Using Intergenerational Communities To Develop a Special Education Discipline Page Website: Focus on the Gifted.

Autor/inn/en	Bull, Kay S.; Boykin, Cynthia; Griffin, John; Overton, Robert; Kimball, Sarah
Titel	Using Intergenerational Communities To Develop a Special Education Discipline Page Website: Focus on the Gifted.
Quelle	(1999), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Collegiality; Computer Assisted Instruction; Computer Uses in Education; Cooperative Learning; Databases; Gifted; Higher Education; Hypermedia; Instructional Innovation; Mentors; Peer Teaching; Special Education; Student Developed Materials; World Wide Web + Suchen Sie Ihr Suchwort? Kollegialität; Computer based training; Computerunterstützter Unterricht; Computernutzung; Kooperatives Lernen; Datenbank; Begabter, Hoch Begabter; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Peer group teaching; Peer Group Teaching; Special needs education; Sonderpädagogik; Sonderschulwesen; World Wibe Web
Abstract	Intergenerational learning communities develop when learners from one class create materials that learners from later classes can use. If information for a class is collected and maintained in an electronic archive, each successive class, or generation, can use that material and build upon it. The compilation of documents results in a superdocument, the components of which can be integrated, cited, and linked to other internal documents via hyperlinks, allowing multiple orderings and perspectives based on the needs of users. Disciplinary web sites, such as for gifted education, use this practice to improve learning and motivation, develop resources, and encourage mentor partnerships. Three levels are recommended for a disciplinary Web site, with separate pages for beginners, intermediates, and advanced. A typical web site would include big theories, big questions, frequently asked questions, how to do research, links to related web sites, resources, future conferences, and search-and-help systems. Learners that work with fully functional discipline sites should develop the following processes: linking materials, integrating existing information, critiquing ideas, and reflecting on own progress. The site also provides an authentic audience for student products. (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC