524 research outputs found
Kapp Notes: e-learning Blog
No full textKarl Kapp, a professor of Instructional Technology at Bloomsburg University of Pennsylvania, is the author of this blog and "discusses issues concerning learning, e-learning and the transferring knowledge from retiring baby boomers to incoming gamers. The goal is to share information and knowledge to create a better understanding of learning design." The blog, titled "Kapp Notes," gives insight into everything from e-learning and technological goals of higher education to how the creation of online video games can help middle school students' development. The author provides links to other related blogs that address, and sometimes, further elaborate his discussions. Links to helpful videos are also used to engage the reader. This is a nice collection of ideas and interactive media that present Kapp's point of view towards the professional world of instructional technology
Kapp's Notes: e-learning Blog
No full textKarl Kapp, a professor of Instructional Technology at Bloomsburg University of Pennsylvania, is the author of this blog and "discusses issues concerning learning, e-learning and the transferring knowledge from retiring baby boomers to incoming gamers. The goal is to share information and knowledge to create a better understanding of learning design." The blog, titled "Kapp Notes," gives insight into everything from e-learning and technological goals of higher education to how the creation of online video games can help middle school students' development. The author provides links to other related blogs that address, and sometimes, further elaborate his discussions. Links to helpful videos are also used to engage the reader. This is a nice collection of ideas and interactive media that present Kapp's point of view towards the professional world of instructional technology
Repetition overused as an academic writing strategy : a case study of Xhosa-English second language speakers
No full textThis study uses close linguistic analysis to investigate how a group of Xhosa English Second Language (XESL) Speakers use repetition as a discourse strategy in their written academic work. The study analyses the nature of their repetition and draws on critical theory to situate repetition in its socio-cultural context
It's All Fun and Games and then Students Learn
No full text"It's All Fun and Games and Then Students Learn" is a session that was delivered at the SAME-TEC Advanced Technological Education Conference on July 30, 2008 by Karl Kapp, educational consultant and author. The presentation content is on Karl's blog called "Kapp Notes". There are several links to various games that can be used in an educational setting to encourage student learning of technology topics. This presentation explores games for learning, from simple games for teaching topics such as algebra to first-person games teaching algebra and other topics. Games and simulations for teaching math, science, and other STEM disciplines are explored
Interactive tool SMART kapp in modern education
No full textOne of the effective ways in organizing education with informational technologies and media education is a productive use of SMART Education and cloud technologies. The aim of this research is to disclosure the essence of modern educational SMART kapp tool, which is built on principle includes cloud technology. The objectives of the research are to analyze the principle of SMART kapp; to identify opportunities to use it in the classroom. The object of research is the modern educational process. The subject of research is modern tools used for teaching in higher education. The author analyzed the native and foreign experience. It is established that due SMART kapp training participants can take part in training, brainstorming, or presentations regardless of location. Using the tool SMART kapp, which is built on a cloudy principle in modern educational process is an effective tool for collaboration and information visualization. The results of the research will be used to train future teachers of Informatics to use modern technology in professional activities
John D Rockefeller, Jr\u27s Design Sensitivity: Something Money Cannot Buy
No full textCathryn Kapp writes on John D. Rockefeller, Jr.’s design sensitivity, his business sense, and his passion for nature. The author describes how these strengths and interests are evident in Rockefeller’s various projects including in Forest Hill. Abstract; originally published in Western Reserve Studies Symposium (11th:1996 : Cleveland, Ohio
UQ Neurodiversity Hub: Tailoring Support for Neurodivergent Students
No full textOver the past few years, neurodivergent students have disclosed challenges they have experienced in undertaking study in a tertiary educational setting. Further to this, some students have also raised issues in relation to getting a diagnosis which, in turn, has limited their support options. In response to this feedback, members of the University of Queensland (UQ) Student Advice Team have worked towards developing a suite of programs under the umbrella of the UQ Neurodiversity Hub. The programs include support for those transitioning into tertiary education for the first time, through to all undergraduate students at any stage of their degree. In developing these programs, we have actively sought input and feedback from neurodivergent students and collaborated with other teams and staff at UQ.
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UQ Neurodiversity Hub: Tailoring Support for Neurodivergent Students by Aileen Alexander, Tania Kapp & Sara Nest is licensed under CC BY 4.0</p
Kapp and Herbart two concepts of education and their reception in the literature on andragogy
No full textAlexander Kapp zjevně v roce 1833 použil jako první pojem andragogika. Jeho snahy ovšem podle většinového mínění zmařil vlivný Herbart, jenž výchovné zacházení s dospělými odmítnul. Při bližším pohledu se ukazují četné výpovědi andragogické diskuze jako zkreslení Kappových i Herbartových názorů. Je tedy nezbytné představit myšlenky těchto dvou autorů méně povrchně a zohlednit přitom tehdejší představy o výchově i historické a společenské okolnosti jejich vzniku. Příspěvek ukáže, že Kappovi nejde o andragogiku nebo učení se a vzdělávání dospělých, ale o „státní pedagogiku“, o výchovu poslušného občana. Herbart naopak vychází z autonomní osobnosti, která v morální oblasti má formovat samu sebe.Bez wątpienia Alexander Kapp był pierwszym, który w roku 1833 użył terminu andragogika. Jednak panuje przekonanie, że jego ówczesny wysiłek promowania idei kształcenia dorosłych pozostawał w cieniu obowiązujących wtedy powszechnie idei Herbarta, który odmawiał dorosłym przywileju kształcenia. Dokładniejsze analizy wątków kilku współcześnie toczonych dyskusji andragogicznych wskazują jednak, że opinie Kappa i Herbarta w tym zakresie wydają się być zniekształcane. W artykule podjęto trud dogłębnej analizy poglądów obu autorów w kontekście historyczno-społecznych uwarunkowań, w jakich powstawały. W artykule autor stara się wykazać, że poglądy Kappa nie dotyczyły andragogiki ani edukacji i edukacji dorosłych, ale „pedagogiki państwowej“, której efektem miało być kształcenie posłusznego obywatela. Herbart z kolei był przekonany, że autonomiczna osobowość, która stanowi naturalną właściwość człowieka, umożliwia kształtowanie siebie w sferze moralnej.Demonstrably, Alexander Kapp was the first to use the concept of andragogy in 1833. However, there is a prevailing belief that his efforts were thwarted by influential Herbart, who refused to treat adults as subjects of education. At a closer look, a number of statements of the andragogical discussion appear to be a distortion of both the Kapp’s and Herbart’s opinions. Therefore, it is necessary to present the ideas of these two authors less superficially, taking into account the understanding of education of that time, as well as the historical and social context, in which it was developed. The paper will show that rather than andragogy or learning and adult education, Kapp advocates “state pedagogy” and an education designed to create obedient citizens. On the contrary, Herbart believes in an autonomous personality who, in the moral area, should shape himself or herself
Resiling from Reconciling?: Musing on R. v. Kapp
No full textThe author places R. v. Kapp in the context of the “reconciliation” jurisprudence of the Supreme Court of Canada. Recognizing that at the rights stage, Charter rights may come into tension and that the relationship between rights and section 1 requires consideration of different interests and, in some cases, rights, the Supreme Court has developed the mes of reconciliation and balancing. Although the jurisprudence has not been consistent, generally it reflects an attempt at the rights stage to make the rights compatible with each other, that is, to reconcile the m. In contrast, the process under section 1 is one of balancing, with some rights and interests being given primacy over others. In practice, the outcome of the two approaches may not be very different; however, they do imposes different burdens and may seem to treat the significance of the rights at issue differently. The author suggests that Kapp, while giving much needed substance to section 15(2), appears to reject the the me of reconciliation and to adopt a more absolutist approach, both in the majority’s analysis of the relationship between section 15(1) and section 15(2) and in the minority’s consideration of section 25. In doing so, the author argues, the analyses appear to bring closure to what are in both cases complex issues and with respect to equality rights, the analysis seems to ignore the possibility that minorities among those disadvantaged groups benefiting from programs under section 15(2) might the mselves be even further disadvantaged by the programs
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