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Scot Evans

Richly social and intensely personal - 0 views

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    Learning is richly social and intensely personal
Scot Evans

Flipped Learning Network / Homepage - 0 views

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    Definitions, literature reviews, webinars, and more resources on the Flipped Classroom approach. 
Scot Evans

The big switch - 1 views

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    Flipping classes, flipping roles
Scot Evans

Teaching in the New (Abundant) Economy of Information | MindShift - 0 views

  • In an economy of such abundant information, the teacher who still insists upon distributing information via lecture is competing with primary sources and documents that would allow students to actively participate in ways far deeper than simply listening.
Scot Evans

Nancy Duarte: SlideDocs, the New Form of Business Communication - 1 views

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    Today's presentations must be consumable, shareable and understandable without a live presenter 
Scot Evans

TimeTag - Learning Technologies - 1 views

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    All the Learning Technologies talks on video
Scot Evans

Digital assignments: How shall we grade them? | Learning with 'e's - 1 views

  • you need yourself to be aware of what is possible within the formats and technologies that students will use.
  • The first question is how do you grade these assignments, if they are not presented in traditional essay mode?
  • How difficult is it for example, to put a voice-over track or a music track onto a video, or overlay captions? If you don't know what the issues are, and the effort involved, you may be fooled into thinking students have worked hard (or not hard enough) to achieve the end product
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  • you need to agree with students prior to submission over what the assessment criteria are, and exactly for what the marks are going to be awarded. These criteria must be equalised across all the possible submission formats.
  • Whatever you decide to do, it will be imperative that you ensure all assessment criteria are applied equally across all assignments, no matter what wrapper they are presented in.
  • Good structure, good grammar and readability (or watchability), critical analysis and evaluation, good data application and presentation, clear arguments and acknowledgement of sources - must all be evidenced in the assignment I give to my students, in no matter what format it is presented.
Hannah Inzko

Faculty case studies - 2 views

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    Just a few of the published case studies that we did with faculty at Penn State. They are organized by course. Let me know what you think. I would love to do something similar here.
Scot Evans

Yammer in the Classroom - 1 views

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    From posting polls and gaining instantaneous feedback on instruction, to updating the course content with current media, Yammer was used extensively in an undergraduate level course at Pennsylvania State University.
Scot Evans

I've Flipped My Classroom. Now What? | Center for Teaching | Vanderbilt University - 0 views

  • Once you move the transfer of information out of the classroom (through pre-class lecture videos or readings), what do you do during class time? For faculty used to spending their class time lecturing, this can be a particularly tough question.
  • Harvard University’s Eric Mazur, for instance, who visited Vanderbilt last year, shifted the “content delivery” portion of his courses outside of class so that he could free up class time for more meaningful interactive experiences. Much of the conversation around the flipped classroom these days focuses on lecture videos that students watch before class, but, for the early adopters, the focus was generally on how to make class time more engaging and useful.
Scot Evans

Smartphones in the Classroom? Let Students Decide. | Vitae - 0 views

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    allow their students to collaborate on an acceptable-use policy for technology in the classroom
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