15 Matching Annotations
  1. Feb 2019
    1. At the heart of good teaching with technology are three core components: content, pedagogy, and technology, plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration

      Incorporating technology on its own will not be helpful to us when we are teaching. We must also base what tools we use around the content that we are teaching, our teaching methods and ability to differentiate a lesson, and the type of technology we are trying to incorporate. Technoology is useful when used correctly and wisely, so when we lesson plan, we must think about these before implementing our instruction.

    1. offering humanity a way to address complex problems together

      Even as a way is offered to address these problems together, there is often conflict and denial. Witness the political realm in relation to global climate change, distribution of resources, conflict between nations, etc. Computer models are created, are worked on by specialists, but implementation of real change to benefit humanity relies on political decisions and even (perhaps especially) the mentioned profit motive.

  2. Nov 2018
    1. Kompetenzraster des Medienpasses

      Seht euch unter auf dieser Homepage eure Kompetenzbereiche an. Es gibt für JEDEN Kompetenzbereich bereits Materialien.

    2. Zuordnungstabelle

      Prüft, ob die zugeordneten Kompetenzen implementierbar sind - Niemand soll am Ende mehr Arbeit als nötig haben.

    1. At a time of once-in-a-generation reform to healthcare in this country, the leaders of HM can’t afford to rest on their laurels, says Dr. Goldman. Three years ago, he wrote a paper for the Journal of Hospital Medicine titled “An Intellectual Agenda for Hospitalists.” In short, Dr. Goldman would like to see hospitalists move more into advancing science themselves rather than implementing the scientific discoveries of others. He cautions anyone against taking that as criticism of the field. “If hospitalists are going to be the people who implement what other people have found, they run the risk of being the ones who make sure everybody gets perioperative beta-blockers even if they don’t really work,” he says. “If you want to take it to the illogical extreme, you could have people who were experts in how most efficiently to do bloodletting. “The future for hospitalists, if they’re going to get to the next level—I think they can and will—is that they have to be in the discovery zone as well as the implementation zone.” Dr. Wachter says it’s about staying ahead of the curve. For 20 years, the field has been on the cutting edge of how hospitals treat patients. To grow even more, it will be crucial to keep that focus.

      Hospitalists can learn these skills through residency and fellowship training. In addition, through mentorship models that create evergrowing

    2. By 2007, SHM had launched Project BOOST (Better Outcomes by Optimizing Safe Transitions), an award-winning mentored-implementation program to reduce LOS, adverse events, and unnecessary 30-day readmissions. Other mentored-implementation programs followed. The Glycemic Control Mentored Implementation (GCMI) program focuses on preventing hypoglycemia, while the Venous Thromboembolism Prevention Collaborative (VTE PC) seeks to give practical assistance on how to reduce blood clots via a VTE prevention program

      Other SHM Mentored Implementation programs -

      • Atul Gawande
      • I-PASS
      • PFC I-PASS Link this to
      • Dissemination and implementation of research findings
      • Twenty years since to err is human
    1. “The ADDIE model consists of five steps: analysis, design, development, implementation, and evaluation. It is a strategic plan for course design and may serve as a blueprint to design IL assignments and various other instructional activities.”

      This article provides a well diagrammed and full explanation of the addie model and its' application to technology.

      Also included on the site is a link to an online course delivered via diversityedu.com

      RATING: 4/5 (rating based upon a score system 1 to 5, 1= lowest 5=highest in terms of content, veracity, easiness of use etc.)

  3. Jun 2018
    1. In January of that year, the company began testing a tool called the web annotator, which allowed anyone to add genius.it/ before any URL and then highlight and annotate text.
  4. Apr 2015
    1. MOOCs tend to attract those with already a high level of education, rather than widen access

      MOOCs widen access for those who already have some higher level education and are looking for professional and intellectual development. Thus already privileged groups are getting better access to more educational resources.

      a counterargument: MOOCs can be locally used as a well structured educational resource by local development organizations to serve the underprivileged groups; this will not become a social mobility device, but can potentially serve as a mass literacy tool (including various forms of literacy - basic elements of critical thinking; basic statistics, essential ecological literacy skills.

      locally implemented MOOCs can become a valuable alternative to one-directional broadcasts, a way to organize local developments basing on scientific knowledge and research as opposed to propaganda and superstiions

    2. approaches

      lagunita.stanford.edu/courses/StanfordOnline/O.P.E.N./CourseDesign/courseware

      "SPOC

      A SPOC represents a blended teaching approach that utilizes the power of online platforms in a more intimate, traditional course setting. In many cases, the online content is not created by the instructor teaching the face-to-face portion of the course but rather is adopted from a MOOC."

  5. Mar 2015
    1. an objective set for the Sprint that can be met through the implementation of Product Backlog. It provides guidance to the Development Team on why it is building the Increment. It is created during the Sprint Planning meeting. The Sprint Goal gives the Development Team some flexibility regarding the functionality implemented within the Sprint. The selected Product Backlog items deliver one coherent function, which can be the Sprint Goal. The Sprint Goal can be any other coherence that causes the Development Team to work together rather than on separate initiatives.

      an objective set for the Sprint that can be met through the implementation of Product Backlog. It provides guidance to the Development Team on why it is building the Increment. It is created during the Sprint Planning meeting. The Sprint Goal gives the Development Team some flexibility regarding the functionality implemented within the Sprint. The selected Product Backlog items deliver one coherent function, which can be the Sprint Goal. The Sprint Goal can be any other coherence that causes the Development Team to work together rather than on separate initiatives.

  6. Jan 2014
    1. I regret that the documentation does not focus on what is most relevant; by focusing on a largely irrelevant implementation detail, we enlarge the importance of that implementation detail and obscure the importance of what makes a value type semantically useful. I dearly wish that all those articles explaining what “the stack” is would instead spend time explaining what exactly “copied by value” means and how misunderstanding or misusing “copy by value” can cause bugs.

      Documentation should focus on semantically useful descriptions; another accompanying document (or annotation) can provide relevant implementation details upon request, but that deeper level of detail should be left out by default to avoid enlarging the importance of less relevant things.

    2. I find this characterization of a value type based on its implementation details rather than its observable characteristics to be both confusing and unfortunate
    3. Surely the most relevant fact about value types is not the implementation detail of how they are allocated, but rather the by-design semantic meaning of “value type”, namely that they are always copied “by value”.
    4. I blogged a while back about how “references” are often described as “addresses” when describing the semantics of the C# memory model. Though that’s arguably correct, it’s also arguably an implementation detail rather than an important eternal truth. Another memory-model implementation detail I often see presented as a fact is “value types are allocated on the stack”. I often see it because of course, that’s what our documentation says.