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Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

Since taking a class that discussed Edward Tufte's work, I've been fascinated by turning information into visual data. His site contains many examples that you could easily spend hours on the site. I have. Plus, I spent several days browsing sites with articles, resources, and examples of infovis (information visualization) in action

A different kind of online community.
Working Examples is a place where people working at the intersection of technology and education collaborate to solve problems, share their progress (and missteps) and make exciting things happen. Come play with us!

The following table provides a listing of the nine Principles of Universal Design for Instruction©, as well as a definition and example for each principle.  Principles like: Equitable Use, flexibility in use,tollerance for error, low physical effort

A great example of "Why I don't use technology"  Its black and white pronouncements are infuriating. How can we talk to this argument? "No technology today or in the foreseeable future can provide the tailored attention, encouragement, inspiration, or even the occasional scolding for students that dedicated adults can, and thus, attempts to use technology as a stand-in for capable instruction are bound to fail."

example of page that looks reasonable but is bogus

Career services - Brockport U examples of social media

There are several widely-accepted rubrics (Quality Matters, the ION one in Illinois, etc.), but in my opinion, they focus on course design, not on teaching the course. When I was at Black Hawk College, we created a Best Practices for Exemplary Online Teaching set of standards based on the Chickering and Gamson's "7 Principles of Good Practice for Undergraduate Education" meta-analysis. Individual best practices for online teaching were pulled from the literature and listed as possibilities under each of the 7 principles, and an 8th was added with some of the course design elements not already mentioned in the first 7. In other words, we created a local document that could assist faculty in doing self-assessment, peer evaluations of each other's courses, and potentially institutional review of online courses. However, our instrument was not used for institutional assessment because it was not approved as part of the faculty [union] contract. It is important for a document like this to be shared with the faculty ahead of time so that they know how their courses are going to be evaluated. I also think it is helpful to have several people evaluate various aspects of online courses, such as someone who is an expert in online education who can evaluate the learning experiences and course design elements of the course, someone from the faculty member's department who can evaluate the quality and accuracy of the course content, as well as the administrator whose job it is to evaluate teaching. If the institution uses a type of rubric or assessment document when evaluating face-to-face teaching, it needs to be vetted by online experts to determine if it emphasizes appropriate, comparable variables in the online environment. For example, if activities to promote student engagement is on that form...what does that look like online? Not all administrators or faculty who have not taught online would know what to look for as indicators of student engagement.

Great examples for KSC - Open for Learning Challenges Try one and share your response for others to learn from!

Image sharing site Pinterest, with its kind-of-crazy, wild west copyright policy, is a great example of how, for some startups, it's best to shoot first and ask questions later. Under the "safe harbor" provision of the Digital Millenium Copyright Act, Pinterest isn't really responsible for all the copyright-violating content that users post to Pinterest. 

E-Publishing is here to stay.  We're here to provide answers to all your E-Publishing questions. We're using real numbers, real data, and real examples from our experiences.  Sit down, settle in, and breathe in the future. WG2E

good, concrete examples

Organizing course content in the Modules page There are several different ways to organize a module so that it is easy for students to navigate. The following lesson contains several examples.

What if we started with creativity rather than principles? My students start with the standard elements of an advertisement (product photo, copy, logo etc.)  and create a mockup.  Then students evaluate their mock-up by comparing their ads to a few professional examples and  discuss what they did right and wrong in comparison to what they've seen.

This site provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. What items, for example, would you put in a box to describe your life; the life of a Victorian Servant or Roman soldier; Sort of like a more sedate Pininterest

standards should emphasize creative thinking, not content  My students are learning some content-instead of a textbook, I use a primary-source reader in which the sources are accompanied by commentary by historians-but they're learning it as they perform analysis and synthesis, not before. So, for example, I don't have them read them about Puritan conceptions of salvation and then give them photos of headstones and ask them to explain how the headstones reinforce Puritan ideas.  I have them undertake Prownian analysis (description, deduction, speculation, research, and interpretive analysis) of children's headstones and furniture (e.g,. a walking stool); perform close readings of children's literature and Puritan poetry, letters, and sermons; and build an argument concerning Puritans' beliefs about children's salvation.  As they craft this argument, they must evaluate the usefulness of, as well as synthesize their findings from, these sources, along with earlier ones from the course.  The whole exercise is done in small groups, followed by discussion among the entire class.

Colleagues, Last semester 30 faculty and staff participated in a reading group focused on Clayton Christensen and Henry Eyring's "The Innovative University." The reading group came together face-to-face on a number of occasions and continued the rich discussion online. It was a great experience and a fascinating book. This semester the faculty and staff participating in the American Democracy Project recommended that we invite the campus community to come together to read "A Crucible Moment: College Learning and Democracy's Future." The work was completed by the National Task Force on Civic Learning and Democratic Engagement, under the leadership of the American Association of Colleges and Universities. It's a brief volume, rich in examples, on how colleges and universities must reclaim responsibility for civic learning. "A Crucible Moment" is available in PDF here: http://www2.ed.gov/rschstat/research/pubs/college-learning-democracys-future/crucible-moment.pdf The reading group will meet once in March and once in April, with opportunities for online discussion. More information will follow later in the month. In the meantime, if you're interested in joining us for this discussion, please email Kim Schmidl-Gagne (kgagne@keene.edu). If you would like to commit to the reading group, but would prefer to read in hard copy, Kim will also order a copy for you. I look forward to this discussion, and I hope you will consider joining us for our spring reading group. Mel

"You can use CC-licensed materials as long as you follow the license conditions. One condition of all CC licenses is attribution. Here are some good (and not so good) examples of attribution. Note: If you want to learn how to mark your own material with a CC license go here."

Student example

"dotSUB is the world's leading solution for creating, translating, and rendering multiple language subtitles for videos across all platforms."

DotSub is mostly for collaboratively translating excellent videos into multiple languages, but the end result is that you get subtitled videos!  Here's an example - a collection of the "in plain English" videos embedded into this wiki page: https://confluence.delhi.edu/x/IwBiB Each one has a dropdown where you can select the subtitling language to display:Note that not all languages for each video are complete. It shows the percentage that is complete next to each language in the dropdown. Then, if you know a certain language, you can contribute by adding subtitles to a portion of the video... Very cool site!