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Sat, 25 May 2013 19:58:15 PDT Sat, 25 May 2013 19:58:15 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=762886 Elektro statik http://www.merlot.org/merlot/viewMaterial.htm?id=762752 Elektro Statik http://www.merlot.org/merlot/viewMaterial.htm?id=762743 With the iPad and other tablets, in addition to text, books can now include sound, video, animation and interactivity in the reading experience - what might be called a “bookumentary.” The New Book Press explores these new expressive opportunities. http://www.merlot.org/merlot/viewMaterial.htm?id=762547 İnsanın hareket etmesinde önemi olan , vücudu ayakta tutmaya çalışan iskelet sistemini ve onun yapısını öğrenmeye çalışacağız Eğitim sürecinde materyalde yer alan teorik bilgilerden görsel resimlerden ve ölçme- değerlendirme amaçlı farklı test türlerinden ve uygulamalardan (bulmaca,puzzle..) yararlanabilirsiniz.. http://www.merlot.org/merlot/viewMaterial.htm?id=762525 Yaygınlığı her geçen gün artan internet ve ağ teknolojileri, hayatımıza iletişimalanında büyük yenilikler getirmektedir. İnternet ve ağ teknolojileri aracılığıyla beş dakikaiçinde dünyanın diğer ucundaki tanıdıklarınızla görüşebilir, öğrenmeniz gereken konularhakkında sınırsız bilgi bulabilirsiniz. Günümüzde her alanda kullanılan ve bilgiye erişimhızını büyük bir oranda arttıran internet, vazgeçilmez dev bir bilgi okyanusudur. Her eve veher iş yerine giren internet, bilgisayarların bir ağa bağlaması zorunluluğunu ortayakoymuştur. http://www.merlot.org/merlot/viewMaterial.htm?id=762188 Guía para el diseño de Problemas en la método Aprendizaje Basado en Problemas (ABP).Contiene 13 temas clave para el diseño de un problema:1. ¿Qué es el ABP? 2.¿ Qué es estudio de casos? 3. ¿Cuándo utilizar el ABP? 4. ¿Características del ABP 5. Objetivos en el uso del ABP 6. Características de los problemas. 7. Elementos de un problema. 8. ¡Cómo se plantea un problema? 9. Tipos de problemas. 10. Pasos para resolver los problemas por parte de los alumnos. 11. Limitaciones. 12. Evaluación individual y grupal. 13. Fuentes bibliográficas y ejemplos de problemas. http://www.merlot.org/merlot/viewMaterial.htm?id=762369 Abstract Many nurse executives and managers have had to learn financial management skills, including planning, controlling, implementing, and analyzing departmental budgets, on the job. In today's healthcare environment, organizations are becoming aware of the value of hiring nurse executives who can speak the financial language and employ financial skills to operate their areas. As more and more nurses are pursuing advanced degrees online, schools of nursing face an imperative to find effective ways of helping students achieve program competencies related to finance in an online environment. Cognitive apprenticeship, as a framework for teaching and learning, facilitates rapid acquisition of knowledge of essential concepts and skills needed to meet such competencies in an online, graduate-level finance course, including the use of spreadsheet software. The application of cognitive apprenticeship provides faculty with seven strategies to facilitate higher-level thinking skills: modeling, coaching, scaffolding, fading, articulation and reflection, and exploration (promoting transfer of learning).Go to PDF version. http://www.merlot.org/merlot/viewMaterial.htm?id=762162 Abstract The Hellenic National Support Service for eTwinning provides short, intensive online courses for Greek teachers. (eTwinning is a flexible scheme that enables schools in Europe to work together on collaborative pedagogical projects using information and communication technologies.) This paper discusses the design and implementation of such a course to reflect a learning-oriented assessment (LOA) approach to teaching and learning. The aim of LOA is to strengthen the learning aspects of assessment, and it is premised on the ideas that assessment tasks should be designed as learning tasks, that students should be involved in the assessment process, and that feedback should be forward looking. Evaluation results attest to the effectiveness of the course in terms of its pedagogical design and implementation, and to the significance of the learning experience for participants. The results suggest that LOA is a promising pedagogical approach in online learning contexts for adult learners. The paper concludes with a discussion of the challenges in the implementation of LOA and the barriers to its wider acceptance, with suggestions made for future research. Keywords: teacher professional development, e-learning, course design, assessment for learning, collaborative pedagogical school projects,PDF Version http://www.merlot.org/merlot/viewMaterial.htm?id=762067 Guía para el diseño de Problemas en la método Aprendizaje Basado en Problemas (ABP). Contiene 13 tópicos clave para el diseño de un problema: 1. ¿Qué es el ABP? 2. ¿Qué es estudio de casos? 3. ¿Cuándo utilizar el ABP? 4. Características del ABP. 5. Objetivos. 6. Características de los problemas. 7. Elementos de un problema. 8. ¿Cómo se plantea un problema? 9. Tipos de problemas. 10. Pasos para resolver los problemas por parte de los alumnos. 11. Limitaciones. 12. Evaluación individual y grupal. 13. Fuentes bibliográficas y ejemplos de problemas http://www.merlot.org/merlot/viewMaterial.htm?id=761941 Abstract: Online courses continue to become increasingly prevalent in higher education. The relationship between computers and writing is natural, as computers are now the primary tool for producing writing. The purpose of this case-study paper is to report on the design, development, and delivery of an online course that was created in response to the identification of a need for effective and efficient delivery of writing instruction to large numbers of university students. The paper describes an online academic writing course that evolved from an elective course enrolling 150 students to a required course enrolling over 2,000 arts and social sciences and engineering students at a mid-sized Canadian university. An account of the history of the course is included, along with discussion regarding institutional and student resistance to the course, technological challenges, use of peer review, cheating, course problems, and course successes. Course effectiveness data are also presented. Suggestions are offered for instructors wishing to create similar online writing courses.Keywords: online writing instruction, academic writing skills, teaching with technology, student peer review, peer assessment