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Amy M

Bloom's Taxonomy - Enhancing Education - Carnegie Mellon University - 0 views

  • Bloom’s Taxonomy
  • This chart contains examples of cognitive activities, expressed as verbs (e.g., list, classify, describe, explain, judge, design) that are associated with the different categories.
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    Carnegie Mellon using Bloom's in course design.
ian august

drew davidson tech guy - 0 views

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    works for carnegie melon technology department mentor at you media
b malczyk

Liberal-Arts Colleges Venture Into Unlikely Territory: Online Courses - 0 views

  • “It’s going to raise some eyebrows,
  • blending liberal-arts teaching with online learning.
  • explore how online courseware could fit into the close-knit liberal-arts experience
  • ...6 more annotations...
  • to improve course-completion rates.
  • “You have created a way to teach students without faculty,” a professor in a workshop session sa
  • “No,”
  • “We are creating a way for you to spend time in class teaching different things, freed from the burden of teaching basic skills.” The software gives individualized instruction in 12 subjects, using sophisticated tracking of skill development and offering instant feedback and help based on the student’s mastery of concepts. The idea is to use this to teach basic statistics, say, instead of using a professor’s lectures—and time—on the fundamentals.
  • “We want professors in these courses, which are first- and second-year classes, talking about more sophisticated ideas with the students,”
  • Research published on the Carnegie Mellon course modules indicates that they are effective. At a large public university, 99 percent of students taking the program’s formal-logic course online completed it, compared with 41 percent of students in the traditional course. At Carnegie Mellon, students who took an accelerated-statistics course in hybrid form completed it in eight weeks, and learned as much material, and performed as well on tests, as did students taking a traditional 15-week course
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    Liberal arts colleges testing new waters
Kelly Gorcica

Assessing How Students Learn | Carnegie Foundation for the Advancement of Teaching - 0 views

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    "Bill Cerbin"
Maria Guadron

Educating Nurses: A Call for Radical Transformation | Carnegie Foundation for the Advan... - 1 views

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    "Educating Nurses: A Call for Radical Transformation"
William Meredith

Using Project-Based Learning to Teach World Languages | Edutopia - 0 views

  • Consequently, cross cultural communicative competencies are increasingly important for mutual understanding and cooperation - how is that for some alliteration?
    • William Meredith
       
      Relevancy!
  • I am also keen on addressing the necessary skills students must acquire for the 21st century as outlined in the wonderful document from the Carnegie Institute available at www.p21.org (2).
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  • Next year, I plan to augment my project-based approach by connecting my classes with classes in 3 Francophone countries - France, Canada, and Sénégal
  • ie, they will learn to communicate in French while learning 21st century skills!
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    How to use project based learning in world language courses
Amy M

Surveys of Student Learning Goals - Enhancing Education - Carnegie Mellon University - 0 views

  • The goal of the surveys was two-fold. The initial survey helped me to develop an understanding of the skills and capabilities that students hoped to learn from the course. Subsequent surveys enabled me to evaluate how well the course was meeting their learning goals and whether students reported any increase in their own level of domain expertise.
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    a survey to access student learning goals
Teresa Dobler

Formative vs Summative Assessment - Teaching Excellence & Educational Innovation - Carn... - 0 views

  • he goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning
  • strengths and weaknesses and target areas that need work
b malczyk

Randy Pausch Last Lecture: Achieving Your Childhood Dreams - YouTube - 0 views

shared by b malczyk on 17 Jun 08 - Cached
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    Carnegie Mellon Professor Randy Pausch, who is dying from pancreatic cancer, gave his last lecture at the university Sept. 18, 2007, before a packed McConomy...
James Ranni

Sitting Quietly, Doing Something - Happy Days Blog - NYTimes.com - 0 views

  • So how did he get that way? Apparently, the same way you get to Carnegie Hall. Practice.
  • One flavor of happiness at which Rinpoche seems to excel has been well-studied by scientists specializing in how emotions operate in our brains.
  • who heads the Laboratory for Affective Neuroscience at the University of Wisconsin, has found one distinct brain profile for happiness. As Davidson’s laboratory has reported, when we are in distress, the brain shows high activation levels in the right prefrontal area and the amygdala. But when we are in an upbeat mood, the right side quiets and the left prefrontal area stirs. When showing this brain pattern, people report feeling, as Davidson put it to me, “positively engaged, goal-directed, enthusiastic, and energetic.”
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  • One of the first findings from the research showed that when these adepts meditated on compassion, their left prefrontal areas jumped in activity an average 100 percent — by contrast a control group who were taught the same meditation practice showed an increase of just 10 percent. Two of the adepts had spectacular increases, in the 700-to-800-percent range, in key neural zones for good feeling. The more lifetime hours of practice, the greater the increases tended to be. All this seems to confirm the idea that in the realm of positive moods, as in nearly every endeavor, worldly or spiritual, practice matters.
  • Watch a talk by Professor Richard Davidson on mapping the brain activity of monks.
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    Meditation to achieve happiness through alteration of brain function.
ian august

Carnegie Foundation for the Advancement of Teaching - 0 views

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    teaching community
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