http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 25 May 2013 02:37:42 PDT Sat, 25 May 2013 02:37:42 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=548984 Step-by-step instructions on getting a website started in WordPress. It assumes that students have their own domain name and a WordPress hosting account at wordpress.org (not wordpress.com). The author recommends GoDaddy for both of these services. For further information, see http://theresabclarke.com/100_credit http://www.merlot.org/merlot/viewMaterial.htm?id=526215 This is an interactive PowerPoint that guides students through the steps of how Bill is passed into law in the United States Congress. Students complete/draw a copy of the flowchart as well as answer questions regarding the material. This material attempts to present a balance of information between a very simple version of the steps and a very through and detailed one. http://www.merlot.org/merlot/viewMaterial.htm?id=620350 Often second language learners are asked to write a research paper by reading sources from secondary research and to give evidence to support their topic, yet they do not understand the kinds of information that formulate secondary research. Thus, there is an educational need for L2 learners to conduct primary research through surveys in order to understand its process, and also to gain insight into the kinds of information that secondary research may contain. This in turn, then, will lead the research paper writer to collect and select evidence pertinent to the topic.· Step One: Survey Question Writing· Step Two: Conduct a Survey· Step Three: Use Survey Data to Create Graphs/ChartsBecause of the very nature of primary research, the process of conducting a survey by L2 learners lends itself to further developing the full spectrum of language learning skills: reading and writing, speaking and listening and grammar. Moreover, L2 learners will learn about the different technologies that are used to create, manage, and interpret data from surveys. http://www.merlot.org/merlot/viewMaterial.htm?id=478267 EVOKE is a ten-week crash course in changing the world. It is free to play and open to anyone, anywhere. The goal of the social network game is to help empower young people all over the world, and especially young people in Africa, to come up with creative solutions to our most urgent social problems. The game begins on March 3, 2010. Players can join the game at any time. On May 12th, 2010 the first season of the game will end, and successful participants will form the first graduating class of the EVOKE network. Players who successfully complete 10 game challenges will be able to claim their honors: Certified EVOKE Social Innovator – Class of 2010. Top players will also earn online mentorships with experienced social innovators and business leaders from around the world, seed funding for new ventures, and travel scholarships to share their vision for the future at the EVOKE Summit in Washington DC. (Learn more about these rewards.) EVOKE was developed by the World Bank Institute, the learning and knowledge arm of the World Bank Group, and directed by alternate reality game master Jane McGonigal.EVOKE is for all ages; recommended age 13 and up. http://www.merlot.org/merlot/viewMaterial.htm?id=536471 Electronic portfolio describing myself and my person and professional goals and accomplishments. http://www.merlot.org/merlot/viewMaterial.htm?id=558878 “LMS upravlja, prati, izveštava o interakciji između učenika i sadržaja, a takođe i između učenika i tutora”. (Alex Koohang i Keith Harman, 2005., Learning objects: Theory, Praxis, Issues, and Trends, preuzeto 22. marta 2011, http://books.google.com/…) Pojedini autori se čak ne slažu ni sa usvojenim terminom – LMS, a umesto njega predlažu termin TMS (Trainning Management System) nalazeći opravdanja u tome što reč „trening“ predstavlja „proces u kome se sadržaj sa vrha hijerarhije usmerava prema korisniku po uniformnom modelu“. (Parafrazirao S.Stamenković prema članku: „Whats the future of LMS? - 13 Learning Executivies discus the evolution of the LMS and what the future holds“ ), što se u velikoj meri zaista i preklapa se nekim primarnim pretpostavkama o LMS-u. http://www.merlot.org/merlot/viewMaterial.htm?id=491993 This is a valuable set of lessons and worksheets around counting money. http://www.merlot.org/merlot/viewMaterial.htm?id=598460 In this project students use both synchronous (Web conferencing) and asynchronous (Google Sites) tools to research a topic in the field of management information systems. The students start by signing up for a topic using a shared Google doc. Then they use Google calendar to schedule their only face-to-face meeting. At this meeting they discuss a collaboration plan and the rest of the work is done via computer-mediated communication tools. One the day of their presentation they present their research (Google Site - Wiki) using web conferencing program. In this example WebEx is used but could be substituted by a free webconferncing program such as DimDim or Skype. At the conclusion, the audience (classmates) fill out a peer evaluation (survey) and the presenters submit a post to the blog about collaborating using computer mediated communication tools. http://www.merlot.org/merlot/viewMaterial.htm?id=651514 I ask students to explore an online newsource, which is not corporate funded, and find two articles or video editorials. One should express a view with which they agree and the other a view with which they disagree. They must summarize both views before ripping apart the view with which they agree. I provide the students with pro/con grids. http://www.merlot.org/merlot/viewMaterial.htm?id=423453 gsg