I teach a course on applied positive interventions and we have a service learning component as a part of that class.

我教积极干预应用,课程也包括一个服务教育部分。

哈佛公开课 - 幸福课课程节选

With the goal as the best as the possible was to make Some inferences about learning outcomes, And how will the teachers use the materials to effectively help the students learn.

目标是尽可能,推断出学习成果，老师如何使用材料,来有效地帮助学生学习。

麻省理工公开课 - 媒体、教育、市场课程节选

And so, you know from your Newtonian mechanics, as you were learning in 8.01, the dynamic force here mv^2/r is mv squared over r.

在8。01节对牛顿动力学系统的学习中，我们可以知道这里的运动受力,就是。

麻省理工公开课 - 固态化学导论课程节选

And this is that we shouldn't view language learning as learning at all.

这就是,我们完全不应将语言学习视为学习行为

耶鲁公开课 - 心理学导论课程节选

Once you're doing this on your own, -- especially, for example, on exam 2, which is a ways down the road, you won't be able to look at those steps, so you need to make sure that you can go through them without looking at them, but for now we can look at them as we are actually learning how to draw the Lewis structures, and rather just go through them step-by-step, it's more interesting to do it with an example.

每当你要画一个路易斯结构的时候，特别是，比如，在第二次考试中，在不远的将来，你将看不到这张表，因此你需要确保自己在不看这张表,的情况下也能按照上面的流程来画，但是目前我们是可以看着这张表,来学习如何画路易斯结构的，而相比于一步一步地讲，通过例子来演示一下会更有意思。

麻省理工公开课 - 化学原理课程节选

So a lot of teaching and learning can be thought as less synchronic activities and more diachronic one.

所以很多教学可以被看成是,不限于一时的而有历时变化的。

麻省理工公开课 - 媒体、教育、市场课程节选