Integration of Pre-college Chemistry Education and the GLOBE (Global Learning and Observations to Benefit the Environment) Program

2000 ◽  
Vol 77 (12) ◽  
pp. 1586
Author(s):  
R. Camacho-Zapata ◽  
J. López-Garriga
Keyword(s):  
Chemistry Education ◽  
Global Learning ◽  
College Chemistry

Promoting Excellence in Two-Year College Chemistry Education

2010 ◽  
Vol 87 (9) ◽  
pp. 896-897
Author(s):  
John V. Clevenger ◽  
Thomas B. Higgins ◽  
Blake J. Aronson
Keyword(s):  
Chemistry Education ◽  
College Chemistry ◽  
Two Year College

cMOOCs and Global Learning: An Authentic Alternative

2013 ◽  
Vol 17 (2) ◽  
Author(s):  
Carol Yeager ◽  
Betty Hurley-Dasgupta ◽  
Catherine A. Bliss
Keyword(s):  
Online Courses ◽  
Lessons Learned ◽  
Massive Open Online Courses ◽  
Research Review ◽  
Press Coverage ◽  
Open Educational Resource ◽  
Educational Resource ◽  
Global Learning ◽  
Massive Open Online ◽  
Definition Of

Massive Open Online Courses (MOOCs) continue to attract press coverage as they change almost daily in their format, number of registrations and potential for credentialing. An enticing aspect of the MOOC is its global reach. In this paper, we will focus on a type of MOOC called a cMOOC, because it is based on the theory of connectivism and fits the definition of an Open Educational Resource (OER) identified for this special edition of JALN. We begin with a definition of the cMOOC and a discussion of the connectivism on which it is based. Definitions and a research review are followed with a description of two MOOCs offered by two of the authors. Research on one of these MOOCs completed by a third author is presented as well. Student comments that demonstrate the intercultural connections are shared. We end with reflections, lessons learned and recommendations.

Interactive lessons with ICT in chemistry education

2020 ◽  
Vol 15. (1) ◽  
pp. 095-110
Author(s):  
Timur Sadykov ◽  
Hana Čtrnáctová
Keyword(s):  
Chemistry Education ◽  
Interactive Lessons

An Infusion Approach to Internationalization: Drake University as a Case Study

2005 ◽  
Vol 11 (1) ◽  
pp. 187-204 ◽  
Author(s):  
David Skidmore ◽  
Jan Marston ◽  
Gretchen Olson
Keyword(s):  
Degree Program ◽  
Global Learning ◽  
Comprehensive University ◽  
American Council ◽  
Early Stages ◽  
International Perspectives

The idea that international perspectives should be represented throughout the curriculum lies at the heart of the American Council on Education’s “Global Learning for All” initiative, which asserts that: “…international and global learning is important for all students—not just an elite few—and should be integral to every degree program." Drake University’s own internationalization program, still in its early stages, combines a number of elements that fit its particular needs as a medium-sized (approximately 3,000 undergraduates), private, comprehensive university located in the Midwest. 

Sign in / Sign up

Export Citation Format

Share Document