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Sara Thompson

Classroom.NEXT: Engaging Faculty and Students in Learning Space Design | EDUCAUSE - 0 views

www.educause.edu/...232846

buildings bcushare bcuedtech education design surveys

shared by Sara Thompson on 14 Oct 11 - No Cached
  • Sara Thompson on 14 Oct 11
     
    The Center for Excellence in Teaching and Learning at Texas Wesleyan University undertook a project to find out what a classroom would look like if it were designed by faculty and students-and then to build that classroom. The goal was to promote innovation in learning space design and to advance instructors' understanding of how classroom design impacts teaching and learning. Classroom.NEXT initiated a campus-wide dialogue on the design of informal and formal learning spaces, and faculty, students, and administrators identified flexibility and interactivity as key attributes to be promoted in all Texas Wesleyan learning spaces. Collaboration, particularly student-faculty collaboration, was a central component of the success of Classroom.NEXT. Faculty participants commented that they learned as much from their students about learning space design and technology as they did from the research.
Sara Thompson

Collaborative Environments Presentations - Readability - 2 views

www.readability.com/read

video bcushare collaboration ipad education buildings

shared by Sara Thompson on 01 Oct 11 - No Cached
  • Sara Thompson on 01 Oct 11
     
    Presentations from U of Minnesota on variety of topics, including iPads in Classrooms, Active Learning Classrooms, and Collaborative Writing.
Sara Thompson

Hack Your Learning Spaces? - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...39911

buildings commons classrooms education profhacker teaching ideasfile creativity

shared by Sara Thompson on 10 May 12 - No Cached
  • I propose a THATCamp session in which we think about ways to hack campus space. And I mean hack in the most generous sense of the term. How can we use these spaces in ways they weren’t designed for? How can we turn their flaws—bolted down desks, windowless rooms, tiered seating, and so on—into advantages (or at least neutralize them)? How can we turn institutional places into dwelling spaces that we inhabit and habituate? I was initially thinking mostly of classrooms—because I have taught in dreadfully designed rooms—but I’d extend this idea to include all campus spaces. And I’d like our hacks to go beyond the simply practical (though we need those too) to include what amounts to philosophical and ideological hacks.
  • What would a temporary autonomous zone look like on campus? …in the student union? …in your classroom? How can we change attitudes about what can or can’t be done in certain spaces? What’s the most surprising thing we can do with a campus space, and conversely, what’s the most predictable thing we can do in a new way?
Sara Thompson

Active Learning Spaces - Steelcase (PDF) - 0 views

www.steelcase.com/...g_spaces_interactive.final.pdf

buildings classrooms commons libraries furniture

shared by Sara Thompson on 02 Jun 12 - No Cached
  • Sara Thompson on 02 Jun 12
     
    Great examples of classroom furniture, set-ups. 
Sara Thompson

Visualizing the First-Year Research Essay: Transitions « « crossing borderscr... - 0 views

blog.billiehara.org/?p=732

info-literacy instruction training visual photos teaching

shared by Sara Thompson on 21 Apr 12 - No Cached
  • Sara Thompson on 21 Apr 12
     
    Classroom activity using about 200 random photos to help students see transitions across ideas in a different way.  The previous blog post on this activity had the students working individually: http://blog.billiehara.org/?p=729  This post is about a similar activity in small groups. 
fleschnerj

Future U: Classroom tech doesn't mean handing out tablets - 2 views

arstechnica.com/...future-u-classroom-tech.ars

higher ed space learning

shared by fleschnerj on 07 May 12 - No Cached
  • fleschnerj on 07 May 12
     
    Future U is a multipart series on the university of the 21st century. We will be investigating the possible future of the textbook, the technological development of libraries, how tech may change the role of the professor, and the future role of technology in museums, research parks and university-allied institutions of all kinds.
Sara Thompson

Course Planning & Teaching Resources :: Iowa State U, Center for Excellence in Learning... - 0 views

www.celt.iastate.edu/teaching

teaching learning edtech prof-dev education resources to-read instruction

shared by Sara Thompson on 03 Apr 12 - No Cached
  • Sara Thompson on 03 Apr 12
     
    Incredible list of resources about teaching -- course planning, classroom management, learning activities, assessment and more. Wealth of information here. 
Sara Thompson

Lesson Plans - Digital Writing and Research Lab - 0 views

lessonplans.dwrl.utexas.edu

assignments teaching courses instruction instruction-design examples presentations

shared by Sara Thompson on 28 May 12 - No Cached
  • Sara Thompson on 28 May 12
     
    "The DWRL is pleased to share our library of innovative technology-based lesson plans and classroom assignments created by DWRL Instructors. Our new online database features a wide assortment of lesson plans and assignments employing a number of technologies. The lesson plans address a broad spectrum of pedagogical activities-from initial brainstorming to electronic peer review, from interactive visual rhetoric lessons to collaborative multi-media online publications; the site also features lesson plans suitable for time spans as short as a single class and as lengthy as semester-long projects. Also, be sure to visit the DWRL's Blogging Pedagogy site which features an ongoing series of weekly interviews with individual instructors about their technology-based assignments, allowing for a more in-depth and personal look at our featured lesson plans."
Sara Thompson

instaGrok: The Search Engine Made Just For Education | Edudemic - 0 views

edudemic.com/...engine-made-just-for-education

search education ideasfile instruction

shared by Sara Thompson on 18 Apr 12 - No Cached
  • The killer feature to me is not the fun interactive ‘related terms’ web or the websites and images that pop up with each search. It’s the ‘Quizzes’ tool that gives you classroom-ready quiz questions on your search term. It’s downright amazing.
  • Quick Tip:You can use the little slider at the top of the search results screen to adjust how detailed your results are. You can go from the ABC chalkboard to the Einstein-y looking fella.
  • Sara Thompson on 18 Apr 12
     
    Without going into too much detail, instaGrok basically lets you punch in any search term (I'd recommend using a subject matter or item you're learning about) and get a neatly formatted and interactive experience as search results
Deb Robertson

InformationFluencyTransliteracyResearchTools | Scoop.it - 2 views

www.scoop.it/...research-skills-and-tools

information literacy elearning literacy digital fluency

shared by Deb Robertson on 15 Mar 12 - No Cached
  • Deb Robertson on 15 Mar 12
     
    PP slides from a lecture given by Dr. Jane Secker at the University of Sheffield iSchool on March 1st, 2012.
  • Deb Robertson on 15 Mar 12
     
    This presentation offers some interesting graphics and new ways to define what I am trying to figure out we are trying to accomplish with our instructional opportunities and classroom collaborations.
Deb Robertson

DigitalCommons@Macalester College - Library Technology Conference: Library Data and Stu... - 0 views

digitalcommons.macalester.edu/...28

library impact Macalester College higher education retention

shared by Deb Robertson on 28 Jun 12 - No Cached
  • Deb Robertson on 28 Jun 12
     
    Does the use of library print and digital collections correlate with course pass/fail rates, grades, or GPA? How does use of instructional tools or attendance at instruction sessions or workshops correlate with student success in the classroom? Using circulation data, online resource usage records, workstation login data, workshop registrations, and more, the University of Minnesota Libraries are attempting to answer these questions. To access the full presentation for this session, click on the "Download" button on the right.
Sara Thompson

Learning Space Toolkit - 0 views

learningspacetoolkit.org

buildings libraries commons classrooms assessment casestudy

shared by Sara Thompson on 02 Jun 12 - No Cached
  • Sara Thompson on 02 Jun 12
     
    "North Carolina State University (NCSU) Libraries and its Distance Education and Learning Technology Applications (DELTA) are partnering with strategic consultants brightspot strategy and DEGW to design, share, and promote an updated model for institutions to plan and support technology-rich informal learning spaces. This Learning Space Toolkit will include a roadmap to guide the process along with tools and techniques for assessing needs, understanding technology, describing spaces, planning and delivering support services, and assembling space, technology, and services to meet needs, even as they change."
Sara Thompson

Pedagogy and Space: Empirical Research on New Learning Environments (EDUCAUSE Quarterly... - 0 views

www.educause.edu/...242683

buildings libraries commons teaching education articles

shared by Sara Thompson on 16 Dec 11 - No Cached
  • In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms.
Sara Thompson

The Touchy-Feely Future Of Technology : NPR - 0 views

www.npr.org/...chy-feely-future-of-technology

interface gadgets technology bcuedtech design

shared by Sara Thompson on 04 Jan 12 - No Cached
  • But the benefits of having iPads in the classroom don't come free. Teachers say you have to invest time into the technology in order to get something out of it, which means much of the iPad's usefulness will depend on the applications both teachers and publishers discover as adoption grows.
  • Four Ways Technology Will Change Our Lives In The Future Technology experts Mike McSherry, CEO of Swype, and Bill Buxton make their predictions for where technology will go next.
  • 1. Gesture Technology
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  • 2. Personal Profile Models
  • 3. The Cloud
Sara Thompson

Should We Really ABOLISH the Term Paper? A Response to the NY Times | HASTAC - 1 views

hastac.org/...h-term-paper-response-ny-times

learning teaching education innovation bcushare blogs

shared by Sara Thompson on 25 Jan 12 - No Cached
  • And for my own account of the decision not to use term papers when I taught at Michigan State, you can check out a piece I published in Academe in Sept-Oct 2011.   In some ways, it is more assertive on this issue than Richtel's piece, and is highly critical of the establishment English Department that too-often forgets its own importance as society’s “keeper” of two of the three R’s of traditional literacy, namely “reading” and “‘writing.’”   I won’t rehearse my critique; here's the link:  http://www.aaup.org/AAUP/pubsres/academe/2011/SO/Feat/davi.htm).
  • She is also working with composition teachers around the country who are documenting similar findings that, in fact, this generation comes in reading and writing more and better–and, yes, differently–than earlier ones, not worse.  Lunsford uses the same metrics to assess these students as were used to evaluate past ones.  Her website is:  http://www.stanford.edu/~lunsfor1/
  • We have a Word Press class website.  Students blog every week about the reading and project-based assignments they create.   The two students charged with leading the class that week have to respond to every blog.  The students respond to one another.  
  • ...8 more annotations...
  • When I put their semester's work into a data hopper, even I was shocked to find out that they were averaging around 1000 words per week,
  • I argue that the open architecture of the Web is built on the principle of diversity and maximum participation--feedback and editing
  • Students learn to evaluate one another's thinking and challenge one another--and, far more important, they learn from one another and correct themselves.  I cannot think of a better skill to take out into the world.
  • I respond more too.  Like my students, I feel like I'm not spending as many hours reading and grading term papers, but, I know, from the end-of-term data crunching again, that, in fact, I have spent more time responding to their writing than I used to. 
  • the tipping point in these classes is when someone the student doesn't know, an anonymous stranger, responds to their work.  When it is substantive, the student is elated and surprised that their words were taken seriously.   When it is rude or trollish, the student is offended.  Both responses are good.  The Internet needs more people committed to its improvement, to serious discourse.
  • As I often do with classes, I did a diagnostic, found that many of my students were woefully lacking in basic writing skills.  I asked them what they most wanted from a writing class, and quickly transformed the class into a "writing as if your life depended upon it" workshop.
  • The "final" in the class was for each student--with lots of readings by me and the rest of the class--to apply for three or four summer jobs and internships.  That year, every student landed a position. 
  • More recently, I asked graduate students why they often left their term papers until the end and, with sadness, they confessed it was often because the whole exercise of writing a research paper is so debilitating and terrifying they often developed writer's block or writer's anxiety and needed the deadline to motivate them to write.
Sara Thompson

iPad Pilot Home - iPads in the Classroom - Guides at UPenn Libraries - 4 views

guides.library.upenn.edu/ipad

ipad libraries casestudy education bcuedtech

shared by Sara Thompson on 07 Nov 11 - No Cached
  • Sara Thompson on 07 Nov 11
     
    A LibGuide created for an iPad Lending Program, with a reservation calendar and links to blog posts. 
Sara Thompson

New interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

harvardmagazine.com/...twilight-of-the-lecture

teaching learning education online-learning bcushare future

shared by Sara Thompson on 23 Feb 12 - No Cached
  • The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes. He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States. Astonishingly, the test showed that their introductory courses had taught them “next to nothing,”
  • “They had a bag of tricks, formulas to apply. But that was solving problems by rote. They floundered on the simple word problems, which demanded a real understanding of the concepts behind the formulas.”
  • More important, a fellow student is more likely to reach them than Professor Mazur—and this is the crux of the method. You’re a student and you’ve only recently learned this, so you still know where you got hung up, because it’s not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces.”
  • ...12 more annotations...
  • Reviewing the test of conceptual understanding, Mazur twice tried to explain one of its questions to the class, but the students remained obstinately confused. “Then I did something I had never done in my teaching career,” he recalls. “I said, ‘Why don’t you discuss it with each other?’” Immediately, the lecture hall was abuzz as 150 students started talking to each other in one-on-one conversations about the puzzling question. “It was complete chaos,” says Mazur. “But within three minutes, they had figured it out. That was very surprising to me—I had just spent 10 minutes trying to explain this. But the class said, ‘OK, We’ve got it, let’s move on.’
  • This innovative style of learning grew into “peer instruction” or “interactive learning,”
  • Interactive learning triples students’ gains in knowledge as measured by the kinds of conceptual tests that had once deflated Mazur’s spirits, and by many other assessments as well.
  • Peer-instructed students who’ve actively argued for and explained their understanding of scientific concepts hold onto their knowledge longer.
  • Interactive pedagogy, for example, turns passive, note-taking students into active, de facto teachers who explain their ideas to each other and contend for their points of view.
  • “Now, think of how you became good at it,” he says next. Audience members, supplied with wireless clickers, can choose from several alternatives: trial and error, apprenticeship, lectures, family and friends, practicing. Data from thousands of subjects make “two things stand out,” Mazur says. “The first is that there is a huge spike at practicing—around 60 percent of the people select ‘practicing.’” The other thing is that for many audiences, which often number in the hundreds, “there is absolutely zero percent for lectures. Nobody cites lectures.”
  • The active-learning approach challenges lecturers to re-evaluate what they can accomplish during class that offers the greatest value for students. Mazur cites a quip to the effect that lectures are a way of transferring the instructor’s lecture notes to students’ notebooks without passing through the brains of either.
  • So I began to ask my students to read my lecture notes before class, and then tell me what questions they have [ordinarily, using the course’s website], and when we meet, we discuss those questions.”
  • Students find a neighbor with a different answer and make a case for their own response. Each tries to convince the other. During the ensuing chaos, Mazur circulates through the room, eavesdropping on the conversations. He listens especially to incorrect reasoning, so “I can re-sensitize myself to the difficulties beginning learners face.” After two or three minutes, the students vote again, and typically the percentage of correct answers dramatically improves. Then the cycle repeats.
  • ‘We’ve never done a problem of this kind.’ I tell them, ‘If you had done a problem of this kind, then by definition, this would not be a problem.’ We have to train people to tackle situations they have not encountered before.
  • “It’s not easy. You get a lot of student resistance,” he continues. “You should see some of the vitriolic e-mails I get. The generic complaint is that they have to do all the learning themselves. Rather than lecturing, I’m making them prepare themselves for class—and in class, rather than telling them things, I’m asking them questions. They’d much rather sit there and listen and take notes.
  • In addition to student resistance, there is architectural resistance. “Most classrooms—more like 99.9 percent—on campus are auditoriums,”
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