Especially for UC Berkeley, they named it  For those who are interested can go directly to the home page and download the lecture you want. Bids his courses – average only at the beginning of the semester, but there are quite varied subjects: molecular biology, politics, communication sciences, physics and even philosophy. I myself just listening to lectures so far biology, but the professor deserved thumbs up. They could deliver lectures with a solid and clear in time – average one hour, and some even have a can communicate with a few jokes to entertain. If you use iTunes or another program that can download podcasts directly, you can sign up to RSS feeds from the relevant subjects and new content will be downloaded instantly once they are published.

UC Berkeley is not the only university that opened classroom content to the world. Massachusetts Institute of Technology (MIT) is also having the program Open Course Ware (OCW). But unlike such webcast.berkeley where we participate in the lecture hall, the concept of OCW is a publication of the material – material that used to lecture at MIT. Some courses provide lectures in audio recordings and videos, but most only provide the syllabus, the topic of each meeting, and schedule of activities during the lecture course. This is still informative for you – you who are wondering what are used in the classroom one of the best universities in the world can now know.

Still want to learn more? You can also do it in the iTunes U program run by Apple. The iTunes U is a collection of various free educational materials, such as college lecturers or seminars with guest speakers from various universities carried out by Apple. Here the choice is much more diverse universities: Stanford, Yale, to Cambridge University. So did his courses choices: from architecture, engineering, until the study of film and Japanese kanji. To browse the available courses, you need to run iTunes on your computer and open this link. A collection of lectures from different universities can also be found in the Academic Earth. What makes it different from others is all material existing on the site are videos and can watch the stream directly.

However, you may ask, what’s all this for me? Google and Wikipedia is enough to answer my curiosity. Indeed, for short and quick information you can rely on the site. You may be able to know what genome is, what the mesoderm is, or how the CPU circuit works. But did you know the importance of examining the genome? What is the importance of studying the mesoderm? You can look it up again of course, on Google and Wikipedia, but in the end you get is a collection of facts – facts which are sometimes difficult to put together into one complete story. This is the advantage to follow lectures – lecture: the context of the story intact. To understand one issue, you need to understand it as a whole, not just a piece or two pieces of the facts only.

By listening to the experts – experts in respective fields deliver lectures, you will get the context of the story more easily. Just try to compare you to browse the internet for an hour looking for information on prokaryotic gene expression control or you listen to lectures on the same topic for an hour.

In addition, you also have more freedom with this way of learning. If you have a portable audio or video player, you can take lectures – lectures on top wherever you go. A bit like carrying a book, but you do not have to worry about a heavy luggage. You can listen in the car when the traffic jams, or when you are on campus waiting for your friend to come. Easy is not it?

Well, wait no more. All materials are free. All you need is the willingness (and an adequate internet connection of course).

Constructivist Learning Theory Perspective

Generally called constructivism, it emphasizes the contribution of learners in the person giving the sense, as well as learns something through individual and social activities. There is no such constructivism learning theory, but there is only some constructivist approach, such as specific approaches in mathematics and science education. Some constructivist thinkers such as Vigotsky emphasize sharing and social construction in the formation of knowledge (social constructivism), whereas others such as Piaget’s view individuals who the main construction (individual constructivism).

Vygotsky believed that knowledge is socially constructed, i.e. to what each participant contributed and create together. So the development of the knowledge generated will vary in different cultural contexts. Social interaction, cultural tools, and activities form the individual development and learning ability. Vygotsky saw that the cultural tools (including paper, printing machines, computers etc.) and symbolic tools (such as a system of numbers, maps, artwork, language, and codes and symbols) play an important role in cognitive development. Roman numeral system has limitations for the operation of such calculation; different from the usual Arabic numeral system we use that have a zero symbol, can be formed on fractions, positive and negative values, and declared an infinite amount of numbers and more. Numbering system used is a tool that supports the culture of thinking, learning and cognitive development. This symbol system is given from adults to children through formal or informal interaction and instruction.

Vygotsky stressed that all high-level mental processes, such as thinking and problem solving are mediated by psychological tools like language, symbols and symbols. Adults teach these tools to children in everyday activities and the child internalize it. So that this psychological tool can help students improve their thinking and mental development. By the time children interact with parents or friends that are more capable, they exchanged ideas and ways of thinking about representation and concept. So that knowledge, ideas, attitudes and value systems owned subsidiaries as well as developing ways he learned from his environment.

How knowledge is constructed?
To be able to explain how knowledge is formed, the three explanations that summarize the various stages of this constructivist approach:

1. Reality and truth from the outside world to direct the formation of knowledge. Individual reconstruct reality by forming a mental representation that accurately reflects “what the circumstances.” The first stage is none other than the information processing model of cognitive learning theory.

2. Internal processes of the organization Piaget, assimilation and accommodation to direct the formation of knowledge. Celebration of knowledge is not only a mirror of reality, but an abstraction that grows and develops with cognitive activity. Knowledge is not simply right or wrong, but it continues to grow internally consistent and organized along with its development.
3. External and internal factors direct the formation of knowledge. Knowledge grows through the interaction of internal factors (cognitive) and external (environmental and social).

Over time, the existing practice is questionable and could be replaced, but before that happens there are practices that continue to be done because the votes remain profitable.

Also studied was also conditioned by the venue for events, usually called enculturation or process to adopt the norms, attitudes, skills, beliefs, language, attitude of one particular community. Knowledge would not only be seen as a cognitive structure but as an artificial individual from the community all the time. What does the community, how they interact and solve a case, like tool made by the community, forming knowledge of the community. Learning means to be better able to participate in activities and use of tools and get the identity as members of the community.

As quoted by Radio Australia, Monday (21 / 6), the Austrian archaeologist found what they believe to be Avaris, the capital used by the Hyksos who ruled 3600 years ago.

Egyptian Ministry of Culture said, an Austrian expert mission conduct geophysical surveys in the area that allows them to identify the parts Avaris city in the Nile Delta near the modern town of Tal al-Dabaa, northeast of Cairo.

Radar maps showing overall picture of a town complete with streets, homes and burial ground, one of the former Nile tributaries flow through the city, and the two islands.

The Asiatic Hyksos invaded Egypt around 1569 BC and ruled for more than a century, with the central government in the capital in the Nile delta.

When Egypt was returned to power, they destroyed all the monuments and records and the city was buried during a flood in the Nile Delta.

“It’s very frustrating to see young people who want intelligent speak their mother tongue, but can not form coherent sentences correctly,” he delivered at the School of Notre Dame de Jamhour in the capital city of Lebanon.

Makhoulhanya one of several Lebanese teachers and parents who care about the increasing number of young people who do not master the Arabic language, although born and raised in the countries in the Middle East region.

He welcomed the government’s campaign to save the Arabic in Lebanon, called “You speak from the East and he answered from the West.” “The campaign aims to raise awareness about the importance to maintain the national official language of Lebanon. We encourage learning a foreign language, but does not leave the mother tongue,” said Amal Mansour, spokesman for the Ministry of Culture of Lebanon.

Arabic is the official language of the Lebanese, but the English and French is widely spoken. Most Lebanese speak French – as a French colony – and the younger generation switch to using English.
The number of parents who enroll their children in schools that use the curriculum of France, England and America, and hopes one day will help them obtain jobs and an assured future. In fact, some of them speak French and in English in the house.

“It’s sad none of our younger generation who can speak Arabic very well,” said Lara Traad (16) Notre Dame de Jamhour student, one school with a French curriculum.

“Very sorry my parents did not help in improving my Arabic language skills. It is too late, but may do something for the younger students,” he was quoted as saying “the BBC”.

Lebanese language also has the distinction of classical Arabic, the dialect and language. Classical languages are almost never used in conversation – these are only used in the news, the official speech of its officers, and numerous television programs.

Now, many young people of Lebanon should work to improve the ability to read and write in Arabic. Similar problems occurred in several Arab countries that have more foreign schools – United Arab Emirates, Jordan, Egypt and some North African countries.

Since the mid-January, EI (Educational International) has regular contact with members of the Executive Office CNEH to assess the impact of disasters in schools, teachers and students to determine what the best way for EI (Educational International)  and cooperating partners to help reduce the impact of a huge humanitarian crisis.

A delegation attending the conference CNEH IE to North America and the Caribbean, organized by the Caribbean Union of Teachers (CUT) and Trinidad and Tobago Unified Teachers’ Organization (TTUTA) in Port of Spain, Trinidad and Tobago, 25 and February 26, 2010. Regional conference marked an opportunity for EI and members of organizations involved in working groups for support in Haiti to meet with representatives from CNEH to discuss a project to support the unity and teacher (s) affected (e) s. They identified two main priorities include the rehabilitation of the structure of union organizations at all levels (federal and Federation) and to strengthen its contribution to the reconstruction of Haiti’s educational system.

After the summit and meetings of national associations and the Executive NECH Company, the union has prepared a short term project will be funded by contributions received from many members of the organization by the Special Funds for Haiti and IE CUT. This project includes support for the organizational structure, allow the professional to the level of trade union federation in the pre-convention, campaign, organization of work, the investigation status and needs of the school teacher (s), participation in UN CNEH groups for education and policy development for public education unions.

Visits to the representation (s) EI, and the CUT in Port-au-Prince is scheduled for mid-June to complete CNEH needs assessment and the general situation in this country, and to guide the planning of short-term employment with the Confederacy. This mission is the beginning of a more important political task of IE, CNEH to coincide with the Congress in September.