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IRRODL - Vol 14, No 2 (2013)

IRRODL - Vol 14, No 2 (2013) | Learning & Mind & Brain | Scoop.it
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.

 

IRRODL special issue - Open Educational Resources: Opening Access to Knowledge." Contents are mostly from authors working in three of the world’s leading open universities, namely the OU UK, Athabasca University, and the Dutch Open University

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Ken Robinson: How to escape education's death valley | Video on TED.com

Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish -- and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational "death valley" we now face, and how to nurture our youngest generations with a climate of possibility.

 

Creativity expert Sir Ken Robinson challenges the way we're educating our children. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence

 

 

Miloš Bajčetić's insight:

“The real role of leadership in education … is not and should not be command and control. The real role of leadership is climate control, creating a climate of possibility.”

 

Great Talk!

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Tatiana Kuzmina's curator insight, September 7, 2013 2:58 PM

Worth watching..

Laurent Picard's curator insight, January 22, 2014 12:22 PM

Une vidéo trés intéressante (et amusante) où Ken Robinson parle du système éducatif américain. Mais ses propos s'appliquent aussi au notre...

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The 5 Cs in Education... What if...

Want to Work with Me? Contact me via http://globallyconnectedlearning.com We live in a time and space when it is is truer than ever that “change is the onl…

Via Anne Whaits
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Anne Whaits's curator insight, Today, 9:14 AM

Another stunning presentation from Silvia (@langwitches) in which she talks to 5 Cs in Education - Critical Thinking, Communication, Connecting, Creating and Collaborating. How well are you modelling these skills for your students? Does the design of your learning activities develop and promote these skills for your students?

 

Do also look at Dr Doug Belshaw's 8 essential elements of digital literacies (that looks at 8 Cs)

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4 Elements of an ID Strategy – An Infographic

4 Elements of an ID Strategy – An Infographic | Learning & Mind & Brain | Scoop.it
Instructional Design (ID) strategy is the high level approach, followed to teach a particular subject. To be more specific, it constitutes a set of events which are designed to support the internal processes of learning with the given resources and parameters. It is important to have an ID strategy for your eLearning course to achieve your learning goals.

You need to have clear learning objectives and set goals to formulate an effective design strategy. They are four key elements of an ID strategy. Let’s see more about them.

Given these components, how do you come up with an instructional strategy? The answer lies in understanding the types of strategies.
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3 Basic Elements for E-learning Screen Design – An Infographic

3 Basic Elements for E-learning Screen Design – An Infographic | Learning & Mind & Brain | Scoop.it
It is common knowledge that effective visual design goes a long way in enhancing the efficacy of an online course. Besides good visuals, you also need to use the appropriate color theme and make the best use of screen elements to engage the learner efficiently.

So, how do you use different elements of a screen while designing an eLearning course? How do you use the Graphical User Interface (GUI), audio script and the on-screen content area to motivate your learners to complete the course? Take a look at the info-graphic below to know how to come up with a winning visual design strategy.
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Joining the dots

Joining the dots | Learning & Mind & Brain | Scoop.it
What happens when you remove restraints from learning, and allow students to discover for themselves? What happens when students are given problems to solve rather than solutions to apply? What happens when students are given blank canvases, digital cameras, an open space? Often, the result is some form of creativity. Time and again I have heard stories from teachers of extraordinary things students have created because they have been given freedom to do so. Give children a camera, and they will show creativity. They will learn to 'see at a higher level'. Ask them to tell their own stories, and they will use their imagination. Give them the chance, and children will astound you with their inventiveness.
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Struggling with Time — An Introduction - Hybrid Pedagogy

Struggling with Time — An Introduction - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it
I am a product of the Industrial educational complex. But what does that mean for me, personally? Physically, it means straight rows of desks and long periods of sitting still. Psychologically, it means remaining quiet, responding only when expected and as expected, and predicting what my teachers want to get that ‘A’ grade. I was disciplined well and as a result I am very good at working the system (except for sitting still which I’ve never been able to accomplish skillfully). I have the ability to decide how to accomplish an assignment before the teacher is even done giving it; I work so well to deadlines that when there isn’t one, I get a little stressed out (and have recently met several others who operate similarly); When asked to make decisions on my own, I have a hard time if I don’t know exactly what is expected of me. I often struggle to see where others struggle within a system where I am trained to excellence. And yet, I have never been very equipped to operate in any other system.

But we mustn’t be blind to education’s position in the larger capitalist landscape. After all, this is my personal position in the system; my struggles in academia are contextualized by a systemic illusion that my world is somehow not real. Sustaining this illusion has consequences. This column seeks to name them, critique them, and encourage others to do the same. The elusive world of the academy is densely populated and we all have different experiences that can add to this conversation. Our struggle is real. Each of us struggles in a unique way. And they need to be heard collectively.

The consequences of my situation are intricately bound up in the discourse of power. Michel Foucault, a theorist known for writing about power and subjectivity, makes the following claim about the ‘real world’: “Truth is a thing of this world: it is produced only by virtue of multiple forms of constraint. And it induces regular effects of power. Each society has its regime of truth, its ‘general politics’ of truth: that is, the types of discourse which it accepts and makes function as true” (“Truth and Power” 131). In other words, our reality is what our culture — our society — decides is true. And when that society says a teacher is valued less than an entertainer (through income disparity, fame, etc.), imagine the impact that has on the education system. The results are devastating. If society decides that students should have a stake in their own learning, the reverse is also true. Imagine, then, what would happen to all those rows of desks.
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What's The Best Online Presentation Creation Tool?

What's The Best Online Presentation Creation Tool? | Learning & Mind & Brain | Scoop.it
Creating a mesmerizing presentation is more than stitching slides together, sure, but a good presentation tool certainly helps keep your audience's attention. Some of the best are on the web and easy to use, too, and don't require you download a pricey app to use. This week, we want to know which ones you think are the best.

Via David McMullen, Baiba Svenca
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Envisioning the Radical Syllabus: A Critical Approach to Classroom Culture, Part 2 - Hybrid Pedagogy

Envisioning the Radical Syllabus: A Critical Approach to Classroom Culture, Part 2 - Hybrid Pedagogy | Learning & Mind & Brain | Scoop.it

There is a fear among University educators that the students they have received are damaged goods. Frustrations are vented frequently in the faculty and graduate lounges about the student who avoids homework, and the one who never does the reading. It’s far too easy to complain about the students who are products of mediocre high schools and are grossly unprepared for the rigors of academia. But labels are terribly powerful. We must not give in. We must resist the urge to label a student, and we must destroy the very foundations upon which that urge is built.

 

Classrooms are an experiment too. Whether one wants to or not, each semester educators are asked to define what “student” and “teacher” means in the context of their course. This is done for the first time on the class syllabus. For many, this is a routine task that is often dreaded or regarded as mundane, frequently completed with help from templates and requirements being handed down from administrative teams. But a close, critical look at your syllabus will reveal more than an attendance policy and reading list.

 

Today’s syllabi presuppose students are a certain way. A standard syllabus lists a number of policies, grading information, and learning objectives the student ought to accomplish during the course. Such a syllabus suggests that students should fulfill some predetermined role where one must fit the mold of the syllabus to succeed, or deviate from it and suffer the consequences. In effect, then, it is simply not true that our students are reductionists or instrumentalists, seeing the class only as a bureaucratic stepping stone towards graduation. It is the incessant reminder students see in reading the same syllabus, over and over, for a decade of education.

 

In short: an individual’s mind can grow only in proportion to the cage in which it is kept. And the syllabus is a very small cage.


Via Hybrid Pedagogy
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HarvardX for alumni rethinks engagement in the MOOC era

HarvardX for alumni rethinks engagement in the MOOC era | Learning & Mind & Brain | Scoop.it

In the spring of 2014 HarvardX and the Harvard Alumni Association launched HarvardX for Alumni.

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The idea behind the prototype HarvardX program for alumni came by way of a brainstorm by Robert Lue, faculty director for HarvardX. An alumnus himself, Lue had a longstanding desire to find a way to reconnect graduates to the intellectual bedrock of the University.

 

Or in his words, “We always knew that we could do something special with HarvardX and alumni … How could we, in essence, bring Harvard to them wherever they are?”


Via Peter Mellow
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Bloom's Taxonomy: The Affective Domain

Bloom's Taxonomy: The Affective Domain | Learning & Mind & Brain | Scoop.it
The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.

Via Kathleen Cercone
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12 Great Ways to Download and Convert YouTube Videos for Your Classroom | Tech the Plunge

12 Great Ways to Download and Convert YouTube Videos for Your Classroom | Tech the Plunge | Learning & Mind & Brain | Scoop.it
There are many ways to download YouTube videos to your computer. Why would you want to download YouTube videos?

Via Steven Engravalle, R.Conrath, Ed.D., Juergen Wagner, CECI Jean-François, Jamie Forshey, WebTeachers
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Smartphones Don’t Make Us Dumb

Smartphones Don’t Make Us Dumb | Learning & Mind & Brain | Scoop.it
AS much as we love our digital devices, many of us have an uneasy sense that they are destroying our attention spans. We skitter from app to app, seldom alighting for long. Our ability to concentrate is shot, right?

Research shows that our intuition is wrong. We can focus. But our sense that we can’t may not be a phantom. Paying attention requires not just ability but desire. Technology may snuff out our desire to focus.

Via Howard Rheingold
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Howard Rheingold's curator insight, January 21, 12:44 PM

A big part of infotention is simply recognizing the need to think about where your attention is going while you are online, and why, and how you can exert more control over it.

The-king Gharip's comment, January 22, 7:41 AM
حفل شرين عبد الوهب اليوم 22-1-2015
http://www.mazika4way.com/2015/01/Sherine-abdelwahab.html
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Impact Factors

Impact Factors | Learning & Mind & Brain | Scoop.it

As more universities move toward a corporate model of organization, faculty are asked to prove their worth through “impact factors.” “Impact” is most commonly measured in the number of citations a scholar receives. It’s actually a fairly shallow way of measuring “impact,” and an overreliance on these kinds of measures, particularly for tenure cases, will only serve to hurt universities and students.

 

Relying upon the number of citations a scholar has—particularly early in her or his career—will miss the real “impact” a professor may have. Citation counts are just that—but there is no way to know how or why a work was cited unless one were to track down each one and analyze the context of the citation. For example, if someone’s work is cited as “possibly the worst example of…” or “a sloppy example of…” it will count as a citation. But does this measure impact? I’ve seen cases where work is mis-cited (my own, by a grad student who clearly hadn’t read it)—is that impact?

 

Further, when do we start measuring the impact of a work? The minute a work is in print? Certainly there are well-established scholars whose work is eagerly awaited, and cited immediately upon publication. But, for the most part, citations are going to take a while to crop up—if something is cited in a journal article, that article was probably in the works for two years, at least. For a typical tenure track professor, you have five years to make it. Say you publish an article every year. When will those be cited? And how often?

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Enrico De Angelis's curator insight, January 23, 3:42 PM

Denise M. Horn is an Assistant Professor of International Affairs and Political Science at Northeastern University in Boston, MA. She is the author of Women, Civil Society and the Geopolitics of Democratization (Routledge 2010; paperback edition 2012) and Democratic Governance and Social Entrepreneurship: Civic Participation and the Future of Democracy (Routledge 2013). Her research explores the relationship of civil society development to democratic growth, focusing on transnational activism and trends in global development. She is a frequent contributor to University of Venus, a blog featured on Insidehighered.com and The Guardian website. Her work is based on work and observation in a number of countries, including Thailand, India, Indonesia, the Dominican Republic, Brazil, South Africa, Estonia and Moldova.

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Communications & Society: Connections, Flows, and Freire in #moocmooc

I'm taking a break from prepositions—at least from writing about them—to talk about MOOCMOOC and critical pedagogy. MOOCMOOC assigned reading for this week included Chapter 2 of Paulo Freire's Pedagogy of the Oppressed (1993). It's been many years since I read Freire, and it's pleasant to see how my latest readings are re-informing my understanding of him now. The most surprising idea to emerge from this week's reading was his reliance on movement and flow in his critique of the traditional banking model of education. He doesn't actually discuss flow as such—the term doesn't appear in the translation of Chapter 2 that I read—but I see the concept informing much of what he does discuss.

For instance, early in Chapter 2 he talks about inquiry as a practice necessary for humanity: "For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other" (1). His words imply movement: knowledge emerges … restless, impatient continuing … human beings pursue. Inquiry is not passive, cannot be passive, but is active, moving, flowing. It reminds me of Deleuze and Guattari's flows of desire that drive all human activity—and I would say desire drives all natural activity.
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Word Cloud Generator

Word Cloud Generator | Learning & Mind & Brain | Scoop.it

Enter a URL below, or paste some text.


Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, Today, 9:45 AM

Enter the URL or paste the text.

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Authentic Assessment of Student Learning

Authentic Assessment of Student Learning | Learning & Mind & Brain | Scoop.it

When you hear the word "assessment," what comes to mind? Multiple choice tests? Essays? What about group work, presentations, in-class polls and practice activities? Assessment is key in determining if your students learned what they were supposed to in your course. Fortunately, there are many ways to assess student learning that go beyond multiple choice tests.

 

 


Via Kathleen Cercone
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Teaching and learning through dialogue

Teaching and learning through dialogue | Learning & Mind & Brain | Scoop.it
A few months ago, I wrote a blog post entitled 'Learning as dialogue' which was essentially about how students can learn through conversation and by discussing their ideas with each other. This theme is echoed in my new book Learning with 'e's which was published this week. An extract from the book relates one of my own student experiences:

"The teachers who have inspired me most are those who have been accessible rather than remote, personable instead of stand-offish, and knowledgeable without being arrogant. Most importantly, they conversed with me rather than lectured. One of the lecturers in the first year of my undergraduate degree inspired me to learn more and to push myself to my limits to become more knowledgeable in my subject area.

"Dr Ken Gale did this using nothing more than a whiteboard and pen, along with constant discussion and questioning. Ken has since become one of my valued colleagues. This kind of simple Socratic discourse was deceptively powerful, did wonders for my self esteem and piqued my appetite for more knowledge. There was no need for him to use any other visual aids or learning resources. Ken simply pointed us in the direction of relevant reading, and strategically slipped the names of key theorists into his discussions with us.

"For me this was a skillful, but relaxed and unobtrusive kind of pedagogy, involving every student in the room, debating, deliberating and generally exploring together the nuances and intricacies of our subject. There was no lecturing, and there were no absolutes. Just the inspiration of the discussion and the joy of knowing that you were going to leave the classroom with more questions than when you came in.

"It seems clear to me that to encourage open and frank dialogue in a formal learning environment, the power differential between teacher and student must be removed. When teachers wish to promote democratic learning, students are given license to challenge and encouraged to discuss, debate, argue. Passive consumption of delivered knowledge is then replaced by full engagement with the subject matter through conversation. The conversation around the topic becomes the new curriculum, enabling each student to act as an open minded, independent thinker who can defend his or her position without resorting to dogmatic assertions based on partial understanding or incomplete knowledge.

"The best teachers encourage all students to participate and value all contributions, incorporating as many as possible into an extended conversation around the topic."
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Making Connections Using Text

Making Connections Using Text | Learning & Mind & Brain | Scoop.it

by Eveyn Wassell

 

"I found this site (http://bit.ly/101tagxedo)from Hardy Leung, creator of Tagxedo, about 101 ways to use Tagxedo, and thought about the myriad of ways it can be used in the classroom.  The images created by Tagxedo and their derivatives are free for personal, non-commercial use, subject to the Creative Commons Attribution-Noncommercial-ShareAlike License.  And what teacher doesn't love the word free???

"One of my favorite ways to use Tagxedo is to compare two groups of text to look for connections.  Yes, they are pretty to look at but the real use of word clouds comes from analysis of the cloud itself.  Imagine a lesson where students are asked to compare and contrast two speeches from historical figures.  Students are given the two speeches and asked to give the comparison on their own.  What might happen if they were asked to list two items the speeches have in common?  Many students may have a problem completing this assignment depending on the complexity or length of the text."


Via Jim Lerman
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The importance of Social Presence in Online Courses

The importance of Social Presence in Online Courses | Learning & Mind & Brain | Scoop.it

To me, Social Presence depends a lot on how participants choose to take part in an online course. Of course, it also depends on the opportunities of interaction provided during the course.


Via Nik Peachey
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Becky Roehrs's curator insight, January 23, 3:03 PM

Instructors can encourage interactions, but students need to step up, too.

Saberes Sin Fronteras Ong's curator insight, January 23, 5:41 PM

#educación #comunicación

asli telli's curator insight, January 24, 12:09 PM

A different approach to social presence in online work...

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The 35 Best Web 2.0 Classroom Tools Chosen By You | Edudemic

The 35 Best Web 2.0 Classroom Tools Chosen By You | Edudemic | Learning & Mind & Brain | Scoop.it

You can view the live stream of #edchat here and see what people are saying at the hashtag #chickenweb2tools here.

 

We scoured hundreds of responses and have come up with the following list. The following tools have not been verified and are simply based on the number of times each was mentioned on Twitter during this hashtag discussion.


Via Kathleen Cercone
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6 Important Components Of Online Pedagogy

6 Important Components Of Online Pedagogy | Learning & Mind & Brain | Scoop.it
Originally posted on  What makes you a good instructor in the classroom – does not necessarily translate to good pedagogy in an online learning environment. Online Learning Environments are becomin...

Via Kathleen Cercone
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The great brain debate - Ted Altschuler

The great brain debate - Ted Altschuler | Learning & Mind & Brain | Scoop.it

Throughout history, scientists have proposed conflicting ideas on how the brain carries out functions like perception, memory, and movement. Is each of these tasks carried out by a specific area of the brain? Or do multiple areas work together to accomplish them? Ted Altschuler investigates both sides of the debate.


Via iPamba
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The benefits of a good night's sleep - Shai Marcu

The benefits of a good night's sleep - Shai Marcu | Learning & Mind & Brain | Scoop.it
It’s 4am, and the big test is in 8 hours. You’ve been studying for days, but you still don’t feel ready. Should you drink another cup of coffee and spend the next few hours cramming? Or should you go to sleep? Shai Marcu defends the latter option, showing how sleep restructures your brain in a way that’s crucial for how our memory works.

Via iPamba
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Personalized Learning Vs Traditional Learning ~ Educational Technology and Mobile Learning

Personalized Learning Vs Traditional Learning ~ Educational Technology and Mobile Learning | Learning & Mind & Brain | Scoop.it
One of the biggest affordances of technology is towards the enhancement of the concept of personalized learning. Internet and more particularly web 2.0 technologies and mobile apps have provided learners with unprecedented opportunities to learn whenever, wherever, and however they want. At its core, personalized learning is all about tailoring the available resources in order to meet personal learning needs. On a macro educational scale, personalized learning addresses different teaching strategies and instructional methods that focus on the adjustment and leverage of the curricula and teaching materials to help meet a diverse set of students learning needs and interests. The visual I am sharing with you today sheds more light on this concept and walks you through some of the differences between personalized learning and traditional learning. Check it out below and share with us what you think of it.
Via Educatorstechnology, CECI Jean-François, Juergen Wagner
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Philippe-Didier Gauthier's curator insight, January 23, 2:23 AM

#Apprenance  La personnalisation pédagogique et en environnement numérique argumentée sous la forme d'un Poster.

Bernard VULLIERME's curator insight, January 23, 6:15 AM

les caractéristiques d'une stratégie qui améliore l'apprentissage des élèves …

DocAten's curator insight, January 23, 6:17 AM

En image et en chiffres qui apportent au débat.

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Free Online Courses Are Still Falling Short of Their Ultimate Promise

Free Online Courses Are Still Falling Short of Their Ultimate Promise | Learning & Mind & Brain | Scoop.it
Starting in 1957, New Yorkers could turn on the TV at 6:30 most summer mornings to watch Sunrise Semester on CBS. The show’s “stars” were NYU professors, usually seated at a desk, lecturing on a given subject, such as history, philosophy and comparative literature. Viewers unable to afford the cost, or time, required by a traditional institution had the option to pay a reasonable $25 per point to follow along and receive credit.

Sunrise Semester, which went off the air in 1982, was the low-tech grandparent of the MOOC, or “massive open online course.” MOOCs, which many universities now offer, enable students to watch videos of classes, take tests online and sometimes pay for credit. MOOCs, many education policy wonks had hoped, would disrupt conventional education, offering the benefits of globalization at the tips of our fingers and profoundly expand access to academic knowledge.

Unfortunately, the free courses have yet to live up to that promise.
Miloš Bajčetić's insight:
“The lecture in-person is just an on-campus MOOC,” NYU’s Robert Ubell told the Observer. “They’re both ancient in style.
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21 Simple Ideas To Improve Student Motivation

21 Simple Ideas To Improve Student Motivation | Learning & Mind & Brain | Scoop.it
21 Simple Ideas To Improve Student Motivation

Via Dr Peter Carey
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