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I mentioned how we use telerobotics internally, but bringing a robot into a classroom required a lot more thought than just figuring out the logistics for one or two people.
Like any other technologies, using social media in a classroom required the researcher to consider a number of factors such as good Internet which should be accessed for free (unfortunately, this was not the case in this project) and good ICT skills which the researcher and his students had.
The point is that an outside observer couldn't develop the trust and the intimate knowledge of each classroom required to pull off such a detailed teacher evaluation.
To produce a flipped classroom required the digitization of active, exploratory lessons for every class period.
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What the college classroom requires is the best a professor can bring to it.
K-12 lessons: bring NASA visualizations and data into your classroom (requires an internet connection).
While I applaud the idea of promoting parent involvement in the classroom, requiring assignments may end up penalizing students who come from homes with fewer resources.
The Flipped Classroom requires a shift in perspective on the part of faculty who are used to being in front of a class with the attention on them.
Improving the quality of teaching and learning in a flipped classroom requires redesign and hard work (Tucker, 2012).
Creating that kind of classroom requires that teachers help their religious student to manage, not resolve, the conflict… (p. 150).
Rookies require a lot of help to manage the taxing and seemingly endless list of tasks that running a classroom requires.
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Since I tried Ludwig back in 2017, I have been constantly using it in both editing and translation. Ever since, I suggest it to my translators at ProSciEditing.

Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com