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Business and Economics: E-Learning and Blended Learning
Resource for academia in the areas of business, management, accounting and economics.
Curated by Jenny Pesina
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Multiplayer Online Games for Teaching Economics

Multiplayer Online Games for Teaching Economics | Business and Economics: E-Learning and Blended Learning | Scoop.it
Free, Ready to play, Nothing to install, No need to register!
Economics-games.com offers educational games for teaching industrial organization,
game theory and microeconomics

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callooh's curator insight, November 8, 2013 3:14 PM

Thinking economics is pretty dry stuff? Take a look at these resources!

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Open Educational Resources (OER): Resource Roundup

Open Educational Resources (OER): Resource Roundup | Business and Economics: E-Learning and Blended Learning | Scoop.it
An educator's guide to open educational resources (OER), including online repositories, curriculum-sharing websites, sources for lesson plans and activities, and open textbooks.
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Technology Tidbits: Thoughts of a Cyber Hero: 15 Sites and Apps for Augmented Reality

Technology Tidbits: Thoughts of a Cyber Hero: 15 Sites and Apps for Augmented Reality | Business and Economics: E-Learning and Blended Learning | Scoop.it

"Augmented reality (AR) is a live, direct or indirect, view of a physical, real-world environment whose elements are augmented (or supplemented) by computer-generated sensory input such as sound, video, graphics or GPS data. (Wikipedia)" AR has been around for awhile but is really starting to garner interest in the educational community/sector. Using augmented reality is a great way to incorporate 21st century technology into the classroom using different types of apps, sites, and equipment."

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46 Tools To Make Infographics In The Classroom

46 Tools To Make Infographics In The Classroom | Business and Economics: E-Learning and Blended Learning | Scoop.it
46 Tools To Make Infographics In The Classroom

 

 

Infographics are interesting–a mash of (hopefully) easily-consumed visuals (so, symbols, shapes, and images) and added relevant character-based data (so, numbers, words, and brief sentences).

The learning application for them is clear, with many academic standards–including the Common Core standards–requiring teachers to use a variety of media forms, charts, and other data for both information reading as well as general fluency. It’s curious they haven’t really “caught on” in schools considering how well they bridge both the old-form textbook habit of cramming tons of information into a small space, while also neatly overlapping with the dynamic and digital world.


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Louise Robinson-Lay's curator insight, November 9, 2013 3:35 PM

creating infographics is easy using these sites. The most important thing is to do quality research first.

Raquel Oliveira's curator insight, November 10, 2013 9:26 AM

gosto de ferramentas que facilitem o aprndizado visualmente. Para quem compartilha da ideia, mas nao tem o dom grafico como eu...pode recorrer a algumas estrategias prontas...

Filipe Cálix's curator insight, November 22, 2013 6:54 PM

Sempre apelativos os infográficos são uma boa ferramenta para trabalho na sala de aula. Esta lista é extensa e apresenta muito boas sugestões. A explorar.

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OERu - Open Educational Resource University

OERu - Open Educational Resource University | Business and Economics: E-Learning and Blended Learning | Scoop.it

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Bettina Ascaino's curator insight, November 3, 2013 12:44 AM
Study world-class courses for free - and count them towards real qualifications!

Do you have an internet connection and interest in learning something new with participants from around the world, possibly for recognition towards a formal academic credential? Then the OERu is for you.

 
Miloš Bajčetić's curator insight, November 4, 2013 3:12 AM

Another MOOC player? xMOOCs or cMOOCs? We 'll see.

 

P/S/ Athabasca Univeristy is one of members!. Interesting!

Meg Swecker's curator insight, November 4, 2013 9:33 AM

An interesting selection of classes.

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The Decline of Wikipedia: Even As More People Than Ever Rely on It, Fewer People Create It | MIT Technology Review

The Decline of Wikipedia: Even As More People Than Ever Rely on It, Fewer People Create It | MIT Technology Review | Business and Economics: E-Learning and Blended Learning | Scoop.it
The community that built the largest encyclopedia in history is shrinking, even as more people and Internet services depend on it than ever. Can it be revived, or is this the end of the Web’s idealistic era?

 

Halfakers study- "In their paper on those findings, the researchers suggest updating Wikipedia’s motto, “The encyclopedia that anyone can edit.” Their version reads: “The encyclopedia that anyone who understands the norms, socializes him or herself, dodges the impersonal wall of semi-automated rejection and still wants to voluntarily contribute his or her time and energy can edit. Because Wikipedia has failed to replenish its supply of editors, its skew toward technical, Western, and male-dominated subject matter has persisted.”


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k3hamilton's curator insight, October 28, 2013 9:30 AM

interesting read.

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Gaining Insights into Online Teacher Training through Essential Questions | Online Learning | HYBRID PEDAGOGY

Gaining Insights into Online Teacher Training through Essential Questions | Online Learning | HYBRID PEDAGOGY | Business and Economics: E-Learning and Blended Learning | Scoop.it
Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
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EDpuzzle

EDpuzzle | Business and Economics: E-Learning and Blended Learning | Scoop.it

A superb site where you can crop YouTube & other online videos, add audio messages and quiz questions which provide individual assessment feedback to check understanding of your students.
http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams


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Andrew Hadjichari's curator insight, November 3, 2013 4:02 PM

EDpuzzle looks like a great teaching tool. More importantly, ask students to create their own EDpuzzle to demonstrate their own learning or as part of and assesment task. 

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What happens when cognitive science meets visible learning?

What happens when cognitive science meets visible learning? | Business and Economics: E-Learning and Blended Learning | Scoop.it

So the ‘holy grail’ of evidence-based education meets the scientific research into the ‘universal roots’ of effective teaching and learning. John Hattie has synthesised 900 meta-analyses of classroom practices over 18 years; Greg Yates has been researching the cognitive psychology of learning since 1979: the authors combine five decades of expertise in education.

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Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’

Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles’ | Business and Economics: E-Learning and Blended Learning | Scoop.it
The famed psychologist explains why one is not the other though they are often confused.

 

1.       Individualize your teaching as much as possible. Instead of “one size fits all,” learn as much as you can about each student, and teach each person in ways that they find comfortable and learn effectively. Of course this is easier to accomplish with smaller classes. But ‘apps’ make it possible to individualize for everyone.

 

Read more, a MUST!!!

 

...

 


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Linda Guthrie's curator insight, October 18, 2013 9:06 AM

Howard Gardner asks teachers to Drop the term “styles.” It will confuse others and it won’t help either you or your students.

Shafali Anand's comment, October 25, 2013 6:09 AM
Of course they aren't. They are the raw material that come together and result in learning styles. I've got to read this :)
Shafali Anand's comment, October 25, 2013 6:18 AM
Read it. I've always found Gardner's MI theory interesting - because it's a great equalizer - when I was growing up logical-mathematical intelligence (in Gardner's terminology) was given the highest importance - art, music, sports etc. were considered talents/gifts - and not intelligences. Gardner made them more respectable by calling them intelligences. This is why I too can call myself intelligent today - visually and spatially intelligent. Ahem!
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8 Effective Scenario Ideas for Instructional Designers - eLearning Brothers

8 Effective Scenario Ideas for Instructional Designers - eLearning Brothers | Business and Economics: E-Learning and Blended Learning | Scoop.it
Scenarios are a great way to make online training more engaging and for deeper learning. Read about these scenario ideas for Instructional Designers.

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Connecting the Dots: New Technology-Based Models for Postsecondary Learning (EDUCAUSE Review) | EDUCAUSE.edu

Connecting the Dots: New Technology-Based Models for Postsecondary Learning (EDUCAUSE Review) | EDUCAUSE.edu | Business and Economics: E-Learning and Blended Learning | Scoop.it
EDUCAUSE Review Online

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Kenny Hirschmann's curator insight, October 11, 2013 10:00 AM

Incredible review of current trends, and major shifts in 21st century teaching and learning practices.  Our goals, pedagogical models, and criteria for assessment are changing in dramatic ways and this article does a great job describing this shift.  Very highly recommended reading.  In fact, this whole issue of Educause is terrific!

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4 Phases of Inquiry-Based Learning: A Guide For Teachers

4 Phases of Inquiry-Based Learning: A Guide For Teachers | Business and Economics: E-Learning and Blended Learning | Scoop.it
4 Phases of Inquiry-Based Learning: A Guide For Teachers 1. Interaction Big Idea: Dive into engaging, relevant, and credible media forms to identify a “need” or opportunity for inquiry The first phase of inquiry-based learning is...

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Mary Perfitt-Nelson's curator insight, October 11, 2013 4:04 PM
Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectivesAcademic content-learning occurs as a natural part of the process as students work towards finding solutionsLearners, working collaboratively, assume an active role in the learning processTeachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutionsLearners share and defend solutions publicly in some manner”
Lynnette Van Dyke's curator insight, October 11, 2013 8:26 PM

 

According to Indiana University Bloomington, Inquiry-based learning is an “instructional model that centers learning on a solving a particular problem or answering a central question. There are several different inquiry-based learning models, but most have several general elements in common:

Learning focuses around a meaningful, ill-structured problem that demands consideration of diverse perspectivesAcademic content-learning occurs as a natural part of the process as students work towards finding solutionsLearners, working collaboratively, assume an active role in the learning processTeachers provide learners with learning supports and rich multiple media sources of information to assist students in successfully finding solutionsLearners share and defend solutions publicly in some manner”

The process itself can be broken down into stages, or phases, that help teachers frame instruction. The model we’ve created can be used as a guide for teachers, as it includes teacher and student indicators at each stage, ideal “tones” of each phase, and even apps that can support that phase as well.

Inquiry-based learning is an approach that can easily accommodate project-based learning, challenge-based learning, place-based education, blended learning, and other trends in education.

4 Phases of Inquiry-Based Learning: A Guide For Teachers

1. Interaction

Big Idea: Dive into engaging, relevant, and credible media forms to identify a “need” or opportunity for inquiry

The first phase of inquiry-based learning is one characterized by interaction. This interaction can be:

Student-to-material. This material is ideally obtained through formal (i.e., research) and informal (e.g., reading, social and digital media, collaboration) means. It can be modeled or supplemented by teacher-provided materialsStudent-to-peer. This interaction is chosen by teacher or student, informed by need for information and perspectiveStudent-to-expert (experts within relevant fields at accessible levels)Student-to-media (digital, text, pure data, etc.)

The nature of inquiry is ideally both curiosity-based and fluid. Narrow criteria, restrictive rubrics, and other traditional artifacts of “school work” can stifle inquiry at this point of the learning process. The teacher’s role at this point in the learning process is focused on resources, modeling curiosity, and cognitive coaching.

Tone: Open-minded, curious, unburdened, playful

Student Indicators: actively skims a variety of media, follows curiosity, responds with awe, dwells with certain media depending on curiosity or perceived utility; seeks out peers for ideas and resources

Teacher Indicators: models curiosity, thinks-aloud when interacting with disparate media, asks probing questions, withholds evaluative statements, provides exemplars, monitors and encourages student thinking habits

Apps: FlipBoard, Pocket, Podkicker, Zotero

Appropriate Questions: What sources of information are available to me? What do others around me know? What’s worth studying? What possibilities, problems, or situations tend to interest me? What types of experiences, perspectives, and data are available to me? When am I at my best?

2. Clarification

Big Idea: Summarizing, paraphrasing, and categorizing learning with teacher or expert support.

This happens by analyzing data, identifying and clarifying misconceptions, and otherwise “getting a feel” for the scale, nature, and possibility of selected topics of inquiry.

After skimming, reading, watching, and otherwise interacting with a variety of media, this stage of the inquiry process is centered around students clarifying both their own thinking, and the nature of “things” around them: ideas for projects, scientific challenges, opportunities for revision, need for design thinking, a new scale to tackle persistent problems, etc.

Thinking patterns are both inward and reflective, and outward and communicated. In that way, students both reflect on their own knowledge, while beginning to identify possible pathways forward.

Tone: Slightly more focused, reflective, independent, cautious

Student Indicators: Paraphrases understanding in familiar language; resists looking for “answers” and “solutions”; distinguishes between fact and opinion; evaluates the credibility and relevance of sources; focused on possibility

Teacher Indicators: offers non-evaluative and frequent feedback; provides relevant graphic organizers and other ways to “frame” student thinking; asks probing questions that focus on student thinking: what they know and why they think they know it;

Appropriate Questions: What’s the big picture here? What are the pieces and how do they fit? What’s accessible, and what’s not? What’s possible? Am I missing critical data, perspectives, or opportunities for collaboration that could further clarify my thinking? What do I seem to understand, and how do I know?

Apps: MindMeister, WordPress, Google+, Quora, reddit

3. Questioning

Big Idea: Asking questions to drive continued, self-directed inquiry

The questioning phase is a critical phase of the inquiry-based learning process, if for no other reason than misunderstandings, lack of organization, uneven confidence, or an inability to see the “big picture” surface here more clearly than other phases.

Students and teachers alike must also be able to trust the nature and patterns of inquiry that are often recursive and iterative: They often move back and forth between phases, and new skills and understandings can be obtained in frustratingly small increments. Inquiry-based learning is more about the process, tone, and instincts of learning than other “tidier” academic forms, which can require both students and teachers to adjust their measures of progress, quality, and success.

Tone: Creative, confident, interdependent

Student Indicators: Curious, precise with questions, self-monitoring, big-picture thinking, little-picture application

Teacher Indicators: models questioning, thinks-aloud in revising irrelevant or otherwise flawed questions; models use of concept-mapping tools to analyze thinking; hosts QFT sessions and Socratic seminars

Appropriate Questions: What’s worth understanding? Where are my knowledge gaps? What is both within and beyond my reach? What have I done in the past that can help me in this situation moving forward?

Apps: Evernote, MindMeister, twitter, Quora, reddit

4. Design

Big Idea: Designing an accessible, relevant, and curiosity-driven action or product to culminate and justify inquiry

At this final stage of the inquiry-based learning process, learners are focused on design.

Design of solutions to address problems within a manageable scaleDesign of logical and curiosity-based applications of current understandingDesign of next steps to extend their own learning pathway

Tone: Creative, restrained, calculating

Appropriate Questions: What now? What audience makes sense for this research? Where can I do “good work”? What would be “cool”? What have others before me done?

Apps: Posts, Mextures, Inkist, Google Drive, DesignPad, Foldify

Student Indicators: Clarifies thinking, busy, self-directed, uncertain but efficacious, follows curiosity

Teacher Indicators: Creates “conditions and means” for collaboration; identifies areas for revision, reflects back on entire process (i.e., “how we get to this point”)

4 Student Questions For Post-Phase Reflection

After the inquiry-based learning process is “finished” (for the purposes of classroom work, publishing, grading, etc.), it can be helpful for students to reflect in the inquiry-based learning process through questions such as:

What skills did I depend on?What do I now understand more deeply, and how do I know?If I had more time or resources, what else could I have done?What is the role of inquiry in learning?

10 Adjustments To Your Teaching To Accommodate Inquiry-Based Learning:

1. Design rubrics to support inquiry

2. Model deep, extended critical thinking

3. Build “thinking stamina”

4. Adjusting grading processes to accommodate new learning approach

5. Encourage but don’t require collaboration

6. Clarify value of mistakes and uncertainty

7. Design physical learning spaces to promote interaction, access to digital and physical media, and spontaneous collaboration

8. Artfully design spaces with color, light, and furniture

9. Work with teachers across content areas and grade levels to increase “gravity” of student work

10. Connect students with experts and local organizations to embed

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University of the People – The world’s first tuition-free online university

University of the People – The world’s first tuition-free online university | Business and Economics: E-Learning and Blended Learning | Scoop.it
UoPeople is the first tuition free online university dedicated to the global advancement and democratization of higher education.

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First-of-Its-Kind Online Master’s Draws Wave of Applicants « Online Learning Update

By DOUGLAS BELKIN, WSJ

In the past three weeks, Georgia Tech received nearly twice as many applications for a new low-cost online master’s program as its comparable residential program receives in a year. The degree—which uses Massive Open Online Course technology—is the first of its kind, and its popularity suggests a growing demand for online learning. The Georgia Tech program is the first master’s degree from a top-ranked university based on the technology that drives MOOCs. The only difference is it is not “open,” or free, as a MOOC is traditionally defined. Students have applied from 50 states and 80 foreign countries, according to the school. To graduate, they will never have to step foot on campus and will pay about $6,600, compared with about $44,000 for residential students.

http://online.wsj.com/news/articles/SB10001424052702304470504579166112833252206

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Learner Journey - ePortfolio Tool

Learner Journey - ePortfolio Tool | Business and Economics: E-Learning and Blended Learning | Scoop.it
E-portfolios for lifelong learning. Provides a safe, private online space to share resources, record achievements and communicate

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Nik Peachey's curator insight, October 7, 2013 8:18 AM

This looks like a useful tool if you want to create an eportfolio with your students. It seems to have quite thorough security.

Tina Jameson's curator insight, October 8, 2013 7:30 PM

As a school, you can 'try' a free account which will allow you to add 20 students - costs for upgrading are not given on site.  Pending costs, the tool looks like a fantastic way to manage student progress.  Acting a little like a Wiki, it allows you to share, communicate and encourage collaboration within a class group.

Patrice McDonough's curator insight, October 29, 2013 9:36 AM

Anything that can keep track of my files is a bonus.  Happy to try this out!

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Design Principles for Assessing Learning with Digital Badges

This post introduces the emerging design principles for assessing learning with digital badges. This is the second of four posts that will introduce theDesign Principles Documentation Project’s (introduced in a previous post) emerging design principles around recognizing, assessing, motivating and evaluating learning.

At their core, digital badges recognize some kind of learning. But if one is going to recognize learning, there is usually some kind of assessment of that learning so that claims about learning can be substantiated by evidence. Over the course of the last year, we have tracked the way that assessment practices have unfolded across the 30 DML Badges for Lifelong Learning competition winners. We have categorized these practices into ten more general principles for assessing learning with digital badges. These principles are not presented as “best practices.” Rather, these principles are meant to represent appropriate practices that seemed to work for particular projects as they designed and refined their badge systems.

No one project embodies all of these principles, and the principles mean somewhat different things to different projects. The general principles have been broken down into specific practice categories, but they are still being refined. Some of these categories are discussed here. We seek input from individuals and projects at this time as we attempt to firm up these principles and categories.


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20 Questions To Guide Inquiry-Based Learning

20 Questions To Guide Inquiry-Based Learning | Business and Economics: E-Learning and Blended Learning | Scoop.it
20 Questions To Guide Inquiry-Based Learning

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Anthea Willey 's curator insight, October 28, 2013 4:07 AM

Love this simplified diagram when you need to do some indepth research this could help

Linda Alexander's curator insight, October 28, 2013 9:50 AM

For additional information on Inquiry-Based Learning, go directly to this link: http://www.teachthought.com/learning/4-phases-inquiry-based-learning-guide-teachers/

Deb Nystrom, REVELN's curator insight, November 2, 2013 2:03 PM

Always useful to find visual learning frameworks that guide inquiry, including self-directed inquiry.    These questions could also be helpful with co-learning, group and individual coaching, and appreciative inquiry. ~  D

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BEAUTY OF MATHEMATICS

"Mathematics, rightly viewed, possesses not only truth, but supreme beauty — a beauty cold and austere, without the gorgeous trappings of painting or music." —Betrand…

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Ruth Obadia's comment, October 29, 2013 1:53 AM
Truth is relative to your own perception only
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Digital Learning Strategies: How do I assign and assess 21st century work? (ASCD Arias)

Digital Learning Strategies: How do I assign and assess 21st century work? (ASCD Arias) | Business and Economics: E-Learning and Blended Learning | Scoop.it
Founded in 1943, ASCD (formerly the Association for Supervision and Curriculum Development) is an educational leadership organization dedicated to advancing best practices and policies for the success of each learner.
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A list of All The Best iPad Apps Teachers Need

A list of All The Best iPad Apps Teachers Need | Business and Economics: E-Learning and Blended Learning | Scoop.it

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Animate your ideas - Explee

Explee is a cloud-based presentation software that allows you to create amazing and mind-blowed animated videos. Select animations that fit with your speech and produce your video. The result: a beautiful and efficient video presentation.
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Creating a Natural, Engaging Conversation in Your Simulation or Game « Karl Kapp

Creating a Natural, Engaging Conversation in Your Simulation or Game « Karl Kapp | Business and Economics: E-Learning and Blended Learning | Scoop.it

Research indicates that a conversational style is much more effective for conveying content to learners than a more formal style. In the book, “e-Learning and the Science of Instruction,” Ruth Clark and co-author Richard Mayer report on a number of studies that reinforce the fact that conversational style is the way to go for interactions. They report; in a set of five experimental studies involving a computer-based educational game on botany and multimedia lesson on lightning formation, researchers (Moreno and Mayer, 2000) compared versions in which the words were in formal style with version in which the words were in conversational style where the content was presented in a personalized way so it seemed as if the computer was talking directly to the learner rather and formal third-person language. It turns out that participants in the conversational group produced between 20% and 46% more solutions to transfer problems than the group who was presented content with formal language. [1]

 
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Tackk – An Easy Free Tool for Creating Digital Assignments, Blended or Flipped Content

Tackk – An Easy Free Tool for Creating Digital Assignments, Blended or Flipped Content | Business and Economics: E-Learning and Blended Learning | Scoop.it
The variety of free applications for creating tweaked digital content that can be great for lessons keeps proliferating - here's yet another cool free tool! I
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Smart Strategies That Help Students Learn How to Learn

Smart Strategies That Help Students Learn How to Learn | Business and Economics: E-Learning and Blended Learning | Scoop.it
What’s the key to effective learning? One intriguing body of research suggests a rather riddle-like answer: It’s not just what you know. It’s what you know about what you know.
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