APA Style Blog: How to Create a Reference for a YouTube Video

APA Style Blog: How to Create a Reference for a YouTube Video (2011.10.27)

'via Blog this'

Stephanie. (2011, October 27). How to create a reference for a YouTube video [weblog post]. Retrieved from http://blog.apastyle.org/apastyle/2011/10/how-to-create-a-reference-for-a-youtube-video.html

Diigo bookmarks (weekly)

• Tomorrow's Professor eNewsletter: 1385. Online Courses - What is Lost, What is Gained and What about Something Called Rigor?

  A thoughtful response previous postings in the newsletter.

  tags: blended learning online education reader-responses rigor rigour

  • There are many gains to be had in online education because of the opportunities available in the electronic setting. Well-built courses require students to develop both academic and technical competencies. The issue of technical competency is especially important because student deficiencies in that area have been noted for years.
  • It will be important for students to be able to demonstrate high levels of computer competency in the post-university world, no matter what careers they enter.  If education is going to be relevant it will have to help them build the whole range of technical competencies they will need in life.

• Biography – RIEL, LOUIS (1844-85) – Volume XI (1881-1890) – Dictionary of Canadian Biography

  Bio. from the Dictionary of Canadian Biography

  tags: annexation Canada holidays Manitoba provinces rebellion

Posted from Diigo. The rest of my favorite links are here.

Diigo bookmarks (weekly)

• Half an Hour: Becoming MOOC

  Downes distinguished xMOOCs as content courses from cMOOCs as environments for learning that depends on "learner efficacy" (¶¶ 4 ff.) and both calls for and develops "critical literacies" (¶¶ 11 ff.).

  tags: cognitive load theory connectivism constructivism critical literacies learner efficacy learners learning literacies MOOCs proficiency

  • 'critical literacies'. These literacies encompass not only the skills related to comprehension and sense-making, but also the creative abilities that support criticism, construction and communication. And they go beyond this in addressing the dynamics of today's world. They include, at a minimum, the following: the ability to detect and define syntax, structure, patterns and similarities; the ability to identify and generate meaning, purpose and goal; the ability to sense and create context or environment; the ability to apply or use language, literacy and communication to accomplish tasks; the ability to support a conclusion, criticize an argument, offer an explanation or define a term; and an understanding of how to recognize, manage and create change. Or, in brief: syntax, semantics, context, use, cognition and change. (Downes, 2009)
  • Choice, chance, diversity and interactivity are what support learning in neural nets, not simple and static content. Cognitive dissonance is what creates learning experiences. To learn is to be able to learn for oneself, not to learn what one is told; it is to be able to work despite cognitive overload, not to remain vulnerable to it.

Posted from Diigo. The rest of my favorite links are here.

Diigo bookmarks (weekly)

• Being a Better Online Reader - The New Yorker

  In this post, Konnikova provided a digest of research findings about reading across digital and printed media. Lots of links to explore!

  tags: comprehension deep reading ebooks literacy reading self-regulation online reading print

  • We read more efficiently when text is arranged in a single column rather than multiple columns or sections

• What Project-Based Learning Is — and What It Isn’t | MindShift

  In this Jan. 2, 2013, post about teaching strategies, Schwartz differentiated project-_based_ learning from project-_oriented_, and provided half a dozen examples of the former.

  tags: education learning pedagogy PBL project-based learning projects teaching

Posted from Diigo. The rest of my favorite links are here.