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Readme file for Structured Systems Analysis

Description

This readme file contains details of links to all the Readme file for Structured Systems Analysis module's material held on Jorum and information about the module as well.

Subjects

ukoer | current logical data flow diagram example | current logical data flow diagram exercise | current logical data flow diagram teaching guide | current logical data flow diagram video lecture | current logical data flow diagram | current logical data flow diagrams example | current logical data flow diagrams exercise | current logical data flow diagrams teaching guide | current logical data flow diagrams video lecture | current logical data flow diagrams | current logical dfd example | current logical dfd exercise | current logical dfd teaching guide | current logical dfd video lecture | current logical dfd | current logical dfds example | current logical dfds exercise | current logical dfds lecture | current logical dfds teaching guide | data dictionary example | data dictionary exercise | data dictionary lecture | data dictionary reading material | data dictionary teaching guide | data dictionary video lecture | data dictionary | data example | data exercise | data flow diagram example | data flow diagram exercise | data flow diagram reading material | data flow diagram teaching guide | data flow diagram video lecture | data flow diagram | data flow diagrams example | data flow diagrams exercise | data flow diagrams reading material | data flow diagrams teaching guide | data flow diagrams video lecture | data flow diagrams | data reading material | data teaching guide | data video lecture | data | decision table and tree example | decision table and tree exercise | decision table and tree reading material | decision table and tree teaching guide | decision table and tree video lecture | decision table and tree | decision table example | decision table exercise | decision table reading material | decision table teaching guide | decision table video lecture | decision table | decision tables and trees example | decision tables and trees lecture | decision tables and trees reading material | decision tables example | decision tables exercise | decision tables reading material | decision tables teaching guide | decision tables video lecture | decision tables | decision tree example | decision tree exercise | decision tree reading material | decision tree teaching guide | decision tree video lecture | decision tree | decision trees and decision tables exercise | decision trees and decision tables teaching guide | decision trees and decision tables video lecture | decision trees and decision tables | decision trees example | decision trees exercise | decision trees reading material | decision trees teaching guide | decision trees video lecture | decision trees | dfd example | dfd exercise | dfd reading material | dfd teaching guide | dfd video lecture | dfd | dfds example | dfds exercise | dfds reading material | dfds teaching guide | dfds video lecture | dfds | exploding data flow diagrams example | exploding data flow diagrams exercise | exploding data flow diagrams reading material | exploding data flow diagrams teaching guide | exploding data flow diagrams | exploding dfd example | exploding dfd exercise | exploding dfd reading material | exploding dfd teaching guide | exploding dfd | logical data flow diagram example | logical data flow diagram exercise | logical data flow diagram reading material | logical data flow diagram teaching guide | logical data flow diagram video lecture | logical data flow diagram | logical data flow diagrams example | logical data flow diagrams exercise | logical data flow diagrams teaching guide | logical data flow diagrams video lecture | logical data flow diagrams | logical dfd example | logical dfd exercise | logical dfd reading material | logical dfd teaching guide | logical dfd video lecture | logical dfd | logical dfds example | logical dfds exercise | logical dfds reading material | logical dfds teaching guide | logical dfds video lecture | logical dfds | project management practical | project management reading material | project management task guide | project management teaching guide | project management | quality management | quality managment reading material | quality managment task guide | required logical data flow diagram example | required logical data flow diagram exercise | required logical data flow diagram reading material | required logical data flow diagram teaching guide | required logical data flow diagram video lecture | required logical data flow diagram | required logical data flow diagrams example | required logical data flow diagrams exercise | required logical data flow diagrams reading material | required logical data flow diagrams teaching guide | required logical data flow diagrams video lecture | required logical data flow diagrams | required logical dfd example | required logical dfd exercise | required logical dfd reading material | required logical dfd teaching guide | required logical dfd video lecture | required logical dfd | required logical dfds example | required logical dfds exercise | required logical dfds lecture | required logical dfds reading material | required logical dfds teaching guide | structured chart example | structured chart exercise | structured chart reading material | structured chart teaching guide | structured chart video lecture | structured chart | structured charts example | structured charts exercise | structured charts lecture | structured charts reading material | structured charts teaching guide | structured charts video lecture | structured charts | structured english example | structured english exercise | structured english lecture | structured english teaching guide | structured english video lecture | structured english | structured system analysis example | structured system analysis exercise | structured system analysis lecture | structured system analysis practical | structured system analysis reading material | structured system analysis task guide | structured system analysis teaching guide | structured system analysis video lecture | structured system analysis | structured systems analysis example | structured systems analysis exercise | structured systems analysis lecture | structured systems analysis practical | structured systems analysis reading material | structured systems analysis task guide | structured systems analysis teaching guide | structured systems analysis video lecture | structured systems analysis | structured walkthroughs reading material | system analysis example | system analysis exercise | system analysis lecture | system analysis practical | system analysis reading material | system analysis task guide | system analysis teaching guide | system analysis video lecture | system analysis | systems analysis example | systems analysis exercise | systems analysis lecture | systems analysis practical | systems analysis reading material | systems analysis task guide | systems analysis teaching guide | systems analysis video lecture | systems analysis | techniques in methods lecture | techniques in methods teaching guide | techniques in methods | uml | univeral modelling language lecture | univeral modelling language | universal modeling language lecture | universal modeling language | current logical dfds video lecture | current logical dfds | exploding dfds example | exploding dfds exercise | exploding dfds reading material | exploding dfds teaching guide | exploding dfds | levelling dfds example | levelling dfds exercise | levelling dfds reading material | levelling dfds teaching guide | levelling dfds | required logical dfds video lecture | required logical dfds | uml lecture | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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5.95J Teaching College-Level Science and Engineering (MIT) 5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint, and planning a course. The subject is appropriate for both novices and those with teaching experience. This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint, and planning a course. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | teaching | college-level science and engineering | college-level science and engineering | teaching equations | teaching equations | designing exam questions | designing exam questions | absorbing lectures | absorbing lectures | evils of PowerPoint | evils of PowerPoint | planning a course | planning a course | politics in academia | politics in academia | teaching for change | teaching for change | teaching with blackboards and slides | teaching with blackboards and slides | lecture performance | lecture performance | course design | course design

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Structured Systems Analysis - Current Logical DFDs

Description

This teaching guide forms part of the "Current Logical DFDs" topic in the Structured Systems Analysis module.

Subjects

ukoer | current logical dfds teaching guide | systems analysis | structured systems analysis | system analysis | structured system analysis | current logical dfd | current logical data flow diagrams | current logical data flow diagram | data flow diagram | data flow diagrams | logical data flow diagrams | logical data flow diagram | logical dfd | logical dfds | dfd | dfds | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | current logical dfd teaching guide | current logical data flow diagrams teaching guide | current logical data flow diagram teaching guide | data flow diagrams teaching guide | logical data flow diagrams teaching guide | logical data flow diagram teaching guide | logical dfd teaching guide | logical dfds teaching guide | dfd teaching guide | dfds teaching guide | current logical dfds | data flow diagram teaching guide | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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Structured Systems Analysis - Required Logical DFDs

Description

This teaching guide forms part of the "Required Logical DFDs" topic in the Structured Systems Analysis module.

Subjects

ukoer | required logical dfds teaching guide | systems analysis | structured systems analysis | system analysis | structured system analysis | required logical dfd | required logical data flow diagrams | required logical data flow diagram | dfd | dfds | data flow diagram | data flow diagrams | logical dfd | logical dfds | logical data flow diagram | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | required logical dfd teaching guide | required logical data flow diagrams teaching guide | required logical data flow diagram teaching guide | dfd teaching guide | dfds teaching guide | data flow diagram teaching guide | data flow diagrams teaching guide | logical dfd teaching guide | logical dfds teaching guide | logical data flow diagram teaching guide | required logical dfds | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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5.95J Teaching College-Level Science and Engineering (MIT) 5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Topics include theories of adult learning; course development; promoting active learning, problem-solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience. This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Topics include theories of adult learning; course development; promoting active learning, problem-solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | teaching | college-level science and engineering | college-level science and engineering | teaching equations | teaching equations | designing exam questions | designing exam questions | absorbing lectures | absorbing lectures | evils of PowerPoint | evils of PowerPoint | planning a course | planning a course | politics in academia | politics in academia | teaching for change | teaching for change | teaching with blackboards and slides | teaching with blackboards and slides | lecture performance | lecture performance | course design | course design

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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5.95J Teaching College-Level Science and Engineering (MIT) 5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Topics include theories of adult learning; course development; promoting active learning, problem-solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience. This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Topics include theories of adult learning; course development; promoting active learning, problem-solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | teaching | college-level science and engineering | college-level science and engineering | teaching equations | teaching equations | designing exam questions | designing exam questions | absorbing lectures | absorbing lectures | evils of PowerPoint | evils of PowerPoint | planning a course | planning a course | politics in academia | politics in academia | teaching for change | teaching for change | teaching with blackboards and slides | teaching with blackboards and slides | lecture performance | lecture performance | course design | course design

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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7.391 Concept-Centered Teaching (MIT) 7.391 Concept-Centered Teaching (MIT)

Description

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small week Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small week

Subjects

teaching | teaching | learning | learning | concept-centered | concept-centered | education | education | science education | science education | biology | biology | student learning | student learning | misconceptions | misconceptions | studies | studies | biology teaching | biology teaching | teaching environment | teaching environment | pre-conceived notions | pre-conceived notions | learning environment | learning environment | classroom | classroom | cooperative learning | cooperative learning | group learning | group learning | assessment | assessment | multiple intelligences | multiple intelligences

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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7.391 Concept-Centered Teaching (MIT) 7.391 Concept-Centered Teaching (MIT)

Description

Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small week Do you like teaching, but find yourself frustrated by how little students seem to learn? Would you like to try teaching, but are nervous about whether you will be any good at it? Are you interested in new research on science education? Research in science education shows that the greatest obstacle to student learning is the failure to identify and confront the misconceptions with which the students enter the class or those that they acquire during their studies. This weekly seminar course focuses on developing the participants' ability to uncover and confront student misconceptions and to foster student understanding and retention of key concepts. Participants read primary literature on science education, uncover basic concepts often overlooked when teaching biology, and lead a small week

Subjects

teaching | teaching | learning | learning | concept-centered | concept-centered | education | education | science education | science education | biology | biology | student learning | student learning | misconceptions | misconceptions | studies | studies | biology teaching | biology teaching | teaching environment | teaching environment | pre-conceived notions | pre-conceived notions | learning environment | learning environment | classroom | classroom | cooperative learning | cooperative learning | group learning | group learning | assessment | assessment | multiple intelligences | multiple intelligences

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Structured Systems Analysis - Decision Tables and Trees

Description

This teaching guide forms part of the "Decision Tables and Trees" topic in the Structured Systems Analysis module.

Subjects

ukoer | decision trees | decision tables | decision trees and decision tables | systems analysis | structured systems analysis | system analysis | structured system analysis | decision table | decision tree | decision table and tree | decision trees teaching guide | decision tables teaching guide | decision trees and decision tables teaching guide | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | decision table teaching guide | decision tree teaching guide | decision table and tree teaching guide | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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5.95J Teaching College-Level Science (MIT) 5.95J Teaching College-Level Science (MIT)

Description

This seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. Topics include: using current research in student learning to improve teaching; developing courses; lecturing; promoting students' ability to think critically and solve problems; communicating with a diverse student body; using educational technology; creating effective assignments and tests; and utilizing feedback to improve instruction. Students research and teach a topic of particular interest. This subject is appropriate for both novices and those with teaching experience. This seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. Topics include: using current research in student learning to improve teaching; developing courses; lecturing; promoting students' ability to think critically and solve problems; communicating with a diverse student body; using educational technology; creating effective assignments and tests; and utilizing feedback to improve instruction. Students research and teach a topic of particular interest. This subject is appropriate for both novices and those with teaching experience.

Subjects

teaching skills | teaching skills | learning objectives | learning objectives | lecturing | lecturing | active learning | active learning | feedback | feedback | interactive lessons | interactive lessons | pedagogy | pedagogy | student learning | student learning | educational technology | educational technology | STEM (science | STEM (science | technology | technology | engineering | engineering | and mathematics) | and mathematics) | teaching philosophy statement | teaching philosophy statement | 5.95 | 5.95 | 7.59 | 7.59 | 8.395 | 8.395 | 18.094 | 18.094

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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Language as a medium for teaching and learning Language as a medium for teaching and learning

Description

Are you interested in English language education? This free course, Language as a medium for teaching and learning, examines the use of language as a cultural tool which allows humans to become involved in a two-way process of constant change. The course will help those within the teaching environment to relate theoretical discussion to professional practice. First published on Tue, 26 Apr 2011 as Language as a medium for teaching and learning. To find out more visit The Open University's Openlearn website. Creative-Commons 2011 Are you interested in English language education? This free course, Language as a medium for teaching and learning, examines the use of language as a cultural tool which allows humans to become involved in a two-way process of constant change. The course will help those within the teaching environment to relate theoretical discussion to professional practice. First published on Tue, 26 Apr 2011 as Language as a medium for teaching and learning. To find out more visit The Open University's Openlearn website. Creative-Commons 2011

Subjects

Educational Practice | Educational Practice | English | English | teaching | teaching | targetting | targetting

License

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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Structured Systems Analysis - Exploding DFDs

Description

This teaching guide forms part of the "Exploding DFDs" topic in the Structured Systems Analysis module.

Subjects

ukoer | systems analysis | structured systems analysis | system analysis | structured system analysis | exploding dfd | exploding data flow diagrams | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | exploding dfd teaching guide | exploding data flow diagrams teaching guide | dfd | dfds | data flow diagram | data flow diagrams | levelling dfds teaching guide | levelling dfds | exploding dfds | exploding dfds teaching guide | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Readings and discussions include: teaching equations for understanding, designing exam and homework questions, incorporating histories of science, creating absorbing lectures, teaching for transfer, the evils of PowerPoint, and planning a course. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | college-level science and engineering | teaching equations | designing exam questions | absorbing lectures | evils of PowerPoint | planning a course | politics in academia | teaching for change | teaching with blackboards and slides | lecture performance | course design

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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11.129 Educational Theory and Practice I (MIT) 11.129 Educational Theory and Practice I (MIT)

Description

This course concentrates on a core set of skills and knowledge necessary for teaching in secondary schools. Topics covered in the class include educational reform, student behavior and motivation, curriculum design, and the teaching profession. Classroom observation is a key component of the class. Assignments include readings from the educational literature, written reflections on classroom observations, and practice teaching and constructing curriculum. This is the first of a three course sequence necessary to complete the Teacher Education Program. This course concentrates on a core set of skills and knowledge necessary for teaching in secondary schools. Topics covered in the class include educational reform, student behavior and motivation, curriculum design, and the teaching profession. Classroom observation is a key component of the class. Assignments include readings from the educational literature, written reflections on classroom observations, and practice teaching and constructing curriculum. This is the first of a three course sequence necessary to complete the Teacher Education Program.

Subjects

classroom experiences | classroom experiences | student-centered classroom activities | student-centered classroom activities | student-led classes | student-led classes | issues in schools and education | issues in schools and education | observing | observing | pre-college math and science classes | pre-college math and science classes | design and implementation of curriculum | design and implementation of curriculum | diversity | diversity | standards in math and science | standards in math and science | student misconceptions | student misconceptions | methods of instruction | methods of instruction | the digital divide | the digital divide | teaching through different media | teaching through different media | student assessment | student assessment

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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RES.TTL-01 Guidelines on Learning that Inform Teaching (MIT) RES.TTL-01 Guidelines on Learning that Inform Teaching (MIT)

Description

This handbook includes 16 Guidelines on Learning based on the research literature on student learning and accepted good teaching practice, that inform the teaching at MIT. Each Guideline is explained with appropriate quotes and there are links to examples of the guideline in action. The handbook was adapted by The MIT Teaching and Learning Laboratory from the "Guidelines on Learning that inform teaching at the University of New South Wales" and it's associated Toolkit. This has now been expanded as a generic "Guidelines on Learning that inform teaching" website with exemplar examples and written in a format to encourage other universities to draft their own set of guidelines and examples. Online Publication This handbook includes 16 Guidelines on Learning based on the research literature on student learning and accepted good teaching practice, that inform the teaching at MIT. Each Guideline is explained with appropriate quotes and there are links to examples of the guideline in action. The handbook was adapted by The MIT Teaching and Learning Laboratory from the "Guidelines on Learning that inform teaching at the University of New South Wales" and it's associated Toolkit. This has now been expanded as a generic "Guidelines on Learning that inform teaching" website with exemplar examples and written in a format to encourage other universities to draft their own set of guidelines and examples. Online Publication

Subjects

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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English Language Teaching: History, Approaches and Methods (2012) English Language Teaching: History, Approaches and Methods (2012)

Description

This course aims to present a critical and analytical historical overview of the methods used in teaching foreign languages to young students and adults, especially as applied to English Language Teaching (ELT). While the study of concepts and general issues around teaching and learning will be brief until the 19th century, from this century onwards the main methods used will be analysed in more detail. The theoretical/informative presentation of methods addresses the theoretical and practical implications in the use of each method in ELT, and will always be accompanied by its practical application to real situations (audiovisual classes and / or written materials). This application will be made from the point of view of (i) teaching materials developed by each method, and (ii) their appli This course aims to present a critical and analytical historical overview of the methods used in teaching foreign languages to young students and adults, especially as applied to English Language Teaching (ELT). While the study of concepts and general issues around teaching and learning will be brief until the 19th century, from this century onwards the main methods used will be analysed in more detail. The theoretical/informative presentation of methods addresses the theoretical and practical implications in the use of each method in ELT, and will always be accompanied by its practical application to real situations (audiovisual classes and / or written materials). This application will be made from the point of view of (i) teaching materials developed by each method, and (ii) their appli

Subjects

Methods | Methods | a Inglesa | a Inglesa | Approaches | Approaches | Language teaching | Language teaching | ELT | ELT | History | History

License

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Using visualisation in maths teaching Using visualisation in maths teaching

Description

This free course, Using visualisation in maths teaching, looks at visualisation as it relates to mathematics, focusing on how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. First published on Thu, 31 Mar 2016 as Using visualisation in maths teaching. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course, Using visualisation in maths teaching, looks at visualisation as it relates to mathematics, focusing on how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. First published on Thu, 31 Mar 2016 as Using visualisation in maths teaching. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 First published on Thu, 31 Mar 2016 as Using visualisation in maths teaching. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 First published on Thu, 31 Mar 2016 as Using visualisation in maths teaching. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Education | Education | classrooms | classrooms | visualisation | visualisation

License

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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A global dimension to science education in schools A global dimension to science education in schools

Description

Is your science teaching very western-oriented? This free course, A global dimension to science education in schools, is aimed at those teachers who would like to give a more global feeling to their teaching. You will learn how to source scientific articles with a greater emphasis on science and technology beyond the western world and experience how such articles can be incorporated into teaching within the National Curriculum. First published on Thu, 17 Mar 2016 as A global dimension to science education in schools. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 Is your science teaching very western-oriented? This free course, A global dimension to science education in schools, is aimed at those teachers who would like to give a more global feeling to their teaching. You will learn how to source scientific articles with a greater emphasis on science and technology beyond the western world and experience how such articles can be incorporated into teaching within the National Curriculum. First published on Thu, 17 Mar 2016 as A global dimension to science education in schools. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Education | Education | teachers | teachers | teaching | teaching | National Curriculum | National Curriculum

License

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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Accessibility of eLearning Accessibility of eLearning

Description

It is part of a teaching professional's skills to understand the needs of a diverse population of students. This free course, Accessibility of eLearning, introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation. First published on Wed, 09 Mar 2016 as Accessibility of eLearning. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 It is part of a teaching professional's skills to understand the needs of a diverse population of students. This free course, Accessibility of eLearning, introduces the challenges for disabled students who may use computers in different ways when taking part in eLearning or may need alternative teaching methods. It covers the technology and techniques used by disabled students, the adjustments to teaching methods that might be reasonable, design decisions which affect the accessibility of eLearning tools and strategies for evaluation. First published on Wed, 09 Mar 2016 as Accessibility of eLearning. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Professional Development in Education | Professional Development in Education | teaching | teaching | elearning | elearning | disability | disability

License

Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Licensed under a Creative Commons Attribution - NonCommercial-ShareAlike 2.0 Licence - see http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ - Original copyright The Open University

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Structured Systems Analysis - Data in the Data Dictionary

Description

This teaching guide forms part of the "Data in the Data Dictionary" topic in the Structured Systems Analysis module.

Subjects

ukoer | data dictionary teaching guide | data | data dictionary | systems analysis | structured systems analysis | system analysis | structured system analysis | data teaching guide | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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Structured Systems Analysis - Structured Charts

Description

This teaching guide forms part of the "Structured Charts" topic in the Structured Systems Analysis module.

Subjects

ukoer | structured charts teaching guide | structured charts | systems analysis | structured systems analysis | system analysis | structured system analysis | structured chart | systems analysis teaching guide | structured systems analysis teaching guide | system analysis teaching guide | structured system analysis teaching guide | structured chart teaching guide | Computer science | I100

License

Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales Attribution-Noncommercial-Share Alike 2.0 UK: England & Wales http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. It is designed for graduate students interested in an academic career, and anyone else interested in teaching. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | college-level science and engineering | STEM | teaching skills | intended learning outcomes | active learning techniques | student learning | teaching methodologies | educational technology | teaching philosophy | inclusive classroom

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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5.95J Teaching College-Level Science and Engineering (MIT)

Description

This participatory seminar focuses on the knowledge and skills necessary for teaching science and engineering in higher education. This course is designed for graduate students interested in an academic career, and anyone else interested in teaching. Topics include theories of adult learning; course development; promoting active learning, problem-solving, and critical thinking in students; communicating with a diverse student body; using educational technology to further learning; lecturing; creating effective tests and assignments; and assessment and evaluation. Students research and present a relevant topic of particular interest. The subject is appropriate for both novices and those with teaching experience.

Subjects

teaching | college-level science and engineering | teaching equations | designing exam questions | absorbing lectures | evils of PowerPoint | planning a course | politics in academia | teaching for change | teaching with blackboards and slides | lecture performance | course design

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see https://ocw.mit.edu/terms/index.htm

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11.124 Introduction to Teaching and Learning Mathematics and Science (MIT) 11.124 Introduction to Teaching and Learning Mathematics and Science (MIT)

Description

This course provides an introduction to teaching and learning in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, we explore the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, student learning, and careers in education. This course provides an introduction to teaching and learning in a variety of K-12 settings. Through visits to schools, classroom discussions, selected readings, and hands-on activities, we explore the challenges and opportunities of teaching. Topics of study include educational technology, design and experimentation, student learning, and careers in education.

Subjects

Teaching | Teaching | Learning | Learning | K-12 | K-12 | Classroom | Classroom | Challenges and Opportunities of teaching | Challenges and Opportunities of teaching | Educational Technology | Educational Technology | Design | Design | Experimentation | Experimentation | Teaching methods | Teaching methods | Teaching techniques | Teaching techniques

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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11.131 Educational Theory and Practice III (MIT) 11.131 Educational Theory and Practice III (MIT)

Description

This is the final course in the three course sequence (11.129, 11.130 and 11.131) that deals with the practicalities of teaching students. Our areas of study will include: educational psychology, identification of useful resources that support instruction, learning to use technology in meaningful ways in the classroom, finding more methods of motivating students, implementing differentiated instruction and obtaining a teaching job. This is the final course in the three course sequence (11.129, 11.130 and 11.131) that deals with the practicalities of teaching students. Our areas of study will include: educational psychology, identification of useful resources that support instruction, learning to use technology in meaningful ways in the classroom, finding more methods of motivating students, implementing differentiated instruction and obtaining a teaching job.

Subjects

classroom experiences | classroom experiences | student-centered classroom activities | student-centered classroom activities | student-led classes | student-led classes | issues in schools and education | issues in schools and education | observing | observing | pre-college math and science classes | pre-college math and science classes | design and implementation of curriculum | design and implementation of curriculum | diversity | diversity | standards in math and science | standards in math and science | student misconceptions | student misconceptions | methods of instruction | methods of instruction | the digital divide | the digital divide | teaching through different media | teaching through different media | student assessment | student assessment

License

Content within individual OCW courses is (c) by the individual authors unless otherwise noted. MIT OpenCourseWare materials are licensed by the Massachusetts Institute of Technology under a Creative Commons License (Attribution-NonCommercial-ShareAlike). For further information see http://ocw.mit.edu/terms/index.htm

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