http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Sat, 18 May 2013 23:22:21 PDT Sat, 18 May 2013 23:22:21 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=652635 Nothing in teaching is free of social dimensions and value questions. Teaching can therefore not be ‘neutral’, and teachers cannot sidestep the issue of their role in relation to sets of values. This section explores the role of the teacher in exercising and encouraging particular values. Compulsory schooling means placing vast numbers of learners behind desks approximately 170 mornings a year. We know that the content that we teach is a selection from many things that could be taught. Under such circumstances, this selection has economic, social and even moral consequences for the learners and for society. http://www.merlot.org/merlot/viewMaterial.htm?id=652398 These resources were taken from the Research Ethics Program Website, University of California at San Diego (http://ethics.ucsd.edu/resources/resources-data.html). All web links have been verified and updated by the HIBBs project, as of 8/2101. http://www.merlot.org/merlot/viewMaterial.htm?id=652472 Managing Change in Healthcare Implementations: an Introduction was created for managers preparing to implement health information and communication technology (HICT) systems in their organizations—hospitals, clinics, or government departments. The module presents a framework for understanding how HICT implementations affect organizations and individual workers and shares basic information on how to manage change to an organization so as to promote a positive outcome, and how to avoid the pitfalls that occur. http://www.merlot.org/merlot/viewMaterial.htm?id=652310 As part of the Hewlett Foundation grant for the African Health OER Network, Professor Ken Harley (University of KwaZulu-Natal) conducts an annual external evaluation of the project. For his 2009 evaluation, Prof Harley interviewed participants at Kwame Nkrumah University of Science and Technology (KNUST), University of Ghana (UG), University of Cape Town (UCT), University of the Western Cape (UWC), the South African Institute of Distance Education (Saide) and the University of Michigan (U-M). In 2010, he conducted follow-up interviews with the same institutions. The 2010 evaluation was aimed at exploring institutional experiences, to establish how the project was being consolidated, and to start assessing issues of sustainability. Based on document analysis and institutional interviews, broadly, the evaluation concludes that: The African Health OER Network has supported institutions to develop OER based on institutional needs and choices. This in itself is a signifier of sustainability. Because of the modelling of OER production along institutional needs and choices, institutions have produced OER that are consistent with their “ethos, contextual realities, strategies and resources.” In other words, what is being produced will be utilised in the institution and is not designed for ‘show and tell’ to meet funder requirements. The development of OER has encouraged institutions to reconsider their policies on OER and also how they can support OER within their own means. http://www.merlot.org/merlot/viewMaterial.htm?id=652234 The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities. http://www.merlot.org/merlot/viewMaterial.htm?id=652235 The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities. http://www.merlot.org/merlot/viewMaterial.htm?id=652236 The solutions unit consists of the following: General points for discussion relating to the teaching of the mathematical content in the activities. Step-by-step mathematical solutions to the activities. Annotations to the solutions to assist teachers in their understanding the maths as well as teaching issues relating to the mathematical content represented in the activities. Suggestions of links to alternative activities for the teaching of the mathematical content represented in the activities http://www.merlot.org/merlot/viewMaterial.htm?id=652237 This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards). http://www.merlot.org/merlot/viewMaterial.htm?id=652294 This unit explores outcomes-based assessment of mathematics in terms of five main questions – Why assess? (the purposes of assessment); What to assess? (achievement of outcomes, but also understanding, reasoning and problem-solving ability); How to assess? (methods, tools and techniques); How to interpret the results of assessment? (the importance of criteria and rubrics for outcomes-based assessment) ; and How to report on assessment? (developing meaningful report cards). http://www.merlot.org/merlot/viewMaterial.htm?id=652295 In addition to outlining a step-by-step approach for a problem-based lesson, this unit looks at the role of group work and co-operative learning in the mathematics class, as well as the role of practice in problem-based mathematics classes.