Master IKT i læring

but as this population enters the work force, its openness to share will likely begin to establish new boundaries.

stricter security measures will be put into place, but, even so, "user information will get accidentally or purposely spread."

Én av tre lærere mener upålitelige kilder er den største utfordringen for elevene når de søker fakta på nett.

Han sier prinsippet om metodefrihet hos læreren er veldig sterkt her i landet, men at det fører til at mange lærere anvender metoder som ikke gir bedre resultater.

Høyre foreslår individuell avlønning av lærere slik at de beste får mer lønn, Venstre foreslår høyere lønn til lærere med mastergrad, mens SV rett og slett vil ha bedre lønn og arbeidsforhold for alle lærere.

Ensure that the e-tivities are in some way focussed on sharing, shaping, elaborating or deepening understanding.

Ensure that participants need to work together in some way to achieve the learning outcomes. If you cannot see the way to make working together worthwhile, maybe using e-tivities is not the best approach?

Aim to provide just one instructional message, which contains everything needed to take part. Each instructional message e-tivity should include: The purpose of the e-tivity (why the participants are doing it). If the e-tivities is assessed, indicate what might indicate success and how they can achieve it. What participants should do and how they can go about doing it. How long it should or could take. An idea of when the e-tivity starts and when it should finish. How the participants should work together.

Schön distinguishes between reflection on action (reflection after practice has been completed) and reflection in action (thinking that takes place in the midst of practice)

As with all the e-tivities, I suggest you indicate why you are asking participants to reflect.