NEACE I watch for entertainment mostly. Not that he isn't educational, but the clickbait nature of his videos and the fact that he doesn't go deep into conceptual understanding. His teaching style is a lot more like "go here and do this because I said so". Which I guess might work for some people, but I progress most when I make decisions on my own based on a strong understanding of principles.

This project aims to evaluate the perception of copyright related barriers to the creation of open educational resources (OER) that contain third party materials, such as quotations, excerpts, photographs and illustrations. Our preliminary discussions indicate that there are significant areas of practice where increased understanding and confidence about when and how fair use permits the use of these third party materials would expand the types of OER created and improve their instructional value. We anticipate working with authors, teachers, professors, instructional designers, librarians, and others to draft a best practices in fair use for open educational resources to document the best practices in this professional community.

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Introduction:  In recent years, the use of portfolios as learning and assessment tools has become more widespread across the range of health professions. Whilst a growing body of literature has accompanied these trends, there is no clear collated summary of the evidence for the educational effects of the use of portfolios in undergraduate education. This systematic review is the result of our work to provide such a summary.

Methods:  We developed a protocol based on the recommendations of the Best Evidence Medical Education (BEME) collaboration. Citations retrieved by electronic searches of 10 databases were assessed against pre-defined inclusion/exclusion criteria by two independent reviewers and full texts of potentially relevant articles were obtained. Studies were identified for inclusion in the review by examination of full text articles by two independent reviewers. At all stages, discrepancies were resolved by consensus. Data relating to characteristics of the student population, intervention, outcome measures, student design and outcomes were collected using a piloted data extraction form. Each study was assessed against 11 quality indicators designed to provide information about how well it was designed and conducted; and against the Kirkpatrick hierarchy as modified for educational settings. Comparisons between different groups were carried out using the Kruskal-Wallis test (non-parametric ANOVA) or the Mann-Whitney U test as appropriate.

Conclusions:  At present, the strength and extent of the evidence base for the educational effects of portfolios in the undergraduate setting is limited. However, there is evidence of an improving trend in the quality of reported studies. 'Higher quality' papers identify improvements in knowledge and understanding, increased self-awareness and engagement in reflection and improved student-tutor relationships as the main benefits of portfolio use. However, they also suggest that whilst portfolios encourage students to engage in reflection, the quality of those reflections cannot be assumed and that the time commitment required for portfolio completion may detract from other learning or deter students from engaging with the process unless required to do so by the demands of assessment. Further work is needed to strengthen the evidence base for portfolio use, particularly comparative studies which observe changes in student knowledge and abilities directly, rather than reporting on their perceptions once a portfolio has been completed.

After 10 years Sathya knew that she needed more, needed to grow and find a way to make more of a difference and so she joined the Public Education Business Coalition as a staff developer. For the last 9 years Sathya has traveled the country supporting teachers in best practice and helping them find the joy that comes with mathematical understanding and agency. From presenting institutes to developing PD in different states she saw a gap, again this hole in our education system when it comes to representation. Where were the teachers of color, and why were we not representing them?

The National Humanities Center hosts the Humanities in Class Digital Library, an Open Education Resource (OER) microsite that collects and combines the best in humanities scholarship and education for use in the K-12 and collegiate classroom. Scholars share their research in a variety of forms (video lectures, primary source collections, essays, articles, etc.), and educators submit any type of instructional resource (lesson, activity, assessment, research, essay, guide, etc.). Members can modify and remix these materials as well as publish their own resources with direct citation - which transforms the traditional repository into a makerspace for scholars and educators. All submissions are reviewed by a team of digital librarians at the NHC for accurate metadata and appropriate content. Once reviewed, each resource is published with a lead or co-author with Creative Commons license of BY-NC. Privacy Policy Grades: K-12

PowerNotes unifies the processes for reading and evaluating sources, saving content, organizing, outlining, and formatting citations into a single workflow that efficiently transition into writing. With PowerNotes, students can utilize more library resources more effectively while also providing librarians with additional touch points to provide value throughout the educational process. Privacy Policy Grades: 6-12

Britannica ImageQuest ($) brings lessons, assignments, and projects to life with the best and broadest offering of curriculum-relevant imagery and digital art materials (symbols, educational illustrations, infographics, flags, and conceptual illustrations), all rights-cleared for educational, non-commercial use. Users have access to over 3.25 million images from more than 60 leading collections. Privacy Policy Grades: K-12

Wild Classroom contains a variety of resources that educators and librarians can use with youth to inspire them to help protect the planet. The platform contains activity plans, digital reference materials (including videos and kid-friendly scientific articles), virtual engagement opportunities with World Wildlife Fund experts, online games, and project ideas of ways to get involved in their community. All of the materials are free to access and integrate a range of educational standards, including Next Generation Science and Common Core ELA/Math. Privacy Policy Grades: K-12

I am an international keynote speaker, professional development provider, writer of instructional materials, blogger as well as an author of books and articles on language pedagogy.A language teacher for around 30 years, I am the founder of the language learning website www.language-gym.com as well as the winner of the 2015 TES (Times Educational Supplement) best-resource-contributor award. I am the co-author with Steve Smith of the best- selling books for ML teachers 'The language teacher toolkit','Breaking the sound barrier: teaching learners how to listen' and 'Memory: what every language teacher should know (available on www.amazon.co.uk) and hold a Phd in Applied Linguistics (Metacognitive Strategies as applied to second language writing); an MA in TEFL (teaching English as a foreign language) and one in English Literature; a PGCE in MFL and P.E. and a BA in English and French Langs and Lit. I researched Language Acquisition, Essay Writing, Error Correction, Learning Strategies and Learner Training impact on L2-writing proficiency under the supervision of Professor Macaro, Head of the Oxford University Department of Education and Editor of the prestigious ' International Journal of Applied Linguistics' both on my Ph.D and on a large-scale research project in Oxford comprehensive schools (documented in Macaro, 2001's book). My previous jobs include: Head of Italian, Head of French and MFL subject leader at various secondary schools in England (at primary and secondary level). I was also an Italian lecturer at Reading University, which has recently granted me the title of Visiting Fellow, and a language education researcher at Oxford University. I enjoy blogging about language teaching and learning and creating French/Spanish/Italian teaching materials which I publish on www.tes.co.uk where, in the last 3 years, I have uploaded over 2,000 free resources which have been downloaded over 5,000,000 times by over 100,000 language teachers worldwide (my profile: ). Four years ago I co-founded www.language-gym.com, a language learning website packed with interactive self-marking activities and games and a verb conjugation trainer. The website has been recently redesigned and re-launched in a much more user-friendly and stylish form and now offers four languages.I am a keen language learner. I speak English, Italian, French, Spanish and German fluently, get by in Malay and Swedish and I have some basic knowledge of Modern Greek, Japanese, Russian, Portuguese and Farsi. I have a strong grounding in Latin and ancient Greek, two 'dead' languages that have helped me a great deal in life!Finally, I am the proud father of Catrina Jade Conti.Please note: for any bookings please contact me at: thelanguagegymcpd@gmail.com.

Discover the best in learning apps, games, and websites for your kids. "Best of" lists offer handpicked, carefully reviewed titles grouped by category. Topics range from skills essential to life and work in the 21st century, to traditional academic subjects, to recommendations for particular settings or types of kids. And these titles are FUN! After all, excited, engaged kids are primed for learning.

Get ready to learn, the fun way! We have scoured the internet and app stores to find the 10 best educational apps that use Gamification for adults. See how companies and organizations are making learning languages, music, coding, art, history, and more fun and exciting for everyone! 0852c4b9a8

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