iPads for College Classrooms? Not So Fast, Some Professors Say. - Technology - The Chro... - 3 views
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But Mr. Steinhaus and other administrators soon realized that the iPad, with the slow finger-typing it requires, actually makes written course work more difficult, and that the devices wouldn't run all of the university's applications.
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When the University of Notre Dame tested iPads in a management class, students said the finger-based interface on its glassy surface was not good for taking class notes and didn't allow them to mark up readings. For their online final exam, 39 of the 40 students put away their iPads in favor a laptop, because of concerns that the Apple tablet might not save their material.
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iPads also foster collaboration. Students using them for group assignments in a math class at Pepperdine University were more in sync than were students in a section not using iPads. The iPad-equipped students worked at the same pace as one another and shared their screens to help one another solve tough problems, says Dana Hoover, assistant chief information officer for communications and planning.
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Can Higher Education Be Fixed? The Innovative University - Forbes - 0 views
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Harvard has invested heavily in a system of residential housing and high-quality tutoring. This means that even students who pay the tuition sticker price aren’t covering the full cost of their education. Thus, growing the size of its “customer” base, which is how businesses achieve scale economies and greater profitability, is financially problematic for Harvard and for other universities with similar operating models.
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What is the purpose of a university as depicted in this book? Is it: A. A university is an institution that provides a degree, which is a credential or screening device for the economy and for society? Or B. A university is an institution in which people acquire the knowledge they need for a particular job? Or C. A university is an institution in which people acquire the knowledge they need to be a citizen? Or D. A university is an experience where you acquire a capacity to be a lifelong learner (because most of the knowledge you acquire will be obsolete within a few years and the jobs of tomorrow will not be the jobs of today)? Or E. Something else?
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One of the best ways to learn to learn is to be an active learner and a teacher of one’s fellow students in college. This instructional philosophy isn’t yet widespread, but its effectiveness has been proven, and it doesn’t require additional financial investment, only a change in the attitudes of faculty members and students. Broader adoption seems likely, with time.
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Stop Chasing High-Tech Cheaters | Inside Higher Ed - 0 views
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It has long been academe's dirty little secret that bad instructors and bad assignments create cheating.
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"In today's information age, where a body of information in all but the narrowest of fields is beyond anyone's ability to master, why aren't colleges teaching students how to research, organize and evaluate the information that is out there?"
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If, however, processing information is the issue, if creative solutions are being sought, if students are being asked to develop new syntheses, then cheating will be much rarer, and much more difficult, technology use will become essential, and learning will be far more relevant.
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Moving at the Speed of Creativity - Academic Integrity on a Digital Campus by Berlin Fang - 0 views
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Causes of Academic Dishonesty from literature: Craig, Federici & Buehler, 2010 Academic - assessment design - education about academic dishonesty - poor understanding of citation styles - “poor understanding of the proper use of intellectual property”
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Ethical - cutting corners - work ethics - cultureal differences Personal - personal maturity - “poor time management skills” - “new to college experience” Academic dishonesty can be defined as “anything with gives students an unearned advantage academically” - see Hart and Morgan, 2010
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We also use TurnItIn.com Encourage professors to use questions from randomized question blocks Provide resources - Writing Center - Library Resources - Endnote
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The Archaeology of the Mediterranean World: Teaching Thursday: Communicating with Stude... - 0 views
Textbooks, E-books, and Online Learning « The Xplanation - 0 views
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textbooks, with or without the bundled DVDs, are what Judy Baker, of the Community College Consortium for Open Educational Resources, calls “The Hummer of higher education.” Why should we be content with static, rapidly outdated, heavy print textbooks that can cost community college students as much as their tuition, when professors and students can work together to create dynamic, rich-media learning environments instead using free and open source software tools?
YouTube - Classical Conditioning at BGSU - 0 views
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we had it shown in class aswell to explain us pavlovs theory (Belgium) big ups!
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hahaha this photo also got shown in my pyschology lecture in brisbane, australia! everyone was pissing themselves laughing! too funny!!
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haha this also got shown in my psychology lecture infront of 500 students in australia :p good effort, way too funny!!
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Schools starting to allow use of digital devices - 0 views
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"We want them to start modeling what they're going to see when they get out of here," said Lee, who envisions someday replacing students' print planners with online calendars. Most of all, he wants to cultivate what he calls good digital citizenship.
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Drawing inspiration from fake Twitter accounts that parody celebrities or historical figures, Haines has had his students tweet as characters from George Orwell's "Animal Farm."
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There is little data on how many school districts across the country have policies allowing the use of cellphones and other digital devices in class. A 2009 U.S. Department of Education survey shows only 4 percent of public-school teachers say a handheld device is available in the classroom every day.
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Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views
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Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
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Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
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Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
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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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But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
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various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
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the most visible impact of the Internet on education to date has been the 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. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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2008 Horizon Report » One Year or Less: Grassroots Video - 0 views
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Rather than investing in expensive infrastructure, universities are beginning to turn to services like YouTube and iTunes U to host their video content for them. As a result, students—whether on campus or across the globe—have access to an unprecedented and growing range of educational video content from small segments on specific topics to full lectures, all available online.
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Video capture, in the hands of an entire class, can be a very efficient data collection strategy for field work, or as a way to document service learning projects. Video papers and projects are increasingly common assignments. Student-produced clips on current topics are an avenue for students to research and develop an idea, design and execute the visual form, and broadcast their opinion beyond the walls of their classroom.
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social networking communities that have evolved around video
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Wireside Chat with Lawrence Lessig - CC Wiki - 1 views
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Come in person, or tune in to a live webcast at http://openvideoalliance.org/lessig.
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The first Wireside Chat kicks off with a live webcast of a talk by Lawrence Lessig. Professor Lessig will deliver a talk on fair use and politics in online video from Harvard Law School in Cambridge, MA. Come in person, or tune in to a live webcast at http://openvideoalliance.org/lessig.
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Should we attend on the 25th from 6-7:30 p.m. EST?
Will Your College Be Covered in Virtual Graffiti? - Technology - The Chronicle of Highe... - 2 views
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It's a lot easier to get ahead of the curve and to guide people into some of these technologies, as opposed to after the fact going back and trying to correct" their behavior, says the interactive-media manager.
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Universities are still figuring out how to deal with Facebook and Twitter and other interactive programs which, like much of what's called Web 2.0, are largely out of their control. Now they'll have to wrestle with the power and pitfalls of an even more in-your-face social-media tool.
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The University of Texas at Dallas is taking a different approach. Lately the 16,000-student state university has become a laboratory for what happens when students and professors go wild with unofficial tagging.
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YouTube - angry professor (extended cut) - 0 views
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