The new context API that comes with React 16.3 is pretty neat. It was built in the render props style trending over these last months. Let’s explore it: This talk from the excellent Jing Chen has…
This is a big blog post, ( 25 pages). This paper was presented at the International Society for Systems Sciences Conference in Berlin August 2015. It will be published in the ISSS Journal as well. The following pages are a beginning of a concept and terminology that I have found useful in my own work…
Professor of Learning Analytics at The Open University, Bart Rienties, has spent much of his career researching how data can improve teaching methods and have a positive impact on how students learn.
// Set up the environment for creating the initial context Hashtable<String, Object> env = new Hashtable<String, Object>(); env.put(Context.INITIAL_CONTEXT_FACTORY, "com.sun.jndi.ldap.LdapCtxFactory"); env.put(Context.PROVIDER_URL, "ldap://localhost:389/o=JNDITutorial"); // Authenticate as S. User and password "mysecret" env.put(Context.SECURITY_AUTHENTICATION, "simple"); env.put(Context.SECURITY_PRINCIPAL, "cn=S. User, ou=NewHires, o=JNDITutorial"); env.put(Context.SECURITY_CREDENTIALS, "mysecret"); // Create the initial context DirContext ctx = new InitialDirContext(env); // ... do something useful with ctx
This paper describes a differing representation of the term scaffolding, with particular emphasis on spoken language as a tool to learning. Discussion examines difficulties faced by practitioners when transforming the theoretical aspects of scaffolding to more practical application, and in particular observes the value of involvement in the learning process. Discourse assesses how the child is led towards becoming an independent learner and how they subsequently reach a predetermined goal, set by the practitioner. It highlights therefore, the importance of evidence to support how scaffolding contributes towards increased competence, and examples provided demonstrate the transition from teacher support to that of independent problem solving. The paper concludes that the notion of scaffolding benefits greater understanding of both teaching and learning, which ultimately contributes to greater knowledge by the learner.
J. Attard, S. Scerri, I. Rivera, and S. Handschuh. Proceedings of the 9th International Conference on Semantic Systems, page 113--120. New York, NY, USA, ACM, (2013)
J. Attard, S. Scerri, I. Rivera, and S. Handschuh. Proceedings of the 9th International Conference on Semantic Systems, page 113--120. New York, NY, USA, ACM, (2013)
J. Attard, S. Scerri, I. Rivera, and S. Handschuh. Proceedings of the 9th International Conference on Semantic Systems, page 113--120. New York, NY, USA, ACM, (2013)
T. Dreyfus, C. Rasmussen, N. Apkarian, and M. Tabach. INDRUM 2018, (2018)"The complexity of knowledge flow in the classroom, even based on this one class session, is far greater than one might imagine. ".
J. Teevan, C. Alvarado, M. Ackerman, and D. Karger. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, page 415--422. New York, NY, USA, ACM, (2004)