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Complete, fully interactive, 3D human anatomy model Detailed models of all body systems Dynamic search capability Easy-to-use, 3D controls Seamless compatibility with all the most popular web browsers

A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?  

Despite this being a 'thinking' conference, despite us all being advocates for structured and scaffolded models of thinking, not one group had applied any thinking routines, utilised a collaborative planning protocol or talked about applying an inquiry model or design thinking cycle. It wasn't that we didn't know about them. It wasn't that we don't know how to use them. It wasn't that we don't value them. We had all the knowledge we could desire on the how to and the why of a broad set of thinking tools and anyone of these would have enhanced the process, but we did not use any of them. Why was this the case and what does this reveal about our teaching of these methods to our students?

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What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 

There is something about human nature that draws us towards dichotomous patterns of thought; an all or nothing, us or them style of thinking in which an option is either good or it is bad. In such a model complexity and subtle nuance with multiple possible outcomes and routes towards a goal are ignored. The field of educational technology is one where such a pattern is evident and recent ban on technology by a Sydney school shows how this style of analysis can have a significant impact on student learning.

The goal of the Multiplication Tool is to help learners significantly improve their ability to multiply. To teach multiplication, this tool models three common solving methods, including Standard, Partial Products and Lattice. Students, or teachers, can choose the method they find most intuitive, or use the method they find most challenging.

Mechanics-online.com provides hundreds on interactive models that help the learner visualise and understand M1 concepts.

ABCya! is a leader in free & exciting computer activities for elementary students to learn on the web. All educational computer games and activities were created or approved by certified teachers! Activities are modeled from primary grade lessons and enhanced to provide an interactive way to learn. The activities incorporate content areas such as math and reading while introducing basic computer skills.

This is 3D Studio Max tutorials collection, where we sharing some latest and best techniques for make 3D models, rendering and complete tools training as well, in listed tutorials you can work on 3D animations basic training to intermediate trainings share we today with you animation lovers.

Edusim is a 3D multi-user virtual world platform and authoring toolkit intended for your classroom interactive whiteboard. - Edusim has been tested and works on the Smartboard, Activeboard, Interwriter, Polyvision, Mimio, eBeam, and even the Wiimote Whiteboard. Allows multiple classrooms to connect their interactive whiteboards for collaborative learning session. Edusim as a concept seeks to model a new way to engage student through "immersive touch" by leveraging 3D virtual environments on the interactive surface or classroom interactive whiteboard.

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An unavoidable element of the discourse around educational disadvantage or equality is how we define and assess equality. One definition will see this as being in equality of access to education, funding for education and/or resources. Such an approach has largely been seen in government funding models however subtle variations on this theme have resulted in significant differences in resulting policies.

Adults love to ask "What if...?" questions too. It is a model that can be a catalyst for change when used in the right way and when combined with some other questions. 

If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.

This much-maligned question seems so appropriate for education's recent history. All that was normal, everything that was routine, all of our structures, have been turned upside down and hurled into the wind of COVID19. From having spoken of a future dominated by volatility, uncertainty, complexity and ambiguity (VUCA), we have found ourselves living in it. Innovation and creativity became the new normal as we "Apollo 13" schooling into a model that met the demands of emergency remote learning. The pressure, the workload, the demands on our time and the cognitive load have all been immense, and so it seems fitting to ask "Are we there yet?".

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