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dominknow

Best Practices for Writing Effective eLearning Test Questions - 0 views

www.dominknow.com/...iting-effective-test-questions

elearning best practices elearning test questions effective elearning elearning

shared by dominknow on 15 Oct 19 - No Cached
  • dominknow on 15 Oct 19
     
    When writing effective test questions, it's important to focus on writing an objective test. Ideally, add at least one test question for each Learning Object and ensure that question addresses the learning objective.
Joshua Sherk

The Wireless Wizard Answers Your Wireless Questions - Free - Welcome to The Wireless W... - 0 views

www.thewirelesswizard.com

answers wireless

shared by Joshua Sherk on 25 Aug 08 - Cached
  • Joshua Sherk on 25 Aug 08
     
    Answers all your questions about wireless
Joh Fra03

Concept map - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/Concept_map

6772 theory conceptmap mindmap

shared by Joh Fra03 on 17 Oct 09 - Cached
  • Joh Fra03 on 17 Oct 09
     
    "A concept map is a way of representing relations between ideas, images or words, in the same way that a sentence diagram represents the grammar of a sentence, a road map represents the locations of highways and towns, and a circuit diagram represents the workings of an electrical appliance. In a concept map, each word or phrase is connected to another and linked back to the original idea, word or phrase. Concept maps are a way to develop logical thinking and study skills, by revealing connections and helping students see how individual ideas form a larger whole.[2] Concept maps were developed to enhance meaningful learning in the sciences. A well made concept map grows within a context frame defined by an explicit "focus question," while a mind map often has only branches radiating out from a central picture. There is research evidence that knowledge is stored in the brain in the form of productions that act on declarative memory content which is also referred to as chunks or propositions [3][4]. Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them."
Tesseract Learning

Custom eLearning: Q&A Model Combined With Scenarios - 0 views

tesseractlearning.com/...l-combined-with-scenarios.html

custom elearning course custom elearning Q&A model tesseract learning engaging custom elearning course

shared by Tesseract Learning on 17 Sep 19 - No Cached
  • Tesseract Learning on 17 Sep 19
     
    In this blog, I will discuss the merits of the technique of using rhetorical questions under the purview of the Q&A model in combination with scenarios for an effective and engaging Custom eLearning experience.
Joh Fra03

Facebook 2.0 | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...46324

facebook

shared by Joh Fra03 on 31 Jan 09 - Cached
  • If nothing else, these reactions by users should end the notions, first, that there is no privacy on the Internet and, second, that youth have no interest in it. What remains fascinating is our ability to observe the re-creation of cultural norms whose existence in the physical world is largely assumed, repressed, or forgotten.
  • et’s “face” it: Facebook has built the site, and students use it; we in higher education should come to recognize that this universal commercial site is here to stay.
  • those of us in higher education should be thoughtful about the degree to which outsourcing restricts our control over our products and services in higher education. IT professionals—vice presidents and chief information officers especially—have a responsibility to raise critical questions and perhaps even to teach or coach their administrations about the long-term, and possibly unintended, deleterious consequences of decisions that seem so obvious from a business and financial perspective today. Surrounded by commercialism and its almost irresistible temptations, we must be careful not to sell our souls.
Joh Fra03

On Privacy and web presence | Virtual Canuck - 0 views

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anderson privacy network

shared by Joh Fra03 on 17 Oct 09 - Cached
  • In my own class, I am encouraging students to venture out beyond the protected walls of the institutional LMS and use blog posting and discussions to create “transactional presence” and sustain cooperative and collaborative learning. However, I note that most students confine reading permissions to others associated with the University or even exclusively to class mates, thereby eliminating exposure to search engines and external readers and communities. A safer, choice, but one that serves to minimize spontaneous and emergent connections and relationships with people outside of the institution
  • he first  use verbal and non verbal behaviours by which we invite others to enter or to leave our individual spaces. The second is built upon on environmental constraints and opportunities we build and inhabit such as doors, fences, passwords and speaking platforms. Finally, Altman notes cultural constraints such as  the type of questions that are appropriately asked, the loudness of voice and the amount of touching that we use to build and reinforce interpersonal boundaries that culturally define privacy spaces and practices.
  • hus, it  should come as no surprise that privacy issues are a major concern of all who use the net and perhaps especially so for those using social software tools for both formal and informal learning. No easy asnwers, but I don’t see any compelling reasons to attemopt to totally lockdown our or our students capacity to explore and gain control over their own emerging sense of privacy and security.
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