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- The art so
long to learn.: The Journal of
the Royal
College of
General
Practitioners,
Vol. 21, No.
107. (June
1971), pp.
315-324.JE
McKnight
Source: The Journal of the Royal College of General Practitioners, Vol. 21, No. 107. (June 1971), pp. 315-324. - Wikis: what
students do
and do not do
when writing
collaborativel
y: Open Learning:
The Journal of
Open and
Distance
Learning, Vol.
25, No. 1.
(2010), pp.
25-35.We
investigated
the
collaborative
writing
actions
carried out by
60 Open
University of
Israel
graduate
students as
they built a
wiki glossary
of key course
concepts.
These actions
were analysed
using a
taxonomy of
collaborative
writing
actions (i.e.
adding,
editing and
deleting
information)
in order to
find out what
students do
and what they
do not do when
writing
collaborativel
y. Two main
findings were
reported: in
accord with
previous
research,
students most
frequently add
content to a
wiki rather
than delete
existing text;
and contrary
to previous
research,
students
modify
existing texts
to a greater
extent than
previously
reported.
These findings
may help
teachers
design
collaborative
learning
activities.
Teachers
should be
aware of the
difficulties
faced by
students when
writing
collaborativel
y and should
design
collaborative
learning
activities in
ways that
overcome or
circumvent
these
difficulties.H
agit
Meishar-Tal,
Paul Gorsky
Source: Open Learning: The Journal of Open and Distance Learning, Vol. 25, No. 1. (2010), pp. 25-35. - What have
private
schools done
for (some of)
us?: Significance,
Vol. 6, No. 2.
(June 2009),
pp. 63-67.Many
parents in
Britain make
huge financial
sacrifices to
send their
children to
private
schools. Are
those
sacrifices
worthwhile?
What return,
if any, do
they get? Do
their children
end up in
better
careers,
earning more,
than if they
have been
educated at
the expense of
the
state?Francis
Green, Stephen
Machin,
Richard Murphy
and Yu Zhu
examine who
exactly
benefits from
the privileges
of the Old
School
Tie.Francis
Green, Stephen
Machin,
Richard
Murphy, Yu Zhu
Source: Significance, Vol. 6, No. 2. (June 2009), pp. 63-67. - Communal
Constructivism
: Students
constructing
learning: (2001)We
believe there
is a need for
an expanded
definition of
social
constructivism
that takes
into account
the synergy
between the
more recent
advances in
information
technology -
which are
increasing our
potential for
communication
and the
ability to
store a
variety of
data types -
and advances
in virtual
learning
environments.
In particular
we are still
at an early
stage in
trying to
construct
knowledge as
to how to
teach and
learn
effectively
with ICTs.
What we argue
for is a
communal
constructivism
where students
and teachers
are not simply
engaged in
developing
their own
information
but actively
involved in
creating
knowledge that
will benefit
other
students. In
this model
students will
not simply
pass through a
course like
water through
a sieve but
instead leave
their own
imprint in the
development of
the course,
their school
or university,
and ideally
the
discipline.As
As, Bryn
Holmes,
Brendan
Tangney, Ann
Fitzgibbon,
Tim Savage,
Siobhan Mehan
Source: (2001) - Teaching game
programming
using XNA: In the 13th
annual
conference
(June 2008),
pp. 250-254.As
educators work
to expand the
audience
interested in
computer
science,
computer
gaming
programs have
blossomed at a
variety of
educational
institutions.
Educators are
coming to
recognize that
gaming is a
compelling way
to motivate
students to
learn
challenging
technical
concepts such
as
programming,
software
engineering,
algorithms,
and project
management. At
the core of
many gaming
programs are
game
development
courses, which
teach
technical
aspects about
software
development in
a motivating
environment.
While many
game
development
courses share
a common goal,
the structure
and goals of
game
development
courses can be
quite diverse.
We describe a
game
development
course that
uses the XNA
platform to
allow a
heterogeneous
group of
students to
gain
experience in
all aspects of
console game
creation, an
approach we
believe has
some
interesting
pedagogical
benefits.Joe
Linhoff, Amber
Settle
Source: In the 13th annual conference (June 2008), pp. 250-254.
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