Table 3
Encourages individualization, personalized learning tasks and self-directed learning. Shifts the responsibility over task selection from the teacher to the student (important!)
6,718 Matching Annotations
- Feb 2020
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Local file Local filefirsttry7
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Table 2:
It's asking for thorough standards of acceptable performance to be set down, or made concrete by the instructor and ID, as a way to measure things effectively.
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Table 1: Design Principles for Learning Tasks
one of the things I like about this model is that it is asking you from the get go to think of profession-related activities that can be designed or simulated for students to understand and relate the material.
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Instructional methods for part-task prac-tice aim at the strengthening of cognitive rules by extensive repetitive practice. Strengthening is a basic learning process that ultimately leads to fully automated cognitive schemas (Anderson, 1993
Find the activities in a college class that require routines and rote learning, or cognitive schemas that require practice and "strengthen them"
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Procedural information (in Figure 1, the yellow beam with arrows pointing upwards to the learning tasks) helps students with performing the routine aspects of learning tasks, that is, aspects that are always per-formed in the same fashion.
so break down a lecture theory session from a step by step session. Or a document that has theory information should have a clear divide when you get into the step by step process?
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sup-portive information in Figure 1 is not con-nected to individual learning tasks but to levels of complexity; it can be presented be-fore learners start to work on the learning tasks (under the motto ‘first the theory and only then start to practice’) and/or it can be consulted by learners who are already working on the learning tasks (under the motto ‘only consult the theory when needed’)
The idea of providing this supplemental information as a way to check against their current cognitive models by referring to theory or let theory guide their attempt at a learning task. It doesn't dictate a rigid structure.
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This feedback stimulates learners to critically compare their own mental models and cognitive strategies with those of others, including experts, teachers and peer learners
I like that this model includes the idea of feedback and how to trigger thinking and reflection on their own behavior, cognitive models, etc.
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www.umich.edu www.umich.edu
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* Information-Processing Analysis : about the mental operations used by a person who has learned a complex skills
this sounds a lot more involved unless you are working off a basic set of assumptions for mental operations and complex skills. Further understanding of psychological research and learning theories would be needed.
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Dick and Carey Model
what the heck is this website, lmao.
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etec.ctlt.ubc.ca etec.ctlt.ubc.ca
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The Kemp Model of Instructional Design
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www.4cid.org www.4cid.org
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(a) learning tasks, (b) supportive information, (c) procedural information, and (d) part-task practice
4 components
Learning Tasks:
- aim at integration of (non-recurrent and recurrent) skills.
- provide authentic, whole-task experiences based on real-life tasks
- Are organized in simple-to-complex task classes and have diminishing support in each task class (scaffolding).
- Show high variability of practice.
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Learning tasks provide the backbone of the educational program; they provide learning from varied experiences and explicitly aim at the transfer of learning.
the backbone of this model
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four-component instructional design (4C/ID)
4C/ID tag might be one of the models I want to look into as I might use it for the Art Modules Class
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blog.zipboard.co blog.zipboard.co
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Feedback is a constant loop and not something that should come right at the end of the e-learning course or training module. So, it is important for courses to have feedback inserted at the right places during instruction.
feedback is a constant loop
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Feedback needs to be specific in nature, as well as confirmatory and corrective. This way the learners know what they did right and wrong.
how to give feedback
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Giving learners an indication of the desired outcomes help them calibrate their approach appropriately. This can be done via examples, case studies, and modelling various learning strategies like concept mapping, visualizing, role playing.
learner guidance
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Successive Approximation Model (SAM)
first time i've heard of this one
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Understanding Instructional Design
reading check 3 material
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- Jan 2020
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www.sciencedirect.com www.sciencedirect.com
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Arachnodactyly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001166
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Camptodactyly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0012385
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Joint laxity
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001388
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Slender limbs
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001533
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Scoliosis
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002650
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Tall stature
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000098
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mild mitral valve regurgitation
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001653
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Midface hypoplasia
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0011800
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Open mouth appearance
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000194
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Short philtrum
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000322
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Long face
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000276
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Hypotonia
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001290
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intellectual disability
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001249
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Developmental delay
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001263
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allele id lookup result: https://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA414193300
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- HP:0001653
- HP:0000276
- HP:0000098
- allele:CA414193300
- HP:0011800
- HP:0001290
- hpoLookup
- HP:0001166
- HP:0001533
- HP:0000194
- HP:0001263
- individual:3
- HP:0001388
- alleleLookup:individual
- HP:0001249
- HP:0000322
- ClinGen
- gene:NKAP
- hpoLookup:individual
- HP:0012385
- HP:0002650
- monarchLookup
- alleleLookup
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www.sciencedirect.com www.sciencedirect.com
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allele id lookup result: https://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA915940579
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:ZFIN_ZDB-ALT-130115-3
DOI: 10.7554/eLife.46275
Resource: (ZFIN Cat# ZDB-ALT-130115-3,RRID:ZFIN_ZDB-ALT-130115-3)
Curator: @evieth
SciCrunch record: RRID:ZFIN_ZDB-ALT-130115-3
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www.sciencedirect.com www.sciencedirect.com
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RRID:IMSR_OBS:3
DOI: 10.1016/j.celrep.2019.07.078
Resource: (IMSR Cat# OBS_3,RRID:IMSR_OBS:3)
Curator: @ethanbadger
SciCrunch record: RRID:IMSR_OBS:3
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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RRID:ZFIN_ZDB-ALT-120723-3
DOI: 10.7554/eLife.42881
Resource: (ZFIN Cat# ZDB-ALT-120723-3,RRID:ZFIN_ZDB-ALT-120723-3)
Curator: @evieth
SciCrunch record: RRID:ZFIN_ZDB-ALT-120723-3
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www.sciencedirect.com www.sciencedirect.com
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RRID:ZFIN_ZDB-GENO-160122-3
DOI: 10.1016/j.cell.2019.01.019
Resource: (ZFIN Cat# ZDB-GENO-160122-3,RRID:ZFIN_ZDB-GENO-160122-3)
Curator: @ethanbadger
SciCrunch record: RRID:ZFIN_ZDB-GENO-160122-3
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www.sciencedirect.com www.sciencedirect.com
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allele id lookup result: http://reg.clinicalgenome.org/redmine/projects/registry/genboree_registry/by_caid?caid=CA398915284
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001947
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001942
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002705
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000369
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000325
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000322
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3
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000348
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macrocephaly
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000256
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intellectual disability
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001249
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developmental delay
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001263
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www.sciencedirect.com www.sciencedirect.com
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www.ncbi.nlm.nih.gov www.ncbi.nlm.nih.gov
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variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/692266/
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- Dec 2019
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www.sciencedirect.com www.sciencedirect.com
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2 cm (in acute setting)
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001744
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hyperechoic cortex of both kidneys
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0004719
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aortic insufficiency
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0001659
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variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/547947/
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variant id lookup result: https://www.ncbi.nlm.nih.gov/clinvar/variation/599396/
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www.sciencedirect.com www.sciencedirect.com
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hyperkinetic
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0002487
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nystagmus
Monarch lookup result: https://monarchinitiative.org/phenotype/HP:0000639
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- Nov 2019
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efser.eu efser.eu
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This has very good examples of what we can incorporate in our team's Code of Conduct. Respect and responsibilities are the two that stick out most for me.
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- Oct 2019
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www.lifeworth.com www.lifeworth.com
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Restoration asks us “what can we bring back to help us with the coming difficulties and tragedies?”
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Relinquishment asks us “what do we need to let go of in order to notmake matters worse?”
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Resilience asks us “how do we keep what we really want to keep?”
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The third area can be called “restoration.” It involves people and communities rediscovering attitudes and approaches to life and organisation that our hydrocarbon-fuelled civilisation eroded.
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second area of this agenda, which I have named “relinquishment.” It involves people andcommunities letting go of certain assets, behaviours and beliefs where retaining them could make matters worse.
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we can conceive of resilience of human societies as the capacity to adapt to changing circumstances so as to survive with valued norms and behaviours.
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The first is the way the natural scientific community operates.
First Factor encouraging professional environmentalists in their denial of social collapse in the near term
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Especially in situations of shared powerlessness, it can be perceived as safer to hide one's views and do nothing if it goes against the status quo.
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lincyi.pixnet.net lincyi.pixnet.net
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在地人推薦
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lincyi.pixnet.net lincyi.pixnet.net
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戰區
分類：3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
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吃口碑的
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flower033880.pixnet.net flower033880.pixnet.net
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flower033880.pixnet.net flower033880.pixnet.net
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很夠味
3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
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時不時
3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
Q：來自台語？ non-compositional？
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- Sep 2019
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flower033880.pixnet.net flower033880.pixnet.net
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外國進口的
Sentiment: Pos<br> Pragmatics: 很高級<br> (我的意思是 Made in China 就不會說是國外進口的)
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也有30幾年了
分類：3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
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豎起大拇哥
Sentiment: Pos<br> Pragmatics: 很棒<br> (Q: 默默)
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安心食用
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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酸酸甜甜
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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鹹甜鹹甜
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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現折
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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主打
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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新鮮製作
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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一週只賣3天
分類：3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
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nes50313.pixnet.net nes50313.pixnet.net
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在味蕾上跳舞
Sentiment: Pos<br> Pragmatics: 豐富多樣的味道
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viviyu.pixnet.net viviyu.pixnet.net
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沒什麼抵抗力
Sentiment: Neu<br> Pragmatics: 遇到喜歡的東西
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smartrabbit.pixnet.net smartrabbit.pixnet.net
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初心者
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正點
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嫑嫑的
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drugs.pixnet.net drugs.pixnet.net
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不用介紹了吧
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dream3cmp3.pixnet.net dream3cmp3.pixnet.net
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你看看你看看
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很敢給
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lincyi.pixnet.net lincyi.pixnet.net
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不打折
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沒辦法
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是有原因的
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lincyi.pixnet.net lincyi.pixnet.net
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踩到地雷
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lincyi.pixnet.net lincyi.pixnet.net
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不多說
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你看看
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當地人力推
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kel8257.pixnet.net kel8257.pixnet.net
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好療癒啊
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flower033880.pixnet.net flower033880.pixnet.net
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走過路過不會錯過
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flower033880.pixnet.net flower033880.pixnet.net
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好想偷摸一把
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flower033880.pixnet.net flower033880.pixnet.net
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剛剛好
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一根接著一根
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我覺得還不錯耶
3-2 special meaning from context (直覺): yes
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我喜歡~
3-2 special meaning from context (直覺): yes
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eva6955.pixnet.net eva6955.pixnet.net
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真的要昏倒了
Sentiment: Neg<br> Pragmatics: 無法接受
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是有沒有這麼幸運
Sentiment: Neg<br> Pragmatics: 反義
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swanitfoodiary.pixnet.net swanitfoodiary.pixnet.net
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想怎樣
Sentiment: Neg<br> Pragmatics: 怪怪der
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emilyyhliu.pixnet.net emilyyhliu.pixnet.net
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堵住同事們的嘴
Sentiment: Neu<br> Pragmatics:
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susanlives.com susanlives.com
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一口接一口
Sentiment: Pos<br> Pragmatics: 非常好吃
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newbetty.cc newbetty.cc
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不囉嗦
Sentiment: Neu<br> Pragmatics: go straight to ...
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當然是沒話說
Sentiment: Pos<br> Pragmatics: 無可挑剔
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newbetty.cc newbetty.cc
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到爆炸
Sentiment: Neu<br> Pragmatics: 強調
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summermom.pixnet.net summermom.pixnet.net
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怎麼對得起
Sentiment: Pos<br> Pragmatics: 浪費難得機會
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不油膩
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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Q彈
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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ssag.pixnet.net ssag.pixnet.net
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一整個就
Sentiment: 視情況<br> Pragmatics: 強調
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甜膩
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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一口接一口
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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挑嘴
分類：3-2
- M: no
- wiki: no
- special meaning from context (直覺): yes
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vhygdih0412.pixnet.net vhygdih0412.pixnet.net
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最對味
Sentiment: Pos<br> Pragmatics: 很配
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七里香
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
雞屁股
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去膩
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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多層次的口感
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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爆汁
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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香而不油
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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現點現做
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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karenlu925.pixnet.net karenlu925.pixnet.net
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不打折扣
Sentiment: Pos<br> Pragmatics: 品質一樣很好
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styleme.pixnet.net styleme.pixnet.net
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很有誠意
Sentiment: pos Pragmatics: 用料實在
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軟硬適中
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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粒粒分明
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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A餐
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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portablesink.com portablesink.com
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MONSAM Portable Sinks are one of the leading manufacturer of Portable sinks. They offer 3 compartment portable self-contained sinks which are perfect for use as a commercial portable sink, a food service sink, a portable science sink, a medical sink, a mobile kitchen or a coffee cart portable sink.
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newbetty.cc newbetty.cc
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狠~好~吃
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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冰友
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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限內用
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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lincyi.pixnet.net lincyi.pixnet.net
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港式燒臘
分類：3-1
- M: no
- wiki: no
- special meaning from context (直覺): no
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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HPLC Analysis
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Test Material
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- Aug 2019
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disproportionate stature
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
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platyspondyly
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
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Lumbar gibbus
Monarch lookup result: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5294674/#annotations:NNq7xL0dEemwJUvA1NrCBA
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- Jul 2019
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www.tonybates.ca www.tonybates.ca
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Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex.
Constructivism - roots in the philosophical and psychological viewpoints of this century, specially Piaget, Bruner and Goodman. Learning occurs when the mind filters inputs from the world to produce its unique reality. The mind is believed to be the source of all meaning, direct experiences with the environment are considered critical. It crosses both categories by emphasizing the interaction between learner and the real world.
Social constructivism would emphasize critical experiences between the learner and other learners and mentors.
Connectivism is the integration of principles explored by chaos, network, complexity and self-organization theory. A lot of the content is now offloaded to the machine that was previously residing within the learner.
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www.milestonedocuments.com www.milestonedocuments.com
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Marriage is the tomb of trust and love.
In this time period marriage was forced and could be unbroken.
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www.milestonedocuments.com www.milestonedocuments.com
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The pope cannot remit any guilt, except by declaring that it has been remitted by God and by assenting to God’s remission; though, to be sure, he may grant remission in cases reserved to his judgment. If his right to grant remission in such cases were despised, the guilt would remain entirely unforgiven
The pope cannot take away a person sin unless the canons say otherwise
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www.milestonedocuments.com www.milestonedocuments.com
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The Enlightenment was always a self-consciously minority movement.
The enlightenment did not appeal to people at the time
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www.ascd.org www.ascd.org
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During Phase 3, students work both individually and in small groups at using strategies and skills from the previous phases to develop lines of inquiry around curricular topics. This type of project requires clear questions, multiple reliable sources, citations, and a final product that communicates that information to others.
Phase 3 focuses on students independent thinking and collaborative thinking and builds on skills developed in previous phases. This phase requires that the students have defined questions, reliable resources, citations, and a final product that communicates their learning and research to others.
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www.narst.org www.narst.org
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It is critical to understand that within systems, there is no isolation from the context, though we often view context as the invisible elephant in the room. When context is not addressed explicitly, equity issues are overlooked, and conversations about diversity in the science curriculum become only necessary for the poor, or students of color, or bilingual students. Issues of equity and context must be integrated in a wider systemic approach for the implementation of the NGSS to be deemed useful. We have to allow for boundary crossing and interdisciplinary connections into domains that make context and students from lower socioeconomic backgrounds, girls, students of cultural and linguistic diversity, and students in urban, suburban, and rural areas want to engage in science and see themselves in science. We believe that a culturally responsive approach to the implementation of the NGSS will achieve this goal.
It would be amazing to re-conceptualize the problem/s identified here using Popper's/Bereiter's 3-world ontology, specifically the affordances provided by World-3. W3 is 'inhabited by' abstract knowledge objects (aka cultural artifacts) created, worked-on, ignored, fought-over and rejected...or transformed/improved. The standards conceptualized like this and then engaging communities to develop relationships with these objects, apply and 'improve' them in their own worlds, as innovators, as professionals... This is a way to frame addressing the problem of 'implementation' of standards because, "...within systems, there is no isolation from the context..." This idea/description might need further development.
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onlinelearninginsights.wordpress.com onlinelearninginsights.wordpress.com
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Connectivism is the theory behind massive open online courses, MOOCs
the author doesn't really elaborate as to how or why connectivism is the guiding theory behind moocs.
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www.milestonedocuments.com www.milestonedocuments.com
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Art 3 — There can be no slaves on this territory; servitude has been forever abolished. All men are born, live and die there free and French. Art 4 — All men can work at all forms of employment, whatever their color.Art 5 — No other distinctions exist than those of virtues and talents, nor any other superiority than that granted by the law in the exercise of a public charge. The law is the same for all, whether it punishes or protects. Title III. On Religion
slavery was abolished in Haiti
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Harvest of germinated seed
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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ROS ASSAY
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ROS assay
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Harvest of germinated seeds
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Tests for Tannins
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Harvest of germinated seeds
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Determination of the yield
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Determination of the yield
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Photography, evaluation and documentation
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Maintenance of Trichodermasp. culture
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Effect of pHon growth and sporulation of the bioagent
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Mycelial characteristicsof pathogen
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Sterilization of laminar air flow
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Sterilization of media and distilled water
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Sterilization of glasswares
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Sterilization procedure
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Prevalence of extracellular virulence factors in Vibriofrom seafood
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Detection of virulence genes tdhand trhby multiplex
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Production of amylase
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Distribution of antibiotic resistance genes in Vibriofrom Cochin estuary, shrimp farm and seafood
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Antibiotic resistance among Vibriofrom seafood
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Gel documentation and image analysis
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Detection ofblaNDM-1gene
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Detection of blaCTX-Mgene
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Detection of blaTEMgene
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DNA isolation
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Detection of beta-lactam antibiotic resistancegenes
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Antibiotic resistance amongVibriofrom shrimp fa
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Relative diversity and distribution of Vibrioin the water and sediment of Cochin estuary
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Detection of toxR gene
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Carbon source utilisation tes
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Oxidative-Fermentative test
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Sample collection
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Carbon source utilisation t
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Oxidative-Fermentative test
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Sample collection
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sg.inflibnet.ac.in sg.inflibnet.ac.inChapter 413
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Active site identification, metal detection and interaction of Dof domain structure
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Cis-regulatory elements analysis
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Motif analysis
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Evolutionary relationships of sorghum, rice and Arabidopsis with respect to Dofgene family
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Gene structure prediction
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Phylogenetic relationships among Dofproteins of sorghum
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Chromosomal locations
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In silico prediction of Dof gene family of sorghum
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Genome wide identification and in silico characterization of Dof gene family of sorghum
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Cloning of Dof genes of sorghum using pBSK vector
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PCR amplification of Dof gene
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PCR amplification of Dofdomain
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PCR amplification of Dof domain and Dof genes
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sg.inflibnet.ac.in sg.inflibnet.ac.in
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Active site prediction and docking study
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