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11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT) 11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)

Description

An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide. An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.

Subjects

education | education | teaching | teaching | learning | learning | science | science | mathematics | mathematics | education reform | education reform | education and media | education and media | history of education | history of education | simulations | simulations | games | games | digital divide | digital divide | classroom | classroom | technology | technology

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

Description

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities. This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

Subjects

education | education | teacher education | teacher education | adolescent development | adolescent development | learning styles | learning styles | lesson planning | lesson planning | assessment | assessment | classroom management | classroom management | differentiated instruction | differentiated instruction | high school | high school | classroom | classroom | curriculum | curriculum | special education | special education

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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11.126J Economics of Education (MIT) 11.126J Economics of Education (MIT)

Description

This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid. This class discusses the economic aspects of current issues in education, using both economic theory and econometric and institutional readings. Topics include discussion of basic human capital theory, the growing impact of education on earnings and earnings inequality, statistical issues in determining the true rate of return to education, the labor market for teachers, implications of the impact of computers on the demand for worker skills, the effectiveness of mid-career training for adult workers, the roles of school choice, charter schools, state standards and educational technology in improving K-12 education, and the issue of college financial aid.

Subjects

economics of education | economics of education | economic aspect | economic aspect | econometric | econometric | basic human capital theory | basic human capital theory | earnings and earnings inequality | earnings and earnings inequality | statistical issues | statistical issues | rate of return to education | rate of return to education | labor market for teachers | labor market for teachers | impact of computers | impact of computers | demand for worker skills | demand for worker skills | mid-career training | mid-career training | school choice | school choice | educational technology | educational technology | financial aid | financial aid

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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MAS.963 Technological Tools for School Reform (MIT) MAS.963 Technological Tools for School Reform (MIT)

Description

This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts. This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts.

Subjects

modern technologies | modern technologies | school reforms | school reforms | progressive school reform | progressive school reform | CCSC | CCSC | Community Charter School of Cambridge | Community Charter School of Cambridge | charter schools | charter schools | education | education | innovative education | innovative education | No Child left behind | No Child left behind | learning communities | learning communities | shared display technologies | shared display technologies | educational technology | educational technology | media literacy | media literacy

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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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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Design and Evaluation of Educational Resources (2009) Design and Evaluation of Educational Resources (2009)

Description

This course is based on the design, evaluation and production of didactic materials. It is oriented to students of education, but their contents can be useful to any educational professional. It analyzes general aspect of design and production of means to deeply analyze the materials according to a textual, iconic, sound, audiovisual and digital classification. This course is based on the design, evaluation and production of didactic materials. It is oriented to students of education, but their contents can be useful to any educational professional. It analyzes general aspect of design and production of means to deeply analyze the materials according to a textual, iconic, sound, audiovisual and digital classification.

Subjects

education and technology | education and technology | technological innovation | technological innovation | Prendes | Prendes | ácticos | ácticos | ínez | ínez | ño | ño | ón | ón | ía educativa | ía educativa | áctica y Organización Escolar | áctica y Organización Escolar | áctico | áctico | education | education | áctica de las Ciencias Sociales | áctica de las Ciencias Sociales

License

http://creativecommons.org/licenses/by-nc-sa/3.0/

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21A.150 Teaching and Learning: Cross-Cultural Perspectives (MIT) 21A.150 Teaching and Learning: Cross-Cultural Perspectives (MIT)

Description

This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice. This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.

Subjects

teaching | teaching | learning | learning | culture | culture | cross-cultural perspectives | cross-cultural perspectives | subcultures | subcultures | schooling | schooling | initiation | initiation | apprenticeship | apprenticeship | education | education | online education | online education | MOOCs | MOOCs | interviewing | interviewing | observation | observation | ethnography | ethnography | discourse analysis | discourse analysis | socialization | socialization | social learning | social learning | ritual | ritual | rites of passage | rites of passage | imitation | imitation | improvisation | improvisation | creativity | creativity | language | language | personhood | personhood | identity | identity | cognition | cognition | perception | perception

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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MAS.714J Technologies for Creative Learning (MIT) MAS.714J Technologies for Creative Learning (MIT)

Description

This course explores how new technologies can help people learn new things in new ways. It analyzes principles and strategies underlying the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO Programmable Brick and Computer Clubhouse after-school learning centers. The course will include hands-on activities, analysis of learning experiences, and design of new tools and activities. This course explores how new technologies can help people learn new things in new ways. It analyzes principles and strategies underlying the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO Programmable Brick and Computer Clubhouse after-school learning centers. The course will include hands-on activities, analysis of learning experiences, and design of new tools and activities.

Subjects

learning | learning | e-learning | e-learning | distance learning | distance learning | educational technology | educational technology | learning environments | learning environments | school | school | pedagogy | pedagogy | instruction | instruction | method | method | education | education | teaching | teaching | teachers | teachers | constructionism | constructionism | toys | toys | innovation | innovation | communities | communities | mentorship | mentorship | play | play | MAS.714 | MAS.714 | STS.445 | STS.445

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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ón Física en Primaria (I) y Educación Física en Primaria (II) (2011) ón Física en Primaria (I) y Educación Física en Primaria (II) (2011)

Description

El desarrollo integral del ser humano conlleva ineludiblemente la inclusión en la formación de los jóvenes de aquellas enseñanzas que van a potenciar el desarrollo de sus conductas motrices, profundizando en el conocimiento de esa conducta como organización significante del comportamiento humano y asumiendo actitudes, valores y normas con referencia al cuerpo y sus movimientos. La escasa actividad motriz desplegada en el actual sistema de vida conduce a que cada vez adquieran mayor importancia las actividades físicas como medio de equilibrio psicofísico y de ocupación del tiempo libre. La sociedad actual plantea la necesidad de incorporar a la educación aquellos conocimientos, destrezas y capacidades relacionados con el cuerpo y su actividad motriz que contribuyen al desarrollo El desarrollo integral del ser humano conlleva ineludiblemente la inclusión en la formación de los jóvenes de aquellas enseñanzas que van a potenciar el desarrollo de sus conductas motrices, profundizando en el conocimiento de esa conducta como organización significante del comportamiento humano y asumiendo actitudes, valores y normas con referencia al cuerpo y sus movimientos. La escasa actividad motriz desplegada en el actual sistema de vida conduce a que cada vez adquieran mayor importancia las actividades físicas como medio de equilibrio psicofísico y de ocupación del tiempo libre. La sociedad actual plantea la necesidad de incorporar a la educación aquellos conocimientos, destrezas y capacidades relacionados con el cuerpo y su actividad motriz que contribuyen al desarrollo

Subjects

primary education | primary education | elementary schoolchildren | elementary schoolchildren | physical activity | physical activity | learning | learning | ísica | ísica | primaria | primaria | ón Física | ón Física | ñanza | ñanza | áctica de la Expresión Corporal | áctica de la Expresión Corporal | school | school | higher education | higher education | deporte | deporte | ñanza superior | ñanza superior | teaching | teaching | escolares | escolares | sport | sport | Physical Education | Physical Education | escuela | escuela

License

http://creativecommons.org/licenses/by-nc-sa/3.0/

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11.126J Economics of Education (MIT) 11.126J Economics of Education (MIT)

Description

This course combines economic theory, econometric literature and institutional literature to examine current issues in U.S. education. Topics include human capital theory, the problem of disentangling the return to education from the return to innate ability, the role of education in national economic growth, the association between education and individual earnings and reasons why that relationship has changed over time, the main approaches to K-12 school reform, and the problem of increasing access to higher education. This course combines economic theory, econometric literature and institutional literature to examine current issues in U.S. education. Topics include human capital theory, the problem of disentangling the return to education from the return to innate ability, the role of education in national economic growth, the association between education and individual earnings and reasons why that relationship has changed over time, the main approaches to K-12 school reform, and the problem of increasing access to higher education.

Subjects

economics | economics | education | education | human capital theory | human capital theory | earnings | earnings | rate of return | rate of return | school reform | school reform | school standards | school standards | school vouchers | school vouchers | school assessments | school assessments | teacher quality | teacher quality | teacher training | teacher training | minority performance | minority performance | higher education | higher education | 11.126 | 11.126 | 14.48 | 14.48 | 11.249 | 11.249

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.TLL-01 Guidelines for Teaching @ MIT and Beyond (MIT) RES.TLL-01 Guidelines for Teaching @ MIT and Beyond (MIT)

Description

Guidelines on Teaching @ MIT and Beyond is a web-based resource describing evidence-based practices for the design, delivery, and assessment of teaching and learning experiences for students. Quotes from the literature are used to describe each guideline, and additional supporting literature and examples of each guideline in action at MIT are provided. Guidelines for Teaching @ MIT and Beyond is the MIT Teaching and Learning Laboratory’s adaptation of the Guidelines on Learning that Inform Teaching originally created and published by the University of New South Wales. Guidelines on Teaching @ MIT and Beyond is a web-based resource describing evidence-based practices for the design, delivery, and assessment of teaching and learning experiences for students. Quotes from the literature are used to describe each guideline, and additional supporting literature and examples of each guideline in action at MIT are provided. Guidelines for Teaching @ MIT and Beyond is the MIT Teaching and Learning Laboratory’s adaptation of the Guidelines on Learning that Inform Teaching originally created and published by the University of New South Wales.

Subjects

educational experiences | educational experiences | guidelines on teaching | guidelines on teaching | guidelines on learning | guidelines on learning | evidence-based practices | evidence-based practices | curriculum and teaching | curriculum and teaching | higher education | higher education

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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RSC Annual Harrell-Bond Lecture 2011: Waiting for solutions in uncertain times: Palestine refugees in the Middle East context

Description

This podcast was recorded at the RSC Annual Harrell-Bond Lecture on 16 November 2011. The lecture was delivered by Mr Filippo Grandi, Commissioner-General of United Nations Relief and Works Agency for Palestine Refugees. This podcast was recorded on 16 November 2011 at the RSC Annual Harrell-Bond Lecture 2011. The lecture was delivered by Mr Filippo Grandi, Commissioner-General of United Nations Relief and Works Agency for Palestine Refugees at the Examination Schools, University of Oxford Wales; http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Subjects

occupied territories | funds | unrwa | palestine | education | refugees | arab-israel conflict | conflict | education programmes | occupied territories | funds | unrwa | palestine | education | refugees | arab-israel conflict | conflict | education programmes

License

http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

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Energy resources: An introduction to energy resources Energy resources: An introduction to energy resources

Description

Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This free course, Energy resources: An introduction to energy resources, provides background information to each, so that you can assess them for yourself. First published on Wed, 23 Mar 2016 as Energy resources: An introduction to energy resources. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 Energy resources are essential for any society, be it one dependent on subsistence farming or an industrialised country. There are many different sources of energy, some well-known such as coal or petroleum, others less so, such as tides or the heat inside the Earth. Is nuclear power a salvation or a nightmare? This free course, Energy resources: An introduction to energy resources, provides background information to each, so that you can assess them for yourself. First published on Wed, 23 Mar 2016 as Energy resources: An introduction to energy resources. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 First published on Wed, 23 Mar 2016 as Energy resources: An introduction to energy resources. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 First published on Wed, 23 Mar 2016 as Energy resources: An introduction to energy resources. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Environmental Science | Environmental Science | cell | cell | cellular | cellular | DNA | DNA | chloroplasts | chloroplasts | teacher education | teacher education | mentoring | mentoring | education | education | PGCE | PGCE | induction | induction | Open Education Week | Open Education Week | international management | international management | rescue | rescue | person-centred care | person-centred care | Keeping Britain Alive | Keeping Britain Alive | reproductive health | reproductive health | screening | screening

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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11.124 Introduction to Education: Looking Forward and Looking Back on Education (MIT)

Description

An introductory course on teaching and learning science and mathematics in a variety of K-12 settings. Topics include education and media, education reform, the history of education, simulations, games, and the digital divide.

Subjects

education | teaching | learning | science | mathematics | education reform | education and media | history of education | simulations | games | digital divide | classroom | technology

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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21W.777 The Science Essay (MIT) 21W.777 The Science Essay (MIT)

Description

The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact"). The science essay uses science to think about the human condition; it uses humanistic thinking to reflect on the possibilities and limits of science and technology. In this class we read and practice writing science essays of varied lengths and purposes. We will read a wide variety of science essays, ranging across disciplines, both to learn more about this genre and to inspire your own writing. This semester's reading centers on "The Dark Side," with essays ranging from Alan Lightman's "Prisoner of the Wired World" through Robin Marantz Henig's cautionary account of nano-technology ("Our Silver-Coated Future") to David Quammen's investigation of diseases that jump from animals to humans ("Deadly Contact").

Subjects

technology | technology | creative non-fiction | creative non-fiction | science writing | science writing | technology and society | technology and society | science technology and society | science technology and society | memoir | memoir | biography | biography | reflection | reflection | popular science | popular science | science literature | science literature | public understanding of science | public understanding of science | policy | policy | debate | debate | journalism | journalism | nature | nature | nature writing | nature writing | ecology | ecology | health | health | medicine | medicine | culture | culture | cultural context | cultural context | mind | mind | matter | matter | scientific | scientific | natural reality | natural reality | virtual | virtual | Darwin | Darwin | life | life | discover | discover | machine | machine | natural history | natural history | reality | reality | educational technology | educational technology | design and experimentation | design and experimentation | education reform | education reform | standards and standardized testing | standards and standardized testing

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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Sharing power and transforming educational practice Sharing power and transforming educational practice

Description

This free course, Sharing power and transforming educational practice, explores the notion of a life of learning and interrogates 'common-sense' assumptions about schooling. It considers what is the research process and how becoming a co-researcher with the people with whom you work can transform your expectations and practice. First published on Wed, 17 Feb 2016 as Sharing power and transforming educational practice. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course, Sharing power and transforming educational practice, explores the notion of a life of learning and interrogates 'common-sense' assumptions about schooling. It considers what is the research process and how becoming a co-researcher with the people with whom you work can transform your expectations and practice. First published on Wed, 17 Feb 2016 as Sharing power and transforming educational practice. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Educational Practice | Educational Practice | education | education | educational practice | educational practice | research process | research process | E805_1 | E805_1

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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MAS.714J Technologies for Creative Learning (MIT) MAS.714J Technologies for Creative Learning (MIT)

Description

This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities. This course explores the design of innovative educational technologies and creative learning environments, drawing on specific case studies such as the LEGO® Programmable Brick, Scratch software and Computer Clubhouse after-school learning centers. Includes activities with new educational technologies, reflections on learning experiences, and discussion of strategies and principles underlying the design of new tools and activities.

Subjects

MAS.714 | MAS.714 | STS.445 | STS.445 | lifelong kindergarten | lifelong kindergarten | educational technology | educational technology | constructivism | constructivism | Scratch software | Scratch software | LEGO Mindstorms | LEGO Mindstorms | new media literacy | new media literacy | educational games | educational games

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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Learning and practice: Agency and identities Learning and practice: Agency and identities

Description

This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Wed, 17 Feb 2016 as Learning and practice: Agency and identities. To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course, Learning and practice: Agency and identities, introduces you to a sociocultural approach to understanding and analysing learning in educational institutions, the home and the workplace. First published on Wed, 17 Feb 2016 as Learning and practice: Agency and identities. To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Educational Practice | Educational Practice | knowledge | knowledge | E846_1 | E846_1 | educational institutions | educational institutions | educational practice | educational practice | Learning | Learning

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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MAS.963 Technological Tools for School Reform (MIT)

Description

This course explores the potential impact of modern technologies on the school reforms debate. The first part of the course provides an overview of the current state of the school reform debate and reviews the ideas in the progressive school reform movement, as well as examining the new public charter school in Cambridge as a case study. The second part of the course requires critical study of research projects that hold promise as inspirations and guidelines for concrete multidisciplinary activities and curriculum for progressive charter schools. The course concludes with a discussion of the challenges in scaling the successful innovations in school reform to new contexts.

Subjects

modern technologies | school reforms | progressive school reform | CCSC | Community Charter School of Cambridge | charter schools | education | innovative education | No Child left behind | learning communities | shared display technologies | educational technology | media literacy

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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Fabian Summer School, 1920s

Description

Group photograph of participants in a Fabian Society summer school in the 1920s. IMAGELIBRARY/1360 Persistent URL: archives.lse.ac.uk/Record.aspx?src=CalmView.Catalog&i...

Subjects

lse | londonschoolofeconomics | fabiansociety | fabiansummerschool | summerschool | groupportrait | 1920s | adult | education | adulteducation | continuingeducation

License

No known copyright restrictions

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LSE Library | FlickR

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V učilnici - križanka In the classroom - crossword

Description

Križanka sestavljena iz besed povezanih z učilnico. Crossword puzzle build of terms related to the classroom.

Subjects

transverzalna vzgoja | cross-curricular education | okoljska vzgoja | environmental education | prostočasne dejavnosti | leisure activities | igra | play | vzgojno-izobraževalna igra | educational game | učilnica | classroom | tabla | chalkboard | križanka | crossword

License

http://creativecommons.org/licenses/by-nc-sa/2.5/si/ http://creativecommons.org/licenses/by-nc-sa/2.5/si/

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The Virtual Genetics Education Centre

Description

Resources include: Simple experiments suitable for all ages,tutorial material,videos on useful techniques,and current and relevant links to other evaluated resources

Subjects

genetics | education | training | higher education | further education | medicine | teaching | jorumcomp11 | Biological sciences | C000

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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Očistimo zemljo - križanka Keeping the Earth clean - crossword

Description

Križanka sestavljena iz besed povezanih z ekologijo. Crossword puzzle build of terms related to the ecology.

Subjects

transverzalna vzgoja | cross-curricular education | okoljska vzgoja | environmental education | ekologija | ecology | križanka | crossword | vzgoja | education

License

http://creativecommons.org/licenses/by-nc-sa/2.5/si/ http://creativecommons.org/licenses/by-nc-sa/2.5/si/

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11.129 Educational Theory and Practice I (MIT)

Description

This course is designed to prepare you for a successful student teaching experience. Some of the major themes and activities are: analysis of yourself as a teacher and as a learner, subject knowledge, adolescent development, student learning styles, lesson planning, assessment strategies, classroom management techniques and differentiated instruction. The course requires significant personal involvement and time. You will observe high school classes, begin to pursue a more active role in the classroom in the latter part of the semester, do reflective writings on what you see and think (journal), design and teach a mini-lesson, design a major curriculum unit and engage in our classroom discussions and activities.

Subjects

education | teacher education | adolescent development | learning styles | lesson planning | assessment | classroom management | differentiated instruction | high school | classroom | curriculum | special education

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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