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...e interaction between students and instructors. Therefore, instructors can provide guidance to help direct learning, not just relate information. [http://cite ...rticipating in the [http://www.oise.utoronto.ca/aq/online/environment.html online environment], encouraging the social connectedness of the group. Combining

...e interaction between students and instructors. Therefore, instructors can provide guidance to help direct learning, not just relate information. [http://cite ...rticipating in the [http://www.oise.utoronto.ca/aq/online/environment.html online environment], encouraging the social connectedness of the group. Combining

...ify skills and achievement through a recognized technology and badges that provide testimony for anything. Both can have extra functionality, such as enhancin ...://chronicle.com/article/Badges-Earned-Online-Pose/130241/ 'Badges' Earned Online Pose Challenge to Traditional College Diplomas]

...system, presented for a learner to manipulate and explore, simulations can provide a rich learning experience for the student. They can be a powerful resource ...any aspects of simulation design and presentation. It is not sufficient to provide learners with simulations and expect them to engage with the subject matter

# '''"General" libraries''' that facilitate JavaScript development in a global way, i.e., a kind of alternative version (often simplified) or ...solute, however, there are overlaps. For example, there are libraries that provide several rather specific features. "General" libraries also have "plugins" t

...on of Online Adult Learners during Contract Learning. Journal of Educators Online, 4(1). </ref>, {{quotation|group of cognitive psychologists has suggested t == Self-regulation tools ==

Information and communications technology (ICT) provide a variety of language learning activities ranging from "repetitive language ...tudents' spelling and grammar when they use word processing and multimedia tools (Tay, Lim, Lim, & Koh, 2012). Reading digital texts expanded students' voc

...blogs.. . . Along with critiques of various articles and web sites, weblog development can also incorporate "day-in-the-life" narratives and other forms of person ...ing on, or referring to, an entry found at another blog, and both blogging tools support the TrackBack protocol, then the commenting blogger can notify the

* Develop knowledge of different pedagogical tools that allow for the distancing of teaching ...e education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all”

...s (e.g. the clock) and increasingly pull information from the Internet and provide some visual information. Some applications can exist in both versions. E.g. ...ariety of applications.}} ([http://www.computerworld.com/developmenttopics/development/story/0,10801,106535,00.html Vint Cerf interview with J.C. Perez], retrieve

...ia, although it has long time ago been replaced by SCORM 2004. E.g. Moodle development for SCORM 2004 [http://danmarsden.com/blog/2013/05/06/stopping-work-on-scor As of 2012, TLA is under development, however it seems that some people already use the experience (aka Tin Can)

...are used to define profiles of individuals which are then used to organize online social networks. === Application development ===

...ent in addition to the integration of academics within the student’s total development. She argues that this view of learner-centered learning “is a research-va

# '' precise '' '' tools'' '' '' (hypothesis, theories, methods, reliable techniques etc.) * provide support to '' answers'' found in literature with a new argumentation

Scaffolds can be any of or combination of cognitive and metacognitive tools or strategies used in instruction either by human or computer-based tutors Scaffolding aiming to increase Vygotsky’s ''Zone of Proximal Development''—the difference between what a learner can do independently and what the

...needs teachers. They have basic training on primary teachers’ professional development. They have limited capacity in digital learning and OER. Hence few are expo ...ials, modules, textbooks, streaming videos, tests, software, and any other tools, materials or techniques used to support access to knowledge.” (Hewlett F

...f>Kerr B. 2007. A challenge to connectivism. Transcript of Keynote Speech, Online Connectivism Conference: University of Manitoba; . Available from: http://I ...world. Educational Developments, The Magazine of the Staff and Educational Development Association, 10. http://usir.salford.ac.uk/id/eprint/2569/</ref> suggestion

* Encourage sharable online pedagogies through reusable components (as such the system does address [[c * Peer product assessment (online/offline, group/personal)

...ter through a pipe but instead, river-like, leave their own imprint in the development of the course, their school or university, and ideally the discipline. This ...ity, the knowledge bases, the knowledge-creation tools and the facility to provide their learning for others.}} Holmes & Gardner (2006:76) <ref name="holmes20

...tual commitment (Wenger et al., 2002). Barab et al. (2003) further define online community as “a persistent, sustained social network of individuals who s Educational Technology Research and Development