The less rigorous professors even get good performances out of their students in the courses taught but those students subsequently, in follow up courses, do poorer than the more rigorous professors who do more than teach to the standardized test. Sounds reasonable to me.
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E-learning and Web 2.0 tools for schools - 4 views
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Dan Meyer: Math class needs a makeover | Video on TED.com - 1 views
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great video on how current math curriculum is set up wrong----great and inspirational MUST USE FOR online and f2f!
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Dear professor and classmates, Please pardon me for sharing 20+ math links in one clip. I didn't want to share a link and later regret it. so I have been saving and deleting in my private list. I wasn't ready to share until now. Sorry.
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You are absolutely right!! This was a very inspiration video. I loved how he was able to take the math problems from the book and break it up to make it more engaging.
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Melissa's Fuzzwich Creation | Social Studies Another Way - 0 views
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Student Evaluations, Grade Inflation, and Declining Student Effort - Innovations - The ... - 0 views
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would note that student evaluations began to become popular during the 1960s and early 1970s as a common evaluation tool for faculty. I would also note that most of the great grade inflation in America has occurred since evaluations began, with national grade point averages probably rising from the 2.5 or 2.6 range in about 1960 to well over 3.0 today
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The colleges of education, which in my judgment should be put out of business (topic for another blog), are the worst offenders, but the problem is pretty universal.
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Alternatively, colleges could by mandate or the use of financial incentives encourage faculty to become more rigorous in their grading
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Study hits 'grade inflation' in New York state testing of pupils | SILive.com - 0 views
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middle-school students who passed their math and English Language Arts tests are likely to struggle on their high school Regents exams
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tudents who scored a Level 3 on their state tests -- which is considered passing -- would likely earn a 65 on their Regents exams, but that a score of 80 was typically needed to earn college credit for a course, according to the News.
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Steiner is also calling for longer tests with more rigorous questions.
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Critics have long been saying the tests appeared to be getting easier, and have wondered whether the scoring was adjusted to make politicians look better.
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"But by any measure -- including the highly respected NAEP exams, state tests, and graduation rates -- due to the bold reform agenda implemented by this administration, the significant progress made by New York City students has far outpaced that of students in the rest of New York state."
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AbleData: Library - 0 views
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AbleData's Publications include fact sheets and informed consumer guides to help you select various types of assistive products and to better use our services.
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earchable listing of articles, books, papers and other paper and electronic publications about assistive technology
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The library is the part of the AbleData site that I will most likely use most in the course. There is detailed information available in the consumer guides about particular assistive technology tools as well as a searchable database of articles and papers written about assistive technology.
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Since the audience of my course is mainly faculty and staff, I thought the library section of this site would be a valuable resource for them. The library includes a searchable listing of articles and papers (which I have highlighted here) that they may use to learn more about assistive technology and see some of the research that is out there.
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Amy's Blog - 0 views
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I never realized that five hours could feel like fifteen minutes once I get engaged in my work.
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eureaka!!! that is exactly what engaged learning is!! Thank you for this observation. I am so glad to hear you had this experience!! Now you know what it feels like and what you are going for with your own students.... this is what I mean when i say "engagement over content." thanks for sharing. : ) me
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MERLOT Business Portal - 0 views
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Welcome to the MERLOT Business Portal, where we share: Tips for using technology to teaching business courses People who participate in our community of educators' Learning Materials that you can use in your classes' Beyond MERLOT includes resources outside MERLOT that can help you as a faculty member Showcase features some of our award winning websites in the business discipline
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facilitator - 0 views
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Role of Discussion Facilitator: Encourage and guide the discussion Be clear about the purpose and expected outcomes of the discussion Encourage participants to respond to each other as well as to the facilitator Recognize participants via private and public messages Share information and resources and encourage others to do the same Create a welcoming environment Tie together the threads of the discussion and summarize it Enforce the discussion group ground rules, if necessary Keep the discussion focused on the topic Clarify the questions and comments of participants, if necessary Act as an unbiased, neutral commentator Participate regularly, actively and thoughtfully Ask leading questions; resist being too chatty Decide when to resolve conflict/hostile interaction
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IP Addressing and Subnetting - 0 views
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Essay & Poster Contest: Building a Classroom Community - 0 views
www.youthuniversity.ca/...annual_essay_contest
community building online education teaching presence
shared by Aubrey Warneck on 16 Jul 08
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“Together we are even better: Great things happen when my class is like a community”. The goal of this essay contest is to promote discussion in Ontario classrooms about the meaning of a sense of community and the ways that students and teachers can create a positive classroom community of learners.
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Maybe having students do an on-line poster contest or essay contest describing/depicting what makes a classroom community work is a good place to start with community building exercises int he online classroom. It will also create teaching presence in that the students will be teaching one another about what they think creates a successful community.
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Cooperative Learning - 0 views
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educational-origami » Bloom's Digital Taxonomy - 0 views
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loom's as a learning process. Bloom's in its various forms represents the process of learning. It has been simplified in some case like the three story intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn. Before we can understand a concept we have to remember it Before we can apply the concept we must understand it Before we analyse it we must be able to apply it Before we can evaluate its impact we must have analysed it Before we can create we must have remembered, understood, applied, analysed, and evaluated.
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When I did this the first time I tried to have them create analysis questions first, because I had modeled so many analysis questions I though it would be easy for them. It was a mistake not to start at the very bottom at knowledge.
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I should say that I was attempting to teach my students how to ask questions using the Blooms Taxonomy
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I don't think it is. The learning can start at any point, but inherent in that learning is going to be the prior elements and stages.
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How to Write Clear Objectives - 0 views
tlt.its.psu.edu/...Write_Objectives.shtml
distance education effective_online_practices learning objectives
shared by Geralynn Demarest on 21 Jul 08
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alexandra m. pickett liked it
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Instructions for Using Diigo to Comment on Documentation - mobicents-public | Google Gr... - 1 views
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I haven't included the use of diigo in my course, but I'm considering having the students include web sites in their discussions. I'm rethinking now and considering the use of diigo in the class. This web site had some instruction on best practices for using Diigo and I could point the students to this source.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
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Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
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Web 2.0,
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e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
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The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
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But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
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open source movement
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Digital StudyHall (DSH)
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We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
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Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
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“I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
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How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
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Open Source/Access research. One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research. We are paying for the same research twice. Open Access Journals (see Harvard Memo) hopes to change this.
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seeking the knowledge when it is needed in order to carry out a particular situated task.
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Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
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I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
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This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
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This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
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Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
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he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
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As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
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that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
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In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
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