Tag Archives: 線上交流

January 2015 一月

Posted on 2015-01-12 by international

2015.01.09 “Global Scholars Water Footprint Quiz!” By recording students daily activities, students calculated the amount of water that they used daily and discussed the possible methods of saving water by reducing the activity that had the higher water usage. 利用紀錄學生每日活動及飲食生活習慣，計算每日使用之水資源。找出每日耗水量最大的活動，並想出五種可能節省水資源的方法。 … Continue reading →

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What makes a global scholar?

Posted on 2014-12-18 by international

On Oct.31, 2014, after group discussion, students presented their group’s response to their definition of “Global Scholar” 以下影片為各組學生在討論後，發表他們對於國際學著的定義。 First Group 第一組   Second Group 第二組   Third Group 第三組   Fourth Group 第四組  

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December 2014 十二月

Posted on 2014-12-18 by international

2014.12.05 “City Water Comparison” By Researching and reading posts from students in the selected international city, New York City, students had made a comparison between the water in NYC and Taipei. 利用蒐集資料和參考學生選出的城市- 紐約的國際學生提供之信息，比較紐約與台北兩個城市自然水系統的相異處。   2014.12.19 NYC Students Respond  Finished and … Continue reading →

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November 2014 十一月

Posted on 2014-11-14 by international

2014.11.14 “My local water landscape” Working in groups, students were asked to share what they have learned and their observations of their chosen body of water in their city. 分組討論並介紹各組選擇之水域。   2014.11.21 “My local water landscape” Revised and posted group’s … Continue reading →

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October 2014 十月

Posted on 2014-11-12 by international

2014.10.03   Publish Self-Introduction Online  Students were asked to post their self-introduction on the course website and comment on other students posts. 學生將自我介紹上傳到課程網站並且於其他國家學生之自我介紹下評論。 2014.10.17   Virtual Travel Plan Working in groups, students were assigned to research and plan a virtual … Continue reading →

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September 2014 九月

Posted on 2014-11-12 by international

2014.09.10   Interview 面試  A brief interview with the students to get to know their interests, habits, and English proficiency. 簡單的與有意參與此社團之學生面談以了解學生之興趣、愛好和英語能力。                 2014.09.12   Group Discussion 分組討論 Students were divided to four groups to … Continue reading →

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