Sentence examples for pedagogic value from inspiring English sources

But many academics dismiss Dr. Schank's prediction that traditional teaching methods will soon become obsolete and question software learning's pedagogic value.

Many faculty at predominantly undergraduate institutions have come to recognize the pedagogic value of hands-on, discovery-based work, i.e., research.

This might suit university finances, but has questionable academic and pedagogic value, especially when their skills at fund raising do not justify the academic and professional status bestowed upon them.

These thoughts are intended not as a criticism of those other workers who have struggled with limited resources over the years to continue the teaching of paleoanthropology in Slovenia, but rather to stimulate discussion of the pedagogic value of human evolution and to argue for its enhanced role within the curriculum of Slovene schools.

The latter included questions about computer and Internet usage in general, as well as a ranking of the pedagogic value of the three different learning modules of the ECG programme (learning content, self assessment, interpretation training), preference for future medical speciality and estimation of prior experience of E-learning.

That is, a shift from an alignment with Confucian traditional pedagogic values, to an alignment with the pedagogic practice of schools and universities in contexts like North America, Australia and Europe.

Pedagogic values Associated with the universal access to open knowledge and the collective production in the different projects of the Wikimedia Foundation (Wikimedia Commons, Wikipedia, Wikibooks, Wikiversity, etc).

These two learning environments, that apparently could be considered open, in reality present profound differences in respect to the place they occupy in the knowledge production system, their pedagogic offer, the values associated to their initiatives and the types of competences they develop.

The exchange of knowledge and values through pedagogic registers is not simply 'transmission' and 'acquisition'; rather learners construe curriculum registers from unfolding variations in pedagogic register.

The authors suggested that the development of EIT better considered the possibility of value added to pedagogic and community by functionality and interface design.

Both knowledge and pedagogic activity may be given value by appraisals, modal responsibility, vocation, and participation in the exchange.