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MIT OpenCourseWare
5 896 vidéos, +2 320 000 abonnés
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9.3.1 eHarmony - Video 1: The Goal of eHarmony
3:49
20
3.1.1 Welcome to Unit 3: Modeling the Expert - An Introduction to Logistical Regression
0:38
167
7.3.1 Visualization for Law and Order - Video 1: Predictive Policing
4:23
29
1.4.5 R1. Understanding Food - Video 4: Creating Plots in R
7:46
223
1.4.2 R1. Understanding Food - Video 1: The Importance of Food and Nutrition
2:18
395
2.2.3 An Introduction to Linear Regression - Video 2: One-variable Linear Regression
8:47
315
2.2.9 An Introduction to Linear Regression - Video 5: Understanding the Model
12:32
218
5.4.4 R5. Predictive Coding - Video 3: Pre-Processing
2:36
29
5.4.8 R5. Predictive Coding - Video 7: The ROC Curve
3:20
25
1.4.6 R1. Understanding Food - Video 5: Adding Variables
5:47
8
1.4.3 R1. Understanding Food - Video 2: Working with Data in R
4:11
332
1.4.4 R1. Understanding Food - Video 3: Data Analysis
7:42
315
6.2.15 An Introduction to Clustering - Video 8: The Analytics Edge of Recommendation Systems
3:23
44
9.3.5 eHarmony - Video 3: Predicting Compatibility Scores
3:45
18
4.4.2 R4. Regression Trees - Video 1: Boston Housing Data
4:46
57
3.2.2 Introduction to Logistical Regression - Video 2: Building the Dataset
3:41
105
1.4.6 R1. Understanding Food - Video 5: Adding Variables
4:50
208
4.3.17 Healthcare Costs - Video 9: Results
3:50
32
7.3.13 Visualization for Law and Order - Video 7: The Analytics Edge
1:70
17
1.4.7 R1. Understanding Food - Video 6: Summary Tables
6:27
191
2.2.15 An Introduction to Linear Regression - Video 8: Comparing the Model to the Experts
1:48
140
1.2.4 The Analytics Edge - Video 4: Example 3 - The Framingham Heart Study
2:42
1 554
Rooted in the Personal
2:22
397
Real-World Learning Outcomes
2:11
223
Key Learning
1:60
269
Inspiration for the Course
0:39
88
Sharing with Teachers
2:14
58
Valuing Teachers from the Diaspora
1:38
55
Oral Presentations
1:52
80
Facilitating Meaningful Classroom Discussions
3:25
47
Prezantasyon oral etidyan yo: Konekte analiz abstrè ak esperyans ke yo viv (Oral Presentations)
1:38
28
2. How much variation in space and in time through the history of Haitian Creole?
3:34
316
Entèvyou ak pwofesè a: Fasilite brase lide ki djanm nan sal klas (Facilitating Discussions)
2:18
27
4. Post-colonial discourses of power & identity; the making of socio-economic & cultural hierarchies
15:52
217
8. Against Creole Exceptionalism, Part 1: Creole languages are perfectly normal languages
16:11
87
Meet the Educator
0:57
87
Chache konprann ki moun nou ye: Kesyon etidyan yo sou idantite (Rooted in the Personal)
2:00
34
Ki sa ki enspire kou a (Inspiration for the Course)
0:40
73
1. Do "Pidgins" exist? Do Creole languages come from Pidgins?
9:31
5 711
9. Against Creole Exceptionalism, Part 2: Creole formation is normal language change
9:25
68
10. Against Creole Exceptionalism (3): Creole formation is language acquisition plus social factors
9:36
41
6. Language, culture, identity and "authenticity" in post-colonial communities
14:23
75
7. Feedback to students who led class discussion
3:30
117
Using Student Surveys
1:23
26
Unpacking Misconceptions
3:19
28
Pataje ak anseyan pou ankouraje chanjman sosyal tou patou (Sharing with Teachers)
1:52
23
Enpak aprantisaj la nan lavi tou lè jou etidyan yo (Real-World Learning Outcomes)
1:47
20
Sèvi ak sondaj pami etidyan yo pou n byen kadre ansèyman an selon pwofil etidyan yo (Surveys)
1:30
22
Korije vye lide sou lang kreyòl e sou fòmasyon idantite (Unpacking Misconceptions)
2:31
27
3. On "Kreyolofoni": Why do we still use the label "Creole" to refer to "Creole languages"?
7:33
125
A Different Way to View the World
1:41
45
Advice for Educators: Help Students Read the Word and the World
1:25
37
Brase lide ak edikatè a (Meet the Educator)
0:50
48
5. Language & discourses of power in the making of "authentic" identities in post-colonial soc...
14:39
111
12. A brief & partial history of anti-Creole myths at the core of imperialism—linguistic & oth...
17:50
38
11. "Birth certificates" of languages created via migration & population contact—Kreyòl, E...
9:57
38
Lecture: Mathematics of Big Data and Machine Learning
38:16
97 119
J-Lab: A Space to Figure Things Out
0:55
1 546
Pedagogical Iteration
1:49
612
Building Up to an Audience
2:90
566
On Grading Student Papers
2:33
896
Developing Students' Science Communication Skills
4:57
561
The Role of Iteration in Developing Oral Communication Skills
1:44
401
Student Challenge #2: Encountering a Multidimensional Learning Surface
0:53
268
Providing Science Communication Practice
1:52
159
Tips for Educators
1:23
291
Supporting Students with Individual Conferences
3:20
169
An Invitation to New Students
1:27
270
Unique Aspects of the Course
1:45
99
Meet the Educator
0:43
126
Take this Course, Even if You Want to be a Theoretical Physicist
0:29
776
Developing New Experiments: Behind the Scenes
4:26
121
Meet the Educator
0:35
147
Teaching as Coaching
1:31
312
Time Management Tip: Don’t Procrastinate!
0:54
793
Student Challenge #1: Unlearning How to do Experiments
1:59
199
Using the Concept of Metadiscourse to Improve Students’ Oral Presentations
1:20
51
Flipping the Classroom
1:47
39
Advice for Women in Physics: Be Confident
0:35
212
Building Up to an Audience
2:90
49
Tips for Partnering with Technical Faculty
1:15
39
Improving Early Physics Education
2:31
107
The Role of Teamwork in "Junior Lab"
2:31
40
Flipping the Classroom
2:23
68
Tips for Educators
1:22
65
Meet the Educator
1:20
78
Providing Productive Feedback
1:10
60
Faster than the Speed of Light: A Future Junior Lab Experiment
2:45
72
Teaching as Coaching
1:31
12
Keys to Success in the Course: Perseverance and Data Analysis
1:26
58
Positioning Communication Instructors as Coaches, Not Graders
1:36
27
Eliciting Cognitive Dissonance
1:19
32
Tips for Educators
0:47
71
How Students Develop as Physicists over the Course of the Semester
3:70
114
Student Challenge #3: Learning Data Analysis
1:54
47
J-Lab Offers a Wide Range of Experiments
0:44
50
Advice for Students: Be Persistent
0:51
92
On the Flipped Classroom Format
0:48
49
Helping Students Cultivate Identities as Scientists
1:16
35
An Active Learning Example
3:24
40
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