ZEL 3/2010 - 5. Jahrgang: Freie elektronische Bildungsressourcen – Aktuelles Heft | Frühere Hefte | Call for Papers | Hinweise | HerausgeberInnen | GutachterInnen | AutorInnen Freie elektronische Bildungsressourcen – Schritte zum Verständniseines internationalen Phänomens 3/2010 - 5. Peter Baumgartner & Sabine ZauchnerEditorial Markus Deimann & Theo BastiaensPotenziale und Hemmnisse freier digitaler Bildungsressourcen – eine Delphi-Studie Marco Kalz, Roland Klemke, Stefaan Ternier & Marcus SpechtInfrastrukturen zur Verwaltung von Metadaten für Offene Bildungsressourcen Thomas RichterOpen Educational Resources im kulturellen Kontext von E-Learning Tobias Zielke & Dirk DittmannBaustein-Netzwerk Andrea Fausel & Slavica StevanovićNeue Wege für die Veröffentlichung von Lernmodulen: die „Tübinger Mediävistik Lernmodule“ Peter Riegler & Gerd KortemeyerMehrwert freier elektronischer Übungsaufgaben in MINT-Fächern Stand: 22.02.2013 | RSS | News | Intern | Impressum | Sitemap | © 2006 – 2014 StudienVerlag Anzeige: Partner: An dieser Stelle werben? Interessiert?
The Conversation Prism by Brian Solis and JESS3 Metacognition: An Overview Metacognition: An Overview Jennifer A. Livingston © 1997 by Jennifer A. "Metacognition" is one of the latest buzz words in educational psychology, but what exactly is metacognition? "Metacognition" is often simply defined as "thinking about thinking." The term "metacognition" is most often associated with John Flavell, (1979). Metacognitive Knowledge Stated very briefly, knowledge of person variables refers to general knowledge about how human beings learn and process information, as well as individual knowledge of one's own learning processes. Finally, knowledge about strategy variables include knowledge about both cognitive and metacognitive strategies, as well as conditional knowledge about when and where it is appropriate to use such strategies. Metacognitive Regulation Metacognitive experiences involve the use of metacognitive strategies or metacognitive regulation (Brown, 1987). Cognitive vs. Can declarative knowledge be metacognitive in nature? Metacognition and Intelligence
Learning & Brain Society The Learning Lab Problem Solving & Metacognition in Education Table of Contents Here are the parts of this page:Overview-Summary (useful for a quick “big picture” view) 1 — Problem Solving, Metacognition, and Design Process 2 — Building Bridges from Life to Design to Science to Life 3 — A Wide Spiral Curriculum with Transfer of Learning 4 — Optimistic Humility and Adjustments of Instruction 5 — Using Design Process in a Problem-Solving Curriculum 6 — Using Design Process for Problem-Solving Instruction 7 — Using Cognition-and-Metacognition for Learning & Teaching Appendix: Conceptual Evaluation of Instruction (for predictions about education) Coping with Complexity in Models of Design & Science (begin with simplicity) and there will be a few more mini-sections in the appendix. In early 2012, I began developing a new website with many improvements (by revising, adding, cutting), so I strongly recommend that youread it instead of this page. 1 — Problem Solving, Metacognition, and Design Process { Condensed Section 1 } Design and Design Process A. B.
Khan Academy YouTube im Unterricht Details Geschrieben von Beat Küng YouTube und andere Videoplattformen werden noch immer erstaunlich selten im Unterricht genutzt. Zum Teil ist die Plattform in Schulen sogar gesperrt, was aus medienpädagogischer Sicht mehrfach kontraproduktiv ist. Wir müssen den kompetenten Umgang mit Videoplattformen vermitteln. Dabei interessiert uns Medienpädagogen nicht nur die Rolle der Konsumenten, sondern ganz besonders auch die des Produzenten. Das Dossier „YouTube im Unterricht“ führt durch die Plattform und zeigt vom Erstellen eines Nutzerkontos bis zu den online-Bearbeitungsmöglichkeiten das Potenzial für die Medienbildung auf. Das Dossier kann als PDF heruntergeladen werden. Version 2013_7, komplette Überarbeitung Version 8-2012, mit der neuen YouTube-Funktion "Gesichter automatisch unkenntlich machen"
Test Of Three In ancient Greece (469 - 399 BC), Socrates was widely lauded for his wisdom. One day the great philosopher came upon an acquaintance, who ran up to him excitedly and said, "Socrates, do you know what I just heard about one of your students?" "Wait a moment," Socrates replied. "Test of Three?" "That's correct," Socrates continued. "No," the man replied, "actually I just heard about it." "All right," said Socrates. "No, on the contrary..." "So," Socrates continued, "you want to tell me something bad about him even though you're not certain it's true?" The man shrugged, a little embarrassed. Socrates continued, "You may still pass though because there is a third test - the filter of Usefulness. "No, not really..." "Well," concluded Socrates, "if what you want to tell me is neither true nor good nor even useful, why tell it to me at all?" The man was defeated and ashamed and said no more. This is the reason Socrates was a great philosopher and held in such high esteem.