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17 Aug 2013

Coursera_Introductory Physics I with Laboratory

The course 'Introductory Physics I with Laboratory' by Michael F. Schatz from Georgia Institute of Technology will be offered free of charge to everyone on the Coursera platform.
Its aim to understand and to predict motion in the real world using a small set of powerful fundamental principles. The laboratories are the backbone of this course, providing opportunities (1) to observe and to analyze motion in our own surroundings, (2) to apply fundamental principles to build explanations of the motion, and (3) to evaluate, in a constructively critical way, our own measurements and models, as well as the measurements and models of our course peers. Other course elements (lecture videos with “clicker” questions, homework) support and extend the physics explored in the laboratories.
Participants who satisfactorily complete the course will be eligible for six (6) Continuing Education Units from the American Association of Physics Teachers. 

This is also a good opportunity to teachers to learn new methods of teaching 'Physics', I joined...

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16 Aug 2013

How to Trigger Students’ Inquiry Through Projects

When students engage in quality projects, they develop knowledge, skills, and dispositions that serve them in the moment and in the long term. There are several ways to start designing projects. Here are six steps that will help you get started.

12 Aug 2013

TED winner "Mitra" warns teachers to be ready for change

I am happy to read this article today in LinkedIn post.

Professor Mitra, is a Physicist and teaches Educational Technology at Newcastle University.
Change in system only brings 
entire scenario of education system.

Excerpt  from the article:
“I do not know, I don’t know if there’s a teacher inside us but there’s a learner inside us and that learner, anyway learns all the time. It’s just that he decides what he wants to learn, what is important and what is not important. So if we don’t turn the learner on properly then (it) they doesn’t learn. And I think what some of my Workshops show is that the learner can get  that done by curiosity and by mystery not so much by threat. You can’t say to a learner: now you must learn, he can’t control it if the little learner inside says: “sorry”, then that’s it.”
Well as I’ve said we need some changes in teachers’ training programmes pretty several changes… but most importantly we need a change in the examination system, otherwise my work would appear to be against teachers. It is not against teachers, it is against the kind of teaching the teachers have to do, because of the examination system.”