Free Technology for Teachers: 47 Alternatives to Using YouTube in the Classroom - 0 views
Overview of Alternative Assessment Approaches | Coalition of Essential Schools - 1 views
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Assessment Ideas for Individuals and Groups
Craig Venter technology alternative energy creativity genetics global issues ... - 0 views
The foundations and assumptions of technology-enhanced student-centered learning enviro... - 0 views
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Learning systems are needed that encourage divergent reasoning, problem solving, and critical thinking
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With the emergence of technology, many barriers to implementing innovative alternatives may be overcom
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Student-centered learning environments have been touted as a means to support such processes.
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Digital Badges: Catalyst in the Evolution of Higher Education or "Killer App" for Alter... - 0 views
Benefits of Peer-Based Learning.pdf (application/pdf Object) - 0 views
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Forums, online communities, and professional networks are these new learning environments, where people find and share information, collaborate and learn on demand. A significant challenge is to motivate people to participate in the knowledge-sharing and learning process. Especially in peer-based learning environments, where learning depends on the effort of all participants, it is essential to provide enough incentives to participate and share information with others." Implementing systems fostering trust through reputation can enhance the learning effectiveness, and provide alternatives for the traditional pedagogical approaches still in place in current e-learning courses. Formal education could profit from such new learning environments adopting these pedagogical approaches and related technical systems."
Archived: What Are Promising Ways to Assess Student Learning? - 0 views
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New forms of student assessment are designed to demonstrate what students are learning and what they can do with their knowledge. Known variously as "alternative" or "more authentic" measures, these assessments require students to "perform" in some way--by writing, demonstrating, explaining, or constructing a project or experiment--so they are also called "performance-based" tests.
Increasing Student Interaction in Your Online Course - 0 views
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create a Dear Abby discussion forum in your online course that allows students to post problems they may be having with a particular concept or assignment assign a few new students to the role of Abby each week and have them respond directly to any peer questions encourage other students in class to confirm "Abby's" suggestions or provide alternative suggestions
Harvard Library tells faculty to take open access seriously | Bibliographic Wilderness - 1 views
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It’s interesting to see the pendulum swinging the other way, and libraries wanting to go back to use-based/per-use charges. Harvard is recommending it for scholarly journal content.
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It’s my understanding that the shift from per-use charges to flat charges was actually pushed by libraries (can anyone around then confirm this?).
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Meanwhile, David Walker pointed out to me that the Copyright Clearance Center’s “Get It Now” service , which charges per-download for particulating publisher content, could be considered not just as an alternative to ILL, but as an alternative for libraries to flat rate “platform” licensing for scholarly content.
Assessment Design and Cheating Risk in Online Instruction - 0 views
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It would be a mistake to minimize the problem of cheating in f2f classes. Four stylized facts emerge from a survey of the literature on cheating in f2f undergraduate courses. First, cheating by college students is considered widespread (McCabe and Drinan 1999). For example, estimates from five studies of college students reporting having cheated at least once during their college career range from 65% to 100% (Stearns 2001), and Whitley (1998) reports an average of 70% from a review of forty-six studies. Second, cheating by college students is becoming more rather than less of a problem. Estimates from five studies of the percentage of college students cheating at least once in their college career have been steadily rising over the period 1940 to 2000 (Jensen, Arnett et al. 2002). A study administered in 1964 and replicated in 1994 focused on the incidence of serious cheating behaviors (McCabe, Trevion et al. 2001). This study reported that the incidence of serious cheating on written assignments was unchanged at 65-66%, but the incidence of serious cheating on exams increased from 39% to 64%. Third, the format of assessment is correlated with cheating. Whitley (1998) reviewed 107 studies of cheating by students over the span of their college courses (published since 1970), and reported that from 10 studies a mean estimate of 47% for cheating by plagiarism, from 37 studies a mean estimate of 43% for cheating on exams, and from 13 studies a mean estimate of 41% for cheating on homework. Fourth, student characteristics of age and GPA are negatively correlated with cheating. Whitley (1998) reviewed 107 studies on college cheating (published since 1970), and found 16 studies reporting a small negative correlation between GPA and cheating and 10 studies reporting a negative correlation between age and cheating.
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In the growing literature about online instruction there are two opposing views on the integrity of assessments. One view is that cheating is as equally likely to occur in the f2f format as in the online format of instruction.
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The alternative view is that proctored exams are the only way to protect the integrity of grades by guaranteeing both that a substitute is not taking the exam and that students are not working together on an exam.
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Search smarter, search faster - 5 views
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Location
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short
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Creative Commons: no
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6 Best Business Presentation Software and PowerPoint Alternatives - 0 views
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1. Prezi
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2. GoAnimate
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5. Zoho Show
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There's a Badge For That | Tech Learning - 0 views
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digital badges have become an important way to demonstrate a shared understanding of accomplished outcomes.
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3.–Create a badge. It is important to remember that digital badges are a way to visually represent quality and valuable learning. You can begin your badge creation with the following series of questions: * Have you explored existing badges? Is there someone who has already done the work you are trying to do so that you could simply adapt and become part of a community rather than reinventing the wheel? * What are you assessing? Will your digital badges align with particular standards and competencies? If so, this should be specifically addressed so learners know their learning objectives. This could also help make the badge more meaningful to the learner. * How will you earn the badge? What are the criteria, artifacts, or work samples that will be produced in order to earn the badge? * What are the specific steps learners would take as they create their work? How long do you anticipate that it will take for someone to complete the badge? * How will you assess the work? Will you design and implement rubrics? * Will this be a series of badges? If so, how do the badges build upon one another? Is there a particular order in which the badges should be earned?
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teachers should begin considering how they could become producers of badges. One goal of this work is for teachers to consider how they could translate content and skills to badges as alternative forms of assessment for students.
Confronting the Challenges of Participatory Culture: Media Education for the 21st Century - 0 views
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This white paper (Jenkins et al., 2006) identifies the three core challenges: the participation gap, the transparency problem and the ethics challenge, and shares a provisionary list of skills needed for full engagement in today's participatory culture.
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We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture: Play - the capacity to experiment with your surroundings as a form of problem-solving Performance - the ability to adopt alternative identities for the purpose of improvisation and discovery Simulation - the ability to interpret and construct dynamic models of real world processes Appropriation - the ability to meaningfully sample and remix media content Multitasking - the ability to scan one's environment and shift focus as needed to salient details. Distributed Cognition - the ability to interact meaningfully with tools that expand mental capacities Collective Intelligence - the ability to pool knowledge and compare notes with others toward a common goal Judgment - the ability to evaluate the reliability and credibility of different information sources Transmedia Navigation - the ability to follow the flow of stories and information across multiple modalities Networking - the ability to search for, synthesize, and disseminate information Negotiation - the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.
No Significant Difference Phenomenon Website - 0 views
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No Significant Difference Phenomenon\n\nThis website has been designed to serve as a companion piece to Thomas L. Russell's book, "The No Significant Difference Phenomenon" (2001, IDECC, fifth edition). Mr. Russell's book is a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery, with a foreword by Dr. Richard E. Clark. Previous editions of the book were provided electronically; the fifth edition is the first to be made available in print from IDECC (The International Distance Education Certification Center).
Can YouTube enhance student nurse learning? - 0 views
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is
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Constraints
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Constraint
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Assessment and Online Teaching - 0 views
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"Assessment for online is underpinned by the same principles of validity, reliability, flexibility and fairness, and uses many of the same strategies used in traditional face-to-face teaching (Booth, Clayton, Hyde, Hartcher & Hungar 2002). What differs mostly is the context of the assessment, the interactions between assessor and those being assessed, and collection and administration processes."
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