http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 25 May 2013 01:34:36 PDT Sat, 25 May 2013 01:34:36 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=669955 Planifica't is a tool that allows you to plan your time when doing a research. The purpose of Planifica't is to offer advice and suggestions in the preparation of a scholarly work. You can follow all the steps necessary to present the work. From the Library, we encourage teachers to share this tool with students because it was addressed to all those students who have submitted an academic paper (Final Project, Project Final Grade, Final Master, etc.). How it works? Simply enter a date range (start date and end date for work to complete the work) and see the terms and suggested activities. http://www.merlot.org/merlot/viewMaterial.htm?id=666468 Adapt the Word doc as required. Use to compare two things (e.g. ideas, readings, experiences....) using the holistic Six Hats model. Delete rows from table as needed. 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=624278 This is a sample lesson plan to teach 5th grade elementary level students about Chinese New Year. In this lesson, the teacher integrates the application of technology to prove a very rich learning experience about how people celebrate Chinese New Year and the significance of it. 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=606574 This is a StAIR project, for my course, it also functions as a tutorial for readyness for system migration from Angel to Desire2Learn. The context of this tutorial is spicific to Lansing Community College. 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=566364 None 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=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