Help:Teaching with Proteopedia: Difference between revisions
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Of course, you can use existing pages in Proteopedia. Be sure to consider those specifically designed for and by educators, which are listed at [[Teaching Scenes, Tutorials, and Educators' Pages]]. | Of course, you can use existing pages in Proteopedia. Be sure to consider those specifically designed for and by educators, which are listed at [[Teaching Scenes, Tutorials, and Educators' Pages]]. | ||
Proteopedia pages can be projected during lectures (if you have an Internet connection in the classroom), and/or assigned to students. | Proteopedia pages can be '''projected''' during lectures (if you have an Internet connection in the classroom), and/or '''assigned'' to students as homework. | ||
==Author Your Own Pages== | ==Author Your Own Pages== | ||
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==Worksheets== | ==Worksheets== | ||
A low tech, but quick-to-prepare lesson plan involves distributing worksheets of questions regarding the molecular scenes on a particular Proteopedia page. These worksheets can be on paper, a web page (which could be on a page in Protopedia), or within your local courseware system. Students in a computer lab can do such worksheets in class, concurrently, perhaps in pairs, which fosters discussion. The questions can be purposefully vague, to encourage discussion -- in which case completion could be simply "checked off" rather than graded in detail. Such worksheets give focus and a finite completion goal to each student. In contrast, simply assigning students to read a Proteopedia page may leave them less focused and perhaps uncertain about whether they have absorbed what you intend from the page. | A low tech, but quick-to-prepare lesson plan involves distributing worksheets of questions regarding the molecular scenes on a particular Proteopedia page. These worksheets can be on paper, a web page (which could be on a page in Protopedia), or within your local courseware system. Students in a computer lab can do such worksheets in class, concurrently, perhaps in pairs, which fosters discussion. The questions can be purposefully '''vague''', to '''encourage discussion''' -- in which case completion could be simply "checked off" rather than graded in detail. Such worksheets give '''focus''' and a finite '''completion goal''' to each student. In contrast, simply assigning students to read a Proteopedia page may leave them less focused and perhaps uncertain about whether they have absorbed what you intend from the page. | ||
==Student Authoring of Temporary Proteopedia Pages== | ==Student Authoring of Temporary Proteopedia Pages== | ||
