Through the integration of in-class and online writing tasks and assessment feedback in a first-term module, we supported students' writing development throughout the first term. We evaluated the effects of the intervention through the analysis of notes on classroom interaction, a student questionnaire and interviews, and a text analysis of students' writing and the feedback comments over time. The evaluation findings provide insights into the feasibility and effectiveness of this approach. The embedded writing instruction was perceived as useful by both students and teachers. The assessment feedback, whilst being the most work-intensive method for the teachers, was valued most by the students and led to substantial improvements in the writing of some. These findings suggest that embedded writing instruction could be usefully applied in other higher education contexts.

Purpose - The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better. Design/methodology/approach - This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses. Findings - This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in-group collectivism, and future-orientation influence e-learning practices. This study distinguishes between synchronous and asynchronous methods of e-learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed. Practical implications - This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e-learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also. Originality/value - This research also proposes a theoretical e-learning model identifying the impact of national cultural dimensions on e-learning practices. This research also provides practitioners a strategic implications model that could be implemented for e-learning initiatives in multinationals.

Information sharing Google only shares personal information with other companies or individuals outside of Google in the following limited circumstances: We have your consent. We require opt-in consent for the sharing of any sensitive personal information. We provide such information to our subsidiaries, affiliated companies or other trusted businesses or persons for the purpose of processing personal information on our behalf. We require that these parties agree to process such information based on our instructions and in compliance with this Privacy Policy and any other appropriate confidentiality and security measures. We have a good faith belief that access, use, preservation or disclosure of such information is reasonably necessary to (a) satisfy any applicable law, regulation, legal process or enforceable governmental request, (b) enforce applicable Terms of Service, including investigation of potential violations thereof, (c) detect, prevent, or otherwise address fraud, security or technical issues, or (d) protect against harm to the rights, property or safety of Google, its users or the public as required or permitted by law. If Google becomes involved in a merger, acquisition, or any form of sale of some or all of its assets, we will ensure the confidentiality of any personal information involved in such transactions and provide notice before personal information is transferred and becomes subject to a different privacy policy.

"This feature is our annotated guide to the most useful websites for teaching U.S. history and social studies. We have carefully selected and screened each website for quality and provide a paragraph annotation that summarizes the site's content, notes its strengths and weaknesses, and emphasizes its utility for teachers. Information is provided on the type of website (Archive, Electronic Essay, Gateway, Journal, Organization, Syllabi/Assignments) and the type of resource (text, images, audio, and video). Browse sites by topic and time period or look through a list of some of our favorite sites on this page. The full search feature allows you to quickly locate WWW.History resources by topic, time period, keyword, or type."

This site provides 5GB of free online cloud based file storage with with an online desktop. Easy to use and provides a simple way to share files with others. Also has media player, chat and Office suite. http://ictmagic.wikispaces.com/ICT+&+Web+Tools

NCAT is an independent non-profit organization dedicated to the effective use of information technology to improve student learning outcomes and reduce the cost of higher education. NCAT provides expertise and support to institutions and organizations seeking proven methods for providing more students with the education they need to prosper in today's economy

"Most logos aren't designed in fifteen minutes, but most designers aren't Aaron Draplin. .. Watch as he sketches, brings his ideas into Illustrator, and tests and tunes the different iterations. The logos Aaron creates prove design can elevate any company or brand. Along the way, he provides tips for freelancing, finding inspiration, and providing clients context for logos that won't just live in PDFs."

"Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop

Thematic Mapping Engine provides users with a very simple way to create Google Earth kmz files. Thematic Mapping draws on data provided by the United Nations to create maps depicting all types of development data and environmental science data. Users select a statistical indicator category, select a year or range of years, and the manner in which they would like the data displayed in Google Earth.

Draft of K-12 curriculum standards as part of the Common Core State Standards Initiative (CCSSI) available for comment

This is the homepage for the Common Core Standards. All standards k-12 are presented and organized by grade-level and content area. You may want to review the standards and highlight the standards you will need to address. You can then print out those standards you need to address.

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them.

These are some of the very best resources not just on Thanksgiving, but the settling of the American Colonies. The first three links provide text, activities, videos, etc. that will provide ample material for K-8, especially. The Crash Course video is more for older students.

"I've had the pleasure to deliver and be part of countless sessions and workshops, and I can tell you from first-hand experience that there is nothing worse than a presenter who doesn't know his or her audience. Adult learners carry with them a very diverse set of skills and needs. To prepare a one-size-fits-all (or most) session does everyone a disservice. Whether you work in a district as an instructional support staff or you provide ancillary development as a contractor, the three tools and tactics featured in this post will provide an effective means to gauge the needs of your audience and chart your course to effectively support them."

I'm frequently asked to substantiate with research my opinions about independent reading. I don't mind. The research is ubiquitous and it doesn't take me much time to find it. While I am happy to provide websites, journal articles, and book recommendations for colleagues seeking more information about reading research, I often wonder why people ask for it. Does anyone go to the basketball coach and ask her to provide research to support why players are running plays and practicing shots? Does anyone go to the band director and ask him why musicians are playing their instruments during band class?

Online learning provider edX this week took a big step into the online degree space by announcing plans to launch nine low-cost, large-scale, fully online master's programs from selective institutions. The nonprofit company, one of the early providers of massive open online courses, or MOOCs, will offer the degrees from seven universities: the Georgia Institute of Technology; the University of Texas at Austin; Indiana University; the University of California, San Diego; Arizona State University and two Australian universities -- the University of Queensland and Curtin University.

"During the last 18 months, I have served as the mathematics teacher for an alternative high school in Nederland, CO. Our school operates with three full-time instructors and several support staff who teach various electives. One unique feature of our school is the advisory program. New students, within the first week of attendance, must interview each staff member. This provides an opportunity to meet every adult in the school and assists in the advisor-advisee matching process. The students provide three choices of adults to serve as their advisor until graduation."

A site called Yummy Math. At first glance the two words may seem at odds...unless you're talking about using some food items as manipulatives. Their tagline is "We provide teachers and students with mathematics relevant to our world today …"   As I investigated further, I realized these were a collection of "math stories" that set up a real-world scenario; then they pose questions for the students to ponder and problem-solve. They are timely with current events. Currently, there are math stories on March Madness, Pi Day, Green green Chicago River, and Shamrock Shakes. You can search by month or by math standard. Each math story involves multiple math standards and new stories are regularly added.

We provide teachers and students with mathematics relevant to our world today

"Thousands of new school places are being created for children with special educational needs or those facing additional challenges in mainstream education, providing tailored support to help children thrive. Every region in the country will benefit from a new school, which include 37 special free schools and two alternative provision free schools. This will create around 3,500 additional school places, boosting choice for parents and providing specialist support and education for pupils with complex needs such as autism, severe learning difficulties or mental health conditions, and those who may have been or are at risk of being excluded from mainstream schools."

"This is a maths resource that can be used to challenge pupils to complete a magic square, using only the numbers provided, to make sure that each row, column and diagonal all add up to the focused magic number. The resource provided challenges students to add up to 9, 12, 15 & 18, and could be used as a homework challenge, an additional classroom activity, or as a main activity within a maths lesson. Challenge pupils to work on two different methods for each magic number. This activity could be adapted with larger number, and other mathematic operations"