USING OPEN LEARNING RESOURCES – THE DIFFERENCE BETWEEN TEACHERS OF DIFFERENT DISCIPLINES, GENDER, AND ROLES IN SCHOOL

2020 ◽  
Vol 15 (3) ◽  
pp. 32
Author(s):  
ORIT ZEICHNER ◽  
Keyword(s):  
Learning Resources ◽  
Open Learning ◽  
The Difference

Open iTunesU. A new service to manage open learning resources

2014 ◽  
Author(s):  
Alberto Pesquera ◽  
Esther Reula ◽  
Elio Sancristobal ◽  
Manuel Castro ◽  
Timothy Read ◽  
...  
Keyword(s):  
Learning Resources ◽  
Open Learning

scholarly journals Difference of learning mathematics between open question model and conventional model

2018 ◽  
Vol 1 (1) ◽  
pp. 13
Author(s):  
Ahmad Afandi
Keyword(s):  
Learning Outcomes ◽  
Learning Model ◽  
Research Subjects ◽  
Open Learning ◽  
Learning Problem ◽  
Learning Mathematics ◽  
Class Viii ◽  
The Subject ◽  
The Difference ◽  
Open Question

Open learning model as well as conventional learning model is a learning model that is able to enable students in acquiring knowledge and learning experiences. The purpose of this research is to know the difference of learning result between students taught by using model of open matter problem and conventional learning model on the subject of wake up space. This research was conducted at SMP Al Badri Arjasa Jember in February 2018. The research subjects were 70 students in two classes namely class VIII - A and class VIII - B. This research uses experimental design that is, one experiment class and one control class. The results obtained in the study are learning outcomes using open-ended learning model and conventional learning model. T-test conducted shows that there are differences. Average learning outcomes of experimental class students after treatment was 69.657 while the control class learning outcome was 56.886. The conclusion that can be drawn from data analysis and discussion result is difference of student learning result by using model of open learning problem with conventional learning model, and model of open learning problem is suitable to be applied to the subject of student room of SMP Al Badri Arjasa Jember.

For Children in and out of Class During a Pandemic

2022 ◽  
pp. 110-154
Keyword(s):  
Online Teaching ◽  
Social Web ◽  
Learning Resources ◽  
Open Learning ◽  
Bottom Up ◽  
Shared Learning ◽  
Online Teachers ◽  
Environmental Scan ◽  
Video Sharing ◽  
The Social

In a pandemic, when schools have either closed, gone “blended” or “hybrid” (part-in-person and part-online), or gone fully online, teachers have to master online teaching quickly. At these moments, various online and published resources are referred to and used as guides. Some are willing to offer open-shared learning resources on the Social Web. This work involves an environmental scan of open-shared learning resources for pre-K12 and K12 on (1) an online teaching repository/referatory, (2) slideshow-sharing site, and (3) a social video sharing site. This includes bottom-up thematic coding of the journalistic literature (of COVID-19 and children), a review of the available recent open learning resources, and analytical observations about how to improve the available contents.

Extraction and Portrait of Knowledge Points for Open Learning Resources

2020 ◽  
pp. 46-56
Author(s):  
Jian Yu ◽  
Tingxu Jiang ◽  
Tianyi Xu ◽  
Jie Gao ◽  
Jun Chen ◽  
...  
Keyword(s):  
Learning Resources ◽  
Open Learning

Educational Informatics Systems

2011 ◽  
pp. 293-325
Author(s):  
Nigel Ford
Keyword(s):  
Learning Communities ◽  
Knowledge Creation ◽  
Learning Resources ◽  
Community Based ◽  
The Social ◽  
The Difference

This chapter concentrates on a number of educational informatics systems that focus explicitly on social, collaborative, and community-based aspects of learning. These aspects arguably align better with the social and knowledge creation perspectives on learning introduced in Chapter III. In some ways, the systems presented here bring into relief some of the limitations of the relatively individual-focused approaches introduced in the previous chapter. Ultimately, however, educational informatics is essentially a social collaborative enterprise, since one of its key defining features is a concern with the discovery, sharing and reuse of learning resources within and between learning communities. The difference between systems included in this and the previous chapter is relative rather than absolute, relating to the degree of emphasis on collaborative features built into the systems.

The Origin of the Moon

1962 ◽  
Vol 14 ◽  
pp. 149-155 ◽  
Author(s):  
E. L. Ruskol
Keyword(s):  
Chemical Composition ◽  
Solar System ◽  
The Moon ◽  
The Earth ◽  
The Difference ◽  
Origin Of The Moon

The difference between average densities of the Moon and Earth was interpreted in the preceding report by Professor H. Urey as indicating a difference in their chemical composition. Therefore, Urey assumes the Moon's formation to have taken place far away from the Earth, under conditions differing substantially from the conditions of Earth's formation. In such a case, the Earth should have captured the Moon. As is admitted by Professor Urey himself, such a capture is a very improbable event. In addition, an assumption that the “lunar” dimensions were representative of protoplanetary bodies in the entire solar system encounters great difficulties.

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