Scribd Feed for group: Instructional Design & E-Learning Professionals' Group

LaTeX2e en 15 Sesiones

Fri, 31 Jul 2009 15:09:15 GMT

A Aprende L TEX 2ε YA! ´ ´ ¿Como podemos calcular el area de un c´rculo? ı ´ Si nosotros dibujamos un c´rculo, podemos dibujar un pol´gono regular de n lados inscrito en el, como ı ı se muestra enseguida: A5 n=5 A LTEX 2ε n=6 A6 A7 n=7 A8 en 15 sesiones A9 A10 n=8 ´ ´ Si hacemos que el numero de lados del pol´gono regular se haga muy grande, el area del pol´gono se ı ı ´ parecer´ cada vez m´ s al area del c´rculo. a a ı ´ Ahora vamos a calcular el area del pol´gono de n lados. Para eso, vamos a dividirlo en tri´ ngulos con ı a base en los lados del pol´gono como se muestra en la si

Movimiento Browniano

Tue, 18 Aug 2009 13:31:49 GMT

Proceso de Brown Implementación Resultados Movimiento Browniano Simulación de Sistemas Efraín Soto Apolinar. Programa de Posgrado en Ingeniería de Sistemas FIME – UANL March 21, 2008 Efraín Soto Apolinar. Movimiento Browniano *Proceso de Brown Implementación Resultados Índice 1 Proceso de Brown Propiedades de Bt≥0 2 Implementación 3 Resultados Animación Efraín Soto Apolinar. Movimiento Browniano *Proceso de Brown Implementación Resultados Propiedades de Bt≥0 Fundamentos matemáticos Cada Bt es una variable aleatoria contínua, salvo B0 = (0, 0). Bt presenta una distribución nor

Concavidad

Thu, 18 Jun 2009 16:28:23 GMT

Muestra NO Comercial Importante: Este documento es solamente una muestra NO se permite el uso comercial de este material ´ pues no ha tenido revision alguna: ´ ´ ˜ ´ Ni ortografica, ni gramatica, ni de diseno, ni tipografica, etc., Ni alguna otra requerida por un material que se desee utilizar de manera comercial. Atentamente: Efrań Soto Apolinar ı efra.soto.a@gmail.com (Autor ) Efrań Soto Apolinar ı Concavidad *Concavidad Concavidad ´ Calculo Diferencial Efrań Soto Apolinar ı 25 de abril de 2009 Efrań Soto Apolinar ı Concavidad *Concavidad ´ ¿Que es la concavidad? ´ Definicion ´

Regresión Lineal y Cuadrática

Wed, 03 Jun 2009 14:22:07 GMT

Regresión lineal y cuadrática Regresión lineal y cuadrática Pronósticos Efraín Soto Apolinar. Programa de Posgrado en Ingeniería de Sistemas FIME – UANL 21 de marzo de 2008 *Regresión lineal y cuadrática Índice 1 Regresión lineal y cuadrática 2 Regresión lineal 3 Regresión cuadrática 4 Implementación 5 Un caso de ejemplo 6 Resultados *Regresión lineal y cuadrática Regresión lineal y cuadrática Fundamentos matemáticos Este método es muy utilizado. Pronostica solamente casos lineales o cuadráticos. Interpolación Vs. Extrapolación. *Regresión lineal y cuadrática Regresión lineal Fundam

Integral Definida

Mon, 08 Jun 2009 14:45:16 GMT

Muestra NO Comercial Importante: Este documento es solamente una muestra NO se permite el uso comercial de este material ´ pues no ha tenido ninguna revision: ´ ´ ˜ ´ Ni ortografica, ni gramatica, ni de diseno, ni tipografica, etc., Ni alguna otra requerida por un material que se desee utilizar de manera comercial. Atentamente: Efrań Soto Apolinar ı efra.soto.a@gmail.com (Autor ) Efrań Soto Apolinar ı Integral Definida *Integral Definida Integral Definida ´ Area Bajo una Curva Efrań Soto Apolinar ı 06 de junio de 2009 Efrań Soto Apolinar ı Integral Definida *Integral Definida Integral

Tablas de Multiplicar del 1 al 10

Mon, 26 Nov 2007 13:58:54 GMT

Tabla del 1 1×1 1×2 1×3 1×4 1×5 1×6 1×7 1×8 1×9 1 × 10 = = = = = = = = = = 1 2 3 4 5 6 7 8 9 10 Tabla del 2 2×1 2×2 2×3 2×4 2×5 2×6 2×7 2×8 2×9 2 × 10 = = = = = = = = = = 2 4 6 8 10 12 14 16 18 20 Tabla del 3 3×1 3×2 3×3 3×4 3×5 3×6 3×7 3×8 3×9 3 × 10 = = = = = = = = = = 3 6 9 12 15 18 21 24 27 30 Tabla del 4 4×1 4×2 4×3 4×4 4×5 4×6 4×7 4×8 4×9 4 × 10 = = = = = = = = = = 4 8 12 16 20 24 28 32 36 40 Tabla del 5 5×1 5×2 5×3 5×4 5×5 5×6 5×7 5×8 5×9 5 × 10 = = = = = = = = = = 5 10 15 20 25 30 35 40 45 50 Tabla del 6 6×1 6×2 6×3 6×4 6×5 6×6 6×7 6×8 6×9 6 × 10 = = = = = = = = = = 6 12 18 24 30

Formulario Cálculo Infinitesimal

Thu, 21 May 2009 14:33:51 GMT

Formulario para C´ lculo Diferencial a Formulario para C´ lculo Integral a i. ii. iii. dc =0 dx dx =1 dx du dv d(u + v) = + dx dx dx xiv. xv. xvi. xvii. d(arcsin v) 1 dv =√ 2 dx dx 1−v d(arccos v) −1 dv =√ dx 1 − v2 dx d(arctan v) 1 dv = dx 1 + v2 dx i. ii. iii. iv. v. vi. vii. viii. ix. x. xi. xii. xiii. xiv. C xv. C (dv + dw) = a dv = a dv dv + dw xvi. xvii. C xviii. dv 1 v = arctan +C a2 + v2 a a v2 dv 1 = ln 2 −a 2a dv a2 v−a v+a + dx = x + C vn dv = v n +1 +C n+1 d(c · v) dv iv. =c dx dx d(u · v) dv du v. =u +v dx dx dx d(vn ) dv vi. = nvn−1 dx dx vii. viii. d u dx v du dv v

100 Ideas for Educators (Word format)

Mon, 14 Jul 2008 21:49:30 GMT

Web 2.0 Ideas for Educators by Quentin D’Souza http://www.TeachingHacks.com Paper converted into text for Scribd readers. Page numbers have changed with Scrib reformatting) Web 2.0 Ideas for Educators A Guide to RSS and More Version 2.0 By Quentin D’Souza This work is licensed under the Creative Commons Attribution-Non Commercial No Derivs 2.0 Canada License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/2.0/ca/ *Web 2.0 Ideas for Educators by Quentin D’Souza http://www.TeachingHacks.com Paper converted into text for Scribd readers. Page numbers have

Sample K-12 Interactive Reports from datagoodies

Mon, 09 Jun 2008 22:28:06 GMT

Sample Web Pages datagoodies@gmail.com Sample data is fictional and not based on any actual schools or school districts. State Test Results for Three Years by Subgroup Below is a sample of a web page where user inputs subject, school, and grade. Pull down menus allow the user to choose subject area, school number, and grade level. The page automatically shows three years of state test results by subgroup. Schools use this to inform and illustrate school improvement plans. The beige menus can be hidden for printing. Output for all web pages is already formatted for printing on regular paper.

Interactive Report: School climate results illustration

Sun, 18 May 2008 01:19:35 GMT

http://datagoodies.googlepages.com < Type school number in blue-shaded box and enter. Sample schools: 123456 # 6 Icon Legend Legend for comparison type ("comp type") column a) school 2007 vs. school 2006; b) school 2007 vs. comparable district results for 2007. Comparisons have been calculated so that negative numbers indicate poor performance regardless of the nature of the question. Issue: Column "% Agree or Strongly Agree" is shaded red if 75% or more respondents reported the item as an issue. School Name: Displayed Here Area designation here School Conguration: High   < Gain < No

How to Evaluate a K-12 Summer School Program

Mon, 04 May 2009 17:39:01 GMT

The Practitioner: draft of a new education blog datagoodies@gmail.com http://datagoodies.googlepages.com How to Evaluate a K-12 Summer School Program For many years I worked as a research, evaluation, and assessment practitioner for large urban school districts. I enjoyed working at the point where science routinely meets life in an education agency. This blog addresses the details, the “inside baseball” protocols that can promote a peaceful and effective coexistence between the two. It is dedicated to those teachers, administrators and stakeholders who are charged with one of the toughest j

Matemáticas Preuniversitarias / High School Mathematics

Mon, 04 May 2009 23:37:23 GMT

y y Eje y = ax + bx + c 2 6 5 B √ x2 b2 − 4 ac 2a xv √ b2 − 4 ac 2a x1 b xv = − 2a 4 Medi x atriz3 2 M ed i r at iz C √ −2 1 −1 0 −1 −2 1 2 3 M b2 − 4 ac 2 a −3 √ b2 − 4 ac b − x2 = − 2a 2a b + x1 = − 2a y 3 2 ed tr 4 iz 5 ia 6 E3 Matem´ ticas a Preuniversitarias y 65 2 3 E2 4 x A 1 −4 −3 −2 D D= √ E1 −1 1 D C(0, −0.5) −1 10 x + y > 10 9 x + 8 y = 7 10 6 x + y > 10 5 x−y< 0 Efra´n Soto0 A. ı4 3 = y 2 − x−y >0 1 x x 1 2 3 4 5 6 7 8 9 10 y y y = f (x) f (x0 + ∆x) f (x0 ) f (x0 + ∆x) f (x0 ) ∆x dy = f (x0 ) · ∆x D y = f (x) ∆y x0 y 4 3 2 1 −3 −2 −1 0 A1 −1 −2 2

Enseñanza Efectiva de las Matemáticas

Tue, 27 May 2008 15:27:49 GMT

ak ak . . . ak a1 +ak a3 a2 a1 a1 a2 ··· a k −1 a k a1 k ENSEÑANZA EFECTIVA DE LAS M ATEMÁTICAS y Efraín Soto Apolinar y = a x2 +b x +c Eje r2 −r −1 n = = = 0 1± 1 − 4 (1)(−1) 2 (1) 1± 1+4 2 1± 5 2 b2 − 4ac 2a x2 xv = − b 2a xv b2 − 4ac 2a x1 = x f (k + 1) = f (k ) + f (k − 1) x1 = − b + 2a b2 − 4ac 2a a k +1 = a k + a k −1 a 1 · r k +1 = a 1 · r k + a 1 · r k −1 r k +1 = r k + r k −1 r2 =r +1 r= 1+ 5 2 b x2 = − − 2a b2 − 4ac 2a *TÉRMINOS DE USO Derechos Reservados c 2008. Todos los derechos reservados a favor de Efraín Soto Apolinar. Blvd. Santa Rosa 107. Fracc. Balcones de Sa

Using OpenBSD Security Features to Find Software Bugs

Thu, 16 Apr 2009 10:44:43 GMT

Reflections|Projections 2007 Using OpenBSD Security Features to Find Software Bugs Peter Valchev pvalchev@openbsd.org *Overview of OpenBSD History ● Berkeley Software Distribution (BSD) First freely distributable BSD was released in June 1989. BSD License Origins GPL Comparison In 1993, NetBSD and FreeBSD were created. In 1995, OpenBSD was born. ● ● ● ● ● *Why OpenBSD? ● Project Culture – – – Small number of developers Hackathons Develop to help everyone, not just OpenBSD ● Pride ourselves on clean code and a friendly development environment. Open Source Advocacy – – – – ● Use B

The Complete Guide To Symbian

Wed, 15 Apr 2009 08:43:25 GMT

The Complete Guide to Symbian Signed *******CommDD DiskAdmin NetworkControl DRM TCB MultimediaDD AllFiles LocalServices Location NetworkServices ReadUserData UserEnvironment WriteUserData PowerMgmt ProtServ ReadDeviceData SurroundingsDD SwEvent TrustedUI WriteDeviceData CommDD DiskAdmin NetworkControl MultimediaDD *AllFiles DRM TCB **CommDD DiskAdmin NetworkControl MultimediaDD **❏ ❏ ❏ *DevCertRequest.exe *DevCertRequest.exe Certiﬁcate Request File: W:\ADevCertRequest.CSR Private Key File: C:\DOCUME~1\ADeveloper\adeveloper.private.key Country: UNITED KINGDOM State: N/A City: London C

Symbian Signed Test Criteria

Wed, 15 Apr 2009 08:43:12 GMT

Symbian Signed Test Criteria Security Classification: Public Status: Version: Last Revised Date: Valid From: ISSUED 3.0.2 22-April-2008 19-May-2008 © Copyright Symbian Software Ltd. 2007 *SYMBIAN SIGNED TEST CRITERIA VERSION 3.0.0 – ISSUED 1 2 Introduction......................................................................................................................................................3 Useful Links and Tools ....................................................................................................................................4 2.1 2.2 Recommended Reading ..

System Analysis

Sun, 12 Apr 2009 05:27:36 GMT

Systems Analysis What is Systems Analysis? This term has many different meanings. Systems analysis is an explicit formal inquiry carried out to help the decision maker, by identifying a better course of action to make a better decision than he might otherwise have made. The characteristic attributes of a problem situation where systems analysis is called upon are complexity of the issue and uncertainty of the outcome of any course of action that might reasonably be taken. Systems analysis usually has some combination of the following: identification and re‐ide

The Importance of Software Testing

Sat, 04 Apr 2009 09:28:28 GMT

The Importance of Software Testing The Importance of Software Testing 1. Software Testing Techniques The importance of software testing and its impact on software cannot be underestimated. Software testing is a fundamental component of software quality assurance and represents a review of specification, design and coding. The greater visibility of software systems and the cost associated with software failure are motivating factors for planning, through testing. It is not uncommon for a software organisation to spent 40% of its effort on testing. 1.1 Software Testing Fundamen

Scrum Guide

Sat, 04 Apr 2009 07:12:21 GMT

SCRUM GUIDE This guide explains how to use Scrum to build products. In doing so, it will describe how the framework and its artifacts, time-boxes, roles and rules work together. Scrum does not include techniques and processes for building products; however, it will point out the efficacy and flaws of these techniques and processes. Scrum is a framework for developing complex products and systems. It is grounded in empirical process control theory*. Scrum employs an iterative, incremental approach to optimize predictability and control risk. Within each iteration, Scrum employs self-organizing,

Software Testing Glossary

Fri, 03 Apr 2009 20:48:00 GMT

Software Testing Glossary Software Testing Glossary This Software Testing Glossary contains useful information for educational purposes as well as a reference material for technical support. Acceptance Test: Formal tests (often performed by a customer) to determine whether or not a system has satisfied predetermined acceptance criteria. These tests are often used to enable the customer (either internal or external) to determine whether or not to accept a system. Accessibility testing: Testing that determines if software will be usable by people with disabilities. Ad Hoc testing: T

Alan Clarke - RSC NW Conference 2008 keynote

Tue, 08 Jul 2008 10:09:53 GMT

Independent Learner Alan Clarke Associate Director - ICT and Learning NIACE *Hyperconnected How many of you use? – 1 to 3 ICT devices and 1 to 3 applications – 4 to 6 ICT devices and 3 to 9 applications – 7 or more ICT devices and 9 or more applications 16% of population of study 36% of population of study *Independent Learning How many of you have undertaken some independent learning? E.g. MIT, Yale, Openlearn (OU) etc or something similar How many of you completed the programme? **Context • Informal Learning Consultation • Growth in Open Educational Resources • Net generation • 70% of wor

Practical TSM

Sun, 06 Jul 2008 13:10:12 GMT

*PRACTICAL TSM (TOTAL STRESS MANAGEMENT) PRACTICAL TSM A PRACTICAL GUIDE TO TOTAL STRESS MANAGEMENT [TSM] i.e. TOTAL PERSONALITY DEVELOMENT i.e. HOLISTIC HEALTH i.e. TOTAL WELL BEING BY DR. SHRINIWAS JANARDAN KASHALIKAR M.B.B.S., M.D., F.I.C.G., F.F.F.B.M.S.[USA] IN CHAEGE: CENTER FOR TOTAL STRESS MANAGEMENT DEPARTMENT OF PHYSIOLOGY COLLEGE BUILDING, THIRD FLOOR K.E.M. HOSPITAL, MUMBAI 400 012 Website: www.superliving.net >> * << *PRACTICAL TSM (TOTAL STRESS MANAGEMENT) Practical TSM (Total Stress Management) 1st Edition-15 August 2002 © Dr. Shriniwas J.Kashalikar C4, Narayan Pujari Naga

Namasmaran

Sun, 06 Jul 2008 13:08:28 GMT

NAMASMARAN THE TRADITIONAL WAY TO TOTAL STRESS MANAGEMENT, HOLISTIC HEALTH OR SUPER LIVING By DR. SHRINIWAS JANARDAN KASHALIKAR M.D., F.I.C.G., F.F.F. B.M.S. (USA) IN CHARGE, CENTER FOR TOTAL STRESS MANAGEMENT DEPARTMENT OF PHYSIOLOGY SETH G.S. MEDICAL COLLEGE AND K.E.M. HOSPITAL, MUMBAI 400 012. Help : Dr. Pushkar A. Shikarkhane Dr. Amit A. Navare VISHNURAJ PRAKASHAN *ACKNOWLEDGEMENT In true sense, neither this book nor anything else can be claimed as 'my work". It has only been manifested "through" me. In terms of perceiveable factors directly contributing to this book, I would like to a

Conceptual Stress Understanding & Management

Sun, 06 Jul 2008 13:06:46 GMT

*CONCEPTUAL STRESS UNDERSTANDING & MANAGEMENT CONCEPTUAL STRESS UNDERSTANDING AND MANAGEMENT >> * << *CONCEPTUAL STRESS UNDERSTANDING & MANAGEMENT CONCEPTUAL STRESS UNDERSTANDING AND MANAGEMENT BY Dr. Shriniwas Janardan Kashalikar M.B.B.S.,M.D.,F.I.C.G.,F.F.F.B.M.S.(USA) BHALANI PUBLISHING HOUSE MUMBAI, INDIA >> * << *CONCEPTUAL STRESS UNDERSTANDING & MANAGEMENT © 2001 Bhalani Publishing House, Mumbai, INDIA All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, re

Be a Successful in Examination

Sun, 06 Jul 2008 12:58:19 GMT

*BE SUCCESSFUL IN EXAMINATION BE SUCCESSFUL IN EXAMINATION BY SHRINIWAS JANARDAN KASHALIKAR M.B.B.S., M.D., F.I.C.G., F.F.F.B.M.S.[USA] IN CHARGE CENTER FOR TOTAL STRESS MANAGEMENT DEPARTMENT OF PHYSIOLOGY SETH G.S.MEDICAL COLLEGE AND K.E.M. HOSPITAL MUMBAI 400 012 Website : www.superliving.net Assistance: Dr. Suhas Mhetre -- * -- *BE SUCCESSFUL IN EXAMINATION Be Successful in Examination 2nd Edition-28th April 2005 © Dr. Shriniwas J.Kashalikar 101-A24, Happy Valley, Tikunjiniwadi Road, Thane (West), Pin-400 607. Phone : 2589 8934 Mobile : 9821 406905 Publishers: ISSHHA (Internationa

Stress Understanding & Management

Sun, 06 Jul 2008 12:56:25 GMT

*STRESS UNDERSTANDING & MANAGEMENT UNDERSTANDING AND MANAGEMENT A WAY TO TOTAL WELLBEING SEcOND EDITION STRESS >> * << *STRESS UNDERSTANDING & MANAGEMENT UNDERSTANDING AND MANAGEMENT A WAY TO TOTAL WELLBEING SEcOND EDITION STRESS M.B.B.S.,M.D.,F.I.c.G.,F.F.F.B.M.S.(USA), D.Sc.(OIUcM) DR. ShRINIWAS JANARDAN KAShALIKAR BY BHALANI PUBLISHING HOUSE MUMBAI, INDIA >> * << *STRESS UNDERSTANDING & MANAGEMENT © 2001 Bhalani Publishing house, Mumbai, INDIA FIRST EDITION 2000 SEcOND EDITION 2005 All rights reserved No part of this publication may be reproduced, stored in a retrieval system o

The Stay-at-Home Speech-Language Pathologist

Tue, 17 Feb 2009 18:28:37 GMT

Stay-atSpeechThe Stay-at-Home SpeechLanguage Pathologist A guide for SLPs who would like to work from home Marnee Brick, MSc Founder of TinyEYE Therapy Services http://www.TinyEYE.com © 2009 *Introduction Hello my fellow Speech-Language Pathologists. Being part of a company in the Speech-Language Pathology industry, we've come across many Speech-Language Pathologists who are looking at private practice as an option. Many of them aren’t ready to jump-in full-time into private practice. Some are looking for extra hours and others are brand new moms who would like to spend more time at home. I

Guatemala Goes Global - K’iche’ Now Taught Online

Thu, 22 Jan 2009 14:42:53 GMT

K’iche’ Now Taught Online Guatemala Goes Global *1-to-1 K’iche’ Lessons • • • K’iche’ now taught via the internet Individualized 1-to-1 classes Qualified & native speakers in Guatemala teach students globally *Unique Service • 1-to-1 live K’iche’ lessons were previously only available in Guatemala Now students can learn anywhere – Learn from home – No need to travel to Guatemala • *About K’iche’ • • • K’iche’ is an indigenous Mayan language Spoken by one million people in Guatemalan highlands The ancient Mayan text “Popol Vuh” was written in the Classical K’iche’ language *Globalization

Avatar Languages Kiche Press Release

Thu, 22 Jan 2009 14:04:03 GMT

FOR IMMEDIATE RELEASE Guatemala Goes Global: K’iche’ Language Now Taught Online Quetzaltenango, Guatemala, 22 January 2009 - - learners of the Guatemalan indigenous language K’iche’ can now use the internet to have 1-to-1 lessons with native speaking teachers in Guatemala. Faster broadband speeds around the world are creating new opportunities for people to learn lesser-taught languages, such as K’iche’. 1-to-1 live K’iche’ lessons were, until recently, only available to students physically in Guatemala. This is the first time that such classes are offered on the internet and it allows K’iche’

SLanguages 2009 Conference (Eng)

Sun, 04 Jan 2009 13:08:35 GMT

SLanguages 2009 Language Education in Virtual Worlds 8 - 9 May 2009 slanguages.net *SLanguages turns 3! • SLanguages is the Conference for Language Education in Virtual Worlds • 2009 is the event’s 3rd year • SLanguages 2009 is held in the 3D virtual world “Second Life” Find out more on... slanguages.net *Who should attend? • Anyone interested in virtual worlds for language education • Anyone with experience in learning languages in virtual worlds • Anyone who wants to meet other educators using Second Life • Anyone who wants to know more... *What will I get from it? • Explore a new way to

Nothing To Do? Here's What To Do!

Tue, 30 Dec 2008 16:56:44 GMT

N O T H I N G T O D O ? H E R E ’ S W H AT T O D O ! *NOTHING TO DO? HERE’S WHAT TO DO! Michaels & Associates Docntrain, Ltd. dba Michaels & Associates 11639 E. Wethersfield Road, Scottsdale, AZ 85259 USA marketing@docntrain.com www.docntrain.com Phone: 480-614-8440 Toll-free: 877-614-8440 Fax: 480-614-2775 Copyright © 2008 Michaels & Associates Docntrain, Ltd. dba Michaels & Associates. All rights reserved. Page2 *NOTHING TO DO? HERE’S WHAT TO DO! 1 0 WAY S T O S TAY P R O D U C T I V E WHEN WORK IS SLOW As you know, productivity is a typically key factor used to measure an employee’s

ADDIE on a Shoestring

Tue, 30 Dec 2008 16:45:15 GMT

ADDIE ON A SHOESTRING *ADDIE ON A SHOESTRING Michaels & Associates Docntrain, Ltd. dba Michaels & Associates 11639 E. Wethersfield Road, Scottsdale, AZ 85259 USA marketing@michaelsandassoc.com www.michaelsandassoc.com Phone: 480-614-8440 Toll-free: 877-614-8440 Fax: 480-614-2775 Copyright © 2008 Michaels & Associates Docntrain, Ltd. dba Michaels & Associates. All rights reserved. Page2 *ADDIE ON A SHOESTRING ADDIE ON A SHOESTRING – MAKING THE MOST OF YOUR TRAINING TIME Many instructional designers follow the ADDIE model to develop effective training programs. Completely sticking to thi

Cónicas

Tue, 04 Nov 2008 18:30:30 GMT

Muestra NO Comercial Importante: Este documento es solamente una muestra NO se permite el uso comercial de este material ´ pues no ha tenido revision alguna: ´ ´ ˜ ´ Ni ortografica, ni gramatica, ni de diseno, ni tipografica, etc., Ni alguna otra requerida por un material que se desee utilizar de manera comercial. Atentamente: Efrań Soto Apolinar ı efra.soto.a@gmail.com (Autor ) Efrań Soto Apolinar ı ´ Las Conicas y el Cono *´ Las Conicas y el Cono ´ Las Conicas y el Cono ´ Matematicas para Bachillerato III Efrań Soto Apolinar ı 02 de Noviembre de 2008 Efrań Soto Apolinar ı ´ Las C

Interpretación geométrica del Coeficiente de Correlación de Pearson

Fri, 10 Oct 2008 16:51:51 GMT

Muestra NO Comercial ´ Coeficiente de Correlacion Muestra NO Comercial Importante: Este documento es solamente una muestra NO se permite el uso comercial de este material ´ pues no ha tenido ninguna revision: ´ ´ ˜ ´ Ni ortografica, ni gramatica, ni de diseno, ni tipografica, etc., Ni alguna otra requerida por un material que se desee utilizar de manera comercial. Atentamente: Efrań Soto Apolinar ı efra.soto.a@gmail.com (Autor ) Efrań Soto Apolinar ı ´ Coeficiente de Correlacion *Muestra NO Comercial ´ Coeficiente de Correlacion Instrucciones ´ Para la animacion: ´ Presione Ctrl + L para v

Simulación de Sistemas / System Simulation

Tue, 12 Aug 2008 22:04:39 GMT

SIMULACIÓN DE SISTEMAS Efraín Soto Apolinar **Simulación de Sistemas Notas por: Efraín Soto Apolinar PISIS Monterrey, N.L., México. 2008 **Índice 1 Introducción 1.1 Conceptos Básicos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.1.1 1.1.2 1.1.3 7 9 Deﬁniciones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Etapas del Estudio de Simulación . . . . . . . . . . . . . . . . . . . . . . 12 Distribuciones de probabilidad . . . . . . . . . . . . . . . . . . . . . . . . 14 17 2 Simulaciones 2.1 Simulación 01 . . . . . . . . . . .

Programación Científica / Scientific Programming

Tue, 12 Aug 2008 21:41:42 GMT

P C ´ ´ Efra´ Soto Apolinar ın **Programaciń o Cient´ ıfica Estas son las tareas de ÿ Efra´ Soto Apolinar ın PISIS Monterrey, N.L., M´xico. 2008 e **´ Indice 1 Introducciń o 1.1 Criterios de calificaciń . . . . . . . . . . . . . . . . . . . . . . . . . . . o 3 4 5 6 8 11 13 14 15 16 18 21 28 31 2 Tareas en C 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 Tarea 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tarea 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Tarea 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Integral Definida

Wed, 16 Jul 2008 18:12:24 GMT

Muestra NO Comercial Muestra NO Comercial Importante: Este documento es solamente una muestra NO se permite el uso comercial de este material ´ pues no ha tenido ninguna revision: ´ ´ ˜ ´ Ni ortografica, ni gramatica, ni de diseno, ni tipografica, etc., Ni alguna otra requerida por un material que se desee utilizar de manera comercial. Atentamente: Efrań Soto Apolinar ı efra.soto.a@gmail.com (Autor ) Efrań Soto Apolinar ı Integral Definida *Muestra NO Comercial Instrucciones ´ Para la animacion: ´ Presione Ctrl + L para ver la animacion en pantalla completa. ´ Presione el boton de avance

Resolución de Sistemas de Ecuaciones

Sat, 12 Jul 2008 16:28:01 GMT

Sistemas de Ecuaciones lineales Muestra NO Comercial Animaciones Sistemas de Ecuaciones Lineales ´ ´ ´ Solucion por el Metodo Grafico Efrań Soto Apolinar ı Logo Colegio Plantel Colegio Logo Plantel 11 de julio de 2008 Efrań Soto Apolinar ı Sistemas de Ecuaciones Lineales *Sistemas de Ecuaciones lineales Muestra NO Comercial Animaciones ´ ´ Interpretacion Geometrica ´ Introduccion ´ * Una ecuacion lineal con dos variables puede escribirse en forma ´ de una funcion. ax + by = k * Para eso debemos despejar la variable y Efrań Soto Apolinar ı Sistemas de Ecuaciones Lineales *Siste

MEdRC Profile

Fri, 11 Jul 2008 12:59:34 GMT

Company Profile MEdRC EduTech Digital Learning for the Medical & Healthcare Industry The growing demand for quality education in the healthcare sector and the absence of standardized content and delivery mechanisms pose a great challenge and is being addressed by MEdRC through its innovative e-Learning initiatives. *MEdRC was set up in 1993 at Hyderabad, to help doctors teach and learn medicine making full use of computer graphics and multimedia technologies. What started as a center to develop audio-visual aids at low cost for seminars, lectures and CME programs, has evolved into an ambiti

Cuadrados Mágicos

Wed, 11 Jun 2008 16:09:26 GMT

Cuadrados M´gicos a AB EF IJ MN CD GH KL OP Decimos que un arreglo rentangular de 16 n´meros es un cuadrado m´gico si: u a * En el arreglo rectangular se incluyen los primeros 16 n´meros naturales, sin repetir. u * A + D + M + P = 34 * F + G + J + K = 34 * B + C + N + O = 34 * E + I + H + L = 34 * A + B + C + D = 34 * E + F + G + H = 34 * I + J + K + L = 34 * M + N + O + P = 34 * A + E + I + M = 34 * B + F + J + N = 34 * C + G + K + O = 34 * D + H + L + P = 34 * A + F + K + P = 34 * D + G + J + M = 34 Algunos ejemplos de cuadrados m´gicos de 4 × 4 son los siguientes: a 1 8 13 14 11 2 4 5 16

Sucesiones Aritméticas 03

Mon, 26 May 2008 15:49:54 GMT

1 Ejercicios... Sucesiones Aritm´ticas e Instrucciones: Resuelve cada uno de los siguientes ejercicios. • Encuentra la suma de los primeros 90 t´rminos de la sucesiń aritm´tica e o e definida por: a1 = 66, d = 2. S90 = 13950 • Encuentra la suma de los primeros 40 t´rminos de la sucesiń aritm´tica e o e definida por: a1 = 34, d = 2. S40 = 2920 • Encuentra la suma de los primeros 80 t´rminos de la sucesiń aritm´tica e o e definida por: a1 = 15, d = −8. S80 = −24080 • Encuentra la suma de los primeros 100 t´rminos de la sucesiń aritm´tica e o e definida por: a1 = 2, d = −6. S100 = −29500 • Encue

Sucesiones Aritméticas 02

Mon, 26 May 2008 15:47:15 GMT

1 Ejercicios... Sucesiones Aritm´ticas e Instrucciones: Resuelve cada uno de los siguientes ejercicios. • Dada la sucesiń aritm´tica dada por: a1 = 11, d = 5, encuentra: a80 o e a80 = 406 • Dada la sucesiń aritm´tica dada por: a1 = 29, d = 6, encuentra: a90 o e a90 = 563 • Dada la sucesiń aritm´tica dada por: a1 = 93, d = 3, encuentra: a60 o e a60 = 270 • Dada la sucesiń aritm´tica dada por: a1 = 54, d = 9, encuentra: a90 o e a90 = 855 • Dada la sucesiń aritm´tica dada por: a1 = 48, d = 9, encuentra: a90 o e a90 = 849 • Dada la sucesiń aritm´tica dada por: a1 = 22, d = 9, encuentra: a90

Sucesiones Aritméticas 01

Mon, 26 May 2008 15:41:18 GMT

1 Ejercicios... Sucesiń Aritm´tica o e Instrucciones: Resuelve cada uno de los siguientes ejercicios. • Dada la sucesiń aritm´tica dada por: a1 = 71, d = −3, encuentra: a7 o e a7 = 53 • Dada la sucesiń aritm´tica dada por: a1 = 84, d = −10, encuentra: a4 o e a4 = 54 • Dada la sucesiń aritm´tica dada por: a1 = 39, d = 6, encuentra: a7 o e a7 = 75 • Dada la sucesiń aritm´tica dada por: a1 = 80, d = −9, encuentra: a3 o e a3 = 62 • Dada la sucesiń aritm´tica dada por: a1 = 17, d = 10, encuentra: a8 o e a8 = 87 • Dada la sucesiń aritm´tica dada por: a1 = 83, d = 4, encuentra: a9 o e a9 = 11

Trinomio Cuadrado Perfecto

Mon, 26 May 2008 15:18:43 GMT

1 Ejercicios... Factorizaci´n: Trinomio Cuadrado Perfecto o Instrucciones: Factoriza las siguientes expresiones. • 4 − 4 v + v2 = • 9 + 36 v + 36 v 2 = • 64 − 144 v + 8v 2 = • 9 − 24 v + 16 v 2 = • 64 − 128 v + 64 v 2 = • 16 − 72 v + 8v 2 = • 25 − 70 v + 49 v 2 = • 81 − 36 v + 4 v 2 = • 36 − 84 v + 49 v 2 = • 1 − 10 v + 25 v 2 = • 25 − 10 v + v 2 = • 16 − 40 v + 25 v 2 = • 16 + 56 v + 49 v 2 = • 4 − 36 v + 8v 2 = • 4 + 4 v + v2 = • 9 + 12 v + 4 v 2 = • 9 + 54 v + 8v 2 = • 4 + 20 v + 25 v 2 = • 25 − 30 v + 9 v 2 = • 81 + 162 v + 8v 2 = • 4 − 20 v + 25 v 2 = • 64 − 112 v + 49 v 2 = • 81 − 162 v

Factorización de un Polinomio Cúbico

Mon, 26 May 2008 15:16:19 GMT

1 Ejercicios... Factorizaci´n: Polinomio C´ bico Perfecto o u Instrucciones: Factoriza los siguientes polinomios. • 729 x3 − 170x2 y + 1323 xy 2 − 343 y 3 • 64 x3 + 48 x2 y + 12 xy 2 + 1 y 3 • x3 + 15 x2 y + 75 xy 2 + 125 y 3 • 512 x3 + 768 x2 y + 384 xy 2 + 64 y 3 • 64 x3 − 336 x2 y + 588 xy 2 − 343 y 3 • 64 x3 − 432 x2 y + 972 xy 2 − 729 y 3 • 343 x3 − 1029 x2 y + 1029 xy 2 − 343 y 3 • 64 x3 + 384 x2 y + 768 xy 2 + 512 y 3 • x3 + 2x2 y + 147 xy 2 + 343 y 3 • 27 x3 + 162 x2 y + 324 xy 2 + 216 y 3 • 729 x3 + 972 x2 y + 432 xy 2 + 64 y 3 • 125 x3 + 600 x2 y + 960 xy 2 + 512 y 3 • 343 x3 − 44x2

Suma de Polinomios

Mon, 26 May 2008 15:12:40 GMT

1 Ejercicios... Opeaciones con Polinomios: Suma Instrucciones: Realiza las siguientes operaciones con polinomios. • (−19 + 3 x − 4 x2 − 14 x3 ) + (−1 + 2 x − 15 x2 − 12 x3 ) R. −20 + 5 x − 19 x2 − 26 x3 • (−1 + 16 x + 10 x2 − 16 x3 ) + (−14 − 5 x + 0 x2 − 4 x3 ) R. −15 + 1x + 10 x2 − 20 x3 • (23 + 9 x + 20 x2 + 4 x3 ) + (23 − 13 x + 8 x2 − 20 x3 ) R. 46 − 4 x + 28 x2 − 16 x3 • (20 + 20 x + 18 x2 + 17 x3 ) + (20 + 12 x − 2 x2 + 24 x3 ) R. 40 + 32 x + 16 x2 + 4x3 • (−9 − 2x − 5 x2 − 6 x3 ) + (−17 + 1x + 2x2 + 4 x3 ) R. −26 − 10 x + 16 x2 − 2 x3 • (16 − 20 x − 10 x2 − 2 x3 ) + (−20 + 18 x + 23 x

Producto de Polinomios

Mon, 26 May 2008 15:00:41 GMT

1 Ejercicios... Producto de Polinomios Instrucciones: Realiza las siguientes operaciones con polinomios. • (−3 − 9 x) · (6 − 9 x − 7 x2 + 4 x3 ) R. −18 − 27 x + 102 x2 + 51 x3 − 12 x4 • (6 + 2 x) · (−3 − 8 x − 5 x2 + 9 x3 ) R. −18 − 54 x − 46 x2 + 44 x3 + 54 x4 • (1 − 4 x) · (2 + 3 x + 5 x2 + 6 x3 ) • (4 − 7 x) · (1 − 8 x + 9 x2 + x3 ) • (3 − x) · (1 − 3 x + 6 x2 − 6 x3 ) • (9 − 5 x) · (9 + 6 x + 8 x2 − 4 x3 ) • (9 + 5 x) · (5 − 6 x − 5 x2 − 8 x3 ) • (9 + 2 x) · (6 + 2 x + 2 x2 + 2 x3 ) • (6 + 6 x) · (2 + 7 x − 9 x2 − 5 x3 ) • (8 + x) · (−7 − 2 x + 4 x2 − 3 x3 ) • (1 + 8 x) · (−1 + 5 x + 5 x2

Factorización de un Trinomio Cuadrado no Perfecto

Mon, 26 May 2008 14:58:40 GMT

1 Ejercicios... Factorizacin: Producto de Binomios con Trmino Comn Instrucciones: Factoriza las siguientes expresiones. • −5 − 36 x + 8x2 = • −72 + 46 x + 16 x2 = • 63 + 16 x + x2 = • 5 + 34 x + 45 x2 = • 36 + 78 x + 36 x2 = • −6 + 9 x + 6 x2 = • −54 + 2x + 3 x2 = • −14 − 40 x + 64 x2 = • −27 + 15 x + 2 x2 = • 36 + 36 x + 5 x2 = • −40 + 86 x − 42 x2 = • 6 − 25 x − 25 x2 = • 4 + 40 x + 36 x2 = • 10 + 6x + 72 x2 = • 2 + 5 x − 12 x2 = • −20 − 9 x + 18 x2 = • −40 − 8 x + 48 x2 = • 9 + 89 x + 72 x2 = • 36 − 6 x − 56 x2 = • 18 + 3 x − 6 x2 = • 56 − 42 x − 14 x2 = • −5 − 2 x + 7 x2 = • −20 + 37 x −

División de Polinomios

Mon, 26 May 2008 14:55:40 GMT

1 Ejercicios... Operaciones con Polinomios: Divisin Instrucciones: Realiza las siguientes operaciones con polinomios. • (14 − 42 x + 24 x2 − 4 x3 + 24 x4 ) ÷ (4 − 2 x) R. −7 + 7 x + 2 x2 + 6 x3 • (−24 + 68 x − 18 x2 − 46 x3 + 8 x4 ) ÷ (−8 + 6 x) R. −4 + 6 x + 5 x2 − x3 • (36 − 96 x + 20 x2 + 28 x3 + 56 x4 ) ÷ (−8 + 4 x) R. 9 − 6 x − 7 x2 − 7 x3 • (6 + 15 x − 19 x2 − 7 x3 − 49 x4 ) ÷ (7 + 2 x) R. 3 − 3 x + x2 − 7 x3 • (−2 − 8 x + 39 x2 − 19 x3 + 14 x4 ) ÷ (7 + x) R. −2 + 6 x − 3 x2 + 2 x3 • (−24 − 24 x + 24 x2 − 84 x3 − 72 x4 ) ÷ (8 + 4 x) R. −6 + 6 x − 6 x2 − 9 x3 • (−24 − 70 x − 8 x2 + 18 x3

Diferencia de Cuadrados

Mon, 26 May 2008 14:53:51 GMT

1 Ejercicios... Factorizacin: Diferencia de Cuadrados Instrucciones: Factoriza las siguientes expresiones. • 9 x2 − 36 y 4 • 4 x2 − 9 y 4 • 4 x2 − 36 y 4 • 49 x2 − 1 y 4 • 49 x2 − 36 y 4 • 49 x2 − 4 y 4 • 16 x2 − 1 y 4 • 8x2 − 25 y 4 • 9 x2 − 16 y 4 • x2 − 25 y 4 • x2 − 1 y 4 • 8x2 − 25 y 4 • 16 x2 − 4 y 4 • x2 − 1 y 4 • 25 x2 − 9 y 4 • 25 x2 − 49 y 4 • 4 x2 − 64 y 4 • 64 x2 − 9 y 4 • 8x2 − 16 y 4 • 36 x2 − 9 y 4 • 4 x2 − 1 y 4 • 49 x2 − 16 y 4 • 8x2 − 16 y 4 • 9 x2 − 64 y 4 Ejercicios R. (3 x − 6 y 2 )(3 x + 6 y 2 ) R. (2 x + 3 y 2 )(2 x − 3 y 2 ) R. (2 x + 6 y 2 )(2 x − 6 y 2 ) R. (7 x + 1

Binomios Conjugados

Mon, 26 May 2008 14:41:35 GMT

1 Ejercicios... Productos Notables: Producto de Binomios Conjugados Instrucciones: Realiza las siguientes operaciones con polinomios. • (−9 u + v 2 )(−9 u − v 2 ) = • (4 u − 3 v 2 )(4 u + 3 v 2 ) = • (−6 u − 5 v 2 )(−6 u + 5 v 2 ) = • (8 u + 2 v 2 )(8 u − 2 v 2 ) = • (−u + 8 v 2 )(−u − 8 v 2 ) = • (−3 u + 8 v 2 )(−3 u − 8 v 2 ) = • (−5 u − v 2 )(−5 u + v 2 ) = • (−7 u − 6 v 2 )(−7 u + 6 v 2 ) = • (−7 u + 5 v 2 )(−7 u − 5 v 2 ) = • (−u + 7 v 2 )(−u − 7 v 2 ) = • (9 u + 6 v 2 )(9 u − 6 v 2 ) = • (−6 u − v 2 )(−6 u + v 2 ) = • (u + 4 v 2 )(u − 4 v 2 ) = • (−9 u + 7 v 2 )(−9 u − 7 v 2 ) = • (−3 u

Binomio Al Cubo

Mon, 26 May 2008 14:39:34 GMT

1 Ejercicios... Productos Notables: Binomio al Cubo Instrucciones: Realiza las siguientes operaciones con polinomios. • (6 x + 7 y)3 = • (9 x − 4 y)3 = • (1 x + 9 y)3 = • (9 x + 5 y)3 = • (8 x + 5 y)3 = • (6 x + 2 y)3 = • (1 x + 7 y)3 = • (6 x − 5 y)3 = • (3 x − 9 y)3 = • (6 x + 5 y)3 = • (6 x + 8 y)3 = • (3 x + 4 y)3 = • (4 x + 6 y)3 = • (4 x + 4 y)3 = • (6 x + 9 y)3 = • (5 x + 9 y)3 = • (7 x + 2 y)3 = • (9 x − 5 y)3 = • (5 x − 2 y)3 = • (5 x + 9 y)3 = • (7 x − 5 y)3 = • (9 x + 9 y)3 = • (7 x + 6 y)3 = • (6 x + 7 y)3 = R. 216 x3 + 756 x2 y + 882 xy 2 + 343 y 3 R. 729 x3 − 972 x2 y + 432 xy 2

Binomio Al Cuadrado

Mon, 26 May 2008 14:35:42 GMT

1 Ejercicios... Productos Notables: Binomio al Cuadrado Instrucciones: Realiza las siguientes operaciones con polinomios. • (2 − 8 v)2 = • (−5 − 7 v)2 = • (8 + 2 v)2 = • (−1 − 6 v)2 = • (2 − 2 v)2 = • (−1 − 3 v)2 = • (−5 − 4 v)2 = • (3 − 7 v)2 = • (7 + 5 v)2 = • (9 − 8 v)2 = • (−6 − 7 v)2 = • (7 + 4 v)2 = • (7 − 1 v)2 = • (9 + 2 v)2 = • (−4 − 4 v)2 = • (8 − 9 v)2 = • (−5 + 4 v)2 = • (−7 − 7 v)2 = • (−3 + 5 v)2 = • (5 − 1 v)2 = • (−3 − 5 v)2 = • (−5 − 4 v)2 = • (−9 − 6 v)2 = • (6 − 7 v)2 = R. 4 − 32 v + 64 v 2 R. 25 + 70 v + 49 v 2 R. 64 + 32 v + 4 v 2 R. 1 + 12 v + 36 v 2 R. 4 − 8 v + 4 v 2 R

Ejercicios de Sistemas de Ecuaciones

Mon, 26 May 2008 14:23:10 GMT

1 Ejercicios... Sistemas de Ecuaciones Lineales 2 × 2 Instrucciones: Resuelve los siguientes por el mtodo algebraico ms conveniente. 5 x + 2 y = 17 −6 x + 2 y = 6 6 x + 4 y = −14 1 x + 1 y = −5 2x + 1y = 3 3 x − 1 y = 22 1 x + 1 y = 10 −5 x − 2 y = −38 2 x + 2 y = −30 5 x + 1 y = −39 3 x + 1 y = −4 −1 x − 4 y = −6 2 x + 4 y = 38 2 x + 2 y = 26 1 x + 4 y = −25 −3 x + 3 y = −45 5 x + 1 y = 24 −4 x − 1 y = −20 2 x + 1 y = 19 4 x − 1 y = 11 6 x + 2 y = 36 2 x + 2 y = 20 1 x + 1 y = −8 −1 x − 1 y = 8 4 x + 1 y = 20 1 x − 1 y = 15 2 x + 2 y = −16 5 x + 1 y = −4 Ejercicios... • • • • • • • • • • •

Embedding Video

Tue, 01 Apr 2008 11:58:55 GMT

Embedding Video Embed YouTube Video into a PowerPoint Presentation *MacBook Air Commercial Parody This is a video I captured from YouTube. I first downloaded it as an FLV file using the KEEPVID website. Next I used Pazera Free FLV to AVI Converter 1.1 to change it into a file type that PowerPoint can use. Then I inserted it into this slide. In this presentation you will learn how to do this yourself. Click to Play *• If you haven’t already installed Pazera Free FLV to AVI Converter 1.1, you will need to do that now. Click here. Then click on Download Now. *• Locate the file you just d

Elearning Trends

Sat, 15 Mar 2008 12:28:29 GMT

E-Learning Trends Stephen Downes gives us his vision of learning in 2050. Essentially, Downes predicts that the “object system” – the learning environment – will be remodelled by the network of interconnected people (social-network) who teach and learn from each other in an unstructured fashion. (Downes 2008). Janet Clarey echoes this vision “Learners need to be able to find you. The learning department needs traffic and ‘search’ capabilities. There should be no silos – everyone, everywhere should know what ‘knowledge’ you have available and should be able to access it when

E-Learning in Action & Content

Sun, 09 Mar 2008 12:07:21 GMT

E-Learning in Action The University of Leicester commenced the Adelie project in 2006. The purpose of the project is “e-learning benchmarking pilot at University of Leicester identified two key challenges associated with building capacity among university teachers: • • designing for e-, m- and blended learning; teaching online with and through student activities. This needs to extend, in a systematic way, both - across more disciplines and to greater numbers of students and staff. ADELIE builds on four years of developing the CARPE DIEM process with four other UK universities, and is ro

An Elearning Walkthrough

Mon, 25 Feb 2008 13:49:50 GMT

An E-Learning Walkthrough To embark on a critique of eLearning it is necessary to define it. Research into this area shows that eLearning can mean different things to different people. For instance: “elearning - this word has been and continues to be used to represent teaching and learning that takes place over the Internet or at a computer. In the initial stages of its development it was unclear as to whether it represented teaching or learning or both.”(Anon 2007). Alternatively, “It is used to describe any type of learning environment that is computer enhanced. There are multiple tech

Information Literacy Presentation

Sat, 10 Mar 2007 01:43:43 GMT

*eXtreme searching: how to avoid eXtreme frustration (and bird walks) presented by Kathy Schrock kathy@kathyschrock.net c2003. Kathleen Schrock. All rights reserved. *Online support page http://kathyschrock.net/infolit2/ *Overview of eXtreme searching • • • • • • • • Problems with searching Three main types of search tools The top search engines What to do before you start Advanced search strategies The future of search Subject directories The Invisible Web c2003. Kathleen Schrock. All rights reserved. *The Problems • Too many hits for my query • Can’t find what I am

Instructional Delivery Methods

Thu, 16 Oct 2008 03:04:29 GMT

Instructional Delivery Methods Comparison Chart: Selection Criteria Feature Interactivity Instructor-Led Classroom-Based Depending on the style of the instructor and the instructional design quality, the level of interactivity can be extremely high. Consistency among different instructors is a concern. By design, this format is instructordependent. With some adaptation, it may also be suitable for synchronous distance learning delivery. Print-Based Activities delivered by print that are most conducive to interactivity include problem-based learning, games, simulations and case studies. Mater

E-Learning Strategic Thinking

Sat, 14 Mar 2009 17:59:55 GMT

The Ins and Outs of Getting an e-Learning Initiative Started in Higher Education College of Arts and Architecture The Pennsylvania State University Friday, February 27, 2009 *Who we are...... Architecture Visual Arts Art History E-Learning Institute Theater Integrative Arts Mission To work with the disciplines represented in the College of Arts and Architecture to become a leader in e-learning and instructional technology in the Arts and Design Music Landscape Architecture Friday, February 27, 2009 *e-Learning Institute Goals  Support the design and development of e-Learning courses

Instructional Design Tips for Online Learning

Sun, 19 Oct 2008 06:19:57 GMT

Instruction Design Tips for Online Learning Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humboldt State University to be used in conjunction with the Rubric for Online Instruction developed by CSU, Chico, c 2002. Categories one through six, below, correspond to the categories of the Rubric for Online Instruction, developed by CSU, Chico. Both instruments are available online, www.csuchico.edu/celt/roi. Category 1 - Learner Support and Resources Category 2 – Online Organization and Design Category 3 – Instructional Design and Delivery Category 4 – Assessm

Top 6 Tips on Course Design from an Instructional Designer

Fri, 13 Feb 2009 05:08:42 GMT

Thursday, February 12, 2009 Top 6 Tips on Course Design from an Instructional Designer This is the 2nd post in my "Online Course Design Tips" series and today's expert advice has been very kindly contributed by Instructional Designer Jason Willensky: 1. Old news: Make sure your learning objectives are clear and measurable, then make sure that your content and assessment align with your objectives. The current crop of eLearning tools are sensational and feature-laden, but don't lose sight of what's essential to a powerful training experience. 2. Forget that you ever saw a PowerPoint presentatio

Evaluating Online Learning

Wed, 23 Jul 2008 18:50:12 GMT

U.S. D E PA R T M E N T OF EDUCATION Evaluating Online Learning I n n O vat I O n S In EduCatIOn Challenges and Strategies for Success **Evaluating Online Learning I n n O vat I O n S In EduCatIOn Challenges and Strategies for Success Prepared by WestEd With Edvance Research, Inc. For U.S. Depar tment of Education Office of Innovation and Improvement 2008 *this report was produced under u.S. department of Education Contract no. Ed-01-CO-0012, task Order d010, with WestEd. Sharon Kinney Horn served as the contracting officer’s representative. the content of this report does not necessa

Learning Objects & Instructional Design

Sun, 13 Apr 2008 16:03:20 GMT

Learning Objects and Instructional Design July 2002 *Abstract Traditional training is too large, expensive, general, and slow to meet the needs of many fast-paced corporations. “The new economy thrives on producing information and passing it at unprecedented rates among partners, employees, and customers.” (Stacey, 2000, p. 2) Reusable learning objects (RLOs) are emerging as the “technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability.” (Wiley, 2000, p. 3) We are

Competencies and Skills for Instructional Designers

Sat, 12 Jan 2008 03:25:23 GMT

Competencies and Skills for Instructional Designers by Analysis & Technology, Inc. (Electronically reprinted by permission of: Analysis & Technology, Inc. Copyright © 1995.) 1. Perform a needs assessment/analysis • • • • Develop a needs assessment/analysis plan and instrument Conduct a needs assessment/analysis and collect data Identify discrepancies based on analysis of data collection Recommend options that solve the discrepancies 2. Plan and monitor training projects • • • • • • Develop a project management plan Develop cost-benefit analysis Develop budgets and sche

Stages of Instructional Design

Mon, 24 Dec 2007 02:52:10 GMT

Stages of Instructional Design Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace Jovanovich College Publishers. Stage 1: Define instructional goals. A goal may be defined as a general statement of desired accomplishment. It does not specify exactly all of the components or steps or how each step will be achieved on the road to accomplishing the goal. Example Goals: (1) Students will master the procedure of a generic history and physical. (2) Students will understand the biochemistry of diabetes. Stag

Robert Gagne’s Instruction Design Model

Fri, 13 Mar 2009 00:46:05 GMT

Robert Gagne’s Instruction Design Model; “The Nine Events of Instruction” Objectives • • What are the Nine Events of Instruction? How are these events related to the learning process? Robert Gagne • • • • American educational psychologist Conditions of Learning Instructional Theory Instructional Design Model According to Robert Gagne, there are nine events that activate processes needed for effective learning. Instructional Design Model • • • • Gagne created a nine-step process called The Events of Instruction The events of instruction are related to the learning process The events of instru

John Dewey’s Educational Progressivism

Fri, 13 Mar 2009 00:35:02 GMT

John Dewey’s “Educational Progressivism” Objectives: • • • Who was John Dewey? What does Educational Progressivism means? What is the purpose of education? John Dewey (October 20, 1859 – June 1, 1952) • • • • American philosopher, psychologist and educational reformer Founder of philosophical school of Pragmatism Father of Functional Psychology Educational Progressivism Educational Progressivism 1. The main principle of educational progressivism is that humans are social animals who learn best in real-time activities. 2. Instructors should focus on providing students with the necessary skill

How Do People Learn

Tue, 23 Dec 2008 20:25:12 GMT

How Do People L earn? W hat O rganizations Should Do To C reate Better T raining Programs Based O n Modern L earning T heory By Chris Christensen Studies investigating modern learning theories have revealed ten essential principles that should influence adult training practices. These nine principles are briefly described in this article and the implications of each of them on the development of corporate training programs are reviewed. 1. Change the Learner’s Mental Models There is no such thing as an open mind—every human being possesses pre-conceived ideas on every topic the individual enc

eLearning 2.0 - Solutions to enterprise education

Mon, 20 Oct 2008 22:14:17 GMT

A look @ emerging technologies, and their use in enterprise learning initiatives *A participatory medium is ideal for supporting multiple modes of learning (consumers and producers become the same)  Build a community of learners, whose knowledge attainment is constructed through conversations and interactions  Mastery of a field of knowledge includes learning to be a full participant into the field • Productive Inquiry – seeking knowledge when it is needed in order to carry-out a particular situated task Created by: Rodolfo R. Rosales, MA *The e-Learning community has spoken, and the