6.3 Developing a strategy In developing a strategy for improving your IL skills you are aiming to: identify the opportunities you can use to develop and practise your IL skills; establish the outcomes you hope to achieve and the targets for meeting them; identify the resources you might use for developing your skills, including people who might be able to help you as well as books, study guides, tutorials, specialist training, databases, libra
3.8.1 Select and bring together effective ways to present outcomes The most appropriate method to present your work may depend on what you are required to do either for your course, or for a work-related project. For example you could be submitting a written assignment, making a presentation to work colleagues, or putting together a collection of designs. You also need to look back at your notes and comments and take time to consider what you have learned while completing this key skill. Bring together what you have learned into a synthesis. A synthesi
3.8 Evaluating strategy and presenting outcomes By now you will have found out about and sampled different resources for learning and used different ways to learn. But the structured approach used in this section is one of the main resources for developing and improving your other key skills. So how do you know if you have learned? How do you know if you have improved? How do you know if you are meeting the standard for improving your own learning and performance expected of someone doing a course in higher education or using higher
Paul Rand Interview
"Design Archives" raw material on the graphic designer Paul Rand, consisting of 225-minute interview on five videocassettes. One of the cassettes does not contain interview footage, but 34 raw, unedited minutes of exterior and interior shots of Rand's house, including shots of some of his most famous designs.
Tape 1 (44:15): Rand's influence and his reception of an honorary medal; inability to answer question about the graphic artist's ability to enrich the world; what a graphic designer does;
European Heart Journal - My Cardio Interview: Marc Pfeffer & Thomas Luscher
Marc Pfeffer in conversation with Thomas Lüscher:
Cardiovascular drugs and cancer: myth or reality?
How to float an egg
Developed for third grade. This lesson begins by exploring the concepts of density and buoyancy with an introductory "sink or float" activity. In this activity students will be asked to predict whether they think each of a group of small objects will sink or float. The objects we used for this activity are on the materials list. This gets students interested and asking the question "why do some objects sink, and others float?" Students will be asked to think about this question before being give
Number Concept
InterMath is a professional development effort designed to support teachers in becoming better mathematics educators. It focuses on building teachers' mathematical content knowledge through mathematical investigations that are supported by technology. InterMath includes a workshop component and materials to support instructors.
For each of the following problems, consider how you would pose the same problem to your students. Would the wording need to change? Would you need to include more pictur
The Big Moon Illusion
Why does the moon appear large while it is on Earth's horizon? Several possibilities are explained here.(01:24)
Teacher/Student Responses
In this session, participants see how five middle-level teachers use both formal and informal student/teacher conferences to monitor their students’ progress and help them improve as writers. (58:25)
Lesson 77 – Coffee Break Spanish
In this episode MarÃa-José tells Andrew about her visits to the Canary Islands. She uses lots of examples of the imperfect tense to describe what she used to do when she went there several times when she was younger. Apologies to all our listeners for the delayed publication of this episode. Things have been extremely [...]
Leaning Tower of Pasta
Using spaghetti and marshmallows, students experiment with different structures to determine which ones are able to handle the greatest amount of load. Their experiments help them to further understand the effects that compression and tension forces have with respect to the strength of structures. Spaghetti cannot hold much tension or compression; therefore, it breaks very easily. Marshmallows handle compression well, but do not hold up to tension.
Chalk Sculpture
Artists Jennifer Allora and Guillermo Calzadilla often begin a project by asking the question, "What are the meanings connoted by the use of certain materials?" For them, chalk is both an “ideological tool,” as something used in a classroom, and a geological substance found in the earth. Because of the nature of chalk, the artists decided to create a chalk sculpture in a public square. In this video segment from Art in the 21st Century: Paradox, see what happened when people were pro
GIS in water resources engineering
This lecture supports students to get benefit from Geographical Information Systems (GIS) tools in water resources. It introduces concepts of spatial coordinate systems, and raster and vector data types. The procedures of surface analysis using Digital Elevation Models (DEM) to the watershed delineation, including river networks are studied. In addition, the preparation of input data for hydrological models is applied. Actually, this includes the usage of advanced on-site observations, remote se
Skateboard Disaster
Students examine collisions between two skateboards with different masses to learn about conservation of momentum in collisions.
Refresher #23 - Crashing Out in Latin America
Learn Spanish with SpanishPod101.com! Learning to drive a vehicle in Latin America is so difficult! If only you had studied your Spanish lessons a bit more it might be easier, but you can’t understand what the signs are telling you. And then other drivers are driving so quickly and shouting to you in Spanish to [...]
Reading Framework for the 2009 National Assessment of Educational Progress
This Reading Framework for the 2009 National Assessment of Educational Progress sets forth the design of a test of reading comprehension. The exam requires students to read passages of written English text -- either literary or informational -- and to answer questions about what they have read. In some cases, the questions deal with facts in the text or vocabulary. In other cases, a complete answer requires a clear analysis or coherent argument supported by sound evidence from the text.
This is
Students Discuss Leadership- Short
Students of Oregon State University discuss what leadership means to them.
Adult frog
The adult frog now lives on land and has nostrils and lungs to breathe air. It also has front and hind legs to hop around on. This frog can start the life cycle over again by laying eggs and reproducing.
