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• OLFM Workshop
  == Learning in our Digital World 2014== Welcome to the information site for the 2014 OLFM Workshop, ''Learning in Our Digital World!''
  8 KB (1,174 words) - 15:01, 26 May 2014
• Teaching and Learning Resources Portal/Distance Technologies/Student Approach to Learning
  ==Encouraging Students to take Deeper Approaches to their learning.== Examples of deeper learning
  11 KB (1,669 words) - 09:34, 10 June 2014
• Documentation:Aboriginal Leadership/Course Outlines
  [[Documentation:Aboriginal_Leadership/First Nations Language Learning Objectives|First Nations Language]] (All Years) [[File:ANTH 4040.pdf | ANTH 4040]]: Peoples and Cultures of the North American Arctic
  4 KB (565 words) - 09:05, 8 May 2014
• Documentation:Moodle Support Resources
  ...le is the primary Learning Management System for all campus-based and Open Learning-based courses at TRU.''' ==General Overview of Moodle and Course Management==
  8 KB (960 words) - 15:30, 2 January 2019
• Documentation:MEd/Documents/EDDL OLFM Brief Reports/OLFM Report
  ...: Introduction to Distributed Learning, and EDDL 5141: Online Teaching and Learning. ===Target Audience and Program Outcomes===
  11 KB (1,839 words) - 11:43, 25 August 2014
• Course:EDDL5101/Fall2015/Gordon's Page
  I reviewed seven online resources chosen to support learning of grade 9 mathematics, specifically algebra. The following rubric explains ...correct and/or inaccurate; strategies presented are very different to mine and would confuse most to all students
  6 KB (938 words) - 13:36, 15 October 2015
• Documentation:Moodle Support Resources/Blocks
  <div style="font-size:162%; border:none; margin:0; padding:.1em; color:#000;">Learning Environment Support Page</div> ...+0.2em; font-size:95%;">''Dedicated to enhancing TRU's online learning and teaching environment.''</div>
  2 KB (333 words) - 10:01, 13 July 2017
• Documentation:Aboriginal Leadership/Indigenous Courses
  1.5 days Monday evening and Saturday * Overview of the program and program courses;
  8 KB (949 words) - 09:13, 8 May 2014
• Documentation:MEd/Documents/EDDL OLFM Brief Reports/OLFM Reports 2
  ...chelle Harrison and I have often discussed he need to refresh, rationalize and fill gaps within the program but, we were always quickly distracted by the ...bsolescence can come in less than a year), then develop additional content and activities to improve the courses. At the same time, this work was done in
  15 KB (2,496 words) - 11:47, 25 August 2014
• User:Ruszkowskim14
  ...an be a platform to relay information, collaborate with permissible users, and share multimedia. ...nd start creating. Features such as clicking and dragging to upload files and pasting URL links keeps the site easy to use.
  9 KB (1,317 words) - 19:51, 11 November 2014
• Help:Using the TRU Wiki for Course Work
  ...info to hosting online student discussions. The possibilities are endless and how you use the Wiki is really up to you. ...is a general knowledge article on the topic of student assignments at UBC and not something that relates specifically to your course.
  6 KB (1,009 words) - 15:34, 2 April 2015
• Documentation:CNIEConference/Pre-conference Workshops
  ...ize: 120%;">Drawing on Walls: Opening Up Visual Practice Possibilities (AM and PM)</span>''' ...h you can use immediately, links to resources and communities of practice, and ideas about how to hone your practice. </span>
  18 KB (2,574 words) - 09:58, 18 June 2014
• User:BrianLamb/InnoLabNotes Jan2014
  ...has also expressed interest in having a space for collaborative data work, and Carolyn's team has used it for training. ...ation technologies) ACTION ITEM - Brian to draft a few lines on Media Team and innovation agenda
  3 KB (456 words) - 14:48, 10 January 2014
• User:Koshman
  ...a great platform to involve students in lessons by questioning, discussing and surveying in a game-like environment. ....com and create an account by entering few details namely, username, email and password. Once you’re done with registration, log in to your account.
  5 KB (807 words) - 18:24, 26 October 2015
• Myles' Page
  ...a great platform to involve students in lessons by questioning, discussing and surveying in a game-like environment. ....com and create an account by entering few details namely, username, email and password. Once you’re done with registration, log in to your account.
  5 KB (836 words) - 18:47, 26 October 2015
• Gregory's Page
  ...It also has the ability to be used by students and teachers in an online learning environment. Here is an [http://www.slideshare.net/gdonde/mechanical-vent User can upload content in the form of presentations, infographics, documents and videos to slideshare. Think of it as the Youtube for content.
  15 KB (2,230 words) - 19:58, 16 November 2014
• Documentation:Learning Design/Michelle's Page
  Please choose two activities that you use or have used in your designs and answer the following questions: ...Symbol; font-size: 10pt;">· </span>How would you characterize this design and why do you think it is successful?</span>
  13 KB (2,026 words) - 11:56, 7 May 2014
• Course:EDUC5990 summer 2020
  ==Lessons and observations from the great switch to online delivery in 2020!== ...gents on what we have here initially will evolve as the class adds content and ideas to the wiki.
  17 KB (2,524 words) - 15:10, 29 June 2020
• Course:SOCI1110/Patricia Hill Collins
  ...War II]. In her early years, Patricia was discriminated against at school and in other public environments for being one of the few [https://en.wikipedia ...me lesser than those who were not. And as I felt smaller, I become quieter and eventually was virtually silenced." - Patricia Hill Collins'''''
  7 KB (1,091 words) - 10:41, 1 November 2016
• Patricia Hill Collins
  ...War II]. In her early years, Patricia was discriminated against at school and in other public environments for being one of the few [https://en.wikipedia ...me lesser than those who were not. And as I felt smaller, I become quieter and eventually was virtually silenced." - Patricia Hill Collins'''''
  7 KB (1,091 words) - 22:24, 23 October 2016
• Course:Law3020/2014WT1/Group U/Positivism
  ...a (1) command (2) issued by a political superior to political subordinates and (3) must be backed by a threat of sanctions.<ref>''Ibid'' at page 34.</ref>
  9 KB (1,514 words) - 22:59, 27 March 2014
• Emily's Page
  reliable and free from error is the information?</span></li> editors and/or fact checkers verify the resource?</span></li>
  25 KB (3,501 words) - 17:46, 13 December 2015
• Documentation:Learning Design/Rob's Page
  ...of material, practice with analysis, then collaboration and group analysis and the creation of a discussion post. High level of instructor scaffolding, monitoring of groups and discussion, weaving of discussion summary.
  12 KB (1,770 words) - 13:13, 7 May 2014
• Documentation:ETUG Spring 11
  Shrinking of distance between students and experts ...s a moving target - knowledge as negotiated -takes away hierarchy of right and truth - gives us all power in knowledge
  14 KB (2,474 words) - 09:40, 6 May 2014
• Documentation:Learning Environment/OLFM Workshop Feedback/OLFM Workshop Comments
  == Comments, Suggestions and Concerns == ...would be important * Very important...I don't like navigating out of email and then logging into LMS* I like being able to access via link* Very handy. I
  17 KB (2,858 words) - 11:51, 1 June 2015
• Creating Video for Education
  ...and production crew. Video is more complex in its development, production and editing than just audio but, due to its popularity on the web, there are mo ...and pedagogical subjects. Like many topics that combine technique, theory and art – the best advice is to learn a little, practice a lot, repeat.
  18 KB (3,174 words) - 22:04, 1 July 2019
• Copyright-for-Educators
  ...ve reached a plateau but the older this article has become, the more these and other factors may have impacted this topic. ..., or on the internet. Many of these resources will be subject to copyright and their use by educators will fall under the Copyright Act in Canada.
  22 KB (3,566 words) - 15:41, 3 September 2021
• Course:Law3020/2014WT1/Group C
  Jeffrey Moore suffered from a severe learning disability, dyslexia, and required intensive remedial instruction. ...chooling at various private schools specializing in teaching children with learning disabilities (para 8-16).
  69 KB (11,061 words) - 09:25, 28 March 2014

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