- Mar 2019
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www.cs.jhu.edu www.cs.jhu.edu
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mt-class.org mt-class.orgMT class1
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- Feb 2019
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users.umiacs.umd.edu users.umiacs.umd.edu
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Jordan Boyd-Graber video dl, rl
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people.ischool.berkeley.edu people.ischool.berkeley.edu
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static1.squarespace.com static1.squarespace.com
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tothevolum
The list seems to cater to taste (cf. Hume) and to variety. After visiting the newly built agora, there will be "some time of Refreshment" before moving on to legislative matters and affairs of the court; then we "may Rest [our] Selves" before hearing charitable orations, and so on. If one cares to hear something in particular, one may do so or take alternative pleasures ("if you regard not what Women say", "if you like not their Pastime").
The selections seem a carefully chosen buffet or perhaps a finely planned 10 (or whatever number)-course meal, with each element serving to compliment but also counter-point those that come before and after.
In seeing these particular examples of orations, perhaps we shall take away a sense of the general?
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- Dec 2018
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stp.lingfil.uu.se stp.lingfil.uu.se
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maslinsky.spb.ru maslinsky.spb.ru
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www.machinelearning.ru www.machinelearning.ru
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www.cs.umd.edu www.cs.umd.edu
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www.cs.umd.edu www.cs.umd.edu
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crowdsourcing-class.org crowdsourcing-class.org
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artificial-intelligence-class.org artificial-intelligence-class.org
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www.cs.columbia.edu www.cs.columbia.edu
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bcourses.berkeley.edu bcourses.berkeley.edu
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users.umiacs.umd.edu users.umiacs.umd.eduCMSC 7261
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www.cs.umd.edu www.cs.umd.edu
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www.cs.utexas.edu www.cs.utexas.edu
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winstonhsu.info winstonhsu.info
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www.cs.tau.ac.il www.cs.tau.ac.il
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cs.brown.edu cs.brown.edu
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socialmedia-class.org socialmedia-class.org
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courses.washington.edu courses.washington.edu
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courses.washington.edu courses.washington.edu
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people.cs.umass.edu people.cs.umass.edu
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computational-linguistics-class.org computational-linguistics-class.org
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cocoxu.github.io cocoxu.github.io
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www.commonlounge.com www.commonlounge.com
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www.cs.cmu.edu www.cs.cmu.edu
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www2.cs.uh.edu www2.cs.uh.edu
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berkeley-deep-learning.github.io berkeley-deep-learning.github.io
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bid.berkeley.edu bid.berkeley.edu
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github.com github.com
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l2r.cs.uiuc.edu l2r.cs.uiuc.edu
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l2r.cs.uiuc.edu l2r.cs.uiuc.edu
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bcourses.berkeley.edu bcourses.berkeley.edu
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bcourses.berkeley.edu bcourses.berkeley.edu
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bcourses.berkeley.edu bcourses.berkeley.edu
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disi.unitn.it disi.unitn.it
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people.csail.mit.edu people.csail.mit.edu
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- Jun 2018
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cte.rice.edu cte.rice.edu
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Course workload estimator
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- May 2018
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www.insidehighered.com www.insidehighered.com
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news.psu.edu news.psu.edu
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The video offers HAX as the future of online course development because it simplifies the technology requirements of users in exchange for quality content and ease of access. At a recent conference in Nashville, Ollendyke and Kaufman used Lego pieces to explain HAX as being like the gridplate of a Lego board that allow for Open Source modular content to work together to create easy, multimedia integration.
Nice one! I wonder if this was maybe OLCInnovate 2018 in Nashville? Which I'd seen it!
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web.stanford.edu web.stanford.edu
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CS 20: Tensorflow for Deep Learning Research
课程时间: 1月-3月, 2018
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www.makingsense-sg.com www.makingsense-sg.com
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Chemistry Crash Course by Making Sense
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- Apr 2018
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courses.yorkvilleu.ca courses.yorkvilleu.ca
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Office365
We are using Gmail now, please switch.
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- Mar 2018
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www.seas.ucla.edu www.seas.ucla.edu
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ECE133A - Applied Numerical Computing
seas = School of Engineering and Applied Sciences
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web-static-aws.seas.harvard.edu web-static-aws.seas.harvard.edu
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CS 252r: Advanced Topics in Programming Languages by Stephen Chong
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www.cs.put.poznan.pl www.cs.put.poznan.pl
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Static Code Analysis
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os161.eecs.harvard.edu os161.eecs.harvard.eduOS/1611
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哈佛大学操作系统课程
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web.cs.ucla.edu web.cs.ucla.edu
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CS 232 Static Program Analysis
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www.cad.zju.edu.cn www.cad.zju.edu.cn计算摄影学1
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浙大计算摄像学课程
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faculty.cs.tamu.edu faculty.cs.tamu.edu
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计算机图形学 (TAMU) by 柴金祥
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- Dec 2017
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sites.google.com sites.google.com
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Course Materials - Though I have posted them all at once here, I would post them by lesson/lecture during the course and then leave them up so students would have access to them. I believe that using various types of media to enhance the discussion and help break my lectures into smaller chunks is helpful for keeping attention and getting the students to stop and think about what we are discussing. I would also add materials here that would be useful and relevant for online discussions and in-class activities.
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- Nov 2017
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www.educause.edu www.educause.edu
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Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").
Which is where a different type of unbundling can happen. “Courses” may limit our thinking.
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mfeldstein.com mfeldstein.com
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In an ideal world, every class would have its own unique mix of these capabilities based on what's appropriate for the students, teacher, and subject.
How about systems with a different granularity from the class/course/cohort models?
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halfanhour.blogspot.com halfanhour.blogspot.com
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On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.
Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here
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courses.openulmus.org courses.openulmus.org
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ecosystem mindset to delivering course experiences
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www.ht2labs.com www.ht2labs.com
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iterate products as quickly as they wanted
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- Sep 2017
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edutechnica.com edutechnica.com
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the level of effort required to completely reinvent a single online course to be adaptive
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- Aug 2017
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lti.hypothesislabs.com lti.hypothesislabs.com
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EVALUATION
Why hasn't my assignment been graded?
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- May 2017
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www.insidehighered.com www.insidehighered.com
- Mar 2017
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(Uni)-Leben in Deutschland: Ein Deutschkurs auf B1-Niveau
(Uni) Life in Germany: A German Language Course on the B1 Level
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- Feb 2017
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www.oakwooddubai.ae www.oakwooddubai.ae
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Are you looking for the right provider for CIM course? Then checkout Oakwood International! They are one of the trusted and accredited CIM provider in the UAE. Call at 971 4 359 9020 to know more.
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- Jan 2017
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www.insidehighered.com www.insidehighered.com
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Eighty-five percent of provosts report that their institutions use student evaluations when judging faculty members for tenure, promotion or raises.
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fod.msu.edu fod.msu.edu
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Evaluating Online Courses
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- Oct 2016
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Local file Local file
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The design and the way courses are structured can be vital factors that are associated with students’ motiva-tion and positive/negative experiences of learning online.
course
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- Sep 2016
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teachinginhighered.com teachinginhighered.com
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Blended Course Design
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- Aug 2016
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hseionline.com hseionline.com
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This free online managing health and safety training course from HSEI Online offers a comprehensive study of health and safety management such as Assessing risks, Controlling risks, Understanding your responsibilities, Identifying hazards, Investigating accidents and incidents, Measuring performance and environmental protection.
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This free online managing health and safety training course from HSEI Online offers a comprehensive study of health and safety management such as Assessing risks, Controlling risks, Understanding your responsibilities,
This free online managing health and safety training course from HSEI Online offers a comprehensive study of health and safety management such as Assessing risks, Controlling risks, Understanding your responsibilities,
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- May 2016
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report, The Hanover Research Council reviews thebest practice teaching strategies in the field of online education.
While this article is getting a it old, it has several important pieces of information.
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- Feb 2016
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www.exploerercourse.org www.exploerercourse.org
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This week you are invited to open the door and:
Week 1
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- Jan 2016
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www.wired.com www.wired.com
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the internet has become essential to our everyday life
What if we had pockets of non-Internet connectivity, though? A mesh network doesn’t necessarily need to have nodes on the Internet. For instance, a classroom could have a “course in a box”, with all sorts of resources provided on local network, but without a connection to the whole Internet… So many teachers keep complaining about their students’ use of the Internet that they end up banning devices. But what if we allowed devices and even encouraged them, as long as they’re not on the Internet? WiFi connections tend to be spotty, to this day, and some classes are cellular deadzones. A bit like Dogme 95, getting used to sans-Internet connectivity could help us “get creative”. What would we do if we were to do a tech-savvy course on the proverbial “desert island”, without Internet?
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- Jul 2015
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ocw.mit.edu ocw.mit.edu
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This course introduces students to the basic knowledge representation, problem solving, and learning methods of artificial intelligence.
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- Apr 2015
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chronicle.com chronicle.com
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In private journals, students take personal risks by writing about their own experiences. For example, Mr. Foster said, in a discussion of whether the American dream still exists, a student writing in a private journal might reflect on her family’s socioeconomic class or financial struggles. But she might hesitate to share something so personal in a public setting. On public blogs, where their classmates will see and perhaps even comment on a post, students engage in more intellectual risks, crafting complex arguments on what are often — especially in sociology courses — controversial issues, Mr. Foster said.
Blog differences
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