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Robert Braathe

Cased Based Teaching - 0 views

www.utc.edu/...index.html

case cases education studies

shared by Robert Braathe on 20 Jun 08 - Cached
  • Robert Braathe on 20 Jun 08
     
    Underlying procedures for using cases Case based process What makes a good case? Choosing and using a case Materials to use for case An activity to try... References for using cases in the classroom
alexandra m. pickett

Kenan Institute for Ethics » Institutions in Crisis - 0 views

kenan.ethics.duke.edu/...institutions-in-crisis

economics recession economics-educators financial crisis

shared by alexandra m. pickett on 09 Jul 11 - No Cached
  • reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies’ failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody’s, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition
  • alexandra m. pickett on 09 Jul 11
     
    "reed, Negligence, or System Failure? Credit Rating Agencies and the Financial Crisis (2011) Download Case Study (pdf) Download Teaching Notes (pdf) Credit rating agencies are responsible for rating the credit-worthiness of a wide variety of investment opportunities. While the agencies' failure (out of greed or negligence) to properly assess the risk of these instruments leading up to the 2008 financial crisis is well-known, this case explores more encompassing systemic factors, including shifts in corporate culture, that led both to agency failures and the global financial crisis. Keywords: credit rating agencies, Moody's, Standard and Poors, financial crisis, derivatives, subprime mortgaged, conflicts of interest, corporate culture, regulatory oversight, market competition"
Jennifer Boisvert

National Center for Case Study Teaching in Science - 0 views

ublib.buffalo.edu/...case.html

CaseStudies case studies education teaching

shared by Jennifer Boisvert on 19 Jun 09 - Cached
  • Jennifer Boisvert on 19 Jun 09
     
    An excellent resource for learning about case studies and finding examples.
Michael Lucatorto

Unshielded Colliders: Poverty and Education - 0 views

www.unshieldedcolliders.org/...poverty-and-education.html

education poverty

shared by Michael Lucatorto on 27 Jun 11 - No Cached
  • For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
  • or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
  • Michael Lucatorto on 27 Jun 11
     
    For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
Robert Braathe

Teaching: Business Case Study (From MERLOT) - 0 views

business.merlot.org/TeachingCaseStudy.html

case_studies effective_online_practices strategic_management

shared by Robert Braathe on 12 Jul 08 - Cached
  • Robert Braathe on 12 Jul 08
     
    In the MERLOT Business Portal are several resources on how to teach cases, as well as some sample cases for strategic management
sschwartz03

Amber's Secret | OER Commons - 0 views

www.oercommons.org/...view

Module 4 Assignment

shared by sschwartz03 on 09 Jul 14 - No Cached
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      This case study is amazing! It discusses pregnancy and relates to my students because Amber is just out of high school. It gives some great guiding questions and has great resources at the end. This activity could be used online but I think I'd rather do it in class. I would love to hear my students discuss the questions, debate, and listen to their classmates differing opinions. 
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      this looks like a great resource, Sam!
Mary Huffman

EBSCOhost: Moving beyond subject boundaries: Four case studies of cross-curricular ped... - 0 views

ehis.ebscohost.com.libproxy.albany.edu/...detail

shared by Mary Huffman on 09 Jun 13 - No Cached
  • Mary Huffman on 09 Jun 13
     
    Savage, J. (2012). Moving beyond subject boundaries: Four case studies of cross-curricular pedagogy in secondary schools. International Journal Of Educational Research, 5579-88.
Hedy Lowenheim

kolb's learning styles, experiential learning theory, kolb's learning styles inventory ... - 0 views

www.businessballs.com/kolblearningstyles.htm

LearningStyles research teaching psychology education

shared by Hedy Lowenheim on 14 Jul 13 - Cached
  • Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
  • Education is big business. Much is at stake commercially and reputationally, and so it is not surprising that debate can become quite fierce as to which methods work and which don't. So try to temper what you read with what you know and feel and experience. Personal local situations can be quite different to highly generalised averages, or national 'statistics'. Often your own experiences are likely to be more useful to you than much of the remote 'research' that you encounter through life. You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes.
  • A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
  • Hedy Lowenheim on 14 Jul 13
     
    "A note about Learning Styles in young people's education, and by implication potentially elsewhere too: I am grateful to the anonymous person who pointed me towards a seemingly growing lobby among educationalists and educational researchers, towards the end of the first decade of the 2000s, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover, Learning Styles objectors and opponents assert that the use of, and certainly the heavy reliance upon, Learning Styles theory in formulating young people's education strategies, is of questionable benefit, and may in some cases be counter-productive."
James Ranni

How to write a case study - 0 views

gttp.org/...HowToWriteAGoodCase.pdf

shared by James Ranni on 27 Jun 09 - No Cached
  • James Ranni on 27 Jun 09
     
    Simple guide for writing case studies and can be easily adapted for any subject
Kristen Della

MERLOT ELIXR (THIS IS THE BEST RESOURCES EVER>>>) - 0 views

elixr.merlot.org/

module 4 assignment case studies in mulitmedia

shared by Kristen Della on 11 Jul 11 - Cached
  • Kristen Della on 11 Jul 11
     
    The MERLOT ELIXR project was recently selected as an Innovation Award finalist by the Professional and Organizational Network in Higher Education (the professional association for faculty development and teaching support). The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories.
  • Kristen Della on 11 Jul 11
     
    The MERLOT ELIXR project was recently selected as an Innovation Award finalist by the Professional and Organizational Network in Higher Education (the professional association for faculty development and teaching support). The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories.
Michael Lucatorto

Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views

www.facultyfocus.com/...s-advantages-and-disadvantages

standardized

shared by Michael Lucatorto on 23 Jun 11 - Cached
  • Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
  • In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
  • Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
  • ...1 more annotation...
  • “You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
  • Michael Lucatorto on 23 Jun 11
     
    Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
Catherine Strattner

How Different Types of Knowledge Are Assessed - 0 views

www.cala.fsu.edu/...assessing_knowledge

types knowledge

shared by Catherine Strattner on 21 Jun 12 - No Cached
  • Procedural knowledge is knowing how to do something; it involves making discriminations, understanding concepts, and applying rules that govern relationships and often includes motor skills and cognitive strategies
  • Declarative knowledge is knowing that something is the case
  • Problem solving may involve domain-specific strategies, suggesting that different strategies are employed when solving problems in different content a
  • ...6 more annotations...
  • The ability to solve problems builds on declarative knowledge and procedural knowledge.
  • eas, such as math versus writing
  • problem solving involves a sequence of steps, beginning with establishing a representation of the problem, then selecting a strategy that seems appropriate for resolving the problem, followed by evaluating the results of employing that strategy
  • Declarative knowledge involves information one can state verbally. Therefore, tasks will require students to state, explain, discuss, or declare in some other way what they know
  • He described declarative knowledge as a network of propositions, whereas procedural knowledge represented productions. While declarative knowledge involves knowing that something is the case, procedural knowledge involves knowing how to do something
  • To assess problem solving, students are presented a problem to solve or a situation from which they must infer the problem that needs to be solved. Typically, any number of strategies might be used to successfully solve the problem. When scoring student performance where the focus of the assessment is on problem solving, proficiency with particular strategies or other types of procedural (or declarative) knowledge generally is not scored. What is scored are qualities such as the establishment of a clear and appropriate problem representation and sense of goal, the selection of a strategy that is reasonable given the goal to be achieved, and the adequacy with which outcomes from using the selected strategy are evaluated.
  • diane hamilton on 21 Jun 12
     
    this item discusses different kinds of knowledge, their connection to Bloom's taxonomy, and how to assess each
  • Catherine Strattner on 23 Jun 12
     
    Different types of knowledge and how to write performance objectives in line with each.
Anneke Chodan

The International Center for Disability Resources on the Internet - 1 views

www.merlot.org/...viewMaterial.htm

module 4 assignment resources

shared by Anneke Chodan on 22 Jul 12 - No Cached
    • alexandra m. pickett
      alexandra m. pickett on 22 Jul 12
       
      see my comment Anneke
    • Anneke Chodan
      Anneke Chodan on 22 Jul 12
       
      (I'm not planning to use this specific link directly, but I am definitely planning to use "Cynthia Says!" in my class, and linked this as well as a reminder of where I found "Cynthia Says!".)
  • Anneke Chodan on 22 Jul 12
     
    (Are we supposed to link the resource as found in Merlot, or the link out? I'm doing both just in case, though it's actually the link out that I would like to use.
  • alexandra m. pickett on 22 Jul 12
     
    i would like to see something highlighted or a sticky note that explains why you chose this resource and how you plan to use it in your course.
Irene Watts-Politza

INTIME - Integrating New Technologies into the Methods of Education - 2 views

www.merlot.org/...viewMaterial.htm

Module 4 Assignment P-12 tech integration Web 2.0

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      I added the free version of RealTime through clicking on site link on one of the videos and the videos play successfully. Although Mozilla FF is not on the list of supported browsers, I was able to get MozFF to recognize the Real Time plug-in after I installed it on my hard drive.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Perhaps there are activities that can be adapted to online course environment? Click on "Go to Material", above, scroll down and click on "Database development" and select "by grade level" or "by content"
  • INTIME provides online video vignettes of PreK-12 teachers from various grades and subjects showing how they integrate technology into their classrooms using numerous teaching strategies. INTIME is the result of a PT3 program (Preparing Tomorrow?s Teachers to Use Technology). INTIME resources are useful for (1) teacher educators creating case studies; (2) pre-service teachers learning about effective pedagogical techniques; (3) in-service teachers searching for ideas and independent professional development; (4) professional developers seeking resources to demonstrate good teaching and technology integration, and (5) administrators developing teacher quality initiatives and mentoring programs.
  • ...1 more annotation...
  • RealPlayer8 is required to view any videos
  • Irene Watts-Politza on 16 Jul 12
     
    I am considering whether to add the entire resource or just a few videos with a "for more of this ..." to my module on 21st Century Learning. What really excites me about this resource is the implications for case studies in methods courses in the B-6 program ... can even be shared with Secondary Ed and TESOL. You may want to share this with your grade level, Building Leadership Team, or your PD person. A GREAT free resource for meaningful, asynchronous tech integration training.
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