What makes these findings so interesting are the implications for pedagogy. If teachers wish to maximise the power of tablets and mobile devices, they should create contexts in which students are encouraged to be proactive in their study,
Computer science as a field requires curricular guidance, as new innovations are filtered into teaching its knowledge areas at a rapid pace. Furthermore, another trend is the growing number of students with different cultural backgrounds. These developments require taking into account both the differences in learning styles and teaching methods in practice in the development of curricular knowledge areas. In this paper, an intensive collaborative teaching concept, Code Camp, is utilized to illustrate the effect of learning styles on the success of a course. Code Camp teaching concept promotes collaborative learning and multiple skills and knowledge in a single course context. The results indicate that Code Camp as a concept is well liked, increases motivation to learn and is suitable for both intuitive and reflective learners. Furthermore, it appears to provide interesting creative challenges and pushes students to collaborate and work as a team. In particular, the concept also promotes intuition.
Suggests and addresses the need for further curriculum development within the IB PYP in terms of additional (often foreign) language learning within the diverse community of International schools that follow the IB curriculum, in order for schools to become more explicit and unified in their language policies. Includes suggestions for how additional language learning can be linked to the process of inquiry and the promotion of the core values of the IB, embodied in the PYP learner profile.
Pour l'enseignement secondaire et fondamental, préparations, ressources pédagogiques en ligne, cours, leçons et séquences didactiques pour les professeurs et enseignants
Creese criticizes the approach to CBLT in western countries. It has been claimed that the UK approach cannot be considered content-based language teaching. Creese’s study supports this, by arguing that:
•the EAL teacher does most of the language work while the subject teachers focus on the curriculum work
•when teachers focus on the referential (as opposed to metalinguistic) function of language they concentrate mainly on introducing new vocabulary.
A live-coding Processing environment addresses neither of these goals. JavaScript and Processing are poorly-designed languages that support weak ways of thinking, and ignore decades of learning about learning. And live coding, as a standalone feature, is worthless
A grassroots online newspaper exclusively for, and by, those who understand higher education best, The EvoLLLution is the only place where you can find detailed opinions, news and research about the impact of non-traditional programs on the higher education industry and society-at-large.
Higher education has never been primarily about learning actual things or actual skills. It has always been (and I mean all the way to the first universities) about peer acceptance for the graduates and meeting the requirements of the institution for the students. That’s not to say that a lot of people don’t learn lots of useful things while attending university. But if that was enough lawyers wouldn’t need the bar, doctors wouldn’t need their residency and university teachers would not have to learn everything all over again when they start teaching a new subject.
Mills continued his conscilience by saying that he is skeptical about a lot of university instruction. But I think that is the wrong approach to take. University instruction has always been just abominable. The vast majority of classes most university students have attended throughout history were taught by drones more or less competent in their subject sometimes reading out of a textbook sometimes cracking a joke. If that really mattered how would have we ever gotten to where we are now? Massive innovation and erudition as far as the eye can see. Even those we disagree with (like the neocons and creationists for me) cannot really be accused of a lack of intelligence or erudition. We talk about the need for better historical education but some of the worst political decisions have been taken by people who studied history meticulously (and it’s no good saying “if they had only read that one paper I wrote on that issue”). We talk about the need for better science education but some of the best innovations have come out of school drop outs who flunked the foundational STEM subjects. Why on earth would we think tinkering around with instruction would make a dent in any of that?
The Collaborative grant scheme invites proposals from two or more departments or other groupings within or between HEIs that support the enhancement of learning and teaching.
a popular series of articles that the British Medical Journal published in 2003. Full text for these articles is available free online. BMJ is available free online through PubMed Central.
PBS Learning Media is a dynamic platform offering the best of public media content and produced specifically for PreK-16 teachers. With free access to over 14,000 high-quality resources tied to national standards, teachers can download, save and share exactly what they need for an inspired classroom experience. holds more than 14,000 “digital learning objects” — videos, curricula, images, audio, and interactive sites
M. Detsky, and A. Detsky. CMAJ : Canadian Medical Association journal = journal de l'Association medicale canadienne, 176 (12):
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P. Cantillon, and J. Sargeant. BMJ (Clinical research ed.), (January 2008)4957<m:linebreak></m:linebreak>JID: 8900488; epublish;<m:linebreak></m:linebreak>Formació.
A. Rudich, and N. Bashan. Academic medicine : journal of the Association of American Medical Colleges, 76 (10):
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A. Marusić, and M. Marusić. Academic medicine : journal of the Association of American Medical Colleges, 78 (12):
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