Sentence examples for description of learning from inspiring English sources

And his description of learning to love jazz leads to an eye-opening, offhand cultural observation, contrasting British syntax, "so terse, so definitive," with American sentences, "tough and loose enough for you to find out how little you knew".

Efforts include the description of learning objects with metadata, the description of learners with profiles and the generic depiction of learning technology systems in terms of information systems architecture.

Fig. 5 Description of learning Activity's and its interrelated phases.

Table 2 Description of Learning Style Orientations (DeCapua and Wintergerst, 2005) Learning style orientation Questionnaire item 'Project Orientation' (PO) Q 2 I learn best in class when I can participate in related activities.

In working with LMS, there are currently standards of learning object metadata (LOM) (Dublin Core; IEEE LTSC; IMS Learning Design Specification), which allows the description of learning objects (contents).

Dr Grounds concluded that Dean Lyons was highly suggestible and that his admissions were unreliable: "I am not in a position to corroborate Mr Lyons' account of being corrected, prompted and advised by Garda officers and his description of learning from them about the details of the admissions they were seeking.

Results: The task force produced descriptions of learning groups, content and learning objectives, and barriers and challenges to NBC education.

Existing architectural descriptions of learning environments do not precisely specify the interaction between this module and the rest of the learning system.

Selected results are presented to illustrate how this methodology can offer detailed descriptions of learning and social interaction behavior in context.

This study addresses the research question 'How do professionals self-regulate their learning in a MOOC?' The study examined the 'Fundamentals of Clinical Trials' MOOC offered by edX, and presents narrative descriptions of learning drawn from interviews with 35 course participants.

It is also worth noting that, in the revision or re-designing process of curricula and assessments, voices of learners and their parents, both important stakeholders of the CSE, should be heard in such matters as the clarity of descriptions of learning objectives, the feasibility of achieving the objectives, and resources available to help learners achieve the objectives.