/lamscentral/ Learning Activity Management System Repository of Learning Sequences. OpenACS 5.0 Wed, 10 Mar 2010 13:11:54 GMT http://lamscommunity.org/rss-support/images/openacs_logo_rss.gif /lamscentral/ 126 48 http://lamscommunity.org/lamscentral/sequence?seq%5fid=973100 http://lamscommunity.org/lamscentral/sequence?seq%5fid=973100 Author: CHRISTINA HOLGADO SÁEZ (http://lamscommunity.org//dotlrn/community-member?user%5fid=806832) This sequence is a part of an university academic course of german language for beginners containing 11 sequences overall. The purpose of this LAMS sequence is for students to achive and evaluate the knowledges of the themes in the different activities of the sequence. Keywords:german language, beginners, mathematics, numbers, the time, wo. Subject: Using different number of websites and exercises to learn and how to write the numbers (continuation), the time (it's quarter past/to, and half past ...), wo, verbes ?notieren, fotografieren, studieren', maths with '+. Audience: Students of german language (for beginners) at the univesity or college. Run time: 2 hours Delivery Mode: Online Resources: any Outline of Activities: Different activities : 1. Noticeboard (Visita a diferentes páginas webs para recopilar información sobre los números (hasta el 100), la hora (y/menos cuarto, y media), el interrogativo 'wo', verbos que terminan en '-ieren',plural de sustantivos/visit a number of websites to search the information of numbers (to 100), the time (quarter past/to, half past), 'wo?', verbs with '-ieren', the plural of some words. 2. Multiple choice: cuestionario sobre los contenidos de la cartelera: números hasta el 100, interrogativos (wie, woher, wie viel), la hora (y/menos cuarto, y media), ¿cómo dice? (wie bitte?), 'das ist/sind ...'/quiz about the contents of the noticeboard: numbers (to 100), questions pronouns (wie, woher, wie viel), the time (quarter past/to, half past), 'wie bitte?', 'das ist/sind ...' 3. Optional Activities: a) Mindmap: conjugar verbos/verbs and b) Multiple choice: verbos/verbs 4. Assessment: cuestionario sobre la hora (y/menos cuarto, y media), números, matemáticas con '+', plural de sustantivos/quiz about the time (quarter past/to, half past), numbers, maths with '+', the plural of some words. 5. Mindmap: los números/the numbers 6. Notebook: ejercicio de comprensión auditiva sobre los números/exercise for listening comprehension about numbers. 7. Share resources: hojas de trabajo/materials for writing 8. Notebook: ejercicio de comprensión auditiva sobre los números/exercise for listening comprehension about numbers. 9. Notebook: ordenar elementos de una frase/ordering the elements of a sentence 10. Mindmap: la hora (continuación)/the hour (continuation) 11. Notebook: redacción/essay 12. Assessment: cuestionario/quiz --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Wed, 10 Mar 2010 13:11:54 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=972902 http://lamscommunity.org/lamscentral/sequence?seq%5fid=972902 Author: CHRISTINA HOLGADO SÁEZ (http://lamscommunity.org//dotlrn/community-member?user%5fid=806832) This sequence is a part of an university academic course of german language for beginners containing 11 sequences overall. The purpose of this LAMS sequence is for students to achive and evaluate the knowledges of the themes in the different activities of the sequence. Keywords:german language, beginners, mathematics, numbers, the time, wie, woher, wie viel, new words. Subject: Using different number of websites and exercises to learn and how to write the numbers (continuation), the time (it's five/ten past, five/ten to ...), wie, wie viel, woher as questions pronouns. Audience: Students of german language (for beginners) at the univesity or college. Run time: 2 hours Delivery Mode: Online Resources: any Outline of Activities: Different activities : 1. Noticeboard (Visita a diferentes páginas webs para recopilar información sobre los números, la hora, los interrogativos 'wie, wie viel y woher', etc./review a number of websites to search the information of numbers, the time, wie, wie viel, woher,...) 2. Multiple choice: cuestionario sobre los contenidos de la cartelera: números, interrogativos, la hora, nombres de países/quiz about the contents of the noticeboard: numbers, questions pronouns, the time, the name of countries . 3. Optional Activities: a) Mindmap: conjugar verbos/verbs and b) Multiple choice: verbos/verbs 4. Assessment: cuestionario sobre verbos, la hora, números e interrogativos/quiz about verbs, the time, numbers and questions pronouns. 5. Mindmap: los números/the numbers 6. Notebook: ejercicio de comprensión auditiva/exercise for listening comprehension 7. Share resources: hojas de trabajo/materials for writing 8. Notebook: geografía/geography 9. Notebook: ordenar elementos de una frase/ordering the elements of a sentence 10. Mindmap: la hora/the hour 11. Notebook: redacción/essay --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Tue, 09 Mar 2010 19:41:49 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=971015 http://lamscommunity.org/lamscentral/sequence?seq%5fid=971015 Author: Nikos Dovros (http://lamscommunity.org//dotlrn/community-member?user%5fid=388382) Στόχοι: • Ανάδειξη γνωστικών σχημάτων και αναπαραστάσεων σχετικά με την επίδραση του περιβάλλοντος στην υγεία του ανθρώπου • Ανάλυση των επί μέρους επιπτώσεων της ανθρώπινης παρέμβασης στο περιβάλλον • Ανάπτυξη δεξιοτήτων οργάνωσης, σύνθεσης και αξιολόγησης πληροφοριών • Δεξιότητες συνεργατικών δραστηριοτήτων • Επικοινωνιακές δεξιότητες • Δεξιότητες χρήσης και αξιοποίησης των νέων διαδικτυακών τεχνολογιών • Ανάπτυξη μεταγνωστικών δεξιοτήτων Μέσα από το διαδικτυακό αυτό πρόγραμμα επιχειρείται η καλλιέργεια δεξιοτήτων διερευνητικής δράσης, δημιουργικής σκέψης και συνεργατικής μάθησης. Δεν υιοθετείται η αμιγώς εξ αποστάσεως μάθησης, αλλά μέσα από τη διεύρυνση της σχολικής οικολογίας (χρόνος-χώρος) γίνεται μια προσπάθεια να διαπραγματευτούν μια σειρά από ζητήματα που αφορούν τη σύγχρονη κοινωνία μέσα σε αυθεντικά μαθησιακά πλαίσια. ΠΡΟΣΟΧΗ: Κάθε εκφορά λόγου, κάθε νύξη και δραστηριότητα αποτελεί υλικό συζήτησης, κριτικού στοχασμού και αντιπαράθεσης μέσα στην τάξη. Keywords: Περιβάλλον, Υγεία, Subject: Αγωγή υγείας, Περιβαλλοτική Εκπαίδευση Audience: Μαθητές τελευταίων τάξεων του δημοτικού σχολείου Run time: Ανάλογα με το πλαίσιο της τάξης από δύο έως τρεις μήνες Delivery Mode: Τάξη, εργασία στο σπίτι, εργαστήριο Η/Υ Resources: Διαδίκτυο Outline of Activities: Αφηγήσεις, συλλογή δεδομένων, χάρτες εννοιών, συνεργατικά κείμενα (wiki), ερωταπαντήσεις, διαμοίραση πόρων. --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Fri, 05 Mar 2010 14:48:29 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=948688 http://lamscommunity.org/lamscentral/sequence?seq%5fid=948688 Author: CHRISTINA HOLGADO SÁEZ (http://lamscommunity.org//dotlrn/community-member?user%5fid=806832) This sequence is a part of an university academic course of german language for beginners containing 11 sequences overall. The purpose of this LAMS sequence is for students to achive and evaluate the knowledges of the themes in the different activities of the sequence. Keywords:german language, beginners, mathematics, numbers, morning, evening, night, afternoon. Subject: Using different number of websites and exercises to learn and how to write the numbers, the parts of the day, and maths. Audience: Students of german language (for beginners) at the univesity or college. Run time: 2 hours Delivery Mode: Online Resources: any Outline of Activities: Different activities : 1. Noticeboard (Visita a diferentes páginas webs para recopilar información/review a number of websites to search the information of numbers, the parts of the day,...) 2. Mindmap (Los números/the numbers) 3. Notebook (Información sobre el artículo indeterminado/Information about grammar aspects of the artikel 'ein,eine,ein' in german language) 4. Multiple choice (Cuestionario sobre los artículos/Quiz about the articles) 5. Multiple choice (Cuestionario variado/Different kinds of questions about the topics in the sequence) 6. Assessment (Cuestionario/Quiz of the different topics in Noticeboard) 7. Mindmap (los estudiantes escriben más números/the students write more numbers) --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Tue, 23 Feb 2010 18:37:14 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=947595 http://lamscommunity.org/lamscentral/sequence?seq%5fid=947595 Author: CHRISTINA HOLGADO SÁEZ (http://lamscommunity.org//dotlrn/community-member?user%5fid=806832) This sequence is a part of an university academic course of german language for beginners containing 11 sequences overall. The purpose of this LAMS sequence is for students to achive and evaluate the knowledges of the themes in the different activities of the sequence. Keywords:german language, beginners, colours, face, numbers. Subject: Using different number of websites and exercises to learn and how to write the numbers, the colours and the parts of the face. Audience: Students of german language (for beginners) at the univesity or college. Run time: 2 hours Delivery Mode: Online Resources: any Outline of Activities: Different activities : 1. Noticeboard (Cartelera: review a number of websites to search the information of colours, numbers and the parts of the face) 2. Assessment (Cuestionario/Quiz of the different topics in Noticeboard) 3. Mindmap (the students write the colours) 4. Assessment (Cuestionario/Quiz about the different topics: numbers, colours and parts of the face) 5. Mindmap (the students write the parts of the face) --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Sun, 21 Feb 2010 13:23:35 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=924466 http://lamscommunity.org/lamscentral/sequence?seq%5fid=924466 Author: James Dalziel (http://lamscommunity.org//dotlrn/community-member?user%5fid=4245) This sequence is designed for use with lectures or similar activities where students complete some open questions about a topic either during or before the lecture. This template is designed to be edited to adapt it to a specific topic. Text highlighted in yellow in each activity provides advice on how to edit the template. Keywords: Open questions, lectures, template Subject: Any Audience: Any Run time: 5-10 minutes Delivery Mode: Online Resources: None Outline of Activities: Step 1: Welcome [Text page] Introduction describing the seven steps of the sequence. No editing required by lecturer. Step 2: Your Topic [Text page] Brief introduction to the topic of the questions – written by lecturer. Step 3: Initial Notebook [Private area to record student ideas – not seen by other students] Asks student to record their initial ideas about the topic. This is to help activate student engagement with the topic prior to the open questions. Step 4: Question 1 [Question & Answer tool – reepresents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to being with a general, open question to make it easy for students to start answering. Step 5: Question 2 [Question & Answer tool – re-presents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to make the second question more specific about the topic. Step 6: Question 3 [Question & Answer tool – reepresents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to make the third question either another specific question, or alternatively a negative statement about the topic that requires students to answer in a different way to the previous questions. Step 7: Final Notebook [Private area to record student ideas] Asks student to record their final thoughts about the topic. This is to help students synthesise their ideas on the topic based on their own answers and those of other students. --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Thu, 18 Feb 2010 06:27:41 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=946820 http://lamscommunity.org/lamscentral/sequence?seq%5fid=946820 Author: James Dalziel (http://lamscommunity.org//dotlrn/community-member?user%5fid=4245) NB: This sequence is a variation of the Open Questions Template, based on feedback from a member of the audience during a presentation during the CODE Symposium in Japan on 18th February 2010. It changes the final Notebook into a Q&A, so students can share their reflections with each other. The original version is available at http://www.lamscommunity.org/lamscentral/sequence?seq_id=924466 This sequence is designed for use with lectures or similar activities where students complete some open questions about a topic either during or before the lecture. This template is designed to be edited to adapt it to a specific topic. Text highlighted in yellow in each activity provides advice on how to edit the template. Keywords: Open questions, lectures, template Subject: Any Audience: Any Run time: 5-10 minutes Delivery Mode: Online Resources: None Outline of Activities: Step 1: Welcome [Text page] Introduction describing the seven steps of the sequence. No editing required by lecturer. Step 2: Your Topic [Text page] Brief introduction to the topic of the questions – written by lecturer. Step 3: Initial Notebook [Private area to record student ideas – not seen by other students] Asks student to record their initial ideas about the topic. This is to help activate student engagement with the topic prior to the open questions. Step 4: Question 1 [Question & Answer tool – reepresents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to being with a general, open question to make it easy for students to start answering. Step 5: Question 2 [Question & Answer tool – re-presents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to make the second question more specific about the topic. Step 6: Question 3 [Question & Answer tool – reepresents all student answers anonymously] Asks student to answer a question written by the lecturer. The lecturer is encouraged to make the third question either another specific question, or alternatively a negative statement about the topic that requires students to answer in a different way to the previous questions. Step 7: Question 4 [Question & Answer tool – reepresents all student answers anonymously] Asks student to record their final thoughts about the topic. This is to help students synthesise their ideas on the topic based on their own answers and those of other students. Answers are presented anonymously to all students to allow for further reflection. --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Thu, 18 Feb 2010 06:25:40 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=944268 http://lamscommunity.org/lamscentral/sequence?seq%5fid=944268 Author: Ernie Ghiglione (http://lamscommunity.org//dotlrn/community-member?user%5fid=1348) Using GeoGebra in LAMS to get students to submit their equations. In this sequence the teacher asks the students to use GeoGebra (http://www.geogebra.org) to draw equations and then submit them for marking. Keywords: Equations, Match, GeoGebra Subject: Using GeoGebra to graph equations Audience: Math, Algebra Run time: 10 mins Delivery Mode: Online Resources: GeoGebra applet Outline of Activities: Only one activity (Submit Files) with instructions to draw an equation. You can also use Share Resources for this too. Thanks Edoardo Montefusco for suggesting GeoGebra (http://is.gd/8c5vR) --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Fri, 12 Feb 2010 00:26:50 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=882048 http://lamscommunity.org/lamscentral/sequence?seq%5fid=882048 Author: Fadi Hajjar (http://lamscommunity.org//dotlrn/community-member?user%5fid=881865) Keywords:Eucharist Subject: Audience: Run time: Delivery Mode: Resources: Outline of Activities: --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Mon, 01 Feb 2010 12:16:34 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=934859 http://lamscommunity.org/lamscentral/sequence?seq%5fid=934859 Author: fatma demirci (http://lamscommunity.org//dotlrn/community-member?user%5fid=931539) Keywords: Present simple, daily routines and habits Subject: English(EFL) Audience:Adult Learners Run time: 50 minutes Delivery Mode: Blended Resources: Outline of Activities: This session aims to improve speaking and listening skills of students about their daily routines and habits at a basic level. --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Fri, 22 Jan 2010 16:49:27 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=934309 http://lamscommunity.org/lamscentral/sequence?seq%5fid=934309 Author: fatma demirci (http://lamscommunity.org//dotlrn/community-member?user%5fid=931539) Keywords: Subject: Audience: Run time: Delivery Mode: Resources: Outline of Activities: --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Fri, 22 Jan 2010 01:36:40 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=934306 http://lamscommunity.org/lamscentral/sequence?seq%5fid=934306 Author: fatma demirci (http://lamscommunity.org//dotlrn/community-member?user%5fid=931539) Keywords: Subject: Audience: Run time: Delivery Mode: Resources: Outline of Activities: --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Thu, 21 Jan 2010 17:48:32 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=932657 http://lamscommunity.org/lamscentral/sequence?seq%5fid=932657 Author: fatma demirci (http://lamscommunity.org//dotlrn/community-member?user%5fid=931539) Keywords: Daily routines, habits, Present simple Subject: Everyday Life Audience: English (EFL)for Adult Learners Run time:50 minutes Delivery Mode: Classroom /online Resources: Computers with internet connection, micropohes, cameras. Outline of Activities: --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Tue, 19 Jan 2010 21:51:00 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=924470 http://lamscommunity.org/lamscentral/sequence?seq%5fid=924470 Author: James Dalziel (http://lamscommunity.org//dotlrn/community-member?user%5fid=4245) This sequence is a template for a role play. It is based on a simple role play scenario with two role - for (pro) and against (con). The "Scenario" activity needs to be edited to describe the scenario, but all other activities have generic text that can be used as is once the scenario is described. Keywords: Role play, template Subject: Any Audience: Any Run time: Synchronous - 1-2 hours; Asynchronous - 2-4 weeks Delivery Mode: Online Resources: None Outline of Activities: Part 1 - Steps 1-4: [Text pages] Overview and instructions for role play. Step 2 requires the educators to describe the scenario for the role play. Part 2 – Steps 5 & 6a, 6b, 6c “Pre Role Play” Step 5: Random allocation of students to role groups NB: Steps 6a, 6b & 6c are in private branches (according to allocated role) Step 6a: Reflective Notebook/Journal for initial thoughts about allocated role in the given scenario Step 6b: Question & Answer about initial thoughts on role Step 6c: Discussion forum for further discussion of role among others in role group [Stop point – released by educator after appropriate amount of time depending on synchronous/asynchronous mode of delivery. Students cannot progress past this point under released by educator.] Part 3 – Step 7 “Role Play Proper” Step 7: Discussion forum for all students – each student posts their initial views to their role thread, then continue discussion/debate across threads as ideas develop [Stop point – released by educator after appropriate amount of time depending on synchronous/asynchronous mode of delivery. Students cannot progress past this point under released by educator.] Part 4 – Step 8, 9 & 10 “Post Role Play” Step 8: Voting tool – students step out of role and decide their own view for or against Step 9: Private Notebook/Journal – student reflect privately on what they have learned Step 10: Question & Answer – student debrief by sharing what they found interesting or surprising from the activity. --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Tue, 29 Dec 2009 06:14:55 GMT http://lamscommunity.org/lamscentral/sequence?seq%5fid=884220 http://lamscommunity.org/lamscentral/sequence?seq%5fid=884220 Author: Alice Dalgleish (http://lamscommunity.org//dotlrn/community-member?user%5fid=752876) Keywords: global warming, Antarctica Subject: Antarctica Audience: Year 6 (Stage 3) Run time: One term Delivery Mode: Homework assignment Resources: website Outline of Activities: Multiple choice, short-answer, data analysis, podcast, survey --Licensing information: Attribution-Noncommercial-ShareAlike (http://creativecommons.org/licenses/by-nc-sa/2.0/) Mon, 02 Nov 2009 03:19:32 GMT