This MS Form should be used in conjunction with the MOOC development toolkit to support lecturers to build their MOOCs efficiently
Mind the Gap encourages you to be mindful of that gap that takes place in various transitions in life: when you go away to college, travel to a foreign country, move to a new city, or start a new job. Until you start to feel at home in your new environment, you must negotiate feelings of discomfort. Mindfulness draws attention to your experience of transition, enabling you to cultivate an embodied presence, receptivity, and awareness of whatever arises in yourself and your surroundings, without judging or rejecting your experience. All too often, when we feel uncomfortable or unsettled, we immediately want to alleviate our feelings of discomfort by seeking comfort or distraction. When we do this, we rob ourselves of the opportunity to grow and develop in new ways.
This module explains different models of assessments used for assistive technology in order to decide on the best solution for people with disabilities.
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Effectively evaluate your test results and correct your mistakes.Use your test results as a study guide.
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Identify the role of tests in the Learning Cycle.Implement specific test strategies to use before a test.
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Identify different types of tests and test formats.Implement specific test strategies for during a test.Employ effective strategies for answering typical kinds of test questions (multiple choice, true/false, matching, short answer and essay).Determine the importance of academic integrity and the consequences of dishonesty.
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Identify sources of test anxietyEmploy strategies for effectively preventing and controlling anxiety over tests.
This module examine the link between education and diversity
Sa modyul na ito, inaasahang matutuhan ang mga sumusunod:
1. Natutukoy ang mga dahilan ng pag-unlad at pagbagsak ng mga klasikong
lipunan sa Africa, America at mga pulo sa Pasipiko.
The image shows the twelve virtual practical activities that were created, developed, and implemented by the Moroccan universities for the EXPERES project.
Motivating Students by Design (2018) explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with about 150 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.
It is helpful to know who is using this free PDF version of the book. Please take a minute to complete a brief informational survey at https://bit.ly/interest-motivatingstudents
How to access this book This text is available as a whole book in PDF at https://hdl.handle.net/10919/102728. A print-on-demand version is also available via Amazon at https://www.amazon.com/Motivating-Students-Design-Strategies-Professors/dp/1981497013
Comunicación presentada en la III Jornada universitaria de Bibliotecas escolares y Animación a la Lectura.
Short Description:
En tant que pratique de recherche appliquée, l’évaluation des politiques publiques a emprunté toute une série de méthodes aux sciences sociales. Mais son essor a aussi suscité le développement d’approches spécifiques. Partant de ce constat, deux choix fondamentaux guident cet ouvrage : combiner des outils issus de la recherche fondamentale avec d’autres développés dans la pratique de l’évaluation, et ouvrir un dialogue entre méthodes quantitatives et qualitatives.24 méthodes ou approches qualitatives, quantitatives ou mixtes font ainsi l’objet de présentations didactiques et illustrées, à partir d’une trame de questionnement commune facilitant leur comparaison.Par son accessibilité, cet ouvrage constitue aussi bien un outil de dialogue interdisciplinaire et inter-méthodes pour les universitaires, qu’une introduction aux enjeux méthodologiques de l’évaluation pour les étudiant-e-s, praticien-ne-s, les acteurs publics et la société civile.
Long Description:
En tant que pratique de recherche appliquée, l’évaluation des politiques publiques a emprunté toute une série de méthodes aux sciences sociales. Mais son essor a aussi suscité le développement d’approches spécifiques.
Partant de ce constat, deux choix fondamentaux guident cet ouvrage : combiner des outils issus de la recherche fondamentale avec d’autres développés dans la pratique de l’évaluation, et ouvrir un dialogue entre méthodes quantitatives et qualitatives.
24 méthodes ou approches qualitatives, quantitatives ou mixtes font ainsi l’objet de présentations didactiques et illustrées, à partir d’une trame de questionnement commune facilitant leur comparaison.
Par son accessibilité, cet ouvrage constitue aussi bien un outil de dialogue interdisciplinaire et inter-méthodes pour les universitaires, qu’une introduction aux enjeux méthodologiques de l’évaluation pour les étudiant-e-s, praticien-ne-s, les acteurs publics et la société civile.
Word Count: 82758
(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)
Ce manuel de méthodologie de la recherche en éducation numérique ou technologies éducatives a été crée initialement en 2014, par Daniel Schneider et Barbara Class, et s'est enrichi au fil des années. Il se base à la fois sur des livres de méthode (i.e. des recettes globales) et sur des livres sur la méthode (i.e. études des méthodes). Les ouvrages desquels il s’inspire ont été conçus pour les sciences sociales et l’informatique et ont été rédigés en anglais pour la plupart. Cette version française est utilisée dans le cadre du Diplôme de Recherche en Education Numérique et dans le master MALTT.English version: This textbook, in the form of a wiki hypertext, adresses research methodology in educational technologies. It was initially created in 2014 by Daniel Schneider and Barbara Class and has been enriched over the years. It is based both on method textbooks (i.e. global recipes) and books on methodology (i.e. studying research methods). The books on which it is based were designed for the social sciences and computer science and were mostly written in English. This French version is used in the framework of the Diplôme de Recherche en Education Numérique and in the Master MALTT.
BIENVENID@En esta sección encontrarás 5 capítulos del libro de:Creme, Phyllis y Lea R., Mary. (2005). Escribir en la universidad. Barcelona: GEDISA.Cada uno de los capítulos seleccionados, te irán conduciendo a redactar trabajo académicos. El primero, aborda los diferentes tipos de redacción universitaria, la forma de escribir y sugerencias a cerca de superar los obstáculos y bloqueos de la escritura. Nada que preocuparte, todos pasan por ahí. El segundo capítulo, presenta maneras de organizar y presentar la información recabada; así como las maneras de escribir y los elementos fundamentales de la redacción. En el cuarto capítulo, son las palabras claves para poder construir tu título. Una cosa es el tema, otra la pregunta y el modo de titular tu trabajo académico. Los dos últimos capítulos de Phyllis & Lea son cómo abordar la lectura, citar y referenciar; así como organizar y dar forma a lo escrito; es decir, argumentar. Se espera que, al finalizar estas lecturas, seguir las notas del periódico y continuar con la investigación de tu pregunta inicial del tema de Administración Hotelera, puedas sentirte más seguro y confiado de tu documento escrito. En clase discutiremos los capítulos leídos y al final presentarás en este bloque, tu trabajo académico siguiendo las reglas de presentación del mismo. ¡Animo! Tu profesora
This 25-min course, from the University of Glasgow looks at: the thinking behind a move towards narrative CV and assessment formats; how the research landscape and research assessment practices are evolving and efforts to develop fairer assessment approaches; advice and tips on what to include in a more narrative format; and examples from real narrative CVs, written by early-career researchers. This course is directed at early-career researchers, specifically those who are making use of the Resume for Researchers format (e.g., via the UK Research and Innovation (UKRI), which is a non-departmental public body of the Government of the United Kingdom that directs research and innovation funding). Many funding agencies, the industry and corporate sector, and universities now require a more narrative-style CV to incorporate qualitative aspects into job applications (e.g. particularly in relation to describing input to publications, and the significance of these).
The goal of these formats is to help researchers to share their varied contributions to research in a consistent way and across a wide range of career paths and personal circumstances, and to move away from relying on narrowly focused performance indicators that can make it harder to assess, reward or nurture the full range of contributions that a researcher or academic makes to their field or discipline. This course helps researchers to structure, write, and craft a narrative CV to highlight and emphasize their individual academic accomplishments, contributions with a particular emphasis on 'how' they contributed rather than only 'what' they contribute.
In this workshop, I hope to illustrate that that library workers, academics and teachers, the systems we use, and our research practices are not neutral. This myth of neutrality perpetuates the unequal and discriminatory status quo. It introduces people to concepts of positionality and citation politics to help them query and disrupt traditional paths and understand more about the researchers behind the research.
Virtual meeting spaces have now become integral to modern education and have the potential to make education more accessible, engaging, collaborative and relevant in our rapidly changing world. In this OER we explore how virtual meeting spaces have evolved over the past few decades with an emphasis on the critical role of interfaces in shaping the virtual meeting experience. We investigate what future virtual meeting spaces may look like and attempt to reimagine a future where standards in education are maintained and virtual environments are responsive to learners, society and environmental needs.
Finding Connection, while Embracing the Continua of Difference: A Dilemma Driven Conflict Analysis
Short Description:
This open access textbook was developed as an upper division undergraduate textbook for a conflict resolution CR 310U Values and Ethics course (required for a PSU bachelor's degree in CR) and adaptable to a conflict resolution CR 513 graduate course (required for PSU master's degree in CR). Its intended audience are students from Portland State University enrolled in a ten week, quarter system, though it is adaptable for a semester length course. The chapters are combined with other readings on conflict resolution values and ethics. This open access textbook may be used to supplement resources for other courses that address aspects of conflict resolution values and ethics.
Long Description:
This open access textbook was developed as an upper division undergraduate textbook for a conflict resolution CR 310U Values and Ethics course (required for a PSU bachelor’s degree in CR) and adaptable to a conflict resolution CR 513 graduate course (required for PSU master’s degree in CR). Its intended audience are students from Portland State University enrolled in a ten week, quarter system, though it is adaptable for a semester length course. The chapters are combined with other readings on conflict resolution values and ethics. This open access textbook may be used to supplement resources for other courses that address aspects of conflict resolution values and ethics.
Word Count: 123931
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Being a new administrator is not an easy task. This resource includes a variety of helpful supports for other new principals in their first few years.