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Kemikalendern Kalendern består av tolv inspirationsfilmer med tolv tolv tillhörande laborationsfilmer. Samtliga knyter an till LGR 11. Filmerna är cirka 5 minuter långa och visar olika exempel på kemi i vår omgivning, sett genom en nyfiken och utforskande persons ögon. I kemikalendern ingår även ett undervisningsmaterial med fakta och laborationsinstruktioner per tema. Undervisningsmaterialet är utformat med utgångspunkt för lärare och deras elever på mellanstadiet och uppåt. Klicka här för att prenumerera på kalendern som kommer ut en gång i månaden under 2015. Vill du hellre ha hela kalendern samlad på en DVD kan du beställa den gratis här. Kemikalendern är framtagen av Chalmers, Göteborgs universitet, Universeum och Molecular Frontiers för att ge roliga och användbara upplevelser till lärare och elever i olika åldrar. Kontaktpersoner: Kerstin Jönsson. Januari: Konst och kultur Februari: Mode I alla tider har människan använt sig av kemi för att klä upp sig och att göra sig fin. Mars: Energi och klimat

AsapSCIENCE Follow us @mitchellmoffit & @whalewatchmeplziTunes ( Bandcamp ( It's free: Get the AsapSCIENCE book! Check out our second channel: LINKS TO FOLLOW USInstagram - Greg ( Mitch ( - Greg ( Mitch ( - Greg (whalewatchmeplz) Mitch (pixelmitch) FOLLOW ASAPSCIENCEFacebook: Search "AsapSCIENCE" on vine! Send us stuff! ASAPSCIENCE INC.P.O. Written and created by Mitch Moffit and Greg Brown Lyrics: I'll be the spark, if you'll be the flameStart a reaction that can't be containedBalance your pH by sharing my baseI'll be your star, if you'll be my space 'Cause there is no distance that I wouldn't goThrough spacetime and wormholes my matter would flowTo the edge of the universe 'Cause you matter to me Show less

Why The World's Largest Provider Of Online Courses Thinks It's The Answer To Getting Ahead In The New Economy Two years out of college, Andy was working for a think tank in Washington, D.C. He had graduated from Amherst College with a political science degree and had also completed a prestigious Fulbright research fellowship. He was smart and had strong qualitative research skills. Searching for a solution, he discovered a free online data analysis course on Coursera taught by Johns Hopkins professor Jeff Leek. Andy passed the course, reaching what he referred to as “the critical point of self-sustaining knowledge.” Andy’s story is a familiar one Not every 18-year-old knows what they want to do with their life; few fully understand the market demand for different skills and competencies; and none know exactly how industries and the implications for their future careers will evolve. Our traditional education model has many virtues, but it is front-loaded and not designed to accommodate the volatility of individual career aspirations or that of the market. Filling vacancies with skilled labor

At-Bristol Invisibility cloaks might sound like science fiction, but Ross of the Live Science Team shows you how a trick of light can make things disappear in this great experiment to try at home! This video was presented by: Ross Exton, Live Science Video ProducerProduced by: Ross Exton & Seamus Foley, Big Screen Producer The science of sweets: Eyeball dissection: Twitter: what the Live Science Team gets up to on a daily basis: Facebook: At-Bristol is an educational charity and one of the UK's leading science and discovery centres, with the aim of making science accessible to all. Our YouTube channel gives you an exciting behind-the-scenes look at the people, places, exhibits, and experiments that bring science to life! Find out more about At-Bristol: Music: Provided courtesy of YouTube Audiolibrary Show less

Five Lessons for Online Teaching from Finishing a MOOC – ProfHacker - Blogs [This is a guest post by Michelle Moravec, a historian currently working on the politics of women's culture, which you can read about at Follow her on Twitter at @professmoravec.--@JBJ] At the end of January 2014, I enrolled in an MOOC on corpus linguistics offered by the U.K.-based Open University’s Future Learn. CorpusMOOC, as it was affectionately known and hashtagged on Twitter, was billed as a “practical introduction to the methodology of corpus linguistics for researchers in social sciences and humanities” (See the video introduction here). CorpusMOOC was top notch from start to finish. As I proceeded through the course, marveling at how well it was all going, I realized that I was learning as much from CorpusMOOC about teaching online as I was about corpus linguistics. Think More About Time I devoted significantly more time than the estimated three hours per week to CorpusMOOC. Create Skimmable Content Facilitate Face-to-Face and Online Communication

Don't Be a MOOC Dropout: How to Survive and Thrive in a Massive Open Online Course As you surely know, Massive Open Online Courses are the big trend in online education. The New Media Consortium Horizon Report 2013 views MOOCs as the technology trend of the year. The MOOC concept is spreading rapidly from what was initially developed by George Siemens and Stephen Downes. MOOCs are sprouting elsewhere around the globe, too. You might have heard about the great workload, the high MOOC dropout rates or being lost and overwhelmed within the MOOC environment. Before starting a MOOC Choosing a MOOC When choosing a MOOC, simply follow your interests. Think about your time and motivation As Debbie Morrison said in an earlier post, understand your own goals is key. That is all reasonable, but you should consider that MOOCs normally last at least a couple weeks, sometimes up to a quarter of a year, and are quite time-consuming. I don’t want to stop you from participating in a MOOC. by Sylvia Moessinger During a MOOC Start early enough The early bird gets the worm! Take it easy

goodbyegutenberg / 2014_MoreMOOCs A world of MOOCs to choose from and Open Culture have updated this link with dozens of MOOCs on offer for January and February, 2014 EVO Electronic Village Online Crafting the e-Perfect Textbook This EVO session runs concurrently with MultiMOOC Jan 13-Feb 16 Its Google Community is an excellent model for what can be accomplished once the group achieves critical mass (at this writing, just hit 400 and climbing) Moodle for Teachers “Moodle for Teachers (M4T) TESOL CALL-IS EVO2014”@WizIQ MOOC on Digital Curation Started Jan 8, 2014 This is just a two-week course and is run on the Curatr platfom. It's accessible from any device, as shown in the thumbnail above. Some of the features: Communications MOOC Mess

When the Computer Takes Over for the Teacher — The Atlantic Whenever a college student asks me, a veteran high-school English educator, about the prospects of becoming a public-school teacher, I never think it’s enough to say that the role is shifting from "content expert" to "curriculum facilitator." Instead, I describe what I think the public-school classroom will look like in 20 years, with a large, fantastic computer screen at the front, streaming one of the nation’s most engaging, informative lessons available on a particular topic. The "virtual class" will be introduced, guided, and curated by one of the country’s best teachers (a.k.a. a "super-teacher"), and it will include professionally produced footage of current events, relevant excerpts from powerful TedTalks, interactive games students can play against other students nationwide, and a formal assessment that the computer will immediately score and record. "So if you want to be a teacher," I tell the college student, "you better be a super-teacher." I started reflecting. Well then.

MIT, Harvard Evaluate Their MOOCs' Impact Harvard and MIT have issued a report on the effectiveness of their Massive Open Online Courses (MOOCs) offered through MITx and HarvardX free to the public. The study: “HarvardX and MITx: Two Years of Open Online Courses Fall 2012-Summer 2014″ drew on data from two years and 68 open online courses and reveals a steady growth of multiple-course participation and only with a slight majority of students seeking course certification. According to the paper’s authors: “We find that overall participation in our MOOCs remains substantial and that the average growth has been steady. . . On average, a unique participant enrolled into 1.7 HarvardX and MITx courses in these two years the project has been running. The survey also identified an initial decline in student participation in repeated courses, which then stabilizes during the third time the course is re-offered. ”These survey results reflect the diversity of possible, desired uses of open online courses beyond certification.”