Understanding by Design
Overview Understanding by Design, an excellent book by Grant Wiggins and Jay McTighe, offers a powerful framework for designing courses through what they call “Backward Design.” It seems “backward” in that it starts from the opposite end of the planning process we typically go through to design courses—we usually start by thinking about how to teach our content. Backward Design, in contrast, leaves teaching activities until the end and starts with the desired results of that teaching. In other words, Wiggins and McTighe argue that you can’t start planning how you’re going to teach until you know exactly what you want your students to learn. “Teaching is a means to an end. The Backward Design process proceeds in three phases, as follows: I. First, you establish your learning goals for the course. What should participants hear, read, view, explore or otherwise encounter? II. III. Resources Understanding by Design is available online and in the CFT library.
Quality Assurance & Quality Enhancement in e-Learning | The QA-QE SIG web-site
Blended Learning Toolkit |
Barbara Newland | Blended Learning
List of academic databases and search engines
From Wikipedia, the free encyclopedia This article contains a representative list of notable databases and search engines useful in an academic setting for finding and accessing articles in academic journals, institutional repositories, archives, or other collections of scientific and other articles. Databases and search engines differ substantially in terms of coverage and retrieval qualities.[1] Users need to account for qualities and limitations of databases and search engines, especially those searching systematically for records such as in systematic reviews or meta-analyses.[2] As the distinction between a database and a search engine is unclear for these complex document retrieval systems, see: the general list of search engines for all-purpose search engines that can be used for academic purposesthe article about bibliographic databases for information about databases giving bibliographic information about finding books and journal articles. Operating services[edit] [edit] [edit]
e-Learning Pedagogy programme
e-Learning and Pedagogy activities are being broadly grouped under two themes: Designing for Learning with a practitioner planning focus on e-Learning and Understanding my Learning with a learner reflection focus on e-Learning). Designing for Learning Designing for Learning with a practitioner planning focus on e-Learning explores the process of designing, planning, sequencing or orchestrating learning tasks which may include the use of e-Learning tools. Understanding my Learning Understanding my Learning with a learner reflection focus on e-Learning) explores the learner perspective on e-Learning. The following are some of the issues that the JISC funded e-Learning and Pedagogy programme will be addressing in consultation with practitioners from the JISC community. 1)How can we enhance current knowledge about what constitutes effective practice in e-learning? Definition of e-Learning Context A more specific context is given by the following developments: Aims of the programme Objectives
Stanford Literature Review
What is it? A critical literature review is one of the most important activities in the process of research and is usually included as part of the introduction to a research report or thesis. The aim of a literature review is to show that the writer insightfully evaluated the existing published literature on a particular topic. A good literature review should do the following: Define the scope of the problem Place the current study in a historical perspective Show the relationship between previous research and the current research thesis Avoid unnecessary duplication Evaluate different research methodologies and emphasize key studies Compare and contrast different research findings on a topic while grouping together authors with similar conclusions and noting areas in which authors are in disagreement Report gaps in the previous research and how the current study can add to the literature in general Conclude by summarizing what the literature says How does one begin? C.
8 Things Everybody Ought to Know About Concentrating
“Music helps me concentrate,” Mike said to me glancing briefly over his shoulder. Mike was in his room writing a paper for his U.S. History class. On his desk next to his computer sat crunched Red Bulls, empty Gatorade bottles, some extra pocket change and scattered pieces of paper. In the pocket of his sweat pants rested a blaring iPod with a chord that dangled near the floor, almost touching against his Adidas sandals. On his computer sat even more stray objects than his surrounding environment. Mike made a shift about every thirty seconds between all of the above. Do you know a person like this? The Science Behind Concentration In the above account, Mike’s obviously stuck in a routine that many of us may have found ourselves in, yet in the moment we feel it’s almost an impossible routine to get out of. When we constantly multitask to get things done, we’re not multitasking, we’re rapidly shifting our attention. Phase 1: Blood Rush Alert Phase 2: Find and Execute Phase 3: Disengagement
5 Ways to Make Your To-Do Lists More Effective
To-do lists seem pretty straightforward: A list of all of the tasks you plan to accomplish during any given day or week. And, really, there are few things more satisfying than drawing lines through each entry. Progress! But, many times, they balloon to unrealistic levels, and we end up feeling overwhelmed and ineffective. That’s usually because we’re using them as a catch-all for every task that’s thrown at us. Instead, our lists should be derived from our larger goals and include tasks that move us toward those big-picture endeavors, says Robert C. 1. When you take a few minutes to write your to-do list the night before, you can hit the ground running the next morning, Pozen advises. 2. Everything that goes on your daily to-do list should fit two criteria: It should be something important that you need to do--versus that which doesn’t really need to be done or which can be delegated to someone else--and something that needs to be done on that day. 3. 4. 5.
30-Second Productivity Strategies
Half a minute is all it takes to make each day more productive. 1. Take 30 seconds to set the stage for awesome success. Here's how: Before you start doing something, answer the question, "What can I do to make this awesome?" That's basically what Mike Williams of the David Allen Company (the Getting Things Done folks) asked me. At first, it sounded cheesy. Keep in mind this applies just as much to your personal life, too. Don't just move blindly on to the next task. Answer that question, and whatever you do, you will do a lot better. 2. Unfortunately, all too often you forget what happened. Don't. Then you will remember what's important--and be able to act on what's important. 3. That's a shame, because meetings involve people--and that means there's a lot to think about ahead of time. Terrible meetings are all talk and no action. 4. Feeling stressed? Need to switch from quiet mode to outgoing and engaging? Find little rituals that help prepare you for stressful or unusual situations. 5.
