- Last 7 days
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chiselapp.com chiselapp.com
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generando un indíce por cada día con la expresión “daysIndexes”
La expresión
daysIndexesno genera precisamente un índice para cada día, sino que lo almacena. Lo que lo genera es la expresión posterior (ver siguiente anotación). -
En este espacio, visualizaremos el paso a paso de cómo guardar las memorias de cada clase del seminario taller Unidades Semánticas, desarrolladas durante el semestre 2023-3 en la Pontificia Universidad Javeriana dirigida por el docente Offray Luna Cárdenas.
Muy bueno que haya una introducción al texto, como se espera de una narrativa o texto explicativo tradicional.
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chiselapp.com chiselapp.com
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hedgeDoc file: wikiSubfolder / ('usPUJ23-', i asString, '.md'
Seleccionamos un subfolder o subcarpeta con el nombre como queremos que quede en nuestro repositorio, en forma de cadena. Quedaría de esta manera:
usPUJ23-1 usPUJ23-2 usPUJ23-3
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hedgeDocs doWithIndex: [:hedgeDoc :i |
Colocamos hedgeDoc como un indexador para las sesiones
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- Oct 2023
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But it wasn’t always that way. When I made Dune, I didn’t havefinal cut. It was a huge, huge sadness, because I felt I had sold out,and on top of that, the film was a failure at the box office. If you dowhat you believe in and have a failure, that’s one thing: you can stilllive with yourself. But if you don’t, it’s like dying twice. It’s very, verypainful.
Being an author is having the final cut on a string of ideas placed in a particular order.
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Local file Local file
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LYNCH: Well, I could say that Dino De Laurentiis cutmy salary and cut the budget, and then gave mefinal cut. So he was into cutting! (
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- Jul 2023
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www.gooeycenterbakery.com www.gooeycenterbakery.comhome1
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https://www.gooeycenterbakery.com/
2023-03-01 Met Christopher Federici, owner of Gooey Center Bakery. He swears by King Arthur flour.
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- Jun 2023
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byui.instructure.com byui.instructure.com
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How has your life been blessed by living the Gospel and how has it sanctified you?
Hey Naomi! I must say your insights and reminders here are powerful!
To address your question, I really do believe that the gospel of Jesus Christ is a message of good news. While we learn from the scriptures that the gospel is the gospel of repentance ("teach nothing but repentance" - Doctrine and Covenants 6:9, 11:9) , it essentially just means that we focus on preaching the gospel "which is the gospel of repentance and salvation through the mercy, grace and merits of the Lord Jesus Christ." That is good news: that there is salvation, mercy and grace for all mankind!
- Lately, I feel that I've been surrounded by numerous deaths and illnesses in past two years. Grief has really taught me the impermanence of everything in our fallen world. But the more prominent feeling I've been getting is how lovely it is that I possess the knowledge of the plan of salvation. It brings me great comfort our parting in this life is not the end. This mortality is only a fleeting moment in our eternal lives.
This is Elder Hugo Montoya in his talk, The Eternal Principle of Love:
On the third day He was resurrected. The tomb is empty; He stands at the right hand of His Father. They hope we will choose to keep our covenants and return to Their presence. This second estate is not our final estate; we do not belong to this earthly home, but rather we are eternal beings living temporary experiences.
- Another thing the gospel of Jesus Christ has taught me is that our time here on Earth is to become the person who we will become for eternity. When we meet Jesus Christ in His second coming and face the final judgment, the essence of who we are in that moment will shape our eternal existence. This understanding holds immense power in that each day the Lord gives me another chance to live and be with my family, I choose to improve upon myself, to surpass the person I was yesterday, so that one day, I may reach a state of self-acceptance, forgiveness for my flaws, love for all my cherished ones in the manner that Jesus loves them, and a deep sense of peace and comfort in the presence of my Heavenly Father.
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- Dec 2022
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www.zhihu.com www.zhihu.com
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final修饰递归方法会提高效率吗？
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Annotators
URL
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www.zhihu.com www.zhihu.com
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JVM对于声明为final的局部变量（local var）做了哪些性能优化？
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Annotators
URL
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- Aug 2022
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www.pbs.org www.pbs.org
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American Academy of Pediatrics urges FDA to approve COVID vaccines for children under 12. (2021, September 13). PBS NewsHour. https://www.pbs.org/newshour/show/american-academy-of-pediatrics-urges-fda-to-approve-covid-vaccines-for-children-under-12
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- Jul 2022
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Local file Local file
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Yet not all of the sciences use (or require) mathematics to the same extent, for example, the lifesciences. There, the descriptive, analytical methods of Aristotle remain important, as does the(somewhat casual) recourse to final causes.
Is the disappearance of the Aristotelian final cause in modern science part of the reason for the rise of an anti-science perspective for the religious right in 21st century America?
People would seem to want or need a purpose to underlie their lives or they otherwise seem to be left adrift.
Why are things the way they are? What are they for?
Is the question: "why?" really so strong?
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Local file Local file
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final cause
How Aristotelian!
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- May 2022
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wordpress.com wordpress.com
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"I didn't fully understand it at the time, but throughout my time as a freshman at Boston College I've realized that I have the power to alter myself for the better and broaden my perspective on life. For most of my high school experience, I was holding to antiquated thoughts that had an impact on the majority of my daily interactions. Throughout my life, growing up as a single child has affected the way am in social interactions. This was evident in high school class discussions, as I did not yet have the confidence to be talkative and participate even up until the spring term of my senior year."
Tags
- (Major Essay) Introduction paragraph
- Introduction p.1
- In this annotation, I choose to expand on my introduction. Before I explain why I chose the words I did, I should mention that my first draft failed to meet one of the assignment's primary requirements: a "Story like" structure. Finally, I decided to rework my introduction because my first draft did not begin with a clear beginning. Instead, I started by describing the fundamental context of the encounter before detailing my previous experiences. To improve my final edit, I made sure I described my experiences and/or how I felt before they occurred.
Annotators
URL
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- May 2021
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www.simplypsychology.org www.simplypsychology.org
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Method
How to write a methods section: Participants
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Introduction:
Introduction
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www.simplypsychology.org www.simplypsychology.org
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APA title page (cover page) format, examples, and templates
APA title page (cover page) format, examples, and templates
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- Feb 2021
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github.com github.com
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Here's the last issue where source maps were discussed before the beta release.
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- Nov 2020
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github.com github.com
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In Rust, we use the "No New Rationale" rule, which says that the decision to merge (or not merge) an RFC is based only on rationale that was presented and debated in public. This avoids accidents where the community feels blindsided by a decision.
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I'd like to go with an RFC-based governance model (similar to Rust, Ember or Swift) that looks something like this: new features go through a public RFC that describes the motivation for the change, a detailed implementation description, a description on how to document or teach the change (for kpm, that would roughly be focused around how it affected the usual workflows), any drawbacks or alternatives, and any open questions that should be addressed before merging. the change is discussed until all of the relevant arguments have been debated and the arguments are starting to become repetitive (they "reach a steady state") the RFC goes into "final comment period", allowing people who weren't paying close attention to every proposal to have a chance to weigh in with new arguments. assuming no new arguments are presented, the RFC is merged by consensus of the core team and the feature is implemented. All changes, regardless of their source, go through this process, giving active community members who aren't on the core team an opportunity to participate directly in the future direction of the project. (both because of proposals they submit and ones from the core team that they contribute to)
Tags
- have discussion/feedback/debate in public (transparency)
- feeling blindsided
- open-source projects: allowing community (who are not on core team) to influence/affect/steer the direction of the project
- change proposal workflow: RFCs
- build concensus
- attracting contributors
- welcoming feedback
- soliciting feedback
- allowing sufficient time for discussion/feedback/debate before a final decision is made
Annotators
URL
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github.com github.com
- Oct 2020
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stackoverflow.com stackoverflow.com
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I use a mutator and use it's changeValue function to 'change' the value of the relevant field (I supply the same value). This in turn notifies all relevant parties of the change to the form's state, and a validation is triggered.
Nearly duplicate annotation here: https://hyp.is/I2t56hjLEeuPXIsZG-jYog/xtzmf.csb.app/
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Some user experience issue with the proposed solution: This won't show up the inline field error message if you just hit on submit and other fields already contained errors since the code on the onSubmit won't be hit
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This is for a time picker. If you're picking times for today, you may pick a time that is 15 minutes from now. It's valid now because it's currently in the future. If you don't touch the form for the next 20 minutes then click submit, the submission should be prevented because your selected time is now 5 minutes in the past.
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codesandbox.io codesandbox.io
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Meat:
validate={values => formValidation.validateForm(values)}
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www.basefactor.com www.basefactor.com
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Form State Management
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It is easily extensible (already implemented Final Form and Formik plugin extensions).
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React Final Forms is a great library, an enhanced version of Redux Form
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Form validation can get complex (synchronous validations, asynchronous validations, record validations, field validations, internationalization, schemas definitions...). To cope with these challenges we will leverage this into Fonk and Fonk Final Form adaptor for a React Final Form seamless integration.
Tags
- evaluating software options
- integration
- Formik
- fonk (form validation library)
- too hard/difficult/much work to expect end-developers to write from scratch (need library to do it for them)
- form validation library
- form validation
- extensibility
- interoperability
- comparison
- final-form
- adapter
- complexity
- react-final-form
Annotators
URL
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xtzmf.csb.app xtzmf.csb.app
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github.com github.com
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stackoverflow.com stackoverflow.com
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final-form.org final-form.org
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Vue Final Form A form state management system for Vue that uses Final Form under the hood.
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github.com github.com
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const field = state.fields[name] if (field) { field.data = { ...field.data, ...data } }
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final-form.org final-form.org
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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Is that expected behavior or am I doing something wrong?
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codesandbox.io codesandbox.io
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even simpler example than the https://codesandbox.io/s/github/final-form/react-final-form/tree/master/examples/simple?from-embed=&file=/index.js it was based on
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codesandbox.io codesandbox.io
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This demonstrates how FieldArray re-renders (field subscription fires) even when changing unrelated field. Wat?
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- Sep 2020
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codesandbox.io codesandbox.io
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Although, meta.valid works, meta.active, meta.dirty, meta.touched, meta.visited never change from false.
See also: https://github.com/final-form/react-final-form-arrays/issues/147
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final-form.org final-form.org
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Keep in mind that the values in meta are dependent on you having subscribed to them with the subscription prop.
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codesandbox.io codesandbox.io
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final-form.org final-form.org
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I love how they have this example with plain JS to show how slim and simple it can be even when not using react and react-final-form. It demystifies things so you can see how it works and how it would be if not using React (which in turn helps you appreciate what react/react-final-form do for you).
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github.com github.com
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you may specify only the form state that you care about for rendering your gorgeous UI. You can think of it a little like GraphQL's feature of only fetching the data your component needs to render, and nothing else.
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final-form.org final-form.org
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medium.com medium.com
- Aug 2020
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github.com github.com
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final-form.org final-form.org
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Allows batch updates by silencing notifications while the fn is running. Example: form.batch(() => { form.change('firstName', 'Erik') // listeners not notified form.change('lastName', 'Rasmussen') // listeners not notified }) // NOW all listeners notified
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- Dec 2019
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www.youtube.com www.youtube.com
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Shorter 'rooftop' video going through 3 cases of 'two-person Public goods' via powerpoint
may prove useful in revising
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vle.exeter.ac.uk vle.exeter.ac.uk
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The payoff from staying Silent (cooperating) in each period is: −2×(1+g+g2+g3+...)−2×(1+g+g2+g3+...)-2 \times (1 + g + g^2 + g^3 + ... ) Here I get -2 in each period, starting today. Discounting this, we add up -2 (today), −2g−2g-2g (next period), −2g2−2g2-2g^2 (the period after next), etc, as represented above. The payoff from Confessing right away (after which both players Confess always) is: −1−3×(g+g2+g3+...)−1−3×(g+g2+g3+...) -1 -3 \times (g + g^2 + g^3 + ... ) Formula for a geometric series (where 0<g<10<g<10<g<1): g+g2+g3+g4...=g/(1−g)g+g2+g3+g4...=g/(1−g)g + g^2 + g^3 + g^4 ... = g/(1-g) Note on Maths: The standard derivation of this, which is pretty neat, is in the text. This formula is an important one in economics (and beyond), particularly for discounting a constant stream of payoffs, e.g., stock dividends Thus cooperation in a single period is ‘weakly preferred’ (at least as good) if (−2)×(1+g+g2+g3+...)≥(−1)+−3×(g+g2+g3+...)(−2)×(1+g+g2+g3+...)≥(−1)+−3×(g+g2+g3+...)(-2) \times (1 + g + g^2 + g^3 + ... ) \geq (-1) + -3 \times (g + g^2 + g^3 + ...) g+g2+g3+...≥1g+g2+g3+...≥1g + g^2 + g^3 + ... \geq 1 Note on the intuition for the second formula: the left side is loss of future payoffs (-3 vs -2 forever from next period, so a loss of 1 per period starting tomorrow). The right side is gain in ‘the present’ period (getting -1 rather than -2), so it is un-discounted. g/(1−g)≥1g/(1−g)≥1g/(1-g) \geq 1 g≥12
2019-20: you will not be asked to do this computation on the final exam, but you should understand the general idea
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- Oct 2019
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codesandbox.io codesandbox.io
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Unfortunately, numerous widely-used tagless-final interfaces (like Sync, Async, LiftIO, Concurrent, Effect, and ConcurrentEffect) encourage you to code to an implementation.
How?
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- Sep 2019
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github.com github.com
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types.refinement might be what you're looking for, you could combine that with for example react-final-form. it is not depending on redux anymore. a form component of react-final-form wrapped by an @observer and using an action within onSubmit callback of it to actually persist the state has worked out well for me recently.
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Final Form manages its own state. You put state in, with initialValues, and you get state out, with onSubmit
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github.com github.com
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
- Aug 2019
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github.com github.com
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codesandbox.io codesandbox.io
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www.robinwieruch.de www.robinwieruch.de
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Suspense
supersedes: https://www.robinwieruch.de/react-fetching-data
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github.com github.com
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@material-ui/core/Select
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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Updated official example to latest dependencies
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stackoverflow.com stackoverflow.com
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
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codesandbox.io codesandbox.io
Tags
Annotators
URL
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- Oct 2018
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www.rc.umd.edu www.rc.umd.edu
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all interpretation is misinterpretation
consider for final project
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- Jul 2018
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pdfs.semanticscholar.org pdfs.semanticscholar.org
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ÄÉ=íÜçëÉ=íÜ~í=ÅçãÄáåÉ=íÜÉçêóI=ãçÇÉäáåÖI=éê~ÅíáÅÉI=ÑÉÉÇÄ~ÅâI=~åÇ=Åç~ÅÜáåÖ=íç=~ééäáÅ~íáçåK
Most effective programs include each of these components.
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låÅÉ=~=êÉä~íáîÉäó=ÜáÖÜ=äÉîÉä=çÑ=ëâáää=Ü~ë=ÄÉÉå=~ÅÜáÉîÉÇI=~= ëáòÉ~ÄäÉ=éÉêÅÉåí~ÖÉ=çÑ=íÉ~ÅÜÉêë=ïáää=ÄÉÖáå=íç=íê~åëÑÉê=íÜÉ=ëâáää=áåíç=íÜÉáê=áåëíêìÅíáçå~ä=ëáíì~íáçåëI=Äìí=íÜáë=ïáää=åçí=ÄÉ=íêìÉ=çÑ=~ää=éÉêëçåë=Äó=~åó=ãÉ~åëI=~åÇ=áí=áë=éêçÄ~ÄäÉ=íÜ~í=íÜÉ=ãçêÉ=ÅçãéäÉñ=~åÇ=ìåÑ~ãáäá~ê=íÜÉ=ëâáää=çê=ëíê~íÉÖóI=íÜÉ=äçïÉê=ïáää=ÄÉ=íÜÉ=äÉîÉä=çÑ=íê~åëÑÉêK
Teaching in small chunks and then partnering with a coach to synthesize a new methods may be more beneficial when you cannot me daily.
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É~ÅÜÉêë=äÉ~êå=íÜÉ=âåçïäÉÇÖÉ=~åÇ=ÅçåÅÉéíë=íÜÉó=~êÉ=í~ìÖÜí=~åÇ=Å~å=ÖÉåÉê~ääó=ÇÉãçåëíê~íÉ=åÉï=ëâáääë=~åÇ=ëíê~íÉÖáÉë=áÑ=éêçîáÇÉÇ=çééçêíìåáíáÉë=Ñçê=~åó=ÅçãÄáå~íáçå=çÑ=ãçÇÉä=áåÖI=éê~ÅíáÅÉI=çê=ÑÉÉÇÄ~ÅâK
Learning the skill is simple. Feedback and followup translate the skill into inclusion in practice.
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çåÇáíáçåë=íÜ~í=~êÉ=åçí=Åçããçå=áå=ãçëí=áåëÉêîáÅÉ=ëÉííáåÖë=ÉîÉå=ïÜÉå=íÉ~ÅÜÉêë=é~êíáÅáé~íÉ=áå=íÜÉ=ÖçîÉêå~åÅÉ=çÑ=íÜçëÉ=ëÉííáåÖëK
PD is often done to teachers rather than for teachers. Consider how this is done by the technical trainer described by Hargreaves & Dawe.
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valerievacchio.files.wordpress.com valerievacchio.files.wordpress.com
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Col-laborativeculturesmayneedadministrativesupportandleadershipto helpthemgrowandto facilitatetheirdevelopment,buttheirevolu-tion~dependingasit doesonvulnerablehumanqualitiesliketrustandsharing-willinevitablybeslow
See Taylor chapter.
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Smyth& Garman(1989)desoribeevariouswaysin whicha veneerof voluntarismoftendisguiseswhatamountstoclandestinecompulsionthroughcareerbribery,impliedsupervisorypressure,threatsofevaluation,andthelike.
How do we effectively communicate the rationale for coaching programs so that people can freely volunteer without thinking about "the man" watching?
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"Eyenpeercoaching.. ." -theveryphrasesuggestsa qualityof innoCiUOU1;nC:l15andbenevo-lencein peercoachingwhichis so self-evidentthatresistanceto it couldnotpossiblybeinter-pretedasanythingotherthanevidenceofper-sonalweaknessandvulnerabilityamongindi-vidualteachers.
There are often deeper issues to resistance than what appears on the surface. We have to be introspective about our practice with teachers to get to the root of some of these problems.
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In thisview,technicalcoachingandsimilarpro-fessionaldevelopmentstrategiesreducedques-tionsaboutends,goals,andvaluesin teachingtoquestionsof means,techniques,andproced-ures
Teachers end up copying what they see rather than reflecting on the practice at a deeper level as applied in their classroom. This is on the coaches to communicate.
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Evenso,it seemsto us thatthetimeimplicationsof implementingpeercoachingarebeingtreateda littledisrnis-sivelyhere.
Communicating the time commitment realistically helps remove the facade of "just work harder to improve" that can come from admins pushing a new program.
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Itschiefpurposeisto helpteacherstransferspecifickindsof train-ingto theirclassroompractice,whilealsode-velopingmechanismsforprofessionaldialogueandcollegialrelationshipsin theirschools.
I wonder if keeping the old PD model as a part of coaching helps the transition through seeing the same people in multiple contexts.
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Coachingis,therefore,a viralpartof inser-vicetrainingthatenablesteachersto makesub-stantialchangesintheirpractice
Initial instruction isn't enough. There has to be long term, longitudinal support. See Taylor.
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Garmston(1987)hashelpfullyidentifiedanddefinedthreedifferentforms:technicalcoaching,collegialcoaching,andchal-lengecoaching.
Coaching models
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It hasassociatedcollaborativeprofessionalde-velopmentnotwiththeuncriticaladoptionof"proven"technicalproceduresofeffectiveteachingintroducedfromelsewhere,butwithapracticallyguidedyetthoughtfulprocessof im-provementamongcommunitiesof professionalcolleagues
Suggestions on improvement are based on experience with evidence, not on theory alone.
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Theylendsupportfora shiftawayfromuniversity-orcollege-basedcoursestargettedattheindividualteacher,andintendedto raisehisor herlevelofintellectualawarenessandabilityto reflect,tomoreschool-centredformsofprofessionaldevelopmentwhichrecognize,bringtogether,andbuildupontheskills,experience,andin-sightsthatteachersalreadyhave.
Stop putting professors in front of teachers. Get teachers together, in a room, to talk about practice as a form of development. Build a culture of collegiality within the school as a way to shift practice.
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esearchershavefounda consistencyandcoherencein teachers'knowledgewhichis wellsuitedtoprovidinggroundsforwiseactioninthebusy,rapidlychangingenvironmentof theclassroom
Instructional knowledge cannot be defined only by theory. It is the task of school leaders to identify teacher leaders in context.
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It helpsexplainwhymostadministrativelysup-portedinitiativesincollaborativeteacherde-velopmenttaketheformnQ.t of extendedcriti-calreflectionor of actionresearch,forinstance,butof collectiveexposureto ant:;(Cternallyde-signedprocessof instructionaltrainingin pur-portedlynewteachingstrategies
Rather than collaborating to define and solve problems, it's collaborating on how to implement the program they're being told to implement.
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It helpsexplainthepecu-liarparadoxthatteachersareapparentlybeingurgedto collaboratemore,justat themomentwhenthereis lessforthemto collaborateabout.
Kicking back against top down reform.
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Class-roomisdlationhasbeenheldresponsibleforteachers'anxietyabouttheireffectiveness,theirfearfulnessof externalevaluationandtheirirn-mersionintheimmediacyoftheirownclass-rooms.
Not talking to other people can make us inflate perceived problems through our own lenses without checks.
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web.b.ebscohost.com.proxy.bsu.edu web.b.ebscohost.com.proxy.bsu.edu
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In fact, Bourdieu argues that the school reenforces the dominant culture in society, that is, the culture of the dominant—economic—class. This puts students from the dominant class in an advantageous position. By virtue of the acquired cultural capital in the family, the embodied cultural capital, these students possess the capital that makes them more likely to succeed in their academic career
Well off students are supported at the family and academic level while students who are not supported are hit double with schools reinforcing the home situation inadvertantly.
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ohheybrian.com ohheybrian.com
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Table 2. Statements per cluster at the level of seven core clusters.
Coded statements for collaborative learning online.
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In other words, we need to bridge the gap between networked learning and the recognition, valuation and rewarding of it by managers of learners, for instance teachers (in the case of students) or line managers (in the case of organizational learning).
Making the connection with meaning is the bigger challenge. We can recognize learning, but how to formalize it remains elusive.
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Four main types of activities are distinguished to describe how we learn at the workplace (Eraut, 2004): (1) participation in group activities, (2) working alongside others, (3) tackling challenging tasks, and (4) working with clients.
Learning is social! The internet can help us formalize informal work without taking over the process.
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Nevertheless, unlike formal learning, informal learning is not rewarded nor recognised, mainly due to lacking information about how individuals learn through their network (networked learning)
Giving credit for informal learning will add value to that time for those who struggle to make the time.
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www.sciencedirect.com www.sciencedirect.com
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Further, conditions are created (in consultation with the principal) to support professional development (for example, teachers are given enough time to participate in the training activities). Support for this point is also found by Borman et al. (2000). They stated that ‘successful schools are provided sufficient resources to implement reforms and to provide quality learning environments’ (p. 67).
Time to make it work.
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Both cyclic processes can influence and even steer each other. For example, after the facilitator has observed all the teachers, he or she can plan an evaluation and monitoring conference in which the results of the observations are discussed with the team.
Provides flexibility in the system to respond to needs.
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presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference
New model, combining approaches.
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Glickman (1990) distinguishes three coaching strategies: directive, collaborative and non-directive.
Coaching strategies.
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The facilitators have to ask a lot of questions during the conferences in order to stimulate reflective teaching.
Listening is critical. Allow the teachers to talk their learning out.
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These models are strongly focused on the individual teacher, and neither teaching teams nor the school context are taken into account.
How do programs abstract to the bigger picture?
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Secondly, a stronger emphasis is needed on monitoring the results of the staff development process.
How is learning implemented?
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two distinct classes: those that focus on teaching techniques and those that take a developmental-reflective approach.
teacher centered vs student centered
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Despite this success, no results were found on student level, due to the fact that the goals of the professional development of the teacher’s were open to individual choice and mostly not explicitly linked to goals on student level.
Show the connections, unified goals
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The teacher is the key figure when it comes to influencing student performance and therefore teacher professional development programmes should focus on improving teaching quality.
If this isn't the goal, PD is missing the point,
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www.irrodl.org www.irrodl.org
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A clear link between self-regulated learning behaviours and learning success in online environments is established focusing on self-efficacy, interactions with others, and strategies for regulation
Encouraging teachers to work effectively, but also to interact in legitimate and candid ways with other people. As designers, we have to encourage those interactions and promote that culture in asynchronous arenas.
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