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Fiona Grady

Plagiarism and international students in academic libraries - 0 views

xg9ax2jm9j.scholar.serialssolutions.com/oneClickHelper

plagiarism international students

shared by Fiona Grady on 05 Jun 12 - No Cached
  • Fiona Grady on 05 Jun 12
     
    Purpose - The purpose of this paper is to describe how plagiarism and the detection of plagiarism are interwoven with the education of international students. Design/methodology/approach - The literature searches encompassed articles on the issue of plagiarism as it affects students coming from abroad. Findings - There is a definite problem involved in the interaction of international students in a higher education setting and plagiarism. Research limitations/implications - Although no survey was done for this article, much of the information gathered regarding plagiarism is dependent on external surveys. These surveys may not always be answered truthfully despite anonymity. There is also a dearth of data on plagiarism and international students. There is some anecdotal data on the subject. Practical implications - Although plagiarism is a serious problem on academic campuses, libraries and librarians can offer substantial help in deterring and preventing plagiarism especially with regard to international students. Originality/value - Librarians, knowledgeable about citation style sheets and formats, can be very valuable to international students who lack the skills. Students can learn to improve their citation skills with the help of a librarian with good bibliographic skills.
Amy M

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

www.educause.edu/...209320

shared by Amy M on 05 Jun 12 - Cached
  • A massive open online course (MOOC) is a potential byproduct of open teaching and learnin
  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
  • The community-as-curriculum model invert
  • ...2 more annotations...
  • the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.7
  • Roles of Educators in Online Courses
  • Amy M on 05 Jun 12
     
    A research article about best practices in open education
Maria Guadron

COL - Best Practice: Bloom's Taxonomy - 0 views

academics.georgiasouthern.edu/...bloom.php

bloom taxonomy

shared by Maria Guadron on 10 Jun 12 - Cached
  • Recommended Practice
  • Bloom's Taxonomy for Levels of Learning (Cognitive Domain)
  • Amy M on 10 Jun 12
     
    Georgia Southern University information on using Bloom's in course design.
  • Maria Guadron on 30 Jun 12
     
    Bloom's Taxonomy Audio Slide Show
Lisa Martin

BE VOCAL: Characteristics of Successful Online Instructors - 1 views

www.google.com/url

characteristics online instructor

shared by Lisa Martin on 12 Jun 12 - No Cached
  • Lisa Martin on 12 Jun 12
     
    This article uses a mnemonic to summarize effective practices of online instructors
Anne Gomes

Incorporating Best Practices and Indigenous Knowledge in Social Work Training - 0 views

www.ovcsupport.net/...um%20-%20CI%20FINAL%283%29.pdf

best practices indigenous knowledge social work training

shared by Anne Gomes on 14 Jun 12 - No Cached
  • Anne Gomes on 14 Jun 12
     
    PowerPoint presentation of a model by an NGO
Danielle Melia

http://www.osuokcprofdev.net/facultyfocusreports/strategiesforincreasingonlinestudentre... - 0 views

www.osuokcprofdev.net/...singonlinestudentretention.pdf

education learning teaching online

shared by Danielle Melia on 15 Jun 12 - No Cached
  • Danielle Melia on 15 Jun 12
     
    Featuring a collection of top articles from Distance Education Report, this new Faculty Focus special report provides practical strategies for improving online student retention, engagement and satisfaction. Articles include: * 11 Tips for Improving Retention of Distance Learning Students * Understanding the Impact of Attrition on Your School * Taking a Holistic View of Student Retention * Eight Suggestions to Help You Get Your Retention Act Together Now * Online Mentoring Builds Retention * Nine Truths about Recruitment and Retention * Finding Helpful Patterns in Student Engagement
Joan McCabe

What Works?: LD Basics for the Online Classroom presented by Alexandra M. Pickett (Dura... - 0 views

ualbany.mrooms.net/...view.php

technology online classroom

shared by Joan McCabe on 13 Jun 12 - No Cached
  • Joan McCabe on 13 Jun 12
     
    How to be an effective online instructor. Online course design concepts. Outlines best practices.
Amy M

Designing for Mobile Devices in Higher Education Research « Researching Usabi... - 0 views

lorrainepaterson.wordpress.com/...s-in-higher-education-research

shared by Amy M on 20 Jun 12 - No Cached
  • Charging for it Creating a game Using specific locations (though some devices are able to detect location through browser applications) Using cameras Using accelerometers (to detect motion or rotation) Accessing file systems Offline users
  • Amy M on 20 Jun 12
     
    CDL Recommendations: Auto-detect mobile devices and automatically display mobile version of a site (though always provide obvious links back to the full version of the site). Create mobile websites rather than apps whenever possible so that users do not  need to download software in advance of using it. Advertise through a variety of channels, including campus or departmental emails, campus websites, library websites, and blogs. Overall CDL design recommendations: Set up testing practices and environments for the most heavily used device platforms (Apple iOS,  RIM Blackberry OS, and Android OS). Test with physical devices where possible rather than emulation environments. Support mobile web access as opposed to building standalone mobile applications. Adopt and maintain web analytical tools to accurate mobile device tracking and usage statistics for online services. Continue to survey constituents and end-users annually or bi-annually to capture rapidly changing behaviours.
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Anne Gomes

Teaching EBS Howard.pdf (application/pdf Object) - 0 views

home.kanto-gakuin.ac.jp/...Teaching%20EBS%20Howard.pdf

teaching evidenced-based social work pdf

shared by Anne Gomes on 10 Jun 12 - No Cached
  • Anne Gomes on 10 Jun 12
     
    Teaching Evidenced-Based Practice: Toward a New Paradigm for Social Work Education
Anne Gomes

Davidson, G. & Burnak, M. E. (2005). Time management for online instructors - 0 views

www.vcu.edu/...OC0510.pdf

effective teaching online

shared by Anne Gomes on 22 Jun 12 - No Cached
  • Anne Gomes on 22 Jun 12
     
    Newsletter with advice on best practices for teaching online.
Heather Kurto

Mindfulness Requires Practice and Purpose - NYTimes.com - 1 views

www.nytimes.com/...ires-practice-and-purpose.html

mindfulness

shared by Heather Kurto on 12 Jul 13 - No Cached
  • “Take yourself out of autopilot,” she said. And eventually expand that “being in the moment” to other parts of your life.
Diana Cary

Digital Story Telling with Voicethreads - 0 views

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

voicethread web2.0 digital storytelling

shared by Diana Cary on 15 Jul 13 - No Cached
  • Digital Story Telling with Voicethreads
  • An idea in the form of a basic lesson plan.  Students take their story and publish it by creating a Voicethread.  After they have created a Voicethread they can receive feedback and comment on other projects.
  • Diana Cary on 17 Jul 13
     
    This is part of Kenzie Waller's Lesson Plan to use Voicethread for Digital Story Telling Digital Story Telling Kenzie Waller Problem or Need: Students need motivation and excitement to practice writing. Developing a technology rich way to practice writing will engage students. At the end of the process students will have a published piece of writing with feedback from other students and the teacher. A real-world performance: All students need to be able to communicate using proper English in the form of speaking and writing. An instructional objective: Develop a technology-rich writing lesson plan that align to state standards and benchmarks. Also, using a professional critique process of their own work and the work of others using a rubric and recording comments.
Celeste Sisson

Scientifi to Decimal Conversions - 0 views

physics.csustan.edu/...Convert.htm

Module 4 assignment

shared by Celeste Sisson on 18 Jul 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Another activity on the same website as the previous posted one. Instead of working with operations with scientific notation, students can practice converting between standard notation and scientific notation.
  • to have the computer give you a mix of problems
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Like this option as some students tend to mix up rules when different problems are placed together. This will emphasize paying attention to details of the questions and having the students ask them self how to approach the problem.
  • ...2 more annotations...
  • Enter your answer using the keyboard. Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      Link to the previous activity I had posted to use.
Celeste Sisson

Scientifi to Decimal Conversions - 0 views

physics.csustan.edu/...Arithmetic.htm

Module 4 assignment

shared by Celeste Sisson on 18 Jul 13 - No Cached
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      This is a good activity for students to practice the learning objectives for my module containing scientific notation. With this students will be given random problems to solve.
  • Using the keyboard, enter your answer in scientific format, with one non zero digit before the decimal point (for example 65.3 x 107 should be written as 6.53 x 108). Press the 'x' key, and the computer will recognize that you now wish to enter the exponent of a number in scientific format. If you make a mistake, you can correct it using the backspace key.
    • Celeste Sisson
      Celeste Sisson on 18 Jul 13
       
      These directions are perfect at explaining how students will need to enter their answer it which if not noted would have been an issue for some students.
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