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07 Nov 08

Global Climate Data (M3 L1.3)

While you read through the page, keep some of these questions in mind:

* What was a big idea that you learned? Can you provide an example?
* How did this big idea relate to something you already knew? Would you have presented it differently to connect with something you were already familiar with?
* How might you use this big idea in the future?
* Did you get a sense of what kind of message the materials were conveying, and for what purpose? How does the structure of the curriculum – the pieces – convey this message to you?
* How does the structure of this curriculum – the pieces – make this module really interesting and fun? Was there anything that you learned that was surprising?

If you'd like to respond, post a sticky note or post a new description.

teachweb.cast.org/...m3l1a3_act - Preview

imd climate change data analysis urban ecology cities science

  • Modern instrumentation has only been used to collect data
    since 1902.
22 Jun 08

Quote Details: Umberto Eco: I have come to... - The Quotations Page

I have come to believe that the whole world is an enigma, a harmless enigma that is made terrible by our own mad attempt to interpret it as though it had an underlying truth.

www.quotationspage.com/...26963.html - Preview

quotes analysis interpretation epistemology

  • I have come to believe that the whole world is an enigma, a harmless enigma that is made terrible by our own mad attempt to interpret it as though it had an underlying truth.
15 Jun 08

AKMA's Random Thoughts

  • These advocates of differential hermeneutics maintain that “meaning” need not be defined in terms of authorial intention
  • the meaning of a text is radically underdetermined
  • 1 more annotations...
28 May 08

The Battle between the Sciences and the Humanities « Neuroanthropology

  • Levine’s comment brings up themes that we’ve spent considerable time on here. Simple dichotomies do not work. Familiarity with multiple fields is necessary. And even then, most integrative accounts end up with the kiss of death, banality, because they reduce their argument to some cause that remains field specific. It’s the details of the synthesis that matters, not just the promise.
15 Jan 08

Jobs, News and Views for All of Higher Education - Inside Higher Ed :: Students' 'Evolving' Use of Technology

  • Today’s college students are using more technology than ever.
  • students are making “evolutionary” gains in access to the Internet for everyday uses, inside the classroom and out.
  • 2 more annotations...
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