Group items tagged

an okay infographic on cc

CCL types 

Video about CC

info on microsoft .NET Framework 3.5 Service Pack 1 to go with jing screencast

A checklist of sorts for the process of designing online and ensuring that you address the majority of things needed - links to examples for everything!

While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged students, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other. (Contains 4 tables.)

NYS Senate endorsement of CCL

Research defining what Non-Commercial means.

Illustration used under CC license. Original source: http://www.flickr.com/photos/danahlongley/4472897115/ Five presenters discussed the ways in which each implements transliteracy in their libraries. Transliteracy is often defined as the ability to read, write, and interact across a range of platforms, tools, and media from signing and orality through handwriting, print, TV, radio, and film, to digital social networks.

a librarian's view on Harvard's memo

Excerpt: Reading has been taught by the translation procedure in EFL situations such as Japan. But today there is a trend towards the use of ESL-type "skills building" text books and procedures and, to a much lesser extent, towards extensive reading. There is a considerable difference between these two procedures, not only for teachers and learners. but aiso for the allocation of institutional resources. Despite this. there is little useful research comparing them. This paper examines previous research on extensive reading. and then describes an experiment comparing the improvement of reading comprehension by Japanese college freshmen taught by either a skills-based or extensive reading procedure. The results suggest that extensive reading may be at least as effective as skills-building. with the important advantage that it is more interesting: for the learners.

online-AR delivery as opposed to more traditional means

Online reading defined: locate information, critically evaluate, synthesize information, communicate

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

Overview of Common Core Standards