In each of the following examples, choose whether you would expect demand to
be elastic or inelastic. In none of these examples will the demand be as elastic
as the demand for gasoline at a particular gas station on a street with many gas
stations. Drivers will flock to a gas station with a price a few pennies below
its neighbors' prices, and will abandon a gas stations with a price a few
pennies higher. Choose "Elastic demand" if you think that buyers will buy
somewhat less if the price goes up, or somewhat more if the price goes down.
Choose "Inelastic demand" if you think that the buyers will buy about the same
amount if the price goes up or down.
An unconscious bleeding man is brought to a hospital emergency room.
A patient is given a presciption for a drug to control high blood pressure.
The patient's insurance doesn't cover drugs, so the patient must pay out of
pocket.
A hospital in-patient has insurance that will pay all charges. What would the
demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever?
A senior signs up with a managed care plan to get the Medicare drug benefit.
Even though the senior is locked in for a year, the plan can, at any time,
change which drugs it will pay for, based on the plan's judgement about a drug's
effectiveness and price relative to other drugs that do about the same thing.
For members of that plan, what might the demand for the Darvon be like? Darvon's
cheapest alternative might be acetomenophen (Tylenol) in this case.
A family has a high-deductible health insurance policy. The effect is that
the family pays for primary care office visits out of pocket. Now, one of their
children has an earache. What would their demand be like for an office visit to
get this checked out?
In general, if the decision-maker has an incentive to spend less on some
product and if there is an adequate substitute for that product, then
demand is more ...
Group items tagged
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Economics Interactive Tutorial: Elasticity - 0 views
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This area is a perfect tool for the student to self-assess whether or not he/she grasps the concept of elasticty. The student reponds to each scenario and is provided with an immediate solution to confirm their answer.
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Health Savings Accounts -- The Best Way to Make Demand More Elastic?
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This section would be the perfect way to take the concept of elasticity and apply it to a current event. It could also be an excellent prereading for a discussion or blog.
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Elasticity
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This initial section provides a nice summary of elasticity and would be useful to assign as a reading to provide background at the beginning of the module.
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Terrific website to use as part of a short unit on elasticity. It provides all the basic background information, provides a self-assessment, and applies it to a current event. Students should have no trouble getting some good information out of this site.
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This is a very cool interative activity for students to use in their learning about the concept of elasticity.
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Web Building - Students [WEB glance] - 0 views
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A free service that offers UAlbany students free web server space to create a web site.
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The Official Tourism Website of Aruba - Information for Travel, Hotels, and Reservations - 0 views
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Aruba- an island located in the Southern Caribbean. A fantastic vacation spot.
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accesselearning Module 1: Disabilities Seizure Disorder - 0 views
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I am getting diappointed as I read on this website. Anyone would have difficulty with this type of information, not TBI and convulsions most often do not have anything to do with learning abilities, they are a result of a chemical imbalance, birth dfect, or injury which may cause other cognitive impairment. ARGGGHH
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5. Increasing Time on Task: 7 Principles Collection of TLT Ideas - 0 views
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helping communicate to students how much time and energy you and your institution expect them to invest in their work
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the ability to store work and work-in-process on the school's network
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ability to send file attachments with email has made it easy for students to send me a draft of their work for feedback at any time.
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With randomly generated homework problems, immediate feedback, and the opportunity to try again, students view the homework almost like a game with the challenge of getting all the problems correct. As a result, they seem to spend more time than with paper and pencil homework.
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availability of many research materials on-line and through electronic databases to which libraries subscribe should enable students to access what they need from their homes or their dorms at time which are convenient to them
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“capturing students’ beer time
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streaming video versions of all lectures
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our approach to students is to encourage students to do what works for them (but to be sure to do it!)
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Access to the Internet has changed research possibilities. Students have access to much more information faster than in the past.
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Hot links to articles and other readings
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E-mail messages are quickly replacing the live visit to professors and probably encouraging more students to talk to professors since it is less scary to them to write rather than face professors face to face.
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Searching for journal articles using electronic bibliographic databases has been a major time saver for students
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electronic reserves at the library
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Use of the Calendar in WebCT to promote planning by students. Can also use the Calendar to highlight particular content or web resources to be ready for in-class discussion. Remind students in different media such as in-class and on-line about the expected completion dates for projects. (Virginia Arp, Gannon University)
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"2 hours outside to 1 hour in class
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Some may be spending more time because they’re unfamiliar with the medium. Some may be spending more time because instructions for assignments are not well-written for online use Some may be spending more time because they want to: the assignments are more interesting. And so on. Depending on the reasons, “spending more time” may be a) a triumph, b) a problem to be fixed, c) a temporary situation to be endured.
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Going 'paperless" has saved me much time on task
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publisher of one of our texts provides a tutorial CD and website as well as online course support
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Socialnomics website - 0 views
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This is the home page for Eric Qualman, the creator of the social media video we viewed. He lists the references/resources for the data he quotes in the video
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Content to Classroom: Tapping into Multiple Intelligences - 3 views
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This website (PBS) is a great resources for learning about multiple intelligences and how to incorporate them into your classroom activities/lessons. It's an interactive site, so click away! -
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What is text wrap? - 0 views
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Home > text wrap text wrap Text wrap is a feature supported by many word processors that enables you to surround a picture or diagram with text. The text wraps around the graphic.
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Can YouTube enhance student nurse learning? - 0 views
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Constraints
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Constraint
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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
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Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
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Today's students are experienced in digital interaction from an increasingly early age
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The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
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already being used as both an informal and formal learning tool by many
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it can be accessed anywhere at any time.
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students can engage with their learning at a time and place to suit them.
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YouTube as a tool in the classroom can lead to increased engagement in several key ways.
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keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
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visual methods of delivery is an established method of keeping material ‘memorable’
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Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
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ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
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YouTube opens the door to find alternative representations of anything you might want to say
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Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
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Therefore the role of the lecturer is to stimulate discussion
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They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
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Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
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YouTube is a resource of user-generated content with no quality regulation
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ETAP640 Summer 2011 Blog - 2 views
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So far I am enjoying the experience
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What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
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challenge!
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I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
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I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
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I have been spending quite a bit of time and energy learning the Moodle system,
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I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
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I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
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It is ENGAGING
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Very. I found myself not wanting to step away from the computer, even to eat. Eventually, I got hungry enough and forced a break.
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Yes! The faculty on the SLN website even said that online teaching is an addiction!
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Blackboard
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The two other online courses that I took were both on Blackboard. I've never actually taken a course in Moodle. I have no idea what my course will look like when I'm done, but I'm very curious.
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I’m really starting to get the hang of the expectations for posts
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Took me a while as well, but now I feel more comfortable with my posts. I wasn't doing enough research. Once I started doing that, I felt like I was contributing something to the whole class.
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I had the same thought. I only hope that the computer lab is open during my class time. -
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
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I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
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This course has been the most difficult course that I have ever taken
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I was teetering between dropping the class
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punishment
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I am still under the impression that the interactions required of us in the discussion space are too numerous.
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I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
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I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
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half of the requirement for this class.
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please read the rubric. it is NOT required that you do 12 posts. this is your own self imposed choice if you do. The minimum is 6 - maximum 12. it is entirely up to you.
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I was given this gift: show your students the importance of reflection.
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There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
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Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
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It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
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I, like the others in this course, understand. It's a lot of work, but the finished product will be worth it, I'm sure.
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I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
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I made all of my assignments turned in to me, privately,
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I too had made this mistake with some short writing assignments that I was going to have my students write. It was Alex's suggestion to have them blog it that really made sense. This way they could read each others blog entries and leave comments as well.
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This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
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So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
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I thought done, done, done is at the end...aren't we going to have peer feedback next module?
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I’ll have my master’s in December and I couldn’t be more proud.
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CONGRATULATIONS! I'll finish in December as well. It's been a long journey, and as much as I've enjoyed it, I'm ready to have my weekends back :-)
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I feel like a late bloomer (I’ll be 26 in November
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#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
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I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
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"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
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feedback
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I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
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o there will likely never be online courses at Mildred Elley.
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Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
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Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
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ETAP 680 (research seminar).
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I'll be taking the course in September...how was it? I had hoped that it was just a very long research paper...any such luck? It's my last course for my degree.
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quality with the traditional classroom in the public eye?
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I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
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prettying up
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Do you mean the background or theme of the course, because I'd love to know how to change that.
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My dissertation chair gave me wonderful advice...Enough is enough! If we recognize that we are always evolving, growing, expanding, deepening our understanding...then we understand that a "project" is just a snap shot of one time in our progress.
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the more effort you put into it, the more successful you’ll be.
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One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
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Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
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If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
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Nothing should be an accident or “just because” in the online teaching environment.
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Students don’t want their time wasted.
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Tokbox - 1 views
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Widgets for web sites--Quickly drop video chat in to your website with OpenTok Widgets
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HYBRID - Main Page - 0 views
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Welcome to our website which provides faculty development modules related to effective teaching in an online environment. Each module contains a suggested Brief Hybrid Workshop using short, online media presentations; follow-up resources and references; and feedback from users. The Seven Principles for Good Practice in Undergraduate Education has provided a framework for the development of these resources.