Group items tagged physics - Web Tools for Educators

shared by dani lyra on 23 Sep 11 - No Cached

and allow the sharing of experiences, whether it’s photographs, video streams or simply smiley faces. Interactions are supposed to mimic the feeling of actually being there. Interactions are about enmeshing the virtual with the physical.
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shared by Jose Antonio da Silva on 06 Jul 09 - Cached

shared by Carla Arena on 10 Jun 09 - No Cached

Never before has it been more possible for educators to put instruction front and center of learning space design (i.e. physical classrooms and virtual spaces) than now.
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Never before has collaboration with students and peers and with the world been more possible than now. Yet we still educate with strict control of space. It seems ridiculous even to think of learning spaces as confined now that students can connect with the world and glean content from everywhere.
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As educators, we don't want to focus on developing test takers and rote repeaters of information; we aim to develop individuals who can think for themselves, find new information, work with others toward a unified goal, and utilize all resources available to them in their endeavors.
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shared by impalasue on 21 Jul 11 - No Cached

“Most e-readers were designed for leisure reading – think romance novels on the beach,” said co-author Charlotte Lee, a UW assistant professor of Human Centered Design and Engineering. “We found that reading is just a small part of what students are doing. And when we realize how dynamic and complicated a process this is, it kind of redefines what it means to design an e-reader.”
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The Kindle DX was more likely to replace students’ paper-based reading than their computer-based reading.
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With paper, three quarters of students marked up texts as they read. This included highlighting key passages, underlining, drawing pictures and writing notes in margins.
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...2 more annotations...
A drawback of the Kindle DX was the difficulty of switching between reading techniques, such as skimming an article’s illustrations or references just before reading the complete text. Students frequently made such switches as they read course material. The digital text also disrupted a technique called cognitive mapping, in which readers used physical cues such as the location on the page and the position in the book to go back and find a section of text or even to help retain and recall the information they had read.
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“E-readers are not where they need to be in order to support academic reading,” Lee concludes. But asked when e-readers will reach that point, she predicts: “It’s going to be sooner than we think.”
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