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Gutenberg Books - Anacleto qualified search - 0 views

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    Gutenberg Books - full text search. Includes many languages - Languages with more than 50 books: Chinese Dutch English Esperanto Finnish French German Greek Italian Latin Portuguese Spanish Swedish Tagalog
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Projekt Gutenberg-DE - SPIEGEL ONLINE - 0 views

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    Gutenberg Project (German): A large collection of German texts.
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WebAsCorpus.org - find Web Concordances - 0 views

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    Search the Web directly for concordances of words and phrases in 34 different languages. This new release (last update: 24 May 2010) adds support for selecting which documents to include in the zipfile, preselection based on document metrics, combining all textfiles into a single document for importing into kfNgram or a concordancer, and conversion from UTF-8 into more widely-supported encodings.
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ABU - Recherche d'occurrences - 1 views

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    ABU : la Bibliothèque Universelle: L'accès libre au texte intégral d'oeuvres du domaine public francophone sur Internet depuis 1993. Allow search of full-text.
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Logos Library - Logos Translations multilingual library - 0 views

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    Welcome to the Logos context search facility LOGOS LIBRARY. The LOGOS LIBRARY is a powerful interface with a massive database (currently 707.737.941 words) containing multilingual novels, technical literature and translated texts. Hits are highlighted in context windows that can be expanded up or down. To go to the source web pages (novels, etc.) click on the title - to run a dictionary search click on the highlighted word or phrase.
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MENAMAG - 0 views

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    Free Online Magazines from the Middle East and North Africa
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PDFVue Beta : Edit, Annotate, and Share PDFs for Free - 0 views

shared by LRC MHC on 06 Mar 09 - Cached
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    Allows you to upload a document, add annotations, and download as another pdf
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Words Without Borders - 0 views

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    The Online Magazine for International Literature. (English)
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Institute for the Future of the Book - 0 views

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    We're a small think-and-do tank investigating the evolution of intellectual discourse as it shifts from printed pages to networked screens. We are funded generously by the MacArthur Foundation, and affiliated with the University of Southern California. We are located in Brooklyn, NY and London, UK.
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Latin News (written) - YLE Radio 1 - 0 views

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    Latin news in written format from YLE Radio 1, a station in Finland.
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Yale University Press Books Unbound - 0 views

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    Welcome to Yale Books Unbound 1 This project is part of the Institute for the Future of the Book's CommentPress experiment. 2 It's a way of sharing books and the ideas within them, as well as facilitating some of our works in progress. 3 Yale University Press is pleased to participate in this initiative since we see it as a very promising way of fulfilling our main objective of disseminating art and knowledge to the widest possible audience and facilitating on-going and all-important dialogues about ideas and issues that shape our world. 4 Up until now, very few book publishers have leveraged new technologies to add any additional value beyond basic Search functionality to their content. We agree with the Institute for the Future of the Book that a broad rethinking of books-and particularly scholarly monographs-needs to take place.
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2009 Haiku, Senryu, Tanka Contests: Columbia University Japanese Program - 0 views

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    Entries are posted online and users can vote for their favorite
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Poemas e Poetas - 0 views

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    Collection of poetry from Brazilian poets.
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青空文庫 Aozora Bunko - 0 views

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    Online library of ebooks for Japanese
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Use Rikai.com to learn Japanese Kanji or as a Japanese Dictionary - 0 views

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    Type in a website address or Japanese text and Rikai will load it with mouseover definitions for Japanese characters.
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A social constructivist approach to the use of podcasts - 1 views

  • The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, ‘there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.’.
  • Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists.
  • learner is the passive recipient of the content
  • ...9 more annotations...
  • supplementary resources that would prompt them to undertake some cognitive activity whilst listening to the podcasted material
  • opportunities for listeners to converse about and record their reflections on what they have heard so that the flow of information does not become one way
  • Podcasts were only part of a set of broader learning activities, designed following Laurillard’s recommendations for conversational framework (2002).
  • The aim of the research design was not to establish causations, rather to understand the students’ responses to the podcast medium and its potential as a tool to support learning at a distance.
  • Whilst there were some neutral and negative responses to podcasting, there was a significant tendency towards positive perceptions
  • effect of delivery style on perceptions of listeners
  • Students involved in this study tended to be negative about the use of gapped handouts to supplement the podcast
  • significantly more omissions of important information occurring in students’ responses to text-based material than in their responses to the podcast.
  • Since a similar amount of time had elapsed in each instance the conclusion is that, in this case, students retained more detail from listening to the podcasts than from reading material. 
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    "Does listening to something, perhaps once, perhaps more than once, perhaps over and over again, mean that it is learned in a way that is useful to the student and that they can retrieve and re-use in an appropriate context at a later date? It is a proposition that seems to conflict with the situated learning theories of researchers like Brown, Collins and Duguid (1989), which assert that learning always lies in the interactions between people rather than in the content itself or in the minds of the individual learners. The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, 'there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.'. Though the technology is quite recent, it may tend to lead teachers towards outmoded, didactic approaches to delivery rather than the constructivist, collaborative activities recommended by more recent learning theorists."
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