3088948
Beschreibung
Karteikarten von Jessica Sarabia, aktualisiert more than 1 year ago
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Erstellt von Jessica Sarabia
vor mehr als 9 Jahre
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| Frage | Antworten |
| Action Research | Research conducted by teachers and other school personnel to address issues and problems in their own schools or classrooms. Includes three stages: planning, acting and reflecting. |
| EDUTAINMENT | Combination of education and entertainment. Educational applications which are packaged as games. |
| Blackboard Vista | Integrated set of educational tools for developing and delivering courses or course components over the WWW and is now used at universities and colleges all over the world. |
| Computerized program where you can conduct a survey, allow novices to construct professional-looking surveys and distribute notice of them by email at a minimal cost. | |
| Grimm | Collected and published local German fairy tales, work is example of Romantic German nationalism |
| The SIMS | Will Wright (Sim guy), huge pc game franchise, not much of a goal, female/casual appeal |
| Second Life | Online virtual world where participants can roam landscapes and interact, simulating real-world activities, including (often real) business transactions. |
| Research | A systematic inquiry into a subject or problem in order to discover, verify or revise relevant facts or principles having to do with that subject or problem. |
| Evaluating | Comparing observations and data to reach a conclusion about them |
| Involes using systems to compare the desired outcomes from planning to the actual results of execution; monitoring how plans are being executed and holding managers accountable for their decisions | |
| Making a forecast of what will happen in the future based on past experience or evidence. | |
| Models | A simplified representation of a system and are useful for studying systems that are too big, too small, or too dangerous to study directly. |
| Case study approaches | Ethnographic in nature, are dealt with separately below. |
| Statistical approaches | Divided into survey approaches and experimental approaches. |
| The classroom researcher tries to imagine a teaching/learning problem and think of ways in which intervention might solve it. | |
| Acting | Putting some kind of change into place. The researcher should look for measurements of change and the success of those changes. |
| Reflecting | Assessing not just how an intervention has solved the problem set out in the planning stage but also how the researcher´s own biases and priorities may have influenced the interpretation of the results. |
| Action Learning | Model Features: conceptualization, implementation and interpretation. |
| Conceptualization | Delineate teaching/learning process, identify inputs and identify outcomes. |
| Implementation | Implementation Measure outcomes, identify comparison, analyse comparison. |
| Interpretation | Judge effectiveness, judge cost benefit, determine action. |
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