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Teresa Dobler

Appendix G - Crosscutting Concepts FINAL edited 4.10.13.pdf - 1 views

www.nextgenscience.org/...20FINAL%20edited%204.10.13.pdf

NGSS

shared by Teresa Dobler on 31 May 14 - No Cached
    • Teresa Dobler
      Teresa Dobler on 31 May 14
       
      These are the concepts we want to reinforce with younger scientists - we want to guide them toward coming to these connections more and more independently so they are set up for success in higher level courses.
  • Cause and effect: Mechanism and explanation
  • Patterns
  • ...6 more annotations...
  • Energy andmatter: Flows, cycles, and conservation
  • connections
  • Structure and function
  • Stability and change
  • Scale, proportion, and quantity
  • Systems and system models
sherrilattimer

Google Tips and Tricks Every Student Should Know - 2 views

lifehacker.com/...all

shared by sherrilattimer on 03 Jun 14 - No Cached
  • Finally, learn how to use Google Scholar to find research material (peer-reviewed journals, patents, and more), with this video from Googler Dan Russell (or a very quick list of tips from Google here)
  • Google Drive comes with a research tool that finds information for you while you work on your paper. It also conveniently grabs the citation and inserts it, already formatted, for you into your document.
  • sherrilattimer on 03 Jun 14
     
    This is a great tool for students who need to research... like us!!
sherrilattimer

Is Broadband Internet Access a Public Utility? | TIME.com - 0 views

business.time.com/...ternet-access-a-public-utility

broadband internet access

shared by sherrilattimer on 02 Jun 14 - No Cached
  • State and local laws that make it difficult — if not impossible — for new competition to emerge in broadband markets should be reformed, according to Crawford. For example, many states make it very difficult for municipalities to create public wireless networks, thanks to decades of state-level lobbying by the industry giants. In order to help local governments upgrade their communications grids, Crawford is calling for an infrastructure bank to help cities obtain affordable financing to help build high-speed fiber networks for their citizens. Finally, U.S. regulators should apply real oversight to the broadband industry to ensure that these market behemoths abide by open Internet principles and don’t price gouge consumers. Should broadband Internet service be considered a public utility like water and electricity? “We treated the telephone industry like a utility and people don’t seem to be surprised by that,” says Crawford. “High-speed Internet access plays the same role in American life. It’s just that these guys have succeeded in making us think that it’s a luxury.”
  • According to Crawford, the interests of cable and telecom giants like Comcast, Time Warner Cable, Verizon, and AT&T, are not aligned with the interests of the public. Those corporate giants are concerned first and foremost with maximizing the profits of their shareholders. And all too often, profit maximization — especially in a market that lacks robust competition — is not consistent with providing the best possible service at reasonable prices.
  • “You let a little bit of competition exist so you can point to it and say ‘Ha, we’re competing!’ But otherwise it’s mostly controlled by one company.”
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  • One of the main themes in the book is the “digital divide,” which refers to the fact that millions of people in the U.S., mostly in the poorest and most rural communities, don’t have access to affordable broadband service, including 2.2 million people in New York City, according to Crawford. “We’re depriving people of basic communications access,” she says. Still, broadband and wireless services have become so important to our business and personal lives that most people are willing to pay up, even in the face of high prices driven in part by a lack of competition in the broadband and wireless markets.
  • Crawford, who has been a visiting professor at Harvard, Yale and Michigan, spent a year on the National Economic Council as a top telecommunications advisor to President Obama. In her book, she directs much of the blame for the sorry state of the U.S. broadband market at the federal government. “Instead of ensuring that everyone in America can compete in a global economy,” she writes, “instead of narrowing the divide between rich and poor, instead of supporting competitive free markets for American inventions that use information — instead, that is, of ensuring that America will lead the world in the information age — U.S. politicians have chosen to keep Comcast and its fellow giants happy.”
  • “Truly high-speed wired Internet access is as basic to innovation, economic growth, social communication, and the country’s competitiveness as electricity was a century ago,” Crawford writes, “but a limited number of Americans have access to it, many can’t afford it, and the country has handed control of it over to Comcast and a few other companies.”
  • Crawford argues that the Internet has replaced traditional phone service as the most essential communications utility in the country, and is now as important as electricity was 100 years ago.
sschwartz03

Ten Best Practices for Teaching Online - 2 views

www.designingforlearning.info/...tenbest.html

best practices

shared by sschwartz03 on 28 May 10 - Cached
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 28 May 10
       
      Very current and relevant readings
  • Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
    • Francisca Capponi
      Francisca Capponi on 01 Jun 10
       
      very important
  • When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
  • ...6 more annotations...
  • A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
  • Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
  • Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
  • Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
  • As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
  • How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
  • Melissa Pietricola on 31 May 10
     
    This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
alexandra m. pickett

Learning To Be An Online Community Builder | Transformation via Online Learning - 0 views

afernandez3334.edublogs.org/...be-an-online-community-builder

shared by alexandra m. pickett on 24 Jul 14 - No Cached
  • This socially reluctant student is finally learning to be a socially dynamic instructor.
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      !!!!!!!!!!!!!!! : )
sschwartz03

Vaginal Birth | OER Commons - 1 views

www.oercommons.org/...view

Module 4 Assignment

shared by sschwartz03 on 09 Jul 14 - No Cached
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      This is a great summary of what my course will teach. I want to provide this interactive video in my course, not sure if it will be in within the modules or at the end. Any thought? 
    • alexandra m. pickett
      alexandra m. pickett on 24 Jul 14
       
      I don't know how to advise you on this, but I am glad you found the resource and are thinking about how and when to incorporate it into your course.
    • sschwartz03
      sschwartz03 on 09 Jul 14
       
      I like the the video reads to the students therefore letting my students hear and read it themselves. 
  • kasey8876 on 20 Jul 14
     
    Samantha- This is a great find. I like that it is clear without being in your face and also interactive!
efleonhardt

Rubrics as Effective Learning and Assessment Tools Laura Baker - 1 views

faculty.mwsu.edu/...rubrics.htm

rubrics assessment tools collaboration

shared by efleonhardt on 07 Jul 14 - No Cached
  • measurable criteria that can be counted or marked as present or not present in the work that is being evaluated. 
  • This allows the rubric to be used as an ongoing dialog between the teacher and student and allows the student to know when each criterion has been met and then make improvements as needed. (Lockett, 2001)
  • Although allowing student involvement in creating rubrics is time consuming, by allowing students a voice in creating their own rubric, the students have more ownership over their own learning and evaluation.
  • ...9 more annotations...
  • will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria
  • when there is a wide range of variation between quality work and work that is not yet proficient.
  • writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations
  • that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80
  • Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 
  • Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.
  • better diagnostic information and provide students more feedback about how to make his or her work better
  • Analytical rubrics, on the other hand, break down the final project into parts
  • empowered to take more responsibility for their own learning.
lkryder

Gamification Shows the Learner Visible Signs of Their Learning | Faculty Focus - 0 views

www.facultyfocus.com/...learner-visible-signs-learning

visuals games gamification ZPD multimedia design

shared by lkryder on 03 Jul 14 - No Cached
  • One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
  • Gamification should orient the learner to where they are in the instructional process, where they are going, and how much further they have to go until the end. The concept is that the learner is able to “see” progress. The progress might be in the form of a character moving up a mountain or an image of how close the learner is to the next level (Kapp, 2013).
  • Gamification uses criterion and mastery to advance the learner from one element of the instruction to the next.
  • ...2 more annotations...
  • Mastery learning provides an approach that recognizes that aptitude for learning may be more closely linked to time and perseverance than to ability (Bloom, 1971; Melton, 2008)
  • The technique of scaffolding and the use of levels in games provides visual progress to the student and maintain interest in the instruction as the student moves from level to level having different experiences and achieving success as they progress toward the ultimate goal. In gamification, the levels usually become more difficult and challenging as the student moves toward the end and the skills they exhibit at the final level would not be possible without the experience of playing the preceding levels. This idea is embodied in Merrill’s application principle that “instruction should provide coaching, which should be gradually withdrawn to enhance application” (Merrill, 2009, pp. 42).
    • lkryder
      lkryder on 03 Jul 14
       
      coaching in this case can be automated if the tools are deployed well
  • lkryder on 03 Jul 14
     
    gamefying and use of visual signs of learning, ZPD
dkiesel

Learning from Our Teaching Mistakes | Faculty Focus - 0 views

www.facultyfocus.com/...learning-teaching-mistakes

learning teaching mistakes

shared by dkiesel on 16 Jul 14 - No Cached
  • 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.
mikezelensky

Understanding and Structuring Inquiry: A Tale of Three Teachers - 0 views

vista.gmu.edu/...NARST-LBW-final-1.pdf

shared by mikezelensky on 15 Aug 14 - No Cached
  • mikezelensky on 15 Aug 14
     
    A look at what it means use inquiry based instruction.
Teresa Dobler

Using Technology as a Learning Tool, Not Just the Cool New Thing | EDUCAUSE.edu - 1 views

www.educause.edu/...g-tool-not-just-cool-new-thing

learning tools' online web2.0 technology

shared by Teresa Dobler on 19 Jul 13 - No Cached
  • Interactivity—whether it is with a computer, a professor, or a classmate.
  • They want it; they crave it.
  • cond, studen
  • ...12 more annotations...
  • Second, students need to be able to use the technology
  • Third, technology must be relevant and interactive to the coursework
  • Fourth, technology must be used for a practical purpose—that is, taking the fundamentals and technology learned over a semester and applying it to a final project, where creativity and uniqueness is required and rewarded
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      Absolutely!!! Make it relevant, creative - apply not regurgitate!
  • Distance education and online courses don't work well with Net Geners—the social component of learning is required.
  • How the Net Gen Learns
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      What we need to know in order to teach our students...
  • taught himself
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      These individuals all have talents and expertise in multiple areas, and are often self-taught in at least some of them.
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      They learn by doing the work themselves, not being told about it.
  • wide range of interests
  • not locked into one thing
  • when challenged, they excel in creative and innovative ways
    • Teresa Dobler
      Teresa Dobler on 11 Aug 14
       
      We need to challenge our students in this way!!!
  • doing hands-on work and working in groups,
  • Using technology only enhances the hands-on experience; it does not—and cannot—replace human interaction.
Joy Quah Yien-ling

MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views

webcache.googleusercontent.com/search

collaboration model for online cooperative learning online learning model

shared by Joy Quah Yien-ling on 11 Jul 10 - Cached
  • Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models.   In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
  • Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
  • Cooperation, Collaboration and  Peer-Assessment (3): in the final model,  the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
  • Joy Quah Yien-ling on 11 Jul 10
     
    The article proposes three models for cooperation in Wiki environments. But this is also salient for online collaboration.
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