Nov 19, 2014

Class Reflection Noticed by Ülle. Comment Oct. 31, 2014

In the seminar several teaching methods were explained by participants. The following technics had been presented as useful hints for everyday work keeping the students in the role of active learners
- connect new information with students´ everyday life by asking about their experience (list the facts already known) and giving examples (put in, get out)

Nov 18, 2014

MIT open courseware

- more non-edited courses by MIT lecturers (and MIT, Massachusetts Technological Institute, is supposed to be one of the very best). Beginnings, real chalk-and-blackboard devices :).
https://www.youtube.com/user/MIT

Nov 7, 2014

fink

http://www.designlearning.org/examples-of-design/examples/

L. Dee Fink

 L. Dee Fink video about 'significant learning experience':
                        significant learning experience:    
                        http://www.youtube.com/watch?v=Ed4E2rBVvG8
                        need to teach differently:
                         http://www.youtube.com/watch?v=zmN_2lKHFdc

                        (Arabian, up to 2.24, 4.12-6.11; 6.56-9.00)

Limericks:
http://www.webexhibits.org/poetry/explore_famous_limerick_examples.html 

Oct 26, 2014

Homework: Oct. 23

Teaching an item (about 20 min). A chance for those who did not do it last week, but would still like to practice and get feedback.

Class: Oct. 24. Teaching an item (about 20 min).

We got to know more about motors (well done and good to follow!) and Baby Boomers, X- generation and Y-generation... and helicopter parents (interesting, fluent and informative - I personally especially liked the thought from the beginning of the talk: "It's good to know who we are teaching."). Ülle told us about the stages of development a teacher will probably go thorough and ways of learning (and you'll find the slides in the blog).
And we twisted our tongues, of course:

She sells seashells on the seashore,
And the shells she sells
Are seashore shells,
I'm sure.

We very much want Vera well.

Oct 24, 2014

Class Reflection. Noticed by Ülle. Comment Oct. 17, 2014

In the seminar several teaching methods were explained by participants. The following technics had been presented as useful tips for everyday work:

Oct 17, 2014

Class: Oct. 17

Failures: http://www.bbc.com/news/magazine-26359564

Twelve cans of tunafish rag:
http://muzofon.com/search/Jazz%20Chants%20Twelve%20Cans%20of%20Tuna%20Fish%20Rag
Vocabulary: food and containers
scroll down for lots of packs and containers


Linking to a slide:
Kui pean slaidide näitamisel ühte slaidi (nt esimest) pidevalt uuesti näitama (järgmiste slaidide vahele), siis teen nii:
1)      Teen oma slaidirea valmis.
2)      Lisan slaidile, mida tahan korduvalt näidata, mingi märksõna (nt slide 1). > teen selle märksõna aktiivseks  > valin menüüribast „hüperlink“ ja vajutan. > avaneb aken, kus on kirjas variandid, milline slaid/pealkiri muutub tagasikutsutavaks (= lingitavaks) > vajutan selles aknas  selle variandi peal, mida ma  vajan, et see oleks korratav. Sulen akna. Slaidil on märksõnale tekkinud joon alla.  
3)      Kopeerin selle joonega hüperlingisõna kõikidele slaididele.
Valmis.
Kui olen nüüd ükskõik millisel slaidil, aga vajan seda esimest slaidi uuesti, siis vajutan eesoleval slaidil joonega hüperlink-märksõna peale  > ette tuleb just see lingitud slaid.
Slaidi leidmine linkimise abil toimib ainult esindusvaates, mitte töövaates.

Class Reflection, Noticed by Ülle. Comment Oct. 3, 2014



In the seminar the discussion about practicing feedback in study process was been continued. The following aspects had been mentioned as important, noticed by participants:

Oct 16, 2014

Oct. 3: Class. Teaching an item

TASK: Teaching an item  (about 10 minutes)
Feedback: Important aspects, noticed by participants (what was suggested for feedback: "What kind of feedback would you like to get?")

o   Was the teaching process logical? Why? What made it logical in your mind?
o   What did the participants learn?
o   Usage of Language: vocabulary, fluency, grammar (sentence structure), pronunciation (any accent?)
o   Focus: e.g. language or subject

o   Which methods were used?

Oct 3, 2014

Oct. 3: Homework Assignment

1) Watch the video and try to figure out what Dee Fink means by 'significant learning experience':
 http://teaching.uncc.edu/learning-resources/top-40-freshman-success-academy/schedule-events-handouts-2012-13/dee-fink-keynote

2) prepare your longer teaching item, so that you can either present it in a small group (of 2-3 persons) or discuss in the small group how you are going to present it to the whole group next week.

Terminology discussion in EMÜ: arvestus. May 2014

EST: arvestus - teadmiste ja oskuste kontrolli vorm kõrgkoolis, kutsekoolis jm, mille sooritamise korral (= arvestatud) saab ainepunkte.

EMÜ: pass/fail assessment
Tallina Ülikool: pass/fail assessment
Tartu Ülikool: pass/fail evaluation

Oct 2, 2014

Article: September 28, 2014. Jaak Aaviksoo. Mitte ainult Tallinna ülikoolist

Hea ülikool peab vastama mitte üksnes kõrgetele akadeemilistele standarditele, kirjutab Jaak Aaviksoo värskes Sirbis.
http://track.adform.net/adfserve/?bn=4398902;1x1inv=1;srctype=3;ord=1411931187726
11. septembril toimunud Tallinna ülikooli arengukonverents oli mitmes mõttes silmapaistev ja vaid väikese liialdusena võiks seda nimetada revolutsiooniliseks. Muidugi mitte konverentsi ennast, mis, tõsi, oli ka igati ajakohase korraldusega, vaid eelkõige ülikooli esitatud arenguvisiooni aastani 2020. 

Picasso. Parable. Noticing

Nick Owen. The Magic of Metaphor. 2011 Crown House Publishing Limited

Picasso was on the point of becoming famous. He was travelling first class from Nice to Paris. Sharing his compartment was a wealthy American art collector.
The American thought he recognised the artist. "Hey, aren´t you Mr Pablo Picasso?"
"Si," said Picasso.
"Listen," said the collector, "Why don't you paint people as they really are?"

Five Steps for Giving Productive Feedback by Scott Halford

http://www.entrepreneur.com/article/219437

It can be a delicate process, but assessing a person's progress can lead to improvement and growth.

Handout. Terminology: usage and teaching


Which sources do you use?
What are the criteria for good sources (quantity, quality, availability)?

Class Reflection. Noticed by Ülle Sept. 26, 2014


In the seminar the discussion about practicing feedback in the study process has been continued. The following possibilities have been mentioned:

Sep 28, 2014

Homework Assignment: Sept. 26

1) Prepare to teach something you need in your actual work to our group. (teaching an item, about 10 min)
2) What do you think L. Dee Fink means by 'significant learning experience'? He has written and spoken about it, so if you find any really good sources, would you please post the links, too.

Sep 26, 2014

Feedback on the noticing sheet task. Ülle´s comment Sept 19, 2014


We tried out taking notes when analysing lecturers´ activities for beginning a course. The noticing process, consisting of several steps (notice; describe; point out significant issues; explain them; find theories for supporting or arguing with different opinions; collect the observation conclusions of colleagues and at last, select own conclusions for efficient teaching in the future) possibly has the following influence on our mind: We´ll recognise the different steps of noticing for getting information from outside, select and supplement that to our own teaching skills. 

Sep 23, 2014

Sept. 26. Online resources and teaching an item

My online favorites: Est-Eng-Est: http://enet.animato.ee/
Eng-Eng: http://www.thefreedictionary.com/ 

http://glosbe.com/   (has its limits, as it's multililngual)
http://www.linguee.com/
ametniku soovitussõnastik http://www.eki.ee/dict/ametnik/
ESTERM http://mt.legaltext.ee/esterm/
Eesti keele ressursside loend http://viki.keeleleek.ee/wiki/Eesti_keele_ressursside_loend
Terminiühingu ETER oskussõnastike kogu http://www.eter.ee/oskuss_vorgus.php
Rahvusraamatukogu ajaveebi lingikogu - very thorough, not all links are functional any more unfortunately
http://kirjandusjakeel.blogspot.com/2009/03/terminisonastikke-veebis.html
Plants Estonian-Latin http://www.ut.ee/taimenimed/
TTÜ materjalitehnika instituudi terminitöö http://www.ttu.ee/mehaanikateaduskond/materjalitehnika-instituut-2/teadus-ja-arendustegevus-3/terminoloogia/


Keeleveeb - eesti keelele (lemmatiseerija,
sõnavormide moodustaja http://www.filosoft.ee/gene_et/

terminology, google: glossary art http://www.tate.org.uk/learn/online-resources/glossary

education terminology http://www.greatschools.org/special-education/LD-ADHD/670-educational-terms-learning-and-attention-defiicit.gs
http://en.wikipedia.org/wiki/Glossary_of_education_terms 

Vikipeedia tõlkevõistlus https://et.wikipedia.org/wiki/Vikipeedia:T%C3%B5lketalgud

'all things' explained http://www.howstuffworks.com/
Khan academy https://www.khanacademy.org/
Salman Khan introduction of the idea of Khan's academy http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?language=en

terminology from the Academy of Security Sciences: http://dict.bestit.eu/

Sources to the item about terminology and Kahn
video: https://www.youtube.com/watch?v=ZbE3rmh62x4 
text http://ehituskunst.ee/series/47-48/ 
The beginning (well, more or less, not word-fo-word):
Dear students, last week we discussed online dictionaries and glossaries and today we are going to move on and see what happens if you don’t find the word that you need in any of them. Which happens quite often, when you need specific terminology. Mostly it is easier to find the term online in English, as Estonian online databases are often not thorough enough.
To explain the difficulties, we are going to take a look at Louis Kahn’s work.
Why Kahn? Because it is interesting how he understood room and shapes, his ideas about concrete were very new in his time and one more reason for special interest for us - he has Estonian roots, he was born in Saaremaa. Sometimes it is even said the Kuressaare castle basic rectangle has influenced all his creative work.
And I’ll stress once again, I am not teaching you architecture, I’m teaching the language for studying architecture, or to be more precise, I’m trying to show you the path to getting help when you need the language of architecture in your studies and professional life.
Students: Civil Construction
Aim (for me)Working with terminology, sparkling interest in great architects . Aim for students: understanding how to work with online resources, especially parallel texts (or at least texts on the same topic) and what to do if there is no clear-cut answer; getting interested in Kahn's work.

Reflection on members’ Feedback for the start of the course. September 12, 2014. Ülle´s comment

We started with the course on Sept. 12 and asked the participants for feedback.


The task was to give written feedback on the beginning of the course. The task was given at the end of the training day. Both lecturers orally repeated the task. As the result one of ten participants responded exactly to the task J.
My experience: we get what we ask, precisely – the answer of the partner depends on what and how we ask.

Sep 19, 2014

Homework Assignment: Sept.19

Watch the videos posted by the participants and comment on them (the "Comment" function under the post).

After watching the one that Pille posted, on presentation design and delivery by Garr Reynolds,
would you please also watch Life After Death by Powerpoint by Don McMillan 
and comment on which one you liked more and give some reasons.

P.S. The comment by Rene (P) on all videos added.

Class: Sept.19

Warm-up: tongue twisters
Two toads totally tired trying to trot to Tetbury.

Peter Piper picked a peck of pickled peppers.
A peck of pickled peppers Peter Piper picked.
If Peter Piper picked a peck of pickled peppers

Where is the peck of pickled peppers Peter Piper picked?

René videos

Hello!

Here are some interesting videos.

https://www.youtube.com/watch?v=85O2x-ICtHQ
https://www.youtube.com/watch?v=WooCJ3mye54

Does is really work in this way? There has been a lot of work done by Nikola Tesla about the free energy availability regarding electrical machines in 19-th century. Are those the real results? They are definitely worth for trying.

Best regards,

René

Sep 18, 2014

Road construction - homework assignment

Roads are important. Don't take them for granted. Even ancient Rome knew that.

Video for our next meeting 20 Sept, posted by Sirje

http://www.engvid.com/10-common-driving-expressions/

I chose a video of a teacher explaining new vocabulary - how to use driving expressions.

I think this is an example of good teaching : speak clearly and not too fast, repeat, write the word, illustrate, give examples, be funny and emotional, use body language and a bit of acting. These methods help the learner to memorize new material and not to become bored.

Well done, Emma!

Sep 17, 2014

Epp Homework 1

Misha Glenny
’Global Crime Networks’

I’ve chosen a lecture on organized crime as it is a topic that has to be dealt with during ESP courses for police and border guard officers.  The way the presenter introduces the topic is really enjoyable – I mean that he calls organized crime an industry and compares it with other industries.   The lecture is well- structured and complemented by visual aids – pictures and videos. I believe that the lecturer has taken special care to cater for the needs of the audience whose English may not be at exactly C2 level. He speaks very clearly, makes pauses, the talk does not come as a continuous flow. In addition,  he uses a powerful tool – humour, which creates a relaxed atmosphere and enables  the audience to establish  links between different aspects of the topic. The body language is appropriate and looks natural. I have to say that I am impressed by the skills of the presenter and cannot find anything that could have been done differently.

I’ll definitely use the lecture during my professional English courses to police and border guard cadets.   For B2 and higher level students the lecture can be used as a whole as a basis for discussion  on the topic – ‘How to make a presentation’ or /and  ‘Organized crime’.   Also, sections of the lecture can be used separately, language exercises can be created on different topics – smuggling, THB, cyber-crime.

Homework No. 1 by Riin KK

Hi,

In my English lectures, I give my best to teach my students how to make an awesome presentation. One thing is to share the theory, other is to show them a real-life event and then explain on the go. 
     This video (see below) is a pretty good teaching material for many reasons and as I would like to keep it short and to the point, I am now going to focus on two pros and one con of the video example. 
     Firstly, he is obviously interested in his topic which he chose to present, and secondly, he is not afraid to use humour as a way to connect with the audience (successfully). 
     Nevertheless, he has still dug a nice grave for himself by not using the slides to help him to move on with his presentation. He only shows icons of his two applications he has developed, instead he could have used keywords as a helping outline for him to follow in case he forgets (and he does forget). Instead, he has a padlet in his arms which he is constantly using and for me this is disrupting the fluency and flow of his presentation.
     To sum up, if one is really interested in the topic and if one has the necessary knowledge of what he or she is going to talk about, it is possible to present it by heart.


Britt's homework, 19th Sep 2014


Hello!

EngVid is an useful online source for learning English for free with hundreds of  video lessons by experienced native-speaker teachers. New classes are added three times a week, covering grammar, vocabulary, pronunciation, and more.

For our course I’ve picked out a video about how to remember new words, by teacher Ronnie.
http://www.engvid.com/how-to-remember-vocabulary/

The subject I’m going to teach during  our course is  Estonian language course for Erasmus students. That is why the issue of learning new vocabulary  is very topical for me as well. What really fascinated me about this video was the very easy and nonofficial style of teaching. The teacher excited my  interest with several verbal and nonverbal effects (playing with voice, facial expression, body language etc.). Therefore it was interesting to follow her and learn more about the topic. There are two more things  I’d like to point up about the way she is  teaching:
-          she has involved her personal experience about the topic taught, which always attracts the audience and the

-           talking speed. It was pleasant to listen to her because she didn’t hurry while speaking and she always came to the point.
Britt

Sep 16, 2014

1st homework - Presentation Zen

This is a format that I like - good visuals, well-structured, catchy: http://www.peachpit.com/store/presentation-zen-the-video-dvd-9780321647047

Pille

1st homework - disaster management


Dear colleagues

I am posting my homework and hope you will find some interesting reading too.
One of specialities I am actively teaching in the Estonian Academy of Security Sciences (EASS) is rescue. Due to this fact I chose the presentation which introduces disaster management. The first part of the presentation is made by David Bruce (the presentation has 3 speakers all in all). The presentation can be found on the following link:
https://www.youtube.com/watch?v=KEh9mDULMSs

There are 3 presenters for this particular presentation, what makes it slightly different from the traditional presentations. The first speaker tells his name and starts a video clip (regular activities of the disaster management people in case of crisis/catastrophy) which runs around 5 minutes. After the video the speaker makes a comment about the cell phones, which must be switched to a different mode, and starts to introduce himself and the other two plenary speakers. The facts and data about the presenters can be seen on the slides, which makes it easy to follow him. He continues by introducing the format of the presentation. The thing I really liked was that every part of the presentation was having a time limit, so it was good to know how much time will be spent for each part. After this the speaker started to explain what is a disaster and how can the disasters be categorized. He used quite some pictures to illustrate it all. As the slides were pretty full of text and he was mostly reading the text out from the slides, it definitely did not give him positive points, as the contact between him and the audience was much weaker during that time.

Evelyn
 

 

Sep 12, 2014

Homework Assignment: Sept. 12

1) 1. Find a video-lecture (as close to your speciality as possible), post the link and comment on it. It has to be something that you actually need as a lecturer/teacher. If it does not look interesting, you have to make it interesting as a teaching item (add a comment on why the topic is important, for example). Focus on the very beginning of the lecture.

2) Prepare the beginning for the first lecture of the course you have to start (it does not matter, when - spring 2014 or next year or maybe you're just thinking about doing it). If you do not know if and when you're going to teach, introduce a course you'd like to teach.

Sep 6, 2014

Article September 4, 2014. Ü. Vooglaid. Õppimine ei ole töö

http://tartuekspress.eu/index.php?page=1&id=2286

Ülo Vooglaid. Härra president, õppimine ei ole töö!
tartuekspress, 4.09.2014

Vaatasin presidendi telepöördumist ja nendin, et selles oli mitu eksitavat mõtet.
Õppimine ei ole töö. Õppimine on õppimine. Õppes on palju tegevusi. Igas tegevuses on eri objekt. Igaks tegevuseks on vaja eri eeldusi. Iga tegevusega saavutatakse eri tulemusi. Inimestel on põhiseadusega õigus haridusele, aga ametnikud üritavad seda õigust tõlgendada koolis käimise kohustusena. Põhiseaduse järgi on lapse haridustee üle otsustamise õigus lapse vanematel, aga ametnikud arvavad, et neil on õigus otsustada õppe mahu, struktuuri, korralduse jpm üle. Paraku ei taha keegi kuuldagi vajadusest vastutada selle eest, mis niisuguse tegevuse tõttu lapsest saab.

Sep 3, 2014

Article September 1, 2014. Mati Heidmets TLÜ. Uus kool

http://arvamus.postimees.ee/2904999/mati-heidmets-uus-kool

Mati Heidmets: uus kool 
01.    september 2014, //arvamus.postimees.ee

Kogu maailm otsib ajale ja elule kohast koolimudelit. TLÜ haridusinnovatsiooni keskuse juhataja Mati Heidmets arutleb, mida toob õpetaja-õpilase rollide vältimatu muutumine – Eestil tuleb sel teemal kaasa mõelda ja tegutseda.
OECD peasekretär Angel Gurria juhatab maailma suurima õpetajauuringu TALIS 2014. aasta raporti sisse järgmise mõtteavaldusega: «Oskused, mida tänane maailm vajab, uuenevad pidevalt. Paraku pole haridus suutnud muutustega kaasa minna. Enamik koole näeb välja nii nagu meie isaisade ajal, õpetajad pole võimelised õppuritele pakkuma uutes oludes vajalikke tarkusi ja oskusi.» Karm hinnang arenenud maailma koolikorraldusele.

Apr 14, 2014

Word of the day - wantrepreneur

n: someone who thinks about being an entrepreneur or starting a business but never gets started.
Bill is such a Wantrepreneur. Always talking about starting a business, but never getting there.
(which is a place to find out the taboo meanings of very common words :) ) 

Apr 10, 2014

EU legislation, parallel texts

All EU legislation is available as "parallel texts" - which means that you can find the official formal version and use the phrases from there.
An example:
https://www.riigiteataja.ee/en/compare_original/507042014002
notice the "Parallel texts" top-right https://www.riigiteataja.ee/en/eli/ee/Riigikogu/act/507042014002/consolide

Apr 7, 2014

The Mathematician in Love

by  William J. M. Rankine

A mathematician fell madly in love
With a lady, young, handsome, and charming:
By angles and ratios harmonic he strove
Her curves and proportions all faultless to prove.
As he scrawled hieroglyphics alarming.

Prezi presentation

Apr 6, 2014

Mar 31, 2014

Fun: Food products and quantity

Expressions of quantity

A bag of: a bag of potatoes, a bag of oranges, a bag of dog food, a bag of potato chips;
A bar of: a bar of chocolate, a candy bar, a bar of soap;
A bottle of: a bottle of milk, a bottle of mineral water, a bottle of grapefruit juice, a bottle of red wine, two bottles of beer, a bottle of ketchup, a bottle of soy sauce;
A bowl of: a bowl of breakfast cereal, a bowl of cornflakes, a bowl of salad, a bowl of soup;
A box of: a box of spaghetti, a box of corn flakes, a box of crackers, a box of cookies, a box of chocolates, a box of matches;
A bunch of: a bunch of parsley, a bunch of carrots, a bunch of radishes, a bunch of flowers;
A can of: a can of green peas, a can of olives, a can of tomato soup, a can of sardines, a can of beer, a can of hair spray;
A carton of: a carton of milk, a carton of fruit juice, a carton of eggs, a carton of cigarettes (ten packs of cigarettes);
A container of: a container of sour cream, a container / a cup of yogurt;
A cup of: a cup of coffee, a cup of tea, a cup of soup, a (plastic) cup of coffee;
A dozen (of): a dozen eggs, two dozen eggs, a dozen oranges, a dozen of hamburger rolls;
A gallon of: a gallon of milk, a gallon of spring water;
A glass of: a glass of milk, a glass of beer, a glass of wine;
A head of: a head of cabbage, a head of cauliflower, two heads of garlic;
A jar of: a jar of coffee, a jar of mayonnaise, a jar of raspberry jam, a jar of pickles;
A loaf of: a loaf of bread, a loaf of French bread, two loaves of rye bread;
A mug of: a mug of beer, a mug of coffee;
A package of: a package of hot dogs, a package of chicken legs, a package of sesame rolls, a package of cookies, a package of cottage cheese, a package of popcorn, a package of beans, a package of candies;
A pack of: a pack of chewing gum, a pack of cigarettes, a pack of cards; a six-pack of beer, a twelve-pack of mineral water, a twin pack;
A piece of: a piece of bread, a piece of cake, a piece of pie, a piece of fruit;
A pint of: a pint of blueberries, a pint of cream, a pint of beer;
A pound of: a pound of meat, three pounds of ground beef, a pound of cheese, a half pound of butter, two pounds of tomatoes;
A quart of: a quart of milk, a quart of apple juice, two quarts of orange juice;
A roll of: a roll of toilet paper, a roll of paper towels, a roll of foil, a roll of film;
A slice of: a slice of bread, a slice of pie, a slice of pizza, a slice of cheese, a slice of meat; a slice of tomato;
A teaspoon of: a teaspoon of instant coffee, a teaspoon of syrup; a tablespoon of salt;
Sugar: a lump of sugar; two lumps of sugar; a cube of sugar; a teaspoon of sugar; a spoonful of sugar;
A tube of: a tube of mustard, a tube of hand cream, a tube of shampoo, a tube of toothpaste;

Mar 22, 2014

Noticing: Listener Task. PERSONAL

NOTICING: LISTENER TASK
PERSONAL SHEET
After watching/noticing - please sum up and write down

Tiiu Kuurme "Koolist võõrandunud"

An interesting article in Estonian:
Tiiu Kuurme "Koolist võõrandunud", Eesti Ekspress March 20, 2014

Mar 21, 2014

Team-Based Learning method and Five Transformative Teaching Practices

Team-Based Learning method by L. Dee Fink
1)              Individual work: preparation for the next class doing homework (reading materials)

Mar 17, 2014

Tiiu Kuurme "Mälestusi haridusest"

An interesting article in Estonian:
Tiiu Kuurme "Mälestusi haridusest", Postimees AK March 15, 2014

Mar 9, 2014

Absence

Dear all,

I am sorry to inform you that I won't be able to participate in the English class on Monday of 10 March. I have some deadlines to catch. I will be there again on the 17th March.

Thank you for your understanding.

With best regards,
Reelika Rätsep

Feb 17, 2014

HW 1

link to the lecture https://www.youtube.com/watch?v=A1LnST3w4WQ

The Lecturer has a very nice logic to his lecture. And a way he presents the problem and uses some everyday things to illustrate it, brings it closer to the listener.
He might be pausing a bit too often.
Also, the fact that he stands behind this high counter is a bit distancing.

Video lecture


This lecture contains nice overview about ERAMUS+ program.  I like there mostly the representation of graphs, clear summary and simple choice of words.

Video lecture

http://www.youtube.com/watch?v=ApUFtLCrU90
In my opinion it is one of the best presentation of the course of classical mechanics for non-mathematicians. Prof. Leonard Susskind from Stanford University is not only a prominent scientist, but also a very good lecturer. 

Video lecture


http://www.youtube.com/watch?v=ZK3O402wf1c

This is the first lecture of the course "Linear algebra" giving by Prof. Gilbert Strang (MIT). The lecturer starts with the brief introduction to the course, he gives the reference to the textbook and the webpage. All the additional information (syllabus, exercises and so on)  could be received from these sources.

In my opinion this is very nice lecture with clear explanations and worked examples. Maybe this looks really tediously that the lecturer in the old way uses only a blackboard and a piece of chalk, but in my opinion for the basic mathematical courses this is the best way to give a good lecture.

Feb 16, 2014

Video lecture

http://www.youtube.com/watch?v=vHReN9Dmy7g

This video is from York University UK. It explains how studying in university is different from studying in highschool. I found this point of view very interesting.
I also liked video's realization. Bright colors, appropriate animations and intuitive thoughts. No boring lecturers.
 

Egineering Mechanics

Leonard Susskind
Walter Lewin
Shankar

Video lecture

Economics: Problems in Agricultural Economics https://www.youtube.com/watch?v=yOQOWSpGlks
This video-lecture is an excerpt of a longer lecture, which deals with problems in Agricultural Economics. 
In my opinion this lecture is good for several reasons. Lecturer speaks  clearly, every word is understandable and terminology correct. The tempo of the speech is suitable, lecture is easy to follow. It is also important that the lecturer himself is so „in“ the subject.
I like the graphs that presenter uses. It is more personal approach than using just powerpoint slides. 

Unfortunately the introduction to the lecture is not presented in this video, so I cannot say anything about it. 

Video-lecture of Conservation biology

http://www.youtube.com/watch?v=Kaeyr5-O2eU

This video is  a Crash Course on ecology by taking a look at the growing fields of conservation biology and restoration ecology. This presentations text may look intense, fast and complex, but I think it wraps up perfectly what conservation biology is mainly about.

Enjoy!

Video-lecture


The video-lecture is about reproductive cycle of flower plants. Like the second part title said „The Amazing Lives of Plants“, I would also describe the video with word amazing. This video was very useful, informative and representative. I liked that there was used different animation like real plants in greenery and mostly the 3D animation how exactly plants seeds will develop. The educative effects gives the terms appearing on the screen. Therefore the viewer could use listening and visual memory at the same time. The speaker speech was clear and speed sufficient. Pleasant was the background music and sounds, what supported the video content. 

Short video-lecture of viticulture

I was looking for a good lecture for some time. Finally I decided to choose a short introduction to viticulture (grape growing) and climate topic which interests me. The discussion in less than 5 minutes tells us the most problematic issues of grape growing in specific climate and why it is important.

Dr. Tony Shaw, professor of geography (area of climatology) in Brock University
https://www.youtube.com/watch?v=m_gqU4TQuuw

The importance of climate in producing food and human well-being is huge. The adaption of species and cultivar is a second main point when producing high quality food and food stuffs, because it affects the quality of endpoint products. The latter will influence our health and well-being of the world in general. The effect of climate and its changes on grape cultivation is concidered to be the problematic in southern viticultural areas. Because the wide spreading of pests and diseases is setting limits to grape growing and is demanding more and more expenses every day in order to produce marketable crop. In northern areas, the viticultural research is trying to find out the benefits of cool temperatures and their effects on grape growing with selected cultivars. According to recent literature, colder climate is expected to give an advantage for producing high quality grapes and wines.

Video lecture

AA Jaana Video lecture

 https://www.youtube.com/watch?v=zrBZjcsQ_BQ

I was looking a lecture abuot cancer biology. It was the first lecture what i found and started to listen it in very big intrest. But beacause of the lenght of the video I thougt that, this one I`m not posting and looked forward about 5-6 hours for the shorter and mayby not so scientific lecture. And what more I looked, the more I started to like the first one I had found.
I love how the lecturer Prof. Robert Weinberg is starting his lecture to the students. At first he makes a joke, so he would not be so formal, but what I loved most ,was his understandig  who is his audience. He was explainig, what is the porpose of this course and all he is waiting for the students, is that they figure out themself, what is importatnt to take from this lecture. And he did it so positively.
And it was so enjoyable to listen a lecturist who is so fluent and so in to, in the thing he is doing.
But when you think, that this theme is not your favorit to listen, I recomend to skip a part of a lecture and start listening again on 32 min. of video. This is the information we can use our every day life and spread it through.

AA. Katri. Link to video-lecture


Economics: Problems in Agricultural Economics. https://www.youtube.com/watch?v=yOQOWSpGlks  

This video-lecture is an excerpt of a longer lecture, which deals with problems in Agricultural Economics. 
In my opinion this lecture is good for several reasons. Lecturer speaks  clearly, every word is understandable and terminology correct. The tempo of the speech is suitable, lecture is easy to follow. It is also important that the lecturer himself is so „in“ the subject.
I like the graphs that presenter uses. It is more personal approach than using just powerpoint slides. 

Unfortunately the introduction to the lecture is not presented in this video, so I cannot say anything about it.

video lecture

https://www.youtube.com/watch?v=sX5QbcCRBoM

It is a small lecture for  dog owners how to prevent dental diseases in dogs. Unfortunatelly it is also connected with advertisment what is in connection with charity, but still...
I had an opportunity to take part in the study course of Brook Niemic and to be a guide  when we did a day trip near Otepää as he visited ower university couple of weeks ago and I really enjoied that. 
When I compear this youtube clip with real lecturer and person  then unfortunatelly this clip is not so good.  I know that Brook likes to walk and to use a lot of nonverbal messages  ( body language) during his lectures and in this clip it seems that  he feels a  little bit uncomfortable. Maybe it is also because of advertisement? He's message usually is- brush the teeth! It's the only thing wich helps to prevent problems. It would be really interesting to know what other people would think about this presentation.


AA. Katri. Link videoloengule


Economics: Problems in agrucultural economics https://www.youtube.com/watch?v=yOQOWSpGlks 
This video-lecture is an excerpt of a longer lecture, which deals with problems in Agricultural Economics.
In my opinion this lecture is good for several reasons. Lecturer speaks clearly, every word is understandable and terminology correct. Tempo of the speech is just suitable, easy to follow and not becoming boring. It is also important that the lecturer himself is so „in“ the subject.
I like the graphs that presenter uses. It is more personal approach than using just Powerpoint slides.  
Unfortunately the real beginning of the lecture is not presented in this video, so I cannot say anything about it.

AA. Katri. Link to video-lecture


Economics: Problems in Agricultural Economics  

This video-lecture is an excerpt of a longer lecture, which deals with problems in Agricultural Economics. 
In my opinion this lecture is good for several reasons. Lecturer speaks  clearly, every word is understandable and terminology correct. Tempo of the speech is suitable, lecture is easy to follow and not becoming too boring. It is also important that the lecturer himself is so „in“ the subject.
I like the graphs that presenter uses. It is more personal approach than using just powerpoint slides.  
Unfortunately the real beginning of the lecture is not presented in this video, so I cannot say anything about it.