Interaction in Learner-Paced Learning - CIDER - 0 views
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63.6% for the 2002-2003 period. Completion rates for the same courses offered in seminar format (either through synchronous technologies or face-to-face) averaged 86.9% over the same period (Athabasca University, 2003, p.12).
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Nor do we know how to create and structure collaborative activities within independent study courses so that desirable characteristics of both collaboration and learner pacing can be retained. Further, we know little about demographics, learning styles, attitudes, or lifestyles of students who are more likely to appreciate and participate in collaborative activities at a distance.
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Face-to-face interviews
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Supporting Learning in the Flow of Work - Tesseract Learning - 0 views
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Today, corporate training is all about - 'Out of the training room and into the flow of work'. Organizations are working towards changing their approaches in delivering learning and reshaping their learning models to deliver meaningful content, which is accessible as just-in-time training to support employee development.
E-Learning Developer Opportunity at Houston Area - 0 views
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E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2) This team-oriented E-Learning Developer or E-Learning Specialist. In this role, you will make daily contributions leading to success in the areas eLearning development and design. Work location is in the Houston area 5 days a week.
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E-Learning Developer Opportunity at Houston Area, Retail Industry, Houston area (Katy specifically),Rate: $35-40+ (W2)
On Open, distance, e-learning and other name confusion | Virtual Canuck - 0 views
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Learner input into the place, strategies and content of the instructional program The system recognizes that its instructional program is not the same as the learnign that happens to the students no prerequisite learning requirements learners know and can influence the expected learning outcomes the system is scalable providing cost effective learning opportunity the system uses communications and information processing technologies effectively the system uses testing and evaluation to diagnose and help learners the system employs ‘distance’ in the positive development of learner autonomy the system works within the learners context and concentrates on enriching that context, not on bringing the student to specialized institutional learning contexts the system works with other community institutions and resources to enrich the “learning society”
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access related criteria (finance, age and prerequisite requirements etc) Place and pace of study Means - referring to choice of media to be used Structure of the program - defining learning objectives, what content to skip etc. Support services
Democracy Now! | Toll From Deadly, Coordinated Mumbai Attacks Tops 170, Two Top Indian ... - 0 views
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ARUN JAITLEY: We must follow the example of what United States did after 9/11. We are more vulnerable them and we must be a tough state and not a soft state. Out intelligence network, our security response, our legal framework all need an overhaul and all need a strengthening. When all of them see the political establishment is weak on terrorism, each one of them collapses. That’s where the basic change is required.
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Right when this was occurring, the relationship between 9/11 and Mumbai began to be made by the media.
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It means the state has to then follow the playbook laid out by the Bush Administration right after it experienced of course its 9/11. Which is to say you then go and start a war against an adversary that you claim did the attack and simultaneously, you begin to create a security apparatus inside your state to restrict the civil liberties of all people who live within that country.
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The final verdict: 3 months of teaching with Facebook - 0 views
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hink that it doesn’t really work the way I thought it could. A part of the reasons why it didn’t work out where technical ones, but the most important ones are deeper issues
Bounded Learning Communities - 0 views
Concept map - Wikipedia, the free encyclopedia - 0 views
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"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."
Multitasking | Why it is not effective | Pinhopes - 0 views
Effective Use Of Collaboration And Social Learning At Workplace To Improve Learning And... - 0 views
TheRecord.com - Life - Teachers use Facebook to reach students - 0 views
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MacNeil was already using his own website to post assignments, useful links and samples of work in his communications-technology class, so Facebook seemed a logical next step.
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Looking through Vaughan's class Facebook page, there are several discussion topics being debated daily and students -- old and new -- posting messages by the hour.
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"It wasn't that it was any better than sending an e-mail or anything like that, it was that they seemed more willing to accept that media over the other ones,'' says MacNeil.
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