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This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders' perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.

COBOL source program follows an organized way to do the programming. You must follow a modular programming approach, which is a subset of the procedural programming approach.

article on new teaching methods; new approach to learning - partnership with cambridge uni & microsoft education

The scientific method in education is concerned with giving the student breaks from lessons in order to help him focus more ..Greetings to all and happy to communicate with you. أطيب

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e objective of this study was to test whether information presented on slides during presentations is retained at the expense of information presented only orally, and to investigate part of the conditions under which this effect occurs, and how it can be avoided. Such an effect could be expected and explained either as a kind of redundancy effect due to excessive cognitive load caused by simultaneous presentation of oral and written information, or as a consequence of dysfunctional allocation of attention at the expense of oral information occurring in learners with a high subjective importance of slides. The hypothesized effect and these potential explanations were tested in an experimental study. In courses about literature search and access, 209 university students received a presentation accompanied either by no slides or by regular or concise PowerPoint slides. The retention of information presented orally and of information presented orally and on slides was measured separately in each condition and standardized for comparability. Cognitive load and subjective importance of slides were also measured. The results indicate a "speech suppression effect" of regular slides at the expense of oral information (within and across conditions), which cannot be explained by cognitive overload but rather by dysfunctional allocation of attention, and can be avoided by concise slides. It is concluded that theoretical approaches should account for the allocation of attention below the threshold of cognitive overload and its role for learning, and that a culture of presentations with concise slides should be established.

PowerPoint is an application designed to help the speaker or lecturer assemble professional looking slides to be used in oral presentations. The result sadly is often an unending stream of slides with bullet lists, animations that obscure rather than clarify the point and cartoons that distract from rather than convey the message. This paper examines what the speaker can do to avoid 'death by PowerPoint'. The options of an alternative communication format or an alternative presentation tool are considered. For most speakers, however, the problem is not with PowerPoint but with how they make use of it. Three approaches to making presentations using PowerPoint are described which should yield rich rewards and a more attentive and appreciative audience.

Best Practice Guide on Technology Enhanced Learning Following a call for case studies earlier in the year, the UCISA Academic Support Group has now put together a Best Practice Guide on engaging academics in the use of Technology Enhanced Learning (TEL). The guide contains ten case studies which look at a variety of methods for engaging academics such as: * Setting up communities of practice; * Developing intensive training and support programmes; * Incorporating TEL into Postgraduate Certificate courses; * Encouraging academics to publish their research in TEL. Each case study describes the activity and the approach taken, provides an evaluation of the activity and discusses future developments and transferability.

The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology-enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory-informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.

The Learning Registry is a new approach to capturing, sharing, and analyzing learning resource data to broaden the usefulness of digital content to benefit educators and learners.

D-Day For a Greek Default Approaches The Greek PM, Alexis Tsipras has kicked the can another mile down the road, as he deems EU proposals unreasonable.  It appears there is no more room left for manoeuvre.  This Friday Greece is expected to either pay €304m or register a default which could start the process of...Read More

Eliminating math misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing on the misconception is important. Providing guiding questions using inductive reasoning is the best approach, along with the use of writing prompts which help reveal further student misconceptions.

Connecticut school is going back to the basics with their math instruction. They are going online to provide lessons for their students and THROWING OUT the textbook. Its just what we discussed in a prior reading about the girl getting up in the middle of the night to do algebra on the computer. I find it interesting that their approach to getting back to the foundations of math has already improved student retention of material and better standardized test scores. Could this be a trend for more courses to come??

I found this article extremely interesting. 1. I think it is great that the school was able to rebound itself from being a low performer to fitting in with the rest of the schools in the ISD after many years below the norm. 2. The approach the principal and school district took to achieve there goals was something i'd never seen before. They took out the 10th and 11th grades to focus on those students who wanted to learn and were willing to graduate. I'm not sure how I feel about the principal/district sorting students by those willing and those not, how are they to make that decision? Education News - The Dallas Morning News is your trusted source for news from schools and school districts.

A website I found that explains schooling in relation to being a good human. I thought the website provided a clear, approachable way to understand how schooling and education are different.