SnapIt, is a tool that enables you to capture any area of your screen either as a screenshot or a video file. The intuitive and easy to use software offers a complete suite of tools and options for professional screen capture.Compatible with 32 bit and 64 bit releases of Windows 7, 8, and 10.
Scribos eksempler tilbyder autentisk inspiration til dit eget opgavearbejde. De første fem punkter i hvert eksempel følger de fem pentagonhjørner - Problemformulering, Formål, Empiri, Teori & metode og Fremgangsmåde - og de sidste to punkter redegør for opgavens særlige kvaliteter og det gode informations- og litteraturvalg.
At Uppsala University, many people are working with active student participation. In this film we show some examples of what it can look like, and hear why students and teachers choose to work in this way.
Innovation in education can look like lots of things, like incorporating new technology or teaching methods, going on field trips, rejecting social norms, partnering with the local community. It can be a floating school in an impoverished region, like the one in Lagos, Nigeria. Or it can be a school that's blind to gender, like Egalia, in Stockholm, Sweden.
When I look at the data, I notice a trend. Students have never used their devices creatively. They have the power to capture and tell a story but they don't. They have the power to connect to an authentic audience, but it's not happening. They have the potential to build models and design products and turn things from wild ideas to tangible realities. However, it's not happening.
Assessment is the new dirty word in education but with the right taxonomy, it can help change the way students learn
A much less known taxonomy of assessing student learning is SOLO, which was created by John Biggs and Kevin Collis in 1982. According to Biggs, "SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students' work in terms of its quality not of how many bits of this and of that they got right."
According to Biggs and Collis (1982), there are five stages of "ascending structural complexity." Those five stages are:
Prestructural - incompetence (they miss the point). Unistructural - one relevant aspectMultistructural - several relevant and independent aspectsRelational - integrated into a structureExtended Abstract - generalized to new domain
For a better look, here is a diagram provided (with permission) by John Biggs
"It took me 8 months to learn how to do this, but I was only picking up the bike and running to the end of the driveway and back every day. I wasn't "ACTIVELY" trying to learn. Meaning... I wasn't struggling and trying to make my brain learn. I simply got on the bike every day, tried to operate it to the end of the driveway, turned around and tried to operate it back. The goal was to understand how my brain figured things out on its own, without trying to force it to. Many people have built bikes like this and figured it out in much less than 1 day by staying on the bike until they were able to master it. I had no timelines, and was using this as an exploratory activity to learn how I learn."
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