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

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

Subjects

ukoer | structured english teaching guide | structured english | systems analysis | structured systems analysis | system analysis | structured system analysis | 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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This teaching guide forms part of the "Project Management" topic in the Structured Systems Analysis module.

Subjects

ukoer | project management teaching guide | project management | systems analysis | structured systems analysis | system analysis | structured system analysis | 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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This teaching guide forms part of the "Techniques in Methods" topic in the Structured Systems Analysis module.

Subjects

ukoer | techniques in methods teaching guide | techniques in methods | systems analysis | structured systems analysis | system analysis | structured system analysis | 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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本免费课程是“助教：提供行动支持”课程的中文翻译版本，英文原版也在本网站中提供。 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 本免费课程是“助教：提供行动支持”课程的中文翻译版本，英文原版也在本网站中提供。 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016 This free course is the Chinese version of Teaching assistants: support in action which is also available in English. First published on Tue, 16 Feb 2016 as Teaching assistants: support in action (Chinese). To find out more visit The Open University's Openlearn website. Creative-Commons 2016

Subjects

Educational Practice | Educational Practice | E111_2 | E111_2 | teaching | teaching | teaching assistants | teaching assistants

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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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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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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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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This class is an introduction to writing about science–including nature, medicine, and technology–for general readers. In our reading and writing we explore the craft of making scientific concepts, and the work of scientists, accessible to the public through news articles and essays. The chief work of the class is students' writing. As part of our exploration of the craft of science writing, we will read essays and articles by writers such as David Quammen, Atul Gawande, Michael Pollan, and Elizabeth Kolbert. This class is an introduction to writing about science–including nature, medicine, and technology–for general readers. In our reading and writing we explore the craft of making scientific concepts, and the work of scientists, accessible to the public through news articles and essays. The chief work of the class is students' writing. As part of our exploration of the craft of science writing, we will read essays and articles by writers such as David Quammen, Atul Gawande, Michael Pollan, and Elizabeth Kolbert.

Subjects

writing | writing | science | science | technology | technology | communications | communications | medicine | medicine | public | public | public interest | public interest | science in the public interest | science in the public interest | education | education | literacy | literacy | science literacy | science literacy | scientific literacy | scientific literacy | nature | nature | nature writing | nature writing | craft | craft | process | process | scientists | scientists | news | news | article | article | essay | essay | write | write | read | read | composition | composition | revise | revise | revision | revision | rewrite | rewrite | archive | archive | archival | archival | history | history | history of science | history of science | history of technology | history of technology | history of medicine | history of medicine | history of nature | history of nature | nature of history | nature of history | nature of technology | nature of technology | technological history | technological history | medical history | medical history | science of history | science of history | writing history | writing history | history of writing | history of writing | writing history of history of science | writing history of history of science | interview | interview | interviewing | interviewing | publish | publish | publishing | publishing | teaching writing | teaching writing | writing teaching | writing teaching | book | book | book review | book review | writing book review | writing book review | discussion | discussion | draft | draft | drafting | drafting

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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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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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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This unit is aimed at teachers who wish to review how they go about the practice of teaching maths, those who are considering becoming maths teachers, or those who are studying maths courses and would like to understand more about the teaching process.

Subjects

mathematics and statistics | mathematics | teaching | teaching_maths | teaching_techniques | Education | X000

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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This unit focuses on your initial encounters with research. It invites you to think about how perceptions of mathematics have influenced you in your prior learning, your teaching and the attitudes of learners.

Subjects

mathematics and statistics | mathematics | teaching | teaching_maths | teaching_techniques | Education | X000

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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The unit consists of: an introduction, which outlines some of the different ways in which writers have viewed and described research-teaching relationships; a series of activities; and an annotated bibliography.

Subjects

research-teaching relationship | research-led | research-based | research-informed | research-oriented teaching | scholarship of teaching | higher education | ukoer | ukpsf | omac | cpd4he | Education | X000

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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