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The transition from an individual work-based (Individualistic) to an SGL environment was relatively straightforward (from the instructors' points of view), and made the course more enjoyable to teach.
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These two processes were evaluated from the students' point of view (i.e., students' opinions and experiences) and from the instructors' point of view (i.e., a panel evaluation of the submitted works).
From instructors' point of view, providing the linkage between the content of the courses in terms of universal design issues can be a good way to foster the development of innovative teaching strategies.
From the instructors' point of view, the assessment of the computer-based examination was quicker and more efficient (0.5 hours for one instructor for 36 students vs. 60 hours for 62 students).
Moving from a macro to micro point-of-view, we noticed three components in our framework that were very relevant to course instructors and classroom tutors namely needs, design and learner autonomy - as they move their teaching from real life to the virtual universe.
Choose a point-of-view.
Develop your point-of-view.
Tell from the proper point-of-view.
Consistently remain in one point-of-view.
From the instructor's point of view, this teaching module is easy to implement.
These three perspectives are extremely important for scaling up a system because it accommodates the points of view of curriculum designers, instructors, and students.
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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