Group items tagged

Language in humans has evolved culturally rather than genetically, according to a study by UCL (University College London) and US researchers. By modelling the ways in which genes for language might have evolved alongside language itself, the study showed that genetic adaptation to language would be highly unlikely, as cultural conventions change much more rapidly than genes. Thus, the biological machinery upon which human language is built appears to predate the emergence of language. According to a phenomenon known as the Baldwin effect, characteristics that are learned or developed over a lifespan may become gradually encoded in the genome over many generations, because organisms with a stronger predisposition to acquire a trait have a selective advantage. Over generations, the amount of environmental exposure required to develop the trait decreases, and eventually no environmental exposure may be needed - the trait is genetically encoded. An example of the Baldwin effect is the development of calluses on the keels and sterna of ostriches. The calluses may initially have developed in response to abrasion where the keel and sterna touch the ground during sitting. Natural selection then favored individuals that could develop calluses more rapidly, until callus development became triggered within the embryo and could occur without environmental stimulation. The PNAS paper explored circumstances under which a similar evolutionary mechanism could genetically assimilate properties of language - a theory that has been widely favoured by those arguing for the existence of 'language genes'. The study modelled ways in which genes encoding language-specific properties could have coevolved with language itself. The key finding was that genes for language could have coevolved only in a highly stable linguistic environment; a rapidly changing linguistic environment would not provide a stable target for natural selection. Thus, a biological endowment could not coevolve with p

This guide is aimed at those who are wanting to use Second Life for teaching in further and higher education. It provides in-depth descriptions of all aspects of the immersive world for both direct use and facilitating others' use." />www.jisc.ac.uk/publications/documents/gettingstartedsecondlife.aspx

Earth seen from the sky. To add to environment resources.

Quiz on the environment and relevant vocabulary in French. Useful for coursework?

SLOODLE is an Open Source project which integrates the multi-user virtual environment of Second Life® with the Moodle® learning-management system.

Middlebury's program is mostly interpretive with some presentational aspects so best used in a blended environment where learners have the opportunity to practice spontaneous speaking in live situations. That said, if this is the only option it seems much better than the majority of what's out there for independent language study, in my opinion.

Speakaboos brings classic children's entertainment into a digital world. Beloved characters and treasured stories are given new life through amazing celebrity performances, beautiful illustrations, and original music. At Speakaboos, children develop literacy skills while learning about technology in a safe and fun environment.

high quality animation on the environment

resources to teach animals and the environment

Basics, family, My town and shops, at home, food, holidays, free time, work, healthy living, the environment.

Videoconferencing 1 to 1 with auto record. Generates embed code and URL. Can be set to private so a password is needed to view. Super easy to set up. Great for oral interviews outside of class time or in distance learning environments.

,Virtual Macbeth was designed to demonstrate how we might best use the affordances of virtual environments for Education. Shakespeare’s Macbeth reimagined in Second Life provides an adaptive bridge between classic texts and new media technology.

The Chain Stories project will create a language friendly environment in which students, in their first year of language learning, can enjoy creative writing in their mother tongue. They then pass on their story to other schools, within a chain, for completion.

In most if not all 1:1 student laptop initiatives, "instant messaging" is a hot topic for both students and teachers. Typically and predictably, students want access to instant messaging, while many teachers and administrators see IM as a distraction comparable to video games. Both IM and video games are often regarded as "problems" for the classroom teaching and learning environment, rather than powerful tools that can be leveraged for transformative educational experiences.

pros: free and a positive review from a sixth grader, has free teacher's section that can use to setup "classroom environment" (but haven't tried) con: advertisements on sides of pages

Practice keyboarding online in 16 languages. Free and teacher's can setup a classroom, but I haven't tried. Sixth grader gave site a positive review. Con: advertisements on sides (but interesting viewing how ads change depending on language selection).

from Bernadette Holmes' speech at LW13

from Bernadette Holmes' speech at LW2013