scholarly journals Cross College Collaboration To Enhance Spanish Instruction And Learning

2020 ◽  
Author(s):  
Ana Kennedy ◽  
David Ollis
Keyword(s):  
Spanish Instruction ◽  
Instruction And Learning

INSTRUCTION AND LEARNING THROUGH FOSSIL COLLECTIONS IN THE GEOLOGY DEPARTMENT: INSPIRED BY MUSEUMS

2020 ◽  
Author(s):  
Jaelen Moen ◽  
◽  
Jessica Egelhof ◽  
Afsoon Moatari-Kazerouni
Keyword(s):  
Instruction And Learning

scholarly journals eLearning Tools at the University of Botswana: Relevance and Use Under COVID-19 Crisis

2021 ◽  
Vol 8 (1) ◽  
pp. 142-154
Author(s):  
Poloko N. Ntshwarang ◽  
Tumani Malinga ◽  
Nonofo Losike-Sedimo
Keyword(s):  
Social Constructionism ◽  
Social Constructivism ◽  
Computer Literacy ◽  
University Of Botswana ◽  
Information Communications Technology ◽  
Poor Access ◽  
Learning Platforms ◽  
Excess Number ◽  
Instruction And Learning ◽  
The University

Information communications technology (ICT) is currently a highly sought component of every higher learning institutions, especially universities and colleges gravitate towards eLearning mode of instruction and knowledge acquisition. eLearning encompass multiple technology and Internet-based learning platforms that requires computer literacy from both learners and instructors. eLearning has been upgraded such that it offers more flexibility and comfort as instruction and learning occurs any time and at the users’ preferred environment. However, for most African Universities, the challenge in the use of eLearning is expedited by excess number of students, poor infrastructural development and poor access to the Internet off campus. At the University of Botswana, the need and urgency to address aforementioned difficulties was exposed in the era of COVID-19 pandemic where the use of eLearning was a dare situation for both instructors and learners. In this article, the authors discuss the background of eLearning tools at the University of Botswana, types of eLearning tools, their relevance, use, advantages and the challenges encountered. Prospects are also discussed. The article is based on the experiences of the authors, their observations, as well as the literature review and the use of the social constructionism or social constructivism theory.

scholarly journals A Comprehensive Analysis of High School Genetics Standards: Are States Keeping Pace with Modern Genetics?

2011 ◽  
Vol 10 (3) ◽  
pp. 318-327 ◽  
Author(s):  
M.J. Dougherty ◽  
C. Pleasants ◽  
L. Solow ◽  
A. Wong ◽  
H. Zhang
Keyword(s):  
No Child Left Behind ◽  
Teaching And Learning ◽  
Human Genetics ◽  
The United States ◽  
Genetic Literacy ◽  
Left Behind ◽  
Genetic Complexity ◽  
Core Concepts ◽  
Instruction And Learning ◽  
American Society

Science education in the United States will increasingly be driven by testing and accountability requirements, such as those mandated by the No Child Left Behind Act, which rely heavily on learning outcomes, or “standards,” that are currently developed on a state-by-state basis. Those standards, in turn, drive curriculum and instruction. Given the importance of standards to teaching and learning, we investigated the quality of life sciences/biology standards with respect to genetics for all 50 states and the District of Columbia, using core concepts developed by the American Society of Human Genetics as normative benchmarks. Our results indicate that the states’ genetics standards, in general, are poor, with more than 85% of the states receiving overall scores of Inadequate. In particular, the standards in virtually every state have failed to keep pace with changes in the discipline as it has become genomic in scope, omitting concepts related to genetic complexity, the importance of environment to phenotypic variation, differential gene expression, and the differences between inherited and somatic genetic disease. Clearer, more comprehensive genetics standards are likely to benefit genetics instruction and learning, help prepare future genetics researchers, and contribute to the genetic literacy of the U.S. citizenry.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

scholarly journals „Interculture TV“: Interkulturelles Lernen durch Educasts

2011 ◽  
Vol 38 ◽  
pp. 7-19
Author(s):  
Waltraud Timmermann
Keyword(s):  
Open Access ◽  
Work Groups ◽  
Friedrich Schiller ◽  
Learning Materials ◽  
Student Work ◽  
Intercultural Studies ◽  
Interkulturelles Lernen ◽  
Instruction And Learning ◽  
Definition Of ◽  
Teaching Learning

This paper gives an introduction to "Interculture TV", an educational videocast project initiated by the Department of "Intercultural Studies and Business Communications" at the Friedrich Schiller University, Jena. The project provides open access to audio-visual teaching/learning materials produced by intercultural student work groups and offers opportunities for cooperation. Starting from a definition of the term "educast", the article analyses the videocast episodes on Interculture TV and discusses their potential for inter-cultural instruction and learning.

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