Learning Latin with Virgil - Pt. 5
Learning Latin with Virgil is a completely new and original Latin video series. It hopes to bring you engaging, effective and regular lessons to enhance your knowledge and enjoyment of Latin. In this series, the emphasis is on understanding the Latin you read, not on translating it. The course centers around the characters and the stories of the great epic work of Virgil, the Aeneid.
Learning Latin with Virgil - Pt. 6
Learning Latin with Virgil is a completely new and original Latin video series. It  hopes to bring you engaging, effective and regular lessons to enhance your knowledge and enjoyment of Latin. In this series, the emphasis is on understanding the Latin you read, not on translating it. The course centers around the characters and the stories of the great epic work of Virgil, the Aeneid.
Learning Latin with Virgil - Pt. 7
Learning Latin with Virgil is a completely new and original Latin video series. It hopes to bring you engaging, effective and regular lessons to enhance your knowledge and enjoyment of Latin. In this series, the emphasis is on understanding the Latin you read, not on translating it. The course centers around the characters and the stories of the great epic work of Virgil, the Aeneid.
Basic Algebra : Learning Algebra
Learning algebra is the next step after basic mathematics and involves the use of variables. Incorporate letters in addition, multiplication and other math problems to grasp the concept of algebra with assistance from a math teacher in this video on mathematics. Includes closed captioning. Run time 01:53.
Expert: Jimmy Chang
Bio: Jimmy Chang has been a math teacher at St. Pete College for nearly a decade. He has a master's degree in math, and his specialties include calculus,
Learning About Subordinating Conjunction
This brief slide show explains what a subordinating conjunction is.
Subordinating conjunctions are used to join a dependent clause to an
independent clause. Examples are shown of complete thoughts and
incomplete thoughts.
PLATO Computer Learning System 50th Anniversary
[Recorded: June 2, 2010]
Science fiction writer William Gibson once famously said, "The future is already here. It's just not evenly distributed." Such was the case in the early 1970s, when the fourth generation of the PLATO system, evolving since 1960 at the University of Illinois, made its debut. Viewed from today, it is hard to believe that the PLATO IV system could have existed when it did: Terminals with touch-sensitive, gas-plasma flat-panel displays, random-access audio, built-in color mi
PLATO Learning System Software
On June 3, 2010, the Computer History Museum hosted a 6-session conference on the PLATO learning system. Session 3 was entitled "PLATO Software: Driven by a Clear, Compelling Challenge."
Session 3 Description:
The software architecture of the PLATO Learning System permitted high interactivity with hundreds of users and a TUTOR programming language that enabled faculty (and gamers) to write their own interactive graphics programs. These capabilities required close management of scarce system res
EDCAN Learning Resources
Education materials available for nurses in all fields to learn more about cancer. Education materials that provide critical thinking and assist with coordination in care of cancer patients.
The Top 100 learning Tools for 2010
Jane Hart has put together her annual list of the top 100 learning tools with contributions from over 500 teachers around the world. There are some old
Globally Connected Learning
Let’s explore the why and how of globally connected learning. From Global Competencies, connections, collaborations and communication to tools and projects designed and created for your students to investigate the world, bring in perspective, knowledge, skill and disposition.
Walk through the steps of becoming a globally connected teacher in order to open up their classroom walls and connect their students to the world.
Learning outcomes
This unit looks at Babylonian mathematics. You will learn how a series of discoveries have enabled historians to decipher stone tablets and study the various techniques the Babylonians used for problem-solving and teaching. The Babylonian problem-solving skills have been described as remarkable and scribes of the time received a trainng far in advance of anything available in medieval Christian Europe 3000 years later.
1 Learning Classical Greek
The aim of this unit is to enable you to get started in Classical Greek. It has been developed in response to requests from students who had had no contact with Greek before and who felt they would like to spend a little time preparing for the kind of learning that takes place on a classical language course. The unit will give you a taster of what is involved in the very early stages of learning Greek and will offer you the opportunity to put in some early practice.
3.2 Angular size, actual size and distance
The sun dominates our lives by defining our day, but how much do you know and understand about it? This unit will help you to explore the workings of the brightest star in our universe looking at its structure and the main processes taking place within it. You will also examine the phenomena of sun spots.
8.5 Distance-time graphs: representing changes in speed
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
8.4 Distance, time and speed: an example
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
8.3 Distance, speed and time: assumptions
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
8.2 Distance, speed and time
Graphs are a common way of presenting information. However, like any other type of representation, graphs rely on shared understandings of symbols and styles to convey meaning. Also, graphs are normally drawn specifically with the intention of presenting information in a particularly favourable or unfavourable light, to convince you of an argument or to influence your decisions.
5.6 Learning and effective action I claim that learning is about effective action. It is distinguished when I, or another observer, recognize that I can perform what I was unable to perform before. Following Reyes and Zarama (1998), I am going to claim learning is an assessment made by an observer based on observed capacity for action. From this perspective, learning is not about ideas stored in our mind, but about action. So what makes an action effective? Reyes and Zarama (1998, p. 26) make the following claims: 2.2 Taking responsibility for your own learning Not much of this unit conforms to the traditional pattern I mentioned earlier – the theory-example-exercise pattern. In particular, you will find you are expected to discover much of it for yourself. Why is this? This is a legitimate question and deserves a full answer. One year, a student at a residential summer school complained I had not taught him properly. I was, he told me, an expert and so why did I not demonstrate how to tackle the problem he was working on and pass my expertise on 4.3.1 Knowledge and learning in the industry life cycle In Section 3 we described technology as ‘given’ to firms. Now let us reflect on that idea. We can think of technology as consisting of bodies of knowledge necessary to produce artefacts. An appreciation of the importance of knowledge to economic activity is not new, for it was recognised by the eminent economist Alfred Marshall, who wrote that ‘Capital consists in a great part of knowledge and organisation’ (Marshal
