13 Matching Annotations
  1. Last 7 days
    1. 个人学习可能取决于他人行为的主张突出了将学习环境视为一个涉及多个互动参与者的系统的重要性
  2. Dec 2022
    1. DEGREES AS CREDENTIALSDON’T GO AWAY

      They are redefined as the skills that make up the degree, and learners can achieve mastery by other means. What does change is the emphasis on proficiency. Being able to demonstrate and validate skills proficiency will provide much more information to employers and (l)earners.

  3. Jun 2021
  4. May 2021
    1. Hey, I'm a PhD in [field] and do [whatever] professionally. Before calling you, I've narrowed down the problem to [something on their end], so that's what needs to be addressed. If I could speak to an engineer about [specific problem], that'd be great; but if we've gotta walk through the script, let's just knock it out quickly. If they end up requiring the script, then the best way to use your expertise is to run through it quickly. Keep the chit-chat to a minimum and just do the stuff efficiently. If they start describing how to perform some step, you might interrupt them with, "Got it, just a sec.", then let them know once you're ready for the next step.
    2. So what can you do to demonstrate your technical knowledge? Well, you are doing the right thing by using the correct technical terms. That will give an indication to the person handling the ticket. Explicitly explaining your role as the administrator or developer should also help.
    3. From experience I can say that professionals will be more forgiving if you go through things at a basic level than amateurs who have no idea what you're talking about, so people will probably err on the side of caution and not assume the customer has a high level of expertise.
  5. Nov 2018
    1. Several problems and barriers to technological integration are often included in the discussion about using technology in higher education, however it is less common that solutions are presented. This article proposes solutions for transforming educational technology through personalized experiences and collaboration.

      Rating: 8/10

    1. This article brings up the important issue of accessibility as a barrier to technology integration. It is suggested that accessibility should be a much more pressing concern than technological relevance to a lesson plan. First it is important to know whether or not all students will still have equal access and ability to reach mastery with the deliver method provided.

      Rating: 7/10

    1. This is scholarly article that shares research findings in questions such as, to what extent is there a relationship between faculty's comfortableness with technology and perception of technology integration and student success? The data is very interesting, including the fact that students in the sample reported being most proficient with a printer and least proficient with a smarboard. This definitely indicates a shift in what technological knowledge a professor will need verses their students.

      Rating: 9/10

  6. Oct 2016
    1. Develop proficiency and fluency with the tools of technology;

      Every institution around the UE is trying to develop in a critical sense the main goals of the different subjects. In fact it doesn't makes too many differences between all this goals we have already read there: proficency and fluency, cross-cultural connections, managing information, etc. So the main point of this read is, in our opinion, to show the proper features to have as a complete citizen of the 21st century along literacy as a part of a common project.

  7. Feb 2014
    1. The Benjamin Franklin Programming Practice Model
      • Find a program that you greatly admire and read it.
      • Takes note on the roles, inputs, and outputs of each major component.
      • Take notes on how the components interact.
      • Rewrite the program.
      • Compare your code with the original.
      • Note where you can improve and study accordingly.
    2. Benjamin developed his method in his early teens and worked hard at practicing his craft. Here is the exceprt with a few added line breaks for legibility. About this time I met with an odd volume of the Spectator. It was the third. I had never before seen any of them. I bought it, read it over and over, and was much delighted with it. I thought the writing excellent, and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, try'd to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand. Then I compared my Spectator with the original, discovered some of my faults, and corrected them. But I found I wanted a stock of words, or a readiness in recollecting and using them, which I thought I should have acquired before that time if I had gone on making verses; since the continual occasion for words of the same import, but of different length, to suit the measure, or of different sound for the rhyme, would have laid me under a constant necessity of searching for variety, and also have tended to fix that variety in my mind, and make me master of it. Therefore I took some of the tales and turned them into verse; and, after a time, when I had pretty well forgotten the prose, turned them back again. I also sometimes jumbled my collections of hints into confusion, and after some weeks endeavored to reduce them into the best order, before I began to form the full sentences and compleat the paper. This was to teach me method in the arrangement of thoughts.

      Benjamin Franklin on developing proficiency.