Skip to main content

Home/ PSU TLT/ Group items tagged students

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Allan Gyorke

Mobile Media Kit for Campus Instructional Designers | ETS - 5 views

ets.tlt.psu.edu/...campus-instructional-designers

Commonwealth Campuses Media Commons mobile media kit audio video mobility iPod Touch

shared by Allan Gyorke on 02 Jun 11 - No Cached
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • ...13 more annotations...
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • Allan Gyorke on 02 Jun 11
     
    "If the campus instructional designers had a mobile media kit, how would they use it? We weren't sure and Jackie didn't want to speak for all of them, so we sent out a survey and got back some really interesting ideas including ones like these: To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech"
  • Allan Gyorke on 02 Jun 11
     
    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
Cole Camplese

Is lecture capture the worst educational technology? | Mark Smithers - 32 views

www.masmithers.com/...e-worst-educational-technology

psutlt

shared by Cole Camplese on 15 Mar 11 - No Cached
  • Cole Camplese on 15 Mar 11
     
    Should we be investing in a University wide initiative?
  • ...12 more comments...
  • Allan Gyorke on 15 Mar 11
     
    This is a pretty standard critique. Reasons for lecture capture from my readings on class podcasts: Accessibility (physical, sensory, and learning disability), time shifting (TiVo), exam review, increased student satisfaction, ESL students, hybrid learning, and student feedback (on presentations). I could probably list several more. Smithers doesn't really address these kinds of uses. He also mentions that preparing short videos to augment classroom materials is a worthwhile effort, and we'd get desktop capture along with the system that we'd purchase.
  • Chris Millet on 15 Mar 11
     
    When I first started thinking about lecture capture, what this article is saying pretty much summed up my position. Lectures represent poor instruction, and all lecture capture does is perpetuate that. I've come to have a more nuanced perspective on this issue than this author seems to have. First, there are certain realities we have to deal with. Large-enrollment courses and large lecture halls aren't going away anytime soon. In fact, they're only going to get more common as higher educational institutions try to operate more efficiently. Given this, as educational technologists, we need to look into technologies which provide the best teaching and learning experience with this contraint. Clickers are a good example of encouraging student engagement in large lecture halls. Lecture capture can improve this situation in a number of ways. If a student falls behind and is not able to ask questions due to the sheer size of a section, they can review the lecture later and engage with peers using the collaboration features of most lecture capture systems. Faculty can use lecture capture to create supplementary materials to supplement their instruction and minimize rote lecture, which may open an opportunity for incorporating critical dialogue in class. There are many other ways to use lecture capture to address the difficult teaching challenge of large lectures. Second, one situation that came up numerous times in my focus groups was that lecture captures helped students particularly in courses where the content was particularly challenging or informationally dense. No matter how good an instructor is, there are times that information presented in a lecture needs to be reviewed, and the presence of a lecture capture system provides that capability. Good systems, like the ones we're looking at, capture multiple sources like slides and document cameras, do OCR to make content searchable, etc., so review is a fairly rich experience.
  • Chris Millet on 15 Mar 11
     
    (continued.. Diigo cut off my comment) Third, another affordance good lecture capture systems offer is collaboration. Reviewing a lecture capture is not a one-way consumption of a capture, but rather a place for contextual discussion of course materials with peers, or a place for students to ask targeted questions regarding a particularly difficult section of a lecture. Given that this discussion is contextual, it's often far more useful than an LMS discussion area. Finally, this technology aids teaching by offering instructors the ability to more easily see where students are having problems (via observing what sections they are reviewing the most or where they have the most questions) so they can address this in class. There's more value in lecture capture beyond what I've suggested here, such as in supporting distance or hybrid instruction (another growing need at this institution). Perhaps the problem is in the name 'lecture capture', as this doesn't really encapsulate much of what I just described. And there's definitely a faculty training need created here, in order to help develop pedagogies to properly leverage this technology and not just perpetuate bad teaching. But I think that's the case with any technologies we introduce. In short, this article provides a very one-dimensional view of lecture capture, and is probably based on observations of a small handful of poor uses. I think we can do better, and I am much more hopeful about this technology.
  • bkozlek on 15 Mar 11
     
    I think the original author would argue that the points you bring up would be better suited by series of short desktop recordings. It is a better way to present informationally dense materials. Students can collaborate around the desktop recording as much as a recorded lecture, and analytics on desktop recordings can reveal areas where students are struggling just as well as a recorded lecture. To the first point of classrooms getting larger - maybe it is incumbent on ed technologists to find ways to increase efficiency in ways other than increasing capacity of lecture halls - like allowing faculty to present content from their desktop via the web and rethinking the assumptions of getting everyone together in a large room. I certainly don't have all the answers or all the information, but just a little advocating for the devil.
  • Chris Millet on 15 Mar 11
     
    That's a good point, Brad. You're right that desktop capture applications can do some of what systems like Echo360 can do. Something like Camtasia Relay is a good example of a desktop capture app that publishes into a centralized system, which could then integrate into an LMS, blogs, or whatever. I would say that Echo360's personal capture solution might be able to produce a more rich capture of multiple sources, and has some other collaboration and analytics features that Camtasia doesn't (can you tell I've been evaluating these tools for the last two months?). But still, you might say Echo360 is overkill if primarily what you want to do is desktop recording. I'm not convinced that that's all faculty will want to do, or if that's the right approach pedagogically speaking. But I guess that's why we need to pilot this stuff. I agree that packing students into larger and larger classroom isn't the right answer being more efficient. To some extent it's inevitable though, at least until more modern pedagogies that include active and social learning become more mainstream, and there's proven technology to support that on a large scale. Maybe lecture capture is just an interim step towards that model. I'm not sure..
  • gary chinn on 02 Apr 11
     
    this is a highly relevant article for me. by way of background, my director & I have been making the rounds to faculty meetings for the departments in our college (there are 13 in total) to talk about our center and what we do. one of the first comments/questions we get has something to do with lecture capture as a proposed "online course" model. for myriad reasons, I am against the notion that lecture capture can represent the foundation of a high-quality online learning experience. and, in fact, I am positive that the reason it comes up so often is that it is far and away the lowest burden on faculty in terms of effort: no course redesign; no reconsideration of teaching approaches; no change in anything, really, just record an already-ongoing in class presentation and stream it. I think it's lazy work and leads to a subpar instructional experience. that said, I have no issue with it at all as an ancillary resource for a res class. in fact, the content covered in many of our classes would benefit from allowing students to go back and review example problems, equations, in-class demos, etc.
  • Allan Gyorke on 02 Apr 11
     
    At the ELI meeting, I went to an excellent session by some folks at George Washington University where they're using lecture capture as the primary delivery platform for a distance education program. According to them, it works very well and both on-campus and on-line students are happy with the program. My notes are here: http://www.personal.psu.edu/asg102/blogs/portfolio/2011/02/echo-360-at-george-washington.html
  • Chris Millet on 02 Apr 11
     
    Lecture capture is just a technology. It can be used poorly (using it to re-broadcast bad teaching) or it can be used well (to prompt students and facilitate in-class discussion). The important thing is to understand its affordances and apply sound instructional design to its use. Again, I think people get hung up on the term "lecture capture" and miss all the other compelling uses of the technology. It take your point though, Gary, and there is a chance that these systems will encourage people to be lazy and call it innovative teaching practice anyway. But isn't that true with any technology?
  • gary chinn on 03 Apr 11
     
    good points, chris. again, my issue is with lecture capture as the foundation (ie primary content delivery approach) of a completely online course. as a way to making materials available outside of a residential course, I think lecture capture has clear application. we've also been working on "classroom flip" models for years in our college, which provide students with recorded lectures in preparation for in-class meetings. our architectural engineering department has done a good deal of these over the years and refined his process. so there is clear value to providing recordings of lectures. my criticisms are in the specific context of online instruction. we're incorporating lots of screencasts and other shorter video clips into courses currently under development, and have been doing so since I joined the center three years ago. but in terms of effective content delivery in an online environment, 50-minute captured lectures are a poor approach; if folks are interested in more info, I have a lit review I assembled last year on this exact issue. in short, long uninterrupted blocks of video are a poor choice for engagement & the realities of learner attention. however, steps can be taken to address these issues with pacing and building in opportunities for learner-to-content interaction within the larger elearning framework. to put another way, many of the benefits of redesigning for distance instruction are not the obvious ones: tasks such as revisiting learning objectives; reconsidering how interaction will work; reconsidering the balance between student-centered and instructor-led content delivery; how central student discussions or presentations are to mastery of specific course goals; and so on. i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) la
  • Cole Camplese on 03 Apr 11
     
    I think it is better than the Aqua Bar, that's for sure ;-). I also wonder if this discussion would have happend as a comment thread to a blog post ... I doubt it. I like that the discussion is happening though. I wonder if we should organize an open discussion with people from around campus to see what they think. Conversations with designers and faculty might prove really interesting. Would the implementation of LC in all GPC's on campus change the design models for web courses or the world campus? Would that be a good thing? I just don't know. Anyone want to consider this as a way to get a larger conversation going?
  • gary chinn on 03 Apr 11
     
    aside: is there a character limit for these comments? I was looking over my second comment and the last 2 paragraphs are truncated. here they are: i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) laugh at the notion that posting slides from a lecture constitutes a "quality course?" I think we might. and if we would, what makes a recorded lecture different? in my opinion, not much. and according to the educause quarterly article from 2009, there's no empirical evidence of an impact (pro or con) on grades, test scores or learning outcomes. anyway, thanks for the good discussion. I like this diigo thing, it's certainly got a leg up on delicious in the conversation department. :)
  • gary chinn on 03 Apr 11
     
    regarding a larger discussion, I think there would be interest. some collegues & I talked about it as a possible topic for the all-ld meeting late last fall, but the timing didn't work out. I've had conversations about it with elearing peers because "why don't we just post lectures as an online course?" is a common question from faculty. how, specifically, lc might change things is an interesting question. the ability to quickly & easily capture video would certainly have a benefit to online learning units, even if it's not full lectures. but something akin to a "one button studio" for faculty to create a quick demo/intro/expand on a confounding point? that would be great for sure.
  • Chris Millet on 04 Apr 11
     
    It would be great to get others involved in this discussion. Lecture capture has the potential to very broadly affect teaching and learning at Penn State, and there no better time than now to develop our thinking and strategies on the subject. The weekly All-ID meetings and the Learning Design Summer Camp would both be great forums for the discussion. A focused discussion with World Campus would be a good idea as well.
  • gary chinn on 04 Apr 11
     
    agree that all-ld is a good place to talk about things. would you be interesting in providing an overview of the lc committee's work? what you're looking for, how vendors are being evaluated, etc? then perhaps we could segue into a discussion of the larger implications with the group. if that sounds reasonable, we can talk to jeff about getting on the agenda. as for a focused session with WC, that's a good idea. I wonder if it could be a WC + online learning units from colleges, since we'd all be interested in impacts for online instruction.
gary chinn

Will a Harvard Professor's New Technology Make College Lectures a Thing of the Past? - ... - 3 views

www.good.is/...e-lectures-a-thing-of-the-past

flip psutlt lecture

shared by gary chinn on 03 Aug 11 - No Cached
Angela Dick liked it
  • Mazur sold attendees at the recent Building Learning Communities conference on this new approach by first asking them to identify something they're good at, and then having them explain how they mastered it. After the crowd shared, Mazur pointed out that no one said they'd learned by listening to lectures. Similarly, Mazur said, college students don't learn by taking notes during a lecture and then regurgitating information. They need to be able to discuss concepts, apply them to problems and get real-time feedback. Mazur says Learning Catalytics enables this process to take place.
  • gary chinn on 03 Aug 11
     
    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
  • ...2 more comments...
  • Allan Gyorke on 04 Aug 11
     
    I saw something else along these lines at ELI this year (I'll have to look up the notes). It was mostly about organizing students into discussion groups and assigning them a topic, role, position on the issue, etc... I could see us doing a hot team on several of these technologies. But about the flipping the classroom part of this article, we'll probably open a "Flip the Classroom" engagement initiative this fall to explore multiple approaches to creating the class preparation materials and in-class activities. Some of this is related to the Kahn Academy discussions we've been having. Some touch the lecture capture software that faculty could run in their offices to create personal captures going over material or key points. Anyway, I'd like to open this up to the creativity across Penn State and see what approaches people propose.
  • Angela Dick on 04 Aug 11
     
    Awesome article! This is very similar to the way we are designing the modules for our NIH project. Allan, I would love to be part of "Flip the Classroom" engagement initiative this fall. If there is anything I can do please let me know.
  • gary chinn on 04 Aug 11
     
    an engagement initiative seems like a good idea. many of the approaches are implementations of active learning strategies, and I think having faculty from multiple disciplines exploring and sharing is a good way to test the effectiveness of various approaches. we just met with faculty from architectural engineering who've been flipping since 2008. one observation they made was that they flipped to allow student teams to work on group projects during class time. I had always thought that was a good idea for logistical purposes (especially in a team-heavy college like engineering), but they made a point I had not thought of: using classroom flip in that manner also allowed for the teams to have access to faculty advice and guidance while they were meeting to work on their projects. that seems like it may have huge benefits, especially at key points in a group assignment. all a long way of saying, there's much to learn. the blended learning initiative was essentially a 'classroom flip' approach as well, so some of the ways faculty adapted instruction for those courses might be relevant here too.
  • Allan Gyorke on 04 Aug 11
     
    Angela: Let's talk about it. Gary: Tapping into first-hand experience would be great. I know a bit from the National Conference on Academic Transformation conference. The example that comes to mind is a flip where students learn about math through some short (5 minute) video tutorials and then attend "class" in a lab environment to work in teams and get access to the GA and faculty. It taps into a lot of the features of "student engagement" as measured by the National Survey on Student Engagement with factors such as increased student-student work, collaborative problem solving, immediate feedback, and increased student-faculty contact. Overall, an excellent design.
bartmon

Creating a Meaningful College Experience in an Era of Streamlining - Commentary - The C... - 1 views

chronicle.com/...127893

shared by bartmon on 28 Jun 11 - No Cached
  • in many classrooms on today's traditional campuses, with class sizes in the hundreds of students, distance learning begins in the fifth row.
  • in many classrooms on today's traditional campuses, with class sizes in the hundreds of students, distance learning begins in the fifth row. At the same time, students spend much of their days holed up in their dorm rooms chatting with one another on Facebook. The opportunities to learn from other students and professors, in and out of class, are declining at the very time that we know such engagement is critical for learning.
  • We know students learn more when expectations are high and when feedback on what they need to do to improve is constant. I'm certain that my young friend, and his friends, would work harder if we expected it of them—but we don't.
  • ...1 more annotation...
  • We have to decide what students should learn and then offer courses that will enable them to achieve the goals we have set. The smorgasbord that currently exists is inefficient, ineffective, and meets the whims of the faculty rather than the needs of the students.
  • bartmon on 28 Jun 11
     
    Good editorial on large class size and disengagement across large institutions. A very student-centered piece that rings true on a lot of fronts.
bartmon

A 'Moneyball' Approach to College - Technology - The Chronicle of Higher Education - 2 views

chronicle.com/...130062

shared by bartmon on 13 Dec 11 - No Cached
  • Think of it as higher education meets Moneyball.
  • Today, half of students quit college before earning a credential. Proponents feel that making better use of data to inform decisions, known as "analytics," can help solve that problem while also improving teaching.
  • In April, Austin Peay debuted software that recommends courses based on a student's major, academic record, and how similar students fared in that class.
  • ...3 more annotations...
  • One analytics tactic—monitoring student clicks in course-management systems—especially worries critics like Gardner Campbell, director of professional development and innovative initiatives at Virginia Tech. He sees these systems as sterile environments where students respond to instructor prompts rather than express creativity. Analytics projects that focus on such systems threaten to damage colleges much like high-stakes standardized testing harmed elementary and secondary schools, he argues.
  • Mr. Mazur argues that his new software solves at least three problems. One, it selects student discussion groups. Two, it helps instructors manage the pace of classes by automatically figuring out how long to leave questions open so the vast majority of students will have enough time. And three, it pushes beyond the multiple-choice problems typically used with clickers, inviting students to submit open-ended responses, like sketching a function with a mouse or with their finger on the screen of an iPad. "This is grounded on pedagogy; it's not just the technology," says Mr. Mazur, a gadget skeptic who feels technology has done "incredibly little to improve education."
  • By the eighth day of class, Rio Salado College predicts with 70-percent accuracy whether a student will score a C or better in a course.
  • bartmon on 13 Dec 11
     
    Great article on Learning Analytics. I respectfully disagree with Gardner Campbell's quote, but I do see where he's coming from and that is something that universities need to be careful of.
gary chinn

Students Say Tablets Will Transform College, Though Most Don't Own Tablets - Wired Camp... - 1 views

chronicle.com/...31465

tablets Teaching iPad

shared by gary chinn on 26 May 11 - No Cached
  • More than two-thirds of a large group of college students say that tablet computers will change the way students learn, according to survey results released today
  • Most of the students were not speaking from experience: Only 7 percent of the college students and 4 percent of the high school seniors owned one. Still, 69 percent of the college students said that tablets will transform higher education, and 48 percent said tablets will replace textbooks—at least as we currently understand textbooks—within the next five years.
  • That attitude may change once they try to study with tablets for an exam. Several pilot projects with tablets have found that students are frustrated with the difficulties in adding notes to digital books
gary chinn

How Big Can E-Learning Get? At Southern New Hampshire U., Very Big - Technology - The C... - 0 views

chronicle.com/...128809

E-Learning online

shared by gary chinn on 30 Aug 11 - No Cached
  • In a former textile mill in downtown Manchester, the university's president, Paul J. ­LeBlanc, has installed a team of for-profit veterans who help run a highly autonomous online outfit that caters to older students, with classes taught mostly by low-paid adjuncts. Their online operation is the institution's economic engine, subsidizing its money-losing undergraduate campus, known as University College, whose 2,350 students enjoy a new dining hall, Olympic-size pool, and small classes taught largely by full-time professors. "The traditional campus, in some ways, now has the resources to be even more traditional," Mr. LeBlanc says in his office on the suburban main campus, four miles from the online college. "And the nontraditional, with this split, has the ability to be even more nontraditional."
  • "It doesn't seem to me to be the 'disruptive innovation' that's going to transform things," says Richard Arum, a professor of sociology and education at New York University and one of the authors of Academically Adrift, a harsh critique of undergraduate learning. "It seems to me like just business as usual.
  • A lucrative one, too. With 7,000 online students, up from 1,700 four years ago, the College of Online and Continuing Education is on track to generate $73-million in revenues this year and more than $100-million next year. It posted a 41-percent "profit" margin in the 2011 fiscal year. The university plows the surplus into new buildings, employee salaries, financial aid at the traditional campus, and improvements in the online program.
  • ...3 more annotations...
  • But can a mainstream organization harness a disruptive innovation? "With few exceptions," he writes in The Innovator's Dilemma, that approach has succeeded only when managers "set up an autonomous organization charged with building a new and independent business around the disruptive technology."
  • Ms. Cohen, the math professor, has felt that some online courses failed to match those offered face to face. She is in a unique position to judge, as a full-time professor who teaches both in classrooms and online, and who also serves on the Web college's curriculum committee. Visiting online classes in past years, she found personal interaction with students lacking. Online faculty were teaching without any tests, only assignments and discussion. "That's not teaching a math course," she says.
  • Nationally, undergraduates complement their educations with online classes, but little evidence exists that students under 23 are actively pursuing all or the majority of their study online, says Mr. Garrett, of Eduventures
  • gary chinn on 30 Aug 11
     
    very interesting article from the chronicle, touching on online teaching, innovation, instructional quality, faculty roles, and the needs of different student populations.
Emily Rimland

Alison J. Head on Modeling the Information-Seeking Process of College Students in the D... - 0 views

cyber.law.harvard.edu/...alisonhead

information_literacy students

shared by Emily Rimland on 26 Jan 12 - No Cached
  • Emily Rimland on 26 Jan 12
     
    "What is it like to be a college student in the digital age? Alison Head - lead researcher for the national study, Project Information Literacy, Berkman Fellow, and Research Scientist in University of Washington's Information School - presents a working typology of the undergraduate information-seeking process, including students' reliance on and use of Web sources."
Chris Lucas

iPads for College Classrooms? Not So Fast, Some Professors Say. - Technology - The Chro... - 2 views

chronicle.com/...126681

ipad

shared by Chris Lucas on 15 Mar 11 - No Cached
  • Despite the iPad's popularity—Apple has sold nearly 15 million of them and just came out with the iPad2; and there are dozens of competitors, like the Samsung Galaxy—early studies indicate that these finger-based tablets are passive devices that have limited use in higher education. They are great for viewing media and allow students to share readings. But professors cannot use them to mark up material on the fly and show changes to students in response to their questions, a type of interactivity that has been a major thrust in pedagogy.
  • Chris Lucas on 15 Mar 11
     
    Despite the iPad's popularity-Apple has sold nearly 15 million of them and just came out with the iPad2; and there are dozens of competitors, like the Samsung Galaxy-early studies indicate that these finger-based tablets are passive devices that have limited use in higher education. They are great for viewing media and allow students to share readings. But professors cannot use them to mark up material on the fly and show changes to students in response to their questions, a type of interactivity that has been a major thrust in pedagogy.
  • Allan Gyorke on 16 Mar 11
     
    I think Stuart Selber would disagree with many of the limitations pointed out in this article. Most of the criticisms can be easily overcome with an app or accessory such as a stylus, bluetooth keyboard, or an app like iAnnotate. The people who were interviewed may have lacked the support of a good technologist.
Allan Gyorke

Recording Video Lectures - Part 0 - JShook - 3 views

www.personal.psu.edu/...g-video-lectures---part-0.html

lecture capture kahn academy mobile learning

shared by Allan Gyorke on 20 Jun 11 - No Cached
  • Allan Gyorke on 20 Jun 11
     
    "After carefully considering all of these, other online sources found by searching for terms such as 'tablet PC' and 'lecture recording' and presentations by others at the Teaching and Learning Symposium at Penn State I decided to purchase a powerful Lenovo Tablet PC with Windows 7, Microsoft One Note, and Camtasia Studio 7.0. I plan on taking my .docx lectures into One Note, opening the page in One Note during class, and recording the screen with Camtasia studio as I go through the lecture, writing on the tablet PC with the stylus pen as I speak to students about each topic. Then I can save my screen capture and edit it into nice 10-15 minute segments in Camtasia Studio and post them online for student review."
  • ...1 more comment...
  • Allan Gyorke on 20 Jun 11
     
    I'm interested in exploring a Kahn Academy approach and I've gotten some inquiries about how to do it from others (recently Carol McQuiggan). Between lecture capture software, Camtasia, iPads, tablet PCs, bamboo tablets, and other software/input device combinations, I'm sure we can come up with a supportable combination. The trick is to make it easy for faculty, similar to the one-button studio project.
  • bartmon on 21 Jun 11
     
    We're talking a lot about the "make it easy for faculty" part in the lecture capture working group. Something the research seems to indicate is that pre-recorded lectures (for example, a faculty member sitting in front of a camera and mic, recording without any students 'late night' style) are more effective than a faculty member simply recording a lecture in front of x number of students. It's much easier to hit the 'play' button and do your normal lecture in class vs. taking the time to pre-record. Hopefully we can find a happy medium. I recently spent a lot of time with Khan Academy, both looking for statistical help for myself and asking faculty about it. A group of about 40 STEM faculty took a look at it upon our request and came back not impressed. A couple said they might use it for supplemental instruction...I'm somewhat baffled why more faculty wouldn't want to use this to supplement their course.
  • Allan Gyorke on 21 Jun 11
     
    I know what you mean Bart. I've found that to be the case with podcasting - a recording made for an external audience is more engaging because the person is talking to you. It has a very different feel than a recording of a meeting, presentation, or training session where the presenter is primarily addressing a local audience.
Elizabeth Pyatt

NYU Professor Catches 20% Of His Students Cheating, And He's The One Who Pays For It R... - 6 views

www.businessinsider.com/rofessor-class-cheating-2011-7

plagiarism

shared by Elizabeth Pyatt on 22 Jul 11 - No Cached
  • Elizabeth Pyatt on 22 Jul 11
     
    Interesting case of instructor getting a low SRDP after he tells class he has identified plagiarism. He suggests peer review instead Turnitin.
  • Allan Gyorke on 23 Jul 11
     
    I think it's all how you approach it. Andrew and I have both caught students plagiarizing before we handled those issues privately. It never affected our ratings from the other students because they never knew that it happened. From the professor's blog post and response to this article, it sounds like he did a public witch hunt. Have you caught students cheating before? How did you handle the issue?
  • Elizabeth Pyatt on 25 Jul 11
     
    I would agree with you about privacy, but if enough students are caught in one incident, word will get around. Ironically, all of the incidents I had to deal with were because of collaboration gone too far. I try to warn students about what I expect ("your own words") , but I think I will be ramping up training on how to really avoid academic dishonesty issues this semester.
Allan Gyorke

CDW-G Report: Campus Tech a Top Factor in College Selection and Perceived Career Succes... - 4 views

www.businesswire.com/...Campus-Tech-Top-Factor-College

learning spaces recruitment CLC ETS

shared by Allan Gyorke on 27 Jul 11 - No Cached
  • Allan Gyorke on 27 Jul 11
     
    "Eighty-seven percent of college students surveyed said they considered their institution's technology when selecting their college. This finding is also reflected in CDW-G's 21st-Century Classroom Report, which looked at educational technology in K-12 and found that 92 percent of current high school students say technology is an important consideration as they evaluate colleges. "
  • ...1 more comment...
  • Allan Gyorke on 27 Jul 11
     
    Jamie posted this to the Facebook wall and I thought it was worth looking at further. It's connected to what we are doing with our classrooms, Media Commons, EGC, learning space designs, Knowledge Commons, and mobile learning projects.
  • Allan Gyorke on 27 Jul 11
     
    Oh - and it reminds me of the University of Michigan learning spaces designs - Cole took pictures. I think it's their North Quad.
  • bartmon on 28 Jul 11
     
    I wasn't able to download the report w/o creating an account, but I'm curious *what* technologies are important to students as it pertains to selecting a university. Another highlight claimed that both faculty and students find 'virtual learning' and 'e-reader/mobile technologies' important. Not sure if those are the top 2 things kids look at when selecting a university...I would find that somewhat hard to believe. I know bandwidth cap still plays a role here in terms of on-campus housing post freshman year. Wonder if that also plays a role in university selection.
Erin Long

EducationTechNews.com » Blog Archive » The ultimate tech gaffe, according to ... - 7 views

educationtechnews.com/ultimate-tech-gaffe-students

shared by Erin Long on 16 Sep 11 - No Cached
  • Erin Long on 16 Sep 11
     
    Article calls out PSU on its technology policies. Interesting to think about how we might go about fixing it or if students are just bound to be upset about the next thing instead.
  • bartmon on 22 Sep 11
     
    I was in a meeting with housing folks when I started at SITE. They wanted to run some data to try and help figure out why so many students decided not to stay in campus housing after the freshman year. It doesn't take much data mining...you just have to look at the bandwidth limits and policy, and you have the bulk of your answer. For some reason they couldn't accept that students would move out because of a bandwidth cap.
Allan Gyorke

Penn State Live - Garden of delights: The Arboretum at Penn State - 1 views

live.psu.edu/53752

mobility mobile learning ipad ipod college of education

shared by Allan Gyorke on 22 Jun 11 - No Cached
  • Chris Millet on 22 Jun 11
     
    A project out of College of Ed that ETS collaborated on.  This group created some augmented reality apps for the iPod and iPad to help young students (I believe 3rd or 4th grade) learn about their natural environment, in particular how to identify trees.  Pretty cool stuff.
  • Allan Gyorke on 28 Jun 11
     
    "During the event, faculty and staff led children through a variety of hands-on learning stations. For example, Zimmerman, along with Associate Professor of Education Susan Land and a team of six education graduate students, led a station titled, "Tree Investigators," in which they used iPads and iPods (provided by Penn State's Educational Technology Services) to give the kids an in-depth lesson on how to identify trees. "We used iPads to figure out what type of tree we were planting," said Collin Wayne, a student from Park Forest Elementary School, who attended the event. "We were in groups and we used a tree-finder app. You take a picture of a symbol and it tells you about the tree.""
  • Allan Gyorke on 28 Jun 11
     
    Penn State Live article about a College of Education project. Elementary school students used iPads and iPod Touches to interact with data about trees in the arboretum. We talked with Susan Land and Heather Zimmerman about the project and helped out by loaning them some equipment. Future partnerships with them are in the works.
Allan Gyorke

STAC iPad Resources | Media Commons at Penn State - 4 views

mediacommons.psu.edu/stac

students mobility ipad2

shared by Allan Gyorke on 16 Aug 11 - No Cached
  • Allan Gyorke on 16 Aug 11
     
    "Enhance your involvement with the Student Technology Advisory Council by taking advantage of the software on your iPad 2. The preloaded apps will help you to make the most of meeting materials and presentations, share your thoughts on Blogs @ PSU and learn more on technology topics."
  • Allan Gyorke on 16 Aug 11
     
    Page put together by Justin Miller listing the apps that the students on the student technology advisory committee will be using. Good collection of tools for other purposes.
Cole Camplese

Virtual and Artificial, but 58,000 Want Course - NYTimes.com - 1 views

www.nytimes.com/...16stanford.html

open opencourseware ci597 psutlt Design

shared by Cole Camplese on 16 Aug 11 - No Cached
  • A free online course at Stanford University on artificial intelligence, to be taught this fall by two leading experts from Silicon Valley, has attracted more than 58,000 students around the globe — a class nearly four times the size of Stanford’s entire student body.
  • The three online courses, which will employ both streaming Internet video and interactive technologies for quizzes and grading, have in the past been taught to smaller groups of Stanford students in campus lecture halls. Last year, for example, Introduction to Artificial Intelligence drew 177 students.
  • How will the artificial intelligence instructors grade 58,000 students? The scientists said they would make extensive use of technology. “We have a system running on the Amazon cloud, so we think it will hold up,” Dr. Norvig said.
  • ...1 more annotation...
  • Dr. Widom said that having Stanford courses freely available could both assist and compete with other colleges and universities. A small college might not have the faculty members to offer a particular course, but could supplement its offerings with the Stanford lectures.
  • Cole Camplese on 16 Aug 11
     
    Amazing trend happening with open and online courses. This is the second one of these I have heard about in a week. Maybe we need to try something similar with CI597?
  • gary chinn on 22 Aug 11
     
    good discussion about this course from CS faculty. they bring up some excellent points and have a healthy skepticism about the project: http://computinged.wordpress.com/2011/08/18/stanford-on-line-ai-course-draws-58000-but-is-it-real/
Cole Camplese

Sharing Student Notes - Work and Stuff - 1 views

www.personal.psu.edu/...sharing-student-notes.html

psutlt notes

shared by Cole Camplese on 31 Aug 11 - No Cached
  • I think it would be cool to add a link in our new LMS where students could share their class notes online with the other students in the class. A rating system could percolate the best notes to the top and a search feature could possibly return a page of student notes using that word or phrase.
  • Cole Camplese on 31 Aug 11
     
    Interesting idea ... I've seen a lot of these kinds of features proposed in the emerging eText area.
  • Allan Gyorke on 03 Sep 11
     
    GradeGuru is specifically designed to do this. http://www.gradeguru.com/home We took a look at it. Interesting idea - ratings of quality notes and note takers with the ability for top performers to earn real rewards. They proposed a cost of something like $2/enrollment/semester though - just not a model that would work for us.
gary chinn

Colleges Aren't Keeping Up With Student Demand for Hybrid Programs, Survey Suggests - W... - 0 views

chronicle.com/...30930

hybrid e-learning

shared by gary chinn on 16 Apr 11 - No Cached
  • But the Eduventures survey found a gap between supply and demand: 19 percent of respondents said they were enrolled in blended programs, while 33 percent of prospective students listed that format as their preference. The report on the survey, which is not available free online, questions whether some students are being “forced” into studying entirely online because of a lack of hybrid programs. “Schools have jumped on the online bandwagon, and students end up with this rather unnuanced choice between more-or-less wholly on ground and more-or-less wholly online, when many of them actually want something that’s a more nuanced combination of the two,” says Richard Garrett, a managing director at Eduventures.
  • gary chinn on 16 Apr 11
     
    this is happening within the college of engineering, and our center is working to address the lack of hybrid options.
Cole Camplese

An affordable digital biology textbook that never goes out-of-date | Science | guardian... - 5 views

www.guardian.co.uk/...3

textbooks iPad Teaching

shared by Cole Camplese on 25 May 11 - No Cached
  • What would you say if I told you that there's a new introductory biology textbook being published that is affordable, lightweight and never goes out of date?
  • Allan Gyorke on 25 May 11
     
    I hope that lifelong access becomes the new norm. I keep hearing publishing companies talking about online textbooks with access that would be limited to a set period (a semester or six months). That's fine if you're taking a single course that you don't really care about - but I don't want students to feel that way about their learning. Courses build upon each other. Good reference materials should serve a purpose for years, not months.
  • ...2 more comments...
  • bartmon on 25 May 11
     
    Absolutely, publishers are missing the boat here. I'm involved in a handful of focus groups on reading compliance, and whenever this comes up the majority of the students cite the limited access model as the main reason they won't go with online textbooks. Even if they don't end up keeping the book, they want that option...not a 4-6 month access window.
  • Cole Camplese on 25 May 11
     
    Strange ... I didn't keep any textbooks until grad school. I used them and returned them for gas money and simply moved on to the next semester.
  • Allan Gyorke on 25 May 11
     
    I returned many of mine, but kept the foundation books that I'd need for other courses - calculus, mechanics, chemistry, etc... Many of them were used for more than one course (e.g. Math 140 and 141). I'd hate to have to buy the same book twice and then not have it afterward for other courses.
  • bartmon on 25 May 11
     
    I think that's typically what these students do in the focus group, but it was all about 'having the option' to keep the book at the end of the course. Might be some sort of perception of options thing going on here. The other popular comment was "I look at computer screens all day, I definitely don't want to look at a computer screen to read fine print another 1-2 hours a day". A couple students really bashed their profs about the quality of PDFs they are putting online, meaning that profs are STILL photocopying PDFs from journals, that cut words from a column and are angled funny in the PDF. Claimed these were unreadable online and they had to print them out to 'guess' at some of the words and fill them in by hand.
Cole Camplese

College of Liberal Arts informs, engages via innovative social media - Teaching and Lea... - 0 views

tlt.its.psu.edu/...es-via-innovative-social-media

psutlt psuhack

shared by Cole Camplese on 19 May 11 - No Cached
  • So, why are they so involved in social media? Geoff Halberstadt, undergraduate student in the College of the Liberal Arts, said that social media has reached the point where it cannot be ignored. Students are heavily engaged in social media, and it is a primary method of communication for them. “Students live in an age of technology, an instantaneous age, and they want information now,” Halberstadt said. “The College can truly engage students by providing instant information.”
1 - 20 of 87 Next › Last »
Showing 20▼ items per page