A tetrahedron to model e-learning Mathematics

Size: px
Start display at page:

Download "A tetrahedron to model e-learning Mathematics"

Transcription

1 A tetrahedron to model e-learning Mathematics Giovannina Albano 1, Eleonora Faggiano 2, Flavia Mammana 3 1 Dipartimento di Ingegneria dell'informazione, Ingegneria Elettrica e Matematica Applicata, Università degli Studi di Salerno. galbano@unisa.it 2 Dipartimento di Matematica, Università degli Studi di Bari. eleonora.faggiano@uniba.it 3 Dipartimento di Matematica e Informatica, Università degli Studi di Catania. fmammana@dmi.unict.it Abstract In this paper we introduce a model to 'read' the impact of e-learning technologies on the teaching/learning process, usually interpreted through the didactical triangle - knowledge, student, teacher (Chevallard, 1985). The idea we present here starts increasing the number of actors -that are author (A), student/s (S), tutor (T), mathematical knowledge (M) - and makes the model to become three-dimensional, passing from a triangle to a tetrahedron. The mediation of technology is represented by a sphere inscribed in the tetrahedron. The tangent point of the sphere with each face of the tetrahedron allows us to look at the relations among the three actors (the vertices of the face) in the e-learning environment and then how they can be transmitted /fostered/created by the new technological tools. The e-learning tetrahedron We argue that the didactical triangle in a e-learning environment can be extended as follows: the actors are the author (A), the student/s (S), the tutor (T) and the mathematical knowledge (M) and the model no longer consists in a triangle but it becomes a tetrahedron. In literature we can find other extensions of the same triangle which make visible technology adding it as new vertex (Ruthven, 2012, Rezat & Sträßer, 2012). Our approach starts from the conviction that full exploitation of e- learning environment and its integration with results from research in mathematics education require to well design didactical interventions, both 429

2 in terms of contents/activities (didactical transposition) to be insert in the platform and of the methodologies through which a certain content is introduced (didactic engineering). This is why we introduce as a new vertex, the author, which is in charge of that planning activity. We also consider the milieu in both the technological and social dimensions as a sphere including the tetrahedron. This means that the milieu impacts anyway on all the vertices and the faces, but it is explicitly taken into account by the author. In an e-learning environment the author is a collective subject with different professional skills, from knowledge domain and disciplinary educational expert to instructional designer/manager, from ICT to pedagogical/sociological expertise, and so on. This subject acts as scriptwriter of didactical experiences mediated by the technology. #" #" #" $" $" %" $" %"!" %"!"!" Looking at the ASM face, e-learning technologies support the selfinstruction model, without tutor, i.e. the student builds up her own knowledge by interacting with mathematical knowledge. How? The interaction is driven by the didactic transposition done by the author on the platform (represented by the ATM face). The transposition in the platform has to be as wide as possible, i.e. the same knowledge should be transposed in several teaching methods and several didactic and a-didactic situations: such a richness of proposal allows the creation of personalized learning. The personalized learning can be self-regulated or guided from the computer or both at the same time, providing the student with a path from which she may deviate surfing freely in the knowledge available on the platform. 430

3 Looking at the STM face, e-learning acts as supporter for both the model of individual learning with tutor and the cooperative/collaborative model when more students are contemporarily engaged. The first puts beside what already said in the previous subsection, activities with interactions among tutor and students, such as task, through which the tutor poses to the student a stimulus (question, problem, etc.). The student has to answer by submitting her own product/result and, starting from this, a one-to-one dialogue between tutor and student is set up addressing and personalizing the student s learning path. In the latter case, instead, activities are carried out engaging more students, with a more or less explicit tutor s help, such as role-play activities, or discussions or realization of shared documents. Looking at the ATM face, e-learning supports the didactical transposition process (Chevallard, 1985) and didactical engineering (Artigue, 1992). Here the author focuses her efforts on the platform tools and on the analysis, the design and the implementation of educational resources and activities (with or without tutor). It is worthwhile to note that many of the tools offered by the e-learning platforms are not born for educational purposes and then their meaningful use from the educational point of view is not for granted, but it has to be attained (Chevallard & Ladage, 2008). A successful implementation of educational practices in e-learning environment requires the mastery of the integration between technology and pedagogy in order to let the learning occurs effectively (Govindasamy, 2002 and Engelbrecht, 2003, in Kahiigi et al., 2008). The teaching methods used in face-to-face courses cannot be simply transferred in distance settings, but they need to be revised and modified, as not always they effectively act or they can be immediately implemented in an e-learning environment (Kahiigi et al., 2008). This helps to understand how this face of the tetrahedron represents a key for the success of the learning experiences on the platforms. Looking at the AST face, e-learning supports the tridimensional approach of the relation between the students and the learning objects and activities produced by the author: in fact the student does not restrict herself to receive and elaborate objects (such as in the case of the book), but she can produce new ones starting from those available in the platform (Maragliano, 2000). Similarly the student s and tutor s feedbacks about the activities allow the author to adjust/refine the proposals available in the platform. Moreover the tutor can validate the new products created by the students. 431

4 Outline of possible learning activities for each face In this section we want to give a more detailed look at how to implement the teaching/learning process assuming as point of view each face of the tetrahedron. The ASM Face From this viewpoint, we look at the student who learn directly interacting with the mathematical knowledge. The adjective directly actually does not mean that no mediators are involved, but that the student has many degrees of freedom with respect to the access to knowledge (e.g. she can choose what to learn). The main mediator is the author: in fact, differently from the Internet, the knowledge to be accessed is not unlimited, but it consists in what the author makes available on the platform. It is worthwhile to say that, differently from the Internet, the presence of the author is also warranty of validity of what is offered in the platform. Thus, the interaction among author, student and mathematics of this face of the model allow us to take into account the modality of self-learning. The ability of self-regulation is a fundamental competency required to the today citizen, that is to be able to control her own process of acquisition, elaboration and exploitation of her knowledge in relation to the learning goals posed by herself, to the awareness of her knowings, to the attitude with respect to the failure in the past and to the expectations for the future (Boscolo, 1997, p. 320). In particular, concerning mathematics, Zan has shown that repeated unsuccessful behaviors can be interpreted not much as dependent on not sufficient knowings but as dependent on a bad management of last ones and on negative attitudes (Zan, 2006, p. 238). How e-learning can support self-learning and self-regulation? The author has to exploit the tools offered by the platform to make available to the student a large range of learning resources and activities. This can give the student the chance of movement, of choice, of designing and management of her learning path. In this view, the author is not just the one that edits some contents, but she becomes an arranger of contexts where the contents can serve to a precise purpose. The exploitation of the potential of personalisation needs the availability of various resources, according to different learning styles, degree of difficulty, didactical approach, media, etc. This has a key role as it allows to support diversity in student s methods, which in the constructivist perspective is viewed being the driver of mathematical learning (Balacheff & Sutherland, 1999). This requires the author to prepare many didactical proposals as well as many resources such that each student can construct 432

5 her own learning path. For instance various learning objects (hypermedia, structured videos, lessons, animated slides, dynamic problems) and templates of activities (individual tasks or quizzes, cooperative writing of a document, collective discussion on a specific topic) can be foreseen according to the above cited parameters and to the specificity of the discipline (Albano, 2011). Sometimes it can be useful for the student to have a sketch to move on, then the intelligent potentials offered by some platforms (such as automatic generation of a learning path) can be exploited, allowing to create for each student a learning path as near as possible to her needs and her learning style (Albano, 2011). It is important to point out that, also in this last case, the student is always free to move away from what proposed, surfing freely the resources of the platform. It is worthwhile to note that the products of the author s work change in time according to the students outcomes and feedback (for instance, according to degree of successful in assessment after certain kind of contents or activities). The STM Face This face of the model allows to consider learning as the output of interactions among students, tutor and mathematics. Thus we can look at mathematics learning as the initiation to mathematical discourse, that is the initiation to a special kind of communication known as mathematics (Sfard, 2001). The cornerstone of the activities, hence, will be the discourse, seen as any specific communication instance, both diachronic and synchronic, both between student and tutor and between student and student, both predominantly verbal and with the help of other semiotic representations. This approach is well combined with the Laurillard s Conversational Framework (CFL) (1993), according to which the teaching/learning process is modeled through a continuous and interactive exchange between student and tutor and between student and herself. The tutor supports an environment where the student interacts through a cycle goal-action-feedback-modified action and the dialogue between student and tutor fosters the discursive thinking on the made experience in order to let her go on a new learning cycle. The CFL can be put in action also favoring the dialogue among students, other than between student and tutor. The e-learning platforms offer various opportunities to implement such approach. Modules such as workshop, forum, wiki, blog, task are, for their own nature, suitable to a discursive approach. From the STM face we can think at the learning process through individual or 433

6 cooperative/collaborative activities according to the engagement of one or more students. In the first case, the activities can consist in assigning the students some homeworks, to be completed and returned to the teacher by a fixed deadline, by means of the task tool, which allows the teacher to open a one-to-one private and multiple-steps communication with each student, giving all of them the same homework. In the second case we can think for instance to cooperative activities such as reciprocal peer questioning in a role-play setting where students assume both the teacher and the learner role (Albano & Ferrari, 2008). The digital platform traces of all the messages exchanged during the activities can be accessed anytime for seeing students advancements. The ATM Face From this viewpoint, we look at the potentialities that the e-learning tools offer to create learning resources and to design individual or group learning activities. Here the author and the tutor consider the problem of setting new educational practices which maximize the tools potential. For instance, the platforms allow the multisemioticity, then this is the time to put in practice and to design activities fostering the coordination of various semiotic representations, which is a hub of learning (Duval, 1995). Similarly, as the platforms allow a discursive approach to learning, then the problem to be faced here is to design activities which let the use of various registers (meant as linguistic variety based on use, Ferrari, 2004), and promote the passage from the colloquial ones to the literate ones, the latter having much in common with the language of mathematics. The interactions between the author and the tutor is very important since the tutor can report students feedback to the didactical proposals already delivered in the platform. Taking advantages of them, the author can make adjustments and provide new and more effective proposals. This means that the educational resources and activities are not static objects in the platform but they evolve according to the practices feedback. Finally it is important to point out that the didactical proposals, related to certain goals, are not unique, but there are a large range of objects and activities with the same purpose, eachone implemented according to various approaches and methods, so to match various students needs and profiles. 434

7 The AST Face From this viewpoint, we consider the student with respect to her involvement as author of new contents. For instance, in some platforms the student can make changes to the resources created by the author, annotating her own remarks or deepening, and can share the so created new objects (preferably validated by the tutor). Sometimes, the author designes suitable activities to involve a group of students in creating, under the tutor s help/supervision, collaboratively written documents (experimentations report, design of lectures in teachers training, etc), that can become new resources available in the platform for other students. Then the interaction among the three vertices A, S and T should lead to enlarge the opportunities offered by the platform, through the active engagement of the students in becoming herself author. Conclusions Herein, we have introduced a model to help the educational community to frame e-learning in the teaching/learning process: the tetrahedron with vertices author, student, knowledge and tutor. In this ongoing work we have tried to look at each face in order to see how e-learning supports the relations between the involved vertices. Then, we have investigated how e- learning tools can be exploited for setting up educational activities which can take advantages from research in mathematics education. It can be seen that, looking at the various faces of the tetrahedron, several educational approaches are supported by e-learning, which impacts on all the learning levels (cognitive, meta-cognitive and non-cognitive). It is worthwhile to note that each face allow to stress one or one other learning approach or activity, but it is also evident that there is no sharp separation among the faces. Each of them simply acts as magnifying lens to focus on some aspect. References Albano, G., Ferrari, P.L. (2008). Integrating technology and research in mathematics education: the case of e-learning. In Garcia Peñalvo (ed.): Advances in E-Learning: Experiences and Methodologies. DOI: / , ISBN13: , ISBN10: X, EISBN13: pp Albano, G. (2011). Mathematics education: teaching and learning opportunities in blended learning. In A. Juan, A. Huertas, S. Trenholm and C. Steegmann (eds): Teaching Mathematics Online: Emergent Technologies and Methodologies pp

8 Artigue M. (1992). Didactic engineering. In: Douady R. e Mercier A. (eds.). Research in didactique of mathematics: Selected papers (Special issue). Recherches en didactique des mathématiques. 12, Boscolo, P. (1997). Psicologia dell apprendimento scolastico. Aspetti cognitivi e motivazionali. UTET Libreria. Chevallard, Y. (1985). La transposition didactique. Du savoir savant au savoir enseigné. Grenoble: La Pensée Sauvage. Chevallard, Y., Ladage, C. (2008). E-learning as a touchstone for didactic theory, and conversely. Journal of e-learning and Knowledge Society, 4 (2), Duval, R. (1995). Sémiosis et pensée humaine. Berna, CH: Peter Lang. Ferrari, P.L. (2004). Matematica e linguaggio. Quadro teorico e idee per la didattica. Pitagora Editrice Bologna. Kahiigi, E. K., Ekenberg, L., Hansson, H., Tusubira, F.F., Danielson M. (2008 ). Exploring the e-learning State of Art. The Electronic Journal of e-learning, vol. 6, 2, Laurillard, D. (1993), Rethinking University Teaching, London, Routledge. Maragliano R. (2000). Nuovo manuale di didattica multimediale. Editori Laterza Ruthven, K. (2012). The didactical tetrahedron as a heuristic for analysing the incorporation of digital technologies into classroom practice in support of investigative approaches to teaching mathematics. ZDM Mathematics Education, 44: Rezat, S., Sträßer, R. (2012). From the didactical triangle to the sociodidactical tetrahedron: artifacts as fundamental costituents of the didactical situation. ZDM Mathematics Education, 44: Sfard, A. (2001). There is more to discourse than meets the ears: looking at thinking to learn more about mathematical learning. Educational Studies in Mathematics, 46: 13 57, 2001 Zan, R. (2006). Difficoltà in matematica. Osservare, interpretare, intervenire. Springer 436

THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION

THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION THE ROLE OF TOOL AND TEACHER MEDIATIONS IN THE CONSTRUCTION OF MEANINGS FOR REFLECTION Lulu Healy Programa de Estudos Pós-Graduados em Educação Matemática, PUC, São Paulo ABSTRACT This article reports

More information

Digital resources and mathematics teachers documents

Digital resources and mathematics teachers documents Digital resources and mathematics teachers documents Ghislaine Gueudet (IUFM de Bretagne-UBO, CREAD) with the contribution of Luc Trouche, INRP 5th JEM Workshop Outline 1. Digital teaching resources 2.

More information

Web-based Learning Systems From HTML To MOODLE A Case Study

Web-based Learning Systems From HTML To MOODLE A Case Study Web-based Learning Systems From HTML To MOODLE A Case Study Mahmoud M. El-Khoul 1 and Samir A. El-Seoud 2 1 Faculty of Science, Helwan University, EGYPT. 2 Princess Sumaya University for Technology (PSUT),

More information

Bruno D Amore: Elementi di Didattica della Matematica. Bologna: Pitagora Editrice II ed Hermann Maier, Regensburg (Germany)

Bruno D Amore: Elementi di Didattica della Matematica. Bologna: Pitagora Editrice II ed Hermann Maier, Regensburg (Germany) ZDM 2001 Vol. 33 (4) Bruno D Amore: Elementi di Didattica della Matematica Bologna: Pitagora Editrice 1999. II ed. 2000. Hermann Maier, Regensburg (Germany) As Colette Laborde says in her foreword, Bruno

More information

Guide to Teaching Computer Science

Guide to Teaching Computer Science Guide to Teaching Computer Science Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An Activity-Based Approach Dr. Orit Hazzan Associate Professor Technion - Israel Institute of

More information

XXII BrainStorming Day

XXII BrainStorming Day UNIVERSITA DEGLI STUDI DI CATANIA FACOLTA DI INGEGNERIA PhD course in Electronics, Automation and Control of Complex Systems - XXV Cycle DIPARTIMENTO DI INGEGNERIA ELETTRICA ELETTRONICA E INFORMATICA XXII

More information

A Note on Structuring Employability Skills for Accounting Students

A Note on Structuring Employability Skills for Accounting Students A Note on Structuring Employability Skills for Accounting Students Jon Warwick and Anna Howard School of Business, London South Bank University Correspondence Address Jon Warwick, School of Business, London

More information

Group A Lecture 1. Future suite of learning resources. How will these be created?

Group A Lecture 1. Future suite of learning resources. How will these be created? Group A Lecture 1 Future suite of learning resources Portable electronically based. User-friendly interface no steep learning curve. Adaptive to & Customizable by learner & teacher. Layered guide indexed

More information

Emergency Management Games and Test Case Utility:

Emergency Management Games and Test Case Utility: IST Project N 027568 IRRIIS Project Rome Workshop, 18-19 October 2006 Emergency Management Games and Test Case Utility: a Synthetic Methodological Socio-Cognitive Perspective Adam Maria Gadomski, ENEA

More information

REFERENCE FRAMEWORK FOR THE TRAINING OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS. (Abridged version)

REFERENCE FRAMEWORK FOR THE TRAINING OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS. (Abridged version) REFERENCE FRAMEWORK FOR THE TRAINING OF COOPERATING TEACHERS AND UNIVERSITY SUPERVISORS (Abridged version) by the Task Force 1 on the Training of Cooperating Teachers and University Supervisors Introduction

More information

Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question

Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question 1 Instructional Approach(s): The teacher should introduce the essential question and the standard that aligns to the essential question 2 Instructional Approach(s): The teacher should conduct the Concept

More information

The physical classroom environment roles, conceptions, and preferences

The physical classroom environment roles, conceptions, and preferences The physical classroom environment roles, conceptions, and preferences Magnus Fahlström Dalarna Licentiate Thesis No. 5 ISBN: 978-91-85941-98-8 Prologue In the beginning the idea was to measure air quality

More information

PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school

PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school PUBLIC CASE REPORT Use of the GeoGebra software at upper secondary school Linked to the pedagogical activity: Use of the GeoGebra software at upper secondary school Written by: Philippe Leclère, Cyrille

More information

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017

EXECUTIVE SUMMARY. Online courses for credit recovery in high schools: Effectiveness and promising practices. April 2017 EXECUTIVE SUMMARY Online courses for credit recovery in high schools: Effectiveness and promising practices April 2017 Prepared for the Nellie Mae Education Foundation by the UMass Donahue Institute 1

More information

The Characteristics of Programs of Information

The Characteristics of Programs of Information ACRL stards guidelines Characteristics of programs of information literacy that illustrate best practices: A guideline by the ACRL Information Literacy Best Practices Committee Approved by the ACRL Board

More information

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris

More information

PROFESSIONAL INTEGRATION

PROFESSIONAL INTEGRATION Shared Practice PROFESSIONAL INTEGRATION THE COLLÈGE DE MAISONNEUVE EXPERIMENT* SILVIE LUSSIER Educational advisor CÉGEP de Maisonneuve KATIA -- TREMBLAY Educational -- advisor CÉGEP de Maisonneuve At

More information

Operational Knowledge Management: a way to manage competence

Operational Knowledge Management: a way to manage competence Operational Knowledge Management: a way to manage competence Giulio Valente Dipartimento di Informatica Universita di Torino Torino (ITALY) e-mail: valenteg@di.unito.it Alessandro Rigallo Telecom Italia

More information

Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program

Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program Dialogue and Discover manuals are used by Mexican community instructors (young people without professional teacher education

More information

Using Moodle in ESOL Writing Classes

Using Moodle in ESOL Writing Classes The Electronic Journal for English as a Second Language September 2010 Volume 13, Number 2 Title Moodle version 1.9.7 Using Moodle in ESOL Writing Classes Publisher Author Contact Information Type of product

More information

Blended Learning Module Design Template

Blended Learning Module Design Template INTRODUCTION The blended course you will be designing is comprised of several modules (you will determine the final number of modules in the course as part of the design process). This template is intended

More information

Impact of Blended Learning on Students Engagement in a Skill-Based Module

Impact of Blended Learning on Students Engagement in a Skill-Based Module Impact of Blended Learning on Students Engagement in a Skill-Based Module Christine Foong Yoke Kheng Temasek Polytechnic, School of Design 21 Tampines Avenue1 Singapore 529757 Email: foongyk {at} tp.edu.sg

More information

COMPETENCY-BASED STATISTICS COURSES WITH FLEXIBLE LEARNING MATERIALS

COMPETENCY-BASED STATISTICS COURSES WITH FLEXIBLE LEARNING MATERIALS COMPETENCY-BASED STATISTICS COURSES WITH FLEXIBLE LEARNING MATERIALS Martin M. A. Valcke, Open Universiteit, Educational Technology Expertise Centre, The Netherlands This paper focuses on research and

More information

CWSEI Teaching Practices Inventory

CWSEI Teaching Practices Inventory CWSEI Teaching Practices Inventory To create the inventory we devised a list of the various types of teaching practices that are commonly mentioned in the literature. We recognize that these practices

More information

Higher education is becoming a major driver of economic competitiveness

Higher education is becoming a major driver of economic competitiveness Executive Summary Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. The imperative for countries to improve employment skills calls

More information

THE WEB 2.0 AS A PLATFORM FOR THE ACQUISITION OF SKILLS, IMPROVE ACADEMIC PERFORMANCE AND DESIGNER CAREER PROMOTION IN THE UNIVERSITY

THE WEB 2.0 AS A PLATFORM FOR THE ACQUISITION OF SKILLS, IMPROVE ACADEMIC PERFORMANCE AND DESIGNER CAREER PROMOTION IN THE UNIVERSITY THE WEB 2.0 AS A PLATFORM FOR THE ACQUISITION OF SKILLS, IMPROVE ACADEMIC PERFORMANCE AND DESIGNER CAREER PROMOTION IN THE UNIVERSITY F. Felip Miralles, S. Martín Martín, Mª L. García Martínez, J.L. Navarro

More information

Cross Language Information Retrieval

Cross Language Information Retrieval Cross Language Information Retrieval RAFFAELLA BERNARDI UNIVERSITÀ DEGLI STUDI DI TRENTO P.ZZA VENEZIA, ROOM: 2.05, E-MAIL: BERNARDI@DISI.UNITN.IT Contents 1 Acknowledgment.............................................

More information

Introduction to Moodle

Introduction to Moodle Center for Excellence in Teaching and Learning Mr. Philip Daoud Introduction to Moodle Beginner s guide Center for Excellence in Teaching and Learning / Teaching Resource This manual is part of a serious

More information

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

Tutor s Guide TARGET AUDIENCES. "Qualitative survey methods applied to natural resource management"

Tutor s Guide TARGET AUDIENCES. Qualitative survey methods applied to natural resource management Tutor s Guide "Qualitative survey methods applied to natural resource management" This document is the complement to the student's guide, "Welcome to the training". It provides you, as the teacher, trainer,

More information

BENCHMARKING OF FREE AUTHORING TOOLS FOR MULTIMEDIA COURSES DEVELOPMENT

BENCHMARKING OF FREE AUTHORING TOOLS FOR MULTIMEDIA COURSES DEVELOPMENT 36 Acta Electrotechnica et Informatica, Vol. 11, No. 3, 2011, 36 41, DOI: 10.2478/v10198-011-0033-8 BENCHMARKING OF FREE AUTHORING TOOLS FOR MULTIMEDIA COURSES DEVELOPMENT Peter KOŠČ *, Mária GAMCOVÁ **,

More information

Math Pathways Task Force Recommendations February Background

Math Pathways Task Force Recommendations February Background Math Pathways Task Force Recommendations February 2017 Background In October 2011, Oklahoma joined Complete College America (CCA) to increase the number of degrees and certificates earned in Oklahoma.

More information

Evaluation of Learning Management System software. Part II of LMS Evaluation

Evaluation of Learning Management System software. Part II of LMS Evaluation Version DRAFT 1.0 Evaluation of Learning Management System software Author: Richard Wyles Date: 1 August 2003 Part II of LMS Evaluation Open Source e-learning Environment and Community Platform Project

More information

CWIS 23,3. Nikolaos Avouris Human Computer Interaction Group, University of Patras, Patras, Greece

CWIS 23,3. Nikolaos Avouris Human Computer Interaction Group, University of Patras, Patras, Greece The current issue and full text archive of this journal is available at wwwemeraldinsightcom/1065-0741htm CWIS 138 Synchronous support and monitoring in web-based educational systems Christos Fidas, Vasilios

More information

An Interactive Intelligent Language Tutor Over The Internet

An Interactive Intelligent Language Tutor Over The Internet An Interactive Intelligent Language Tutor Over The Internet Trude Heift Linguistics Department and Language Learning Centre Simon Fraser University, B.C. Canada V5A1S6 E-mail: heift@sfu.ca Abstract: This

More information

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica.

National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. National and Regional performance and accountability: State of the Nation/Region Program Costa Rica. Miguel Gutierrez Saxe. 1 The State of the Nation Report: a method to learn and think about a country.

More information

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

General report Student Participation in Higher Education Governance

General report Student Participation in Higher Education Governance General report Student Participation in Higher Education Governance Aghveran, Armenia, 8-9 December 2011 1 Contents General report...1 Student Participation in Higher Education Governance...1 Introduction...3

More information

Department of Sociology and Social Research

Department of Sociology and Social Research Department of Sociology and Social Research International programmes www.sociologia.unitn.it/en The Department of Sociology and Social Research The Department of Sociology and Social Research develops

More information

Express, an International Journal of Multi Disciplinary Research ISSN: , Vol. 1, Issue 3, March 2014 Available at: journal.

Express, an International Journal of Multi Disciplinary Research ISSN: , Vol. 1, Issue 3, March 2014 Available at:  journal. The Role of Teacher in the Postmethod Era by Mahshad Tasnimi Department of English, Qazvin Branch, Islamic Azad University, Tehran, Iran E-mail: mtasnimi@yahoo.com Abstract In the postmethod era, the role

More information

Introduction. 1. Evidence-informed teaching Prelude

Introduction. 1. Evidence-informed teaching Prelude 1. Evidence-informed teaching 1.1. Prelude A conversation between three teachers during lunch break Rik: Barbara: Rik: Cristina: Barbara: Rik: Cristina: Barbara: Rik: Barbara: Cristina: Why is it that

More information

From Virtual University to Mobile Learning on the Digital Campus: Experiences from Implementing a Notebook-University

From Virtual University to Mobile Learning on the Digital Campus: Experiences from Implementing a Notebook-University rom Virtual University to Mobile Learning on the Digital Campus: Experiences from Implementing a Notebook-University Jörg STRATMANN Chair for media didactics and knowledge management, University Duisburg-Essen

More information

LANGUAGE LEARNING MOOCS : REFLECTING ON THE CREATION OF TECHNOLOGY-BASED LEARNING MATERIALS IN A MOOLC" Research collaboration

LANGUAGE LEARNING MOOCS : REFLECTING ON THE CREATION OF TECHNOLOGY-BASED LEARNING MATERIALS IN A MOOLC Research collaboration LANGUAGE LEARNING MOOCS : REFLECTING ON THE CREATION OF TECHNOLOGY-BASED LEARNING MATERIALS IN A MOOLC" Research collaboration Context and problem Downes (2014) claims that the success of a MOOC is process-defined

More information

M55205-Mastering Microsoft Project 2016

M55205-Mastering Microsoft Project 2016 M55205-Mastering Microsoft Project 2016 Course Number: M55205 Category: Desktop Applications Duration: 3 days Certification: Exam 70-343 Overview This three-day, instructor-led course is intended for individuals

More information

Why PPP won t (and shouldn t) go away

Why PPP won t (and shouldn t) go away (and shouldn t) go IATEFL Birmingham 2016 jasonanderson1@gmail.com www.jasonanderson.org.uk speakinggames.wordpress.com Structure of my talk 1. Introduction 3. Why is it so enduring / popular? (i.e. Does

More information

Children need activities which are

Children need activities which are 59 PROFILE INTRODUCTION Children need activities which are exciting and stimulate their curiosity; they need to be involved in meaningful situations that emphasize interaction through the use of English

More information

How to Develop and Evaluate an etourism MOOC: An Experience in Progress

How to Develop and Evaluate an etourism MOOC: An Experience in Progress How to Develop and Evaluate an etourism MOOC: An Experience in Progress Jingjing Lin, Nadzeya Kalbaska, and Lorenzo Cantoni The Faculty of Communication Sciences Universita della Svizzera italiana (USI)

More information

STRATEGIC LEADERSHIP PROCESSES

STRATEGIC LEADERSHIP PROCESSES STRATEGIC LEADERSHIP PROCESSES COURSE: MANA 5345.060, Fall 2016 (Online Class) DURATION: Start Date: 08/29/2016 End Date: 12/17/2016 FACULTY: TEXTBOOK: Dr. Marina Astakhova, PhD Office: BUS 123 Phone:

More information

Arkansas Tech University Secondary Education Exit Portfolio

Arkansas Tech University Secondary Education Exit Portfolio Arkansas Tech University Secondary Education Exit Portfolio Guidelines, Rubrics, and Requirements 2 THE EXIT PORTFOLIO A s-based Presentation of Evidence for the Licensure of Beginning Teachers Purpose:

More information

Online Marking of Essay-type Assignments

Online Marking of Essay-type Assignments Online Marking of Essay-type Assignments Eva Heinrich, Yuanzhi Wang Institute of Information Sciences and Technology Massey University Palmerston North, New Zealand E.Heinrich@massey.ac.nz, yuanzhi_wang@yahoo.com

More information

End-of-Module Assessment Task K 2

End-of-Module Assessment Task K 2 Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,

More information

Integration of ICT in Teaching and Learning

Integration of ICT in Teaching and Learning Integration of ICT in Teaching and Learning Dr. Pooja Malhotra Assistant Professor, Dept of Commerce, Dyal Singh College, Karnal, India Email: pkwatra@gmail.com. INTRODUCTION 2 st century is an era of

More information

A student diagnosing and evaluation system for laboratory-based academic exercises

A student diagnosing and evaluation system for laboratory-based academic exercises A student diagnosing and evaluation system for laboratory-based academic exercises Maria Samarakou, Emmanouil Fylladitakis and Pantelis Prentakis Technological Educational Institute (T.E.I.) of Athens

More information

ATENEA UPC AND THE NEW "Activity Stream" or "WALL" FEATURE Jesus Alcober 1, Oriol Sánchez 2, Javier Otero 3, Ramon Martí 4

ATENEA UPC AND THE NEW Activity Stream or WALL FEATURE Jesus Alcober 1, Oriol Sánchez 2, Javier Otero 3, Ramon Martí 4 ATENEA UPC AND THE NEW "Activity Stream" or "WALL" FEATURE Jesus Alcober 1, Oriol Sánchez 2, Javier Otero 3, Ramon Martí 4 1 Universitat Politècnica de Catalunya (Spain) 2 UPCnet (Spain) 3 UPCnet (Spain)

More information

Ecology in architecture design: Testing an advanced educational path

Ecology in architecture design: Testing an advanced educational path International Conference Passive and Low Energy Cooling 299 Ecology in architecture design: Testing an advanced educational path P. Caputo, M. Molina, A. Roscetti and J. Vicari Accademia di Architettura

More information

Models of / for Teaching Modeling

Models of / for Teaching Modeling Models of / for Teaching Modeling Piet Lijnse Centre for Science and Mathematics Education, Utrecht University, p.l.lijnse@phys.uu.nl Abstract This paper is based on a number of design studies at Utrecht

More information

Procedia - Social and Behavioral Sciences 116 ( 2014 )

Procedia - Social and Behavioral Sciences 116 ( 2014 ) Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 116 ( 2014 ) 1774 1784 Abstract 5 th World Conference on Educational Sciences - WCES 2013 Didactic and

More information

5.1 Sound & Light Unit Overview

5.1 Sound & Light Unit Overview 5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,

More information

Module 12. Machine Learning. Version 2 CSE IIT, Kharagpur

Module 12. Machine Learning. Version 2 CSE IIT, Kharagpur Module 12 Machine Learning 12.1 Instructional Objective The students should understand the concept of learning systems Students should learn about different aspects of a learning system Students should

More information

What does Quality Look Like?

What does Quality Look Like? What does Quality Look Like? Directions: Review the new teacher evaluation standards on the left side of the table and brainstorm ideas with your team about what quality would look like in the classroom.

More information

Monitoring Metacognitive abilities in children: A comparison of children between the ages of 5 to 7 years and 8 to 11 years

Monitoring Metacognitive abilities in children: A comparison of children between the ages of 5 to 7 years and 8 to 11 years Monitoring Metacognitive abilities in children: A comparison of children between the ages of 5 to 7 years and 8 to 11 years Abstract Takang K. Tabe Department of Educational Psychology, University of Buea

More information

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students.

Indicators Teacher understands the active nature of student learning and attains information about levels of development for groups of students. Domain 1- The Learner and Learning 1a: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across

More information

Blended E-learning in the Architectural Design Studio

Blended E-learning in the Architectural Design Studio Blended E-learning in the Architectural Design Studio An Experimental Model Mohammed F. M. Mohammed Associate Professor, Architecture Department, Cairo University, Cairo, Egypt (Associate Professor, Architecture

More information

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches

Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches British Journal of Educational Technology Vol 33 No 2 2002 149 158 Aligning learning, teaching and assessment using the web: an evaluation of pedagogic approaches Richard Hall Dr Richard Hall is the project

More information

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis

Linguistic Variation across Sports Category of Press Reportage from British Newspapers: a Diachronic Multidimensional Analysis International Journal of Arts Humanities and Social Sciences (IJAHSS) Volume 1 Issue 1 ǁ August 216. www.ijahss.com Linguistic Variation across Sports Category of Press Reportage from British Newspapers:

More information

P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas

P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou, C. Skourlas, J. Varnas Exploiting Distance Learning Methods and Multimediaenhanced instructional content to support IT Curricula in Greek Technological Educational Institutes P. Belsis, C. Sgouropoulou, K. Sfikas, G. Pantziou,

More information

Reinforcement Learning by Comparing Immediate Reward

Reinforcement Learning by Comparing Immediate Reward Reinforcement Learning by Comparing Immediate Reward Punit Pandey DeepshikhaPandey Dr. Shishir Kumar Abstract This paper introduces an approach to Reinforcement Learning Algorithm by comparing their immediate

More information

DIDACTIC APPROACH FOR DEVELOPMENT OF THE JOB LANGUAGE KIT FOR MIGRANTS

DIDACTIC APPROACH FOR DEVELOPMENT OF THE JOB LANGUAGE KIT FOR MIGRANTS DIDACTIC APPROACH FOR DEVELOPMENT OF THE JOB LANGUAGE KIT FOR MIGRANTS 1. The Didactic Approach The WorKit didactic approach refers to the main research works/reports written in Europe about language learning

More information

Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse

Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Metadiscourse in Knowledge Building: A question about written or verbal metadiscourse Rolf K. Baltzersen Paper submitted to the Knowledge Building Summer Institute 2013 in Puebla, Mexico Author: Rolf K.

More information

ISSN: Creative Education.

ISSN: Creative Education. ISSN: 2151-4755 Vol. 3, Supplement, December 2012 Creative Education ISSN: 2151-4755 www.scirp.org/journal/ce 9 772151 475006 51 Creative Education, 2012, 3, 1-135 Published Online December 2012 in SciRes

More information

Internal Double Degree. Management Engineering and Product-Service System Design

Internal Double Degree. Management Engineering and Product-Service System Design Internal Double Degree (Intake 2017/18) Management Engineering and Product-Service System Design Contents 1. Enrolment 2.1 Entry requirements 2.2 Articulation of the selection process and general criteria

More information

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016

AGENDA LEARNING THEORIES LEARNING THEORIES. Advanced Learning Theories 2/22/2016 AGENDA Advanced Learning Theories Alejandra J. Magana, Ph.D. admagana@purdue.edu Introduction to Learning Theories Role of Learning Theories and Frameworks Learning Design Research Design Dual Coding Theory

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Creative Media Department Assessment Policy

Creative Media Department Assessment Policy Creative Media Department Assessment Policy Policy Aims To develop the outstanding use of assessment to support learning so that: - Teachers plan and teach lessons that enable pupils to learn exceptionally

More information

Austin Community College SYLLABUS

Austin Community College SYLLABUS ARTS 1311 Design I Austin Community College SYLLABUS 1. Course Description Introduction to fundamentals of design: line, color, form, texture, and arrangement. Emphasis on two-dimensional principles. 2.

More information

CONNECTING MATHEMATICS TO OTHER DISCIPLINES AS A MEETING POINT FOR PRE-SERVICE TEACHERS

CONNECTING MATHEMATICS TO OTHER DISCIPLINES AS A MEETING POINT FOR PRE-SERVICE TEACHERS CONNECTING MATHEMATICS TO OTHER DISCIPLINES AS A MEETING POINT FOR PRE-SERVICE TEACHERS Javier Diez-Palomar, Joaquin Gimenez, Yuly Marsela Vanegas, Vicenç Font University of Barcelona Research contribution

More information

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh

The Effect of Discourse Markers on the Speaking Production of EFL Students. Iman Moradimanesh The Effect of Discourse Markers on the Speaking Production of EFL Students Iman Moradimanesh Abstract The research aimed at investigating the relationship between discourse markers (DMs) and a special

More information

Justification Paper: Exploring Poetry Online. Jennifer Jones. Michigan State University CEP 820

Justification Paper: Exploring Poetry Online. Jennifer Jones. Michigan State University CEP 820 Running Head: JUSTIFICATION PAPER Justification Paper: Exploring Poetry Online Jennifer Jones Michigan State University CEP 820 Justification Paper 2 Overview of Online Unit Exploring Poetry Online is

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Proposition 1: Teachers are committed to students and their learning.

Proposition 1: Teachers are committed to students and their learning. Proposition 1: Teachers are committed to students and their learning. J655 Multi & Global 1a. National Board Certified Teachers are dedicated to making knowledge accessible to all students. They believe

More information

Content Teaching Methods: Social Studies. Dr. Melinda Butler

Content Teaching Methods: Social Studies. Dr. Melinda Butler Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) 292-1288 office (208) 666-6712 fax (208) 771-3703 cell Email: mkbutler@lcsc.edu or butlerm2@mac.com Course Description:

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

12 Developing mastery of natural language

12 Developing mastery of natural language 12 Developing mastery of natural language Approaches to some theoretical aspects of mathematics Paolo Boero Università di Genova Nadia Douek IUFM de Nice Pier Luigi Ferrari Università del Piemonte Orientale,

More information

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER

IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER IMPROVING SPEAKING SKILL OF THE TENTH GRADE STUDENTS OF SMK 17 AGUSTUS 1945 MUNCAR THROUGH DIRECT PRACTICE WITH THE NATIVE SPEAKER Mohamad Nor Shodiq Institut Agama Islam Darussalam (IAIDA) Banyuwangi

More information

DYNAMIC ADAPTIVE HYPERMEDIA SYSTEMS FOR E-LEARNING

DYNAMIC ADAPTIVE HYPERMEDIA SYSTEMS FOR E-LEARNING University of Craiova, Romania Université de Technologie de Compiègne, France Ph.D. Thesis - Abstract - DYNAMIC ADAPTIVE HYPERMEDIA SYSTEMS FOR E-LEARNING Elvira POPESCU Advisors: Prof. Vladimir RĂSVAN

More information

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION

More information

Epistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale

Epistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale Epistemic Cognition Petr Johanes Fourth Annual ACM Conference on Learning at Scale 2017 04 20 Paper Structure Introduction The State of Epistemic Cognition Research Affordance #1 Additional Explanatory

More information

International Conference KNOWLEDGE-BASED ORGANIZATION Vol. XXIII No SIMULATION AND GAMIFICATION IN E-LEARNING TECHNICAL COURSES

International Conference KNOWLEDGE-BASED ORGANIZATION Vol. XXIII No SIMULATION AND GAMIFICATION IN E-LEARNING TECHNICAL COURSES International Conference KNOWLEDGE-BASED ORGANIZATION Vol. XXIII No 3 2017 SIMULATION AND GAMIFICATION IN E-LEARNING TECHNICAL COURSES Ghiţă BÂRSAN*, Vasile NĂSTĂSESCU**, Vlad-Andrei BÂRSAN*** * "Nicolae

More information

Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles

Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles Just in Time to Flip Your Classroom Nathaniel Lasry, Michael Dugdale & Elizabeth Charles With advocates like Sal Khan and Bill Gates 1, flipped classrooms are attracting an increasing amount of media and

More information

content First Introductory book to cover CAPM First to differentiate expected and required returns First to discuss the intrinsic value of stocks

content First Introductory book to cover CAPM First to differentiate expected and required returns First to discuss the intrinsic value of stocks content First Introductory book to cover CAPM First to differentiate expected and required returns First to discuss the intrinsic value of stocks presentation First timelines to explain TVM First financial

More information

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse

Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse Program Description Ph.D. in Behavior Analysis Ph.d. i atferdsanalyse 180 ECTS credits Approval Approved by the Norwegian Agency for Quality Assurance in Education (NOKUT) on the 23rd April 2010 Approved

More information

DEVELOPING GEOMETRIC SKILLS THROUGH ACTIVITIES IN LESSONS OF MATHEMATICS

DEVELOPING GEOMETRIC SKILLS THROUGH ACTIVITIES IN LESSONS OF MATHEMATICS Acta Didactica Universitatis Comenianae Mathematics, Issue 14, 2014, pp. 71-86 DEVELOPING GEOMETRIC SKILLS THROUGH ACTIVITIES IN LESSONS OF MATHEMATICS LUCIA RUMANOVÁ, EDITA SMIEŠKOVÁ Abstract. The paper

More information

School Inspection in Hesse/Germany

School Inspection in Hesse/Germany Hessisches Kultusministerium School Inspection in Hesse/Germany Contents 1. Introduction...2 2. School inspection as a Procedure for Quality Assurance and Quality Enhancement...2 3. The Hessian framework

More information

A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS

A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Readings in Technology and Education: Proceedings of ICICTE 2010 407 A BLENDED MODEL FOR NON-TRADITIONAL TEACHING AND LEARNING OF MATHEMATICS Wajeeh Daher Al-Qasemi Academic College of Education Israel

More information

Freshman On-Track Toolkit

Freshman On-Track Toolkit The Network for College Success Freshman On-Track Toolkit 2nd Edition: July 2017 I Table of Contents About the Network for College Success NCS Core Values and Beliefs About the Toolkit Toolkit Organization

More information

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy

LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy LITERACY ACROSS THE CURRICULUM POLICY Humberston Academy Literacy is a bridge from misery to hope. It is a tool for daily life in modern society. It is a bulwark against poverty and a building block of

More information

The Discourse of Social Achievement 1

The Discourse of Social Achievement 1 1 The Discourse of Social Achievement 1 The relationship between discourse analysis and pragmatics has been questioned recently within various theoretical traditions (Saussure 2007, Wodak 2007). The disciplines

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information