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earchable listing of articles, books, papers and other paper and electronic publications about assistive technology

I hold in particularly high esteem those faculty members not only willing to talk about teaching failures but also to publish articles about them

But you also can’t read them and be unimpressed by how much they learned through the analysis. Each one is an exemplar of the kind of critical reflection that fosters growth. This is reflection that makes us wise and wonderful teachers. And finally you also can’t read these articles and not realize how much there is for us to learn from one another’s mistakes. I’m definitely in favor of more articles like these, but there is one caveat. It might be better if they were published after you have tenure or a continuing contract.

Nevertheless, these students still pay attention to tasks, activities, and media messages that are low in sensation-value, if the topic is particularly salient to them. For example, individuals may attend to a seemingly boring documentary on cancer research, if they have close relatives or friends who is suffering from the disease; they may attend to a lecture on the stock market if they have just received the gift of a larger sum of money.

Students with a high sensation needs benefit from instructional practices that meet those needs. It certainly is not possible to meet the needs of these students at all times, but some lessons can be altered to better hold their attention.

Traditional colleges and universities are considering badges and other alternative credentials as well. In December the Massachusetts Institute of Technology announced that it will create MITx, a self-service learning system in which students can take online tests and earn certificates after watching free course materials posted by the university.

a teaching job. "It's

So far that Hero badge isn't listed on the student's résumé, but she might add it if she ever applies for

One study explicitly examined the quality of the discourse environment in an online literacy course at the graduate level in a teacher education program (Many, Howrey, Race, Pottinger-bird, & Stern, 2001). The authors noted that with deliberate scaffolding by the instructor and teacher-leaders, students developed a strong support community, provided mentoring and advice, and collaborated with colleagues. In addition, research has focused specifically on the nature of scaffolding that occurred in an online reading assessment course (Many, Bates, & Coleman, 2002). In that study, bulletin board postings included support from both the instructor and the class members and focused on the use of technology; clarification of assignments; strategies for learning online; understanding, assessing, and teaching literacy concepts; and understanding general concepts in education. Online scaffolding processes included modeling, supplying information, clarifying, assisting, questioning, prompting, focusing attention, encouraging self-monitoring, and labeling/affirming.

Instructional scaffolding of course content in online conversations. Instructional scaffolding took place in the highly individualized and elaborative e-mail feedback given by the instructor for all course assignments. An analysis of all such correspondence between the instructor and the members of the focus group revealed the following four categories related to scaffolding: Affirming Probing Providing explicit instruction Clarifying

"Structure" is the key word. Without clear structure and precisely stated expectations, many students are vulnerable to a kind of educational "wanderlust" that pulls them far afield.

1) Scaffolding provides clear directions

3) Scaffolding keeps students on task

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.

For example, the Khan Academy, which focuses on high school and middle school, intentionally turns the relationship of the classroom and homework upside down. Students watch lectures at home, then work on problem sets in class, where the teacher can assist them one on one.

Dr. Widom said that having Stanford courses freely available could both assist and compete with other colleges and universities.