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Keith Hamon

Writing Spaces: Readings on Writing, Volume 1 | Writing Spaces - 1 views

writingspaces.org/volume1

writing open textbook Education 2.0

shared by Keith Hamon on 29 Jun 10 - Cached
  • Keith Hamon on 29 Jun 10
     
    Writing Spaces: Readings on Writing, Volume 1, is a collection of Creative Commons licensed essays for use in the first year writing classroom, all written by writing teachers for students.
Keith Hamon

Open Education for Writers | Academe Blog - 1 views

academeblog.org/...open-education-for-writers

Writing Commons OER writing

shared by Keith Hamon on 04 Dec 12 - No Cached
  • Keith Hamon on 04 Dec 12
     
    I'm delighted to report that our efforts to grow Writing Commons like an academic journal have worked out really well.  We've reviewed over 75 new webtexts, and we are in the process of publishing some excellent free resources for college students.  Perhaps the most exciting result is that traffic is really blowing up!  Since February of this year, 105,532 unique visitors have accessed Writing Commons.
Keith Hamon

CC HowTo #1: How to Attribute a Creative Commons licensed work | Molly Kleinman - 0 views

mollykleinman.com/...creative-commons-licensed-work

Molly Kleinman creative commons attribution documentation references writing

shared by Keith Hamon on 22 Feb 13 - No Cached
  • Keith Hamon on 22 Feb 13
     
    a practical how to attribute Creative Commons licensed material.
Keith Hamon

Creative Commons: an Educational Primer | EdReach - 0 views

edreach.us/...-commons-an-educational-primer

Scott Weidig copyright creative commons writing elearning Web 2.0 Education 2.0

shared by Keith Hamon on 14 May 11 - No Cached
  • Keith Hamon on 14 May 11
     
    Basically, creative commons licensing provides the creator with a way from an "all rights reserved" model to a "some rights reserved" model on copyrighted material.
Keith Hamon

ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...35621

Jason B. Jones syllabus writing Education 2.0

shared by Keith Hamon on 03 Sep 11 - No Cached
  • Keith Hamon on 03 Sep 11
     
    A wonderful approach to writing the common syllabus.
Keith Hamon

Personal Learning Network - 2 views

www.tobincls.com/learningnetwork.htm

Daniel Tobin PLN learning education social networking connectivism Education 2.0 rhizome

shared by Keith Hamon on 23 Jul 10 - Cached
  • An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Okay, so PLNs as an educational concept have been around for a while, at least since 1998. And not just in education, but in the "real world." The significant change today is that we cannot speak of PLNs without talking about online networks.
  • we are all inundated with data (Stage 1) -- all those manuals, brochures, memos, letters, reports, and other printed material that cross our field of vision every day, not to mention all that we receive electronically
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Data overload has simply been complicated and exacerbated by the Internet. We have WAY more data than we can possibly deal with. We have moved from an age of information scarcity to information glut.
  • when you take data and give it relevance and purpose, you create information. Information (Stage 2) is the minimum we should be seeking for all of our learning activities.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key component of QEP: to find ways to make the class data relevant and purposeful information-purposeful beyond simply making a good grade. We suspect that most students never move beyond memorizing the class data so that they can repeat it on the test and then forget it. They never turn the data into useful and purposeful information, much less turn the data into knowledge or wisdom.
  • ...10 more annotations...
  • Even when we have information, we must use that information by applying it to our work before we can say we "know it." Until we use it, it remains information. Knowledge (Stage 3) comes from applying information to our work. This is the stage at which most company training programs fail -- too often the content of company training programs never gets applied to the employee's work. To me, this means that the investment in that training is totally wasted.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying information to our work is the tricky part for students: as most of them do not yet sense that they have any real work. QEP is looking for ways to turn their data processing into knowledge management.
  • Wisdom (Stage 4), that most precious possession, comes from adding intuition and experience to knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      I think that many believe wisdom is beyond the reach of most classrooms, but I'm not willing to give up on it. However, it means that we must provide real, relevant experiences in class through which the student can develop wisdom.
  • This is why having a personal learning network is so important -- to provide us not only with pointers to sources of information, but to answer questions, to coach us, to reinforce our learning when we try to apply it to our work.
  • First, we must sort through all of the available data to find only that information that is relevant to our learning needs and for which we have a purpose.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Too often missing from our classes, which too seldom address a common question among students: how will I use this in the future?
  • Once we have gathered and learned the needed information, we need to apply it to our work in order to transform it into our personal knowledge.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      Applying new data to our own work to transform it into personal knowledge. This is as fine a statement of the aims of QEP as I can think of: we use online writing to help students create PLNs as engines for churning the data they are exposed to in their classes into personal knowledge.
  • Who should be in your personal learning network? The members of your network do not need to be people with whom you work directly. In fact, you do not even need to know the people personally. The members of your network should be people, both inside and outside of your work group and your company, who have the knowledge that you are trying to master and who are willing to share their knowledge and experience with you.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      A student's PLN should, of course, include fellow class students and the teacher, but also students, teachers, experts, friends, and others outside the class. We do that online.
  • To establish a learning network, you can ask other people in your group, or with whom you have gone through a training program, to participate in periodic discussions as you all try to implement a new way of working, to support each other and share experiences with each other. Most people are happy to help -- people generally like to talk about their own work and are honored to be asked to share their knowledge and wisdom.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This is a key to social networks: most people LIKE getting together, talking about common interests, and sharing what they know. We need to connect our students to such networks-connectivity, connectivism.
  • the value of knowledge increases when you share it with others.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      We need to explore when knowledge is best considered a cooperative, connect-and-collaborate property and when it is best considered a competitive, command-and-control property. When should knowledge be part of the Commons and when should it be proprietary? What about on a test? What about in an essay or research document?
  • Building a personal learning network is requires that you not only seek to learn from others, but also that you also help others in the network learn.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      The principle of reciprocity is a key element in building PLNs, and one that most students never learn in grade school, where they are kept in their seats, eyes on their own work, hands to themselves, and forbidden to talk to their colleagues. Who could possibly run a real organization with those rules? It's a model of behavior for an assembly line worker, but not a knowledge worker. Why do our schools have this mismatch?
  • A personal learning network can be your most powerful learning tool no matter what the subject.
    • Keith Hamon
      Keith Hamon on 23 Jul 10
       
      This one sentence should be in all correspondence, advertisements, and discussions about QEP.
  • Keith Hamon on 23 Jul 10
     
    An important part of learning is to build your own personal learning network -- a group of people who can guide your learning, point you to learning opportunities, answer your questions, and give you the benefit of their own knowledge and experience.
Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

www.beyondcurrenthorizons.org.uk/web-20-is-changing-our-society

Justin Reich Web 2.0 collaboration wikinomics

shared by Keith Hamon on 31 May 10 - Cached
  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
  • ...26 more annotations...
  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
  • Keith Hamon on 31 May 10
     
    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

Essential Skills for 21st Century Survival: Part I: Pattern Recognition « eme... - 0 views

emergentbydesign.com/...val-part-i-pattern-recognition

Venessa Miemis critical thinking writing pattern recognition connectivism

shared by Keith Hamon on 16 Dec 11 - Cached
  • Keith Hamon on 16 Dec 11
     
    The ability to spot existing or emerging patterns is one of the most (if not the most) critical skills in intelligent decision making, though we're mostly unaware that we do it all the time. Combining past experience, intuition, and common sense, the ability to recognize patterns gives us the ability to predict what will happen next with some degree of accuracy. The better able we are to predict what will happen, the more intelligent we become. So, you might say that the purpose of intelligence is prediction.
Keith Hamon

DH Syllabi - CUNY Academic Commons - 0 views

commons.gc.cuny.edu/...DH_Syllabi

syllabi digital humanities writing Education 2.0

shared by Keith Hamon on 16 Dec 11 - No Cached
  • Keith Hamon on 16 Dec 11
     
    A brief selection of DH-related syllabi. Readers, let us know if you have syllabus, curriculum, or program information that you'd like to share here.
Keith Hamon

5 Reasons Why Your Online Presence Will Replace Your Resume in 10 years - Dan Schawbel ... - 0 views

blogs.forbes.com/...eplace-your-resume-in-10-years

Dan Schawbel eportfolio writing elearning social networking Web 2.0 connectivism

shared by Keith Hamon on 15 Apr 11 - No Cached
  • Keith Hamon on 15 Apr 11
     
    We're seeing more and more recruiters use the web as a place to search for talent and conduct employment background searches. This trend is set to increase year over year and I've been predicting that an "online presence search" will become as common as a drug test since 2007.
Keith Hamon

Connectivism - 2 views

www.connectivism.ca

Web 2.0 power hierarchies networks rhizome

shared by Keith Hamon on 21 Mar 10 - Cached
  • Early research results aren’t surprising: - Students are heavy users of computers, but not for education. - Teachers make limited use of computers and other technologies in class - Parents are limited computer users - Teacher training is lacking in utilizing computers effectively in classrooms
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      To my mind, age is the real digital divide, not poverty. Even when given devices, olders will not use them as often or as well as youngers, which says to me that we QEP teachers must device strategies to work around our technological disabilities.
  • At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This is the core question that will bedevil educators for the next decade: do we really want to create and empower independent learners? And if we do, then what role do we teachers assume when we can no longer dictate what happens in a class?
  • Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
  • ...9 more annotations...
  • Most of us in education agree on our needs today: 1. We want good teachers 2. We want good educational content 3. We want to give our learners a bright and hopeful future 4. We want school systems that are relevant to learners and to society 5. We want schools to remedy the social and cultural inequalities that other institutions of society generate
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Nice list, but it omits the most common item listed by American educators: We want students to become productive members of society. Why?
  • We need to surface technology’s hidden ideologies and philosophies. If we don’t surface these aspects, we dance blindly to a tune that we refuse to acknowledge, but still shapes our moves.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      We in QEP cannot assume that introducing computers and writing (both are technologies) into our classes will have no effect on either the content or the conduct of our courses. The tech we introduce will absolutely change what and how we teach. We must accept that and be conscious of it.
  • The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience.
  • In terms of content, learners should create, teachers should curate.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      At least one aspect of this orientation is that teachers can provide the historical context, assuming that they are older or more experienced than their students, that students lack.
  • Technology is, possibly in a positive sense, a lever for change. The systemic innovation that many desire may not be possible through policy decisions alone.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      In a reverse sense, technology can lead to change despite opposing policies. Thus, Web 2.0 will redefine how we think of privacy, regardless of our policy statements.
  • Leadership can be somewhat attended to by the contributions of many. When we distribute control, we distribute responsibility
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      The wisdom of crowds can almost always help, especially in large policy decisions, and especially when the crowd includes those most affected by the decisions.
  • Today, leaders need co-leaders – people who are active in experimenting and exploring future directions.
  • Writing excellent, thorough descriptions of what is happening can be very valuable in coming to understand the nuances of a phenomenon.
    • Keith Hamon
      Keith Hamon on 21 Mar 10
       
      Most important observation for QEP. How often do we ask our students to describe, esp. as a gateway to understanding.
  • I have not seen any studies that evaluate the effectiveness of the iPod in listening to music. For end-users, it’s not an issue. They use it because it works. Perhaps research in educational technology should have a similar focus: use it because it exists, because it is a part of society, because it is used in other aspects of their lives. By this metric, simply have computers available and using them for learning is success enough.
Keith Hamon

A Primer About Successful Online Communities - FeverBee - The Online Community Guide - 0 views

www.feverbee.com/...primeronlinecommunity.html

Richard Millington social networking writing PLN connectivism

shared by Keith Hamon on 07 Sep 10 - Cached
  • identifying something people believe in and inviting them to talk to each other. You don’t create the interest, you create the platform
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
       Are most college profs reluctant to tackle the issue of student interest in the profs' classes? Why? And is it worth addressing in a class?
  • The better you get to know and like your fellow members, and the more you care about their opinion of you, the more you participate and thus work towards a successful goal.
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      Studies show that student success in a class depends on the level of engagement with fellow students, teacher, and content. Too many teachers assume that engagement is a given in their classes and refuse to cultivate it. Too many don't know how to cultivate engagement.
  • designing your community that reflects both the common interest and the individual contributions as equals.
  • ...3 more annotations...
  • Bonding a community means doing things together.
  • This self-disclosure is important. If you’re not continuously asking members to share their thoughts and experiences, members will never truly bond as a group. No bonds means low engagement and participation rate. More importantly, it means no community spirit (the something special we mentioned at the beginning).
  • as your community grows you need to begin decentralizing responsibility. Give popular members their own forums/groups to moderate.
  • Keith Hamon on 07 Sep 10
     
    Successful online community building is connecting a group of people online and making them feel a part of something special. This 'something special' element is the overlooked bit.
Stephanie Cooper

100+ Google Tricks That Will Save You Time in School | Online Colleges - 0 views

www.onlinecolleges.net/...t-will-save-you-time-in-school

Google Tricks Google Tricks Education search technology

shared by Stephanie Cooper on 18 Mar 10 - Cached
  • Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Use this specialized Google search to get results from scholarly literature such as peer-reviewed papers, theses, and academic publishers. Use Google Earth’s Sky feature. Take a look at the night sky straight from your computer when you use this feature. Open your browser with iGoogle. Set up an iGoogle page and make it your homepage to have ready access to news stories, your Google calendar, blogs you follow in Google Reader, and much more. Stay current with Google News. Like an electronic clearinghouse for news, Google News brings headlines from news sources around the world to help you stay current without much effort. Create a Google Custom Search Engine. On your own or in collaboration with other students, put together an awesome project like one of the examples provided that can be used by many. Collect research notes with Google Notebook. Use this simple note-taking tool to collect your research for a paper or project. Make a study group with Google Groups. Google Groups allows you to communicate and collaborate in groups, so take this option to set up a study group that doesn’t have to meet face-to-face. Google Code University. Visit this Google site to have access to Creative Commons-licensed content to help you learn more about computer science. Study the oceans with Google Earth 5. Google Earth 5 provides information on the ocean floor and surface with data from marine experts, including shipwrecks in 3D. Learn what experts have to say. Explore Knol to find out what experts have to say on a wide range of topics. If you are an expert, write your own Knol, too.
  • Stephanie Cooper on 18 Mar 10
     
    There's so much Google can do that most of us aren't even aware of! Some of these might come in handy for yourself as well as your students.
pajenkins1

Learning community - Wikipedia, the free encyclopedia - 1 views

en.wikipedia.org/...Learning_community

learning communities writing education critical thinking

shared by pajenkins1 on 16 Feb 11 - Cached
  • share common emotions, values and beliefs,
    • pajenkins1
      pajenkins1 on 16 Feb 11
       
      What role do emotions play in education?
  • pajenkins1 on 16 Feb 11
     
    General introduction to learning communities
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