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It was to some extent humiliating for students to realize that they had bought into a system which doesn't work. In which they can be convinced that they've learned something even though they haven't understood it. It was a bit of a shock to them, but that shock is essential. You have to be willing to accept that you don't really understand something if you're going to be a researcher who makes great discoveries of how nature functions and so on.

James A. Rudd, II, one of the survey's authors and a chemistry professor at Cal State Los Angeles, said that most science education research and development is traditionally conducted by faculty from education schools. Though these individuals understand the pedagogy of instruction, he said they sometimes do not understand the content of the sciences well enough to make their work beneficial. He said it is imperative for science faculty to bridge the gap between the study of education and that of science.

"You can teach in order to have it be effective years later," Ms. Metcalfe says, "or you can teach so that they get their A on the final exam and then they forget it all."

The International Journal of Virtual and Personal Learning Environments provides readers with a comprehensive coverage of developments in learning technologies for an international readership of educators and trainers. The journal is a primary source for academics, professionals, corporate trainers and policy makers in information and communications technologies. The journal publishes work of a high standard on a range of fields associated with Course Management Systems (CMS), Learning Management Systems (LMS), Virtual Learning Environments (VLE), Personalized Learning Environments (PLE), Social Networking Software (SNS), and 3D virtual worlds, including for example Second Life (SL).

Networked teachers began to use a number of types of tools and connected well beyond what was normal within a "typical" teacher network. Teachers are not just connected WITH these tools, they are connected THROUGH these tools to other humans. The most important part of PLNs, in my opinion, is how they can help us connect to other humans, to help us better understand the world, to negotiate knowledge and meaning, and of course, to help us to learn.

Asynchronous discussion enhances learning as you share your ideas, perspectives, and experiences with the class. You develop and refine your thoughts through the writing process, plus broaden your classmates' understanding of the course content. Use the following feedback to improve the quality of your discussion contributions.

CITT Tools & Techniques Toolbox. Here, you will find very brief introduction to various tools and techniques for use in face to face education and synchronous/asynchronous distance education.