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alexandra m. pickett

Tags are not Categories - 0 views

  • So categories can be tags but tags cannot be categories. Categories are like the huge signs you see on aisles in supermarkets – “Food”, “Hygiene”, “Frozen” etc, they guide you to sections where you can find what you are looking for. Tags are like the labels on the products themselves. Categories organize, hierarchically. Tags need not. Tags provide meta-information, Categories need not. Tags cross-connect, Categories do not. By cross connect, I mean, when you go looking for posts tagged with “Flickr” on technorati, you find posts from various sources, all about Flickr.
Diane Gusa

Rubrics - 1 views

  • A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score.
  • It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process.
  • use a range to rate performance.
  • ...8 more annotations...
  • focus on measuring a stated objective
  • improve students' end products
  • contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge).
  • provide the scaffolding necessary to improve the quality of their work and increase their knowledge.
  • help students become better judges of the quality of their own work.
  • allow assessment to be more objective and consistent.
  • force the teacher to clarify his/her criteria in specific terms.
  • provide students with more informative feedback about their strengths and areas in need of improvement.
JJ Wagner

Module 4 assignment - Wagner - 0 views

    • JJ Wagner
       
      Congruent triangles section is more for Translations. Great resources though, especially rotations which are the toughest for students to grasp.
    • JJ Wagner
       
      This page shows examples of parallel lines cut by a transversal (alt int angles, alt ext angles, etc). Will help students to prove parallel lines given these known angles.
    • JJ Wagner
       
      REALLY great applet to show that the exterior angles of ANY polygon add up to 360 degrees.
Diane Gusa

Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research « My pursuit of….um….what's that word again? - 0 views

  • Not only does this promote positive effects, it also reduces the negative effects usually present in non-collaborative groups such as the free-rider or hitchhiking effect, social loafing, and the sucker effect. The free-rider or hitchhiking effect (Kerr & Bruun, 1983) exists when ‘‘group members exert less effort as the perceived dispensability of their efforts for the group success increases’’ (p. 78). In other words, they feel that the group is doing enough and that they don’t have to contribute. Social loafing (Latane ́ , Williams, & Harkins, 1979) exists when group members exert less effort as the perceived salience of their efforts for the group success decreases. In other words, as the group size increases so does the anonymity and the non-participation. The social loafer differs from the free rider in that the former lacks the motivation to add to the group performance, while the latter tries to profit from others while minimizing essential contributions. Finally, the sucker effect (Kerr, 1983) exists when the more productive group members exert less effort as the awareness of co-members free-riding increases. That group refuse to further support noncontributing members (they refuse to be ‘suckers’) and therefore reduce their individual efforts” (p. 339-40)
Diane Gusa

Teaching Creativity - 0 views

  • Most five year olds are totally confident that they can draw, sing, and dance.  Tragically, within three or four years this child, if she is typical, will experience a crisis of confidence
  • She will no longer feel competent or creative. 
  • When allowed to do what we want to do, we are most likely to revert to whatever we previously found enjoyable and/or successful.
    • Diane Gusa
       
      I have experienced this with my students, but now I also understand that they need more confidence to be risk-takers
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  •   In order to force a new idea to the surface, an artist might reverse the order of work, change the medium, change the scale, forbid a certain common component in the work, and so on.  These are limitations to jog or jump start the creative impulse.
  • In creative teaching, assignment limitations provide a way to change the student's habits of work
  • people have developed problem solving habits that lack confidence in their own ability to bring any life experience or judgement to the situation.
  • a society that values conformity above indiviual creativity and choice making probably should teach drawing as a series of prescribed symbols rather than teaching actual observation, thinking, feeling, and interpretation skills.
  • Teach creativity by giving TIME FOR THE CREATIVE PROCESS Assign HOMEWORK OF THE MIND
  • When we show an end product in order to help explain something, we risk that students will not be challenged to think creatively
  • To teach process, we avoid posting charts that gives answer unless the students themselves have invented the charts.
  •   The scientific method says that questions must be answered experimentally and the results are repeatable.
  • the scientific method takes more time in the short run, but if a student learns that they can design experiments to solve their own problems, they have learned not only the scientific method, they have learned one of the important components of artistic thinking and artistic behavior. Ultimately, time is saved because students have learned to figure out how to answer their own questions. They are empowered.
  • True creativity happens when intuitive imagination brings forth the previously unknown and unimagined
  • The creative process includes preparation, incubation, insight, elaboration, and evaluation.
Diane Gusa

Welcome to CIRGE » Intellectual Risk-taking - 0 views

  • Intellectual risk-taking is not an end in itself; it is a means to foster innovative, potentially transformative research. It is also a way to prepare doctoral graduates to respond flexibly to change in rapidly changing times.
  • Interdisciplinarity is inherently risky—yet essential to production of new knowledge.
  • Understanding risk and communicating risk brings different domains of knowledge together
Kristen Della

Adslogans - A fast, efficient bespoke search service for advertisers on slogans, endlines, straplines, taglines etc. - Welcome to AdSlogans.com - 0 views

  •  
    AdSlogans is a unique global resource for advertisers and ad agencies, comprising many thousands of English-language commercial advertising slogans, business, company, product or brand marketing slogans, taglines, claims, straplines, theme lines, endlines, payoffs, signatures, base lines, slogos (the slogan by the logo) and catchphrases.
ian august

Clearswift's 'Web 2.0 in the Workplace' report launched | Dynamic Business - Small Business Advice - Forums | Dynamic Business Australia - 0 views

  • Independent international research undertaken by Clearswift in 2007 found that just 11% of global businesses were making use of Web 2.0 technologies such as Facebook and Salesforce.com
  • Three years on, the latest figures show over two-thirds of companies are allowing and encouraging the use of web collaboration or social media tools in the workplace.
  • Australian business users enjoy high use of Web 2.0 technologies, such as collaborative meeting, intranet, financial, CRM and social networking applications. However, they appear the least concerned about the security implications (at 53%) despite ranking second highest of respondents who have sent
  • ...4 more annotations...
  • content via email or online applications they later regretted (29%).
  • however the research shows that half of managers believe that web collaboration te
  • ology is now ‘critical’ to the future success of their business.”
  • Barriers to adoption: Barriers to adoption of social media have shifted from productivity to focus on security, with 53 percent of companies concerned about security threats and 31 percent concerned about data breaches.
Diane Gusa

LEARNING DOMAINS - 0 views

  • The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application
  • The psychomotor domain is skill based. The student will produce a product.
  • The practice level
  • ...1 more annotation...
  • The verbs for this domain are generally limited to words like display, exhibit, and accept and these apply at all levels
  •  
    "The cognitive domain is knowledge or mind based. It has three practical instructional levels including fact, understanding, and application"
Diane Gusa

Learning to know - 0 views

  • acquisition of structured knowledge
  • a means and an end of human existence.
  • since knowledge is multifarious and capable of virtually infinite development, any attempt to know everything becomes more and more pointless
  • ...3 more annotations...
  • icate with other people. Regarded as an end, it is underpinned by the pleasure that can be derived from understanding, knowledge and discovery. That aspect of learning is typically enjoyed by researchers, but good teaching can help everyone to enjoy it. Even if study for its own sake is a dying pursuit with so much emphasis
  • giving students the tools, ideas and reference methods which are the product of leading-edge science and the contemporary paradigms.
  • Learning to know implies learning how to learn by developing one's concentration, memory skills and ability to think
Jessica M

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses - 0 views

  • Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
  • Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
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  • Similarly, we found that instructors rarely provided acknowledgement feedback
  • The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
  • Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
Teresa Dobler

Management Strategies: Do Smaller or Larger Groups Promote Better Individual Performance? | TIME.com - 0 views

  • while larger teams generally are more productive overall than smaller ones, individual members of the bigger groups were less fruitful than their counterparts on the smaller teams.
  • people may not have the time and energy to form relationships
  • On a smaller team, people knew what resources were available and felt they could ask questions when things went wrong. The situation was more controllable
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  • motivation and coordination loss.
    • Teresa Dobler
       
      Two reasons why individuals in larger groups do not perform as well.
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