hope I didn't say a few of those things, especially the one about Web 2.0 being antithetical to open source, since I don't believe that -- though I do have a far more nuanced view of their relationship than most people. But here's the actual interview
Unter Kurstermine findet Ihr den Kurs "Ausfüllen des eigenen Profils" Montag, 07.05.07, 19.00-20.00 Uhr deutscher Zeit. Vielleicht ist das ganz interessant...
What kind of kid doesn’t get into Harvard? Well, there was the charming boy I interviewed with 1560 SATs. He did cancer research in the summer; played two instruments in three orchestras; and composed his own music. He redid the computer system for his
The IMS Global Learning Consortium develops and promotes the adoption of open technical specifications for interoperable learning technology. Several IMS specifications have become worldwide de facto standards for delivering learning products and services. IMS specifications and related publications are made available to the public from www.imsglobal.org.
Thanks for your interest in phpEdu. For the time being, do not attempt to register here because things are bound to change. If you want to see phpEdu in action, log in with the following: username: test password: test All other users share the same passwo
YackPack can quickly improve educational communication. Motivate students, give quality feedback with ease and communicate clearly with students, parents and administrators. YackPack's simple and convenient web browser based interface design allow student
ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick (1994). According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through
ASSESSING TRAINING EFFECTIVENESS often entails using the four-level model developed by Donald Kirkpatrick (1994). According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through
Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide “internal” guidance.
M. Klawe, und E. Phillips. CSCL '95: The first international conference on Computer support for collaborative learning, Seite 209--213. Mahwah, NJ, USA, Lawrence Erlbaum Associates, Inc., (1995)