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Chenwen Hong

Organizing Your Teaching Materials - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...25857

Profhacker Natalie Houston teaching materials organization

shared by Chenwen Hong on 31 Jul 10 - Cached
  • Chenwen Hong on 31 Jul 10
     
    Very useful tips for instructors and faculty. Organize teaching-related materials by the following 3 elements: Chronology, Categories, and Accessibility. Structure a system to file teaching materials, paper or electronic files.
  • Chenwen Hong on 31 Jul 10
     
    This should be very useful for us TAs, even though we have moved towards digitizing our teaching materials.
Barbara Lindsey

Video: Voices From the Front Lines of Online Learning - Wired Campus - The Chronicle of... - 0 views

chronicle.com/...26097

interviews online learning teaching learning2.0

shared by Barbara Lindsey on 09 Aug 10 - Cached
  • As a first time student enrolled in an online course, I am dismayed by the total lack of the instructor's input. She merely feeds us the publisher's materials, has a teaching assistant grade the homework and pulls her tests from the publisher's test bank. I could teach this course, easily, myself.
  • There is no "teaching" or explanation, just self study. Silly things are graded like participation in discussions, and homework is often graded despite the fact the solutions manuals are all available online for students. Many online courses are taught by for-profit schools whose key motivation is to never fail students and to keep their tuition dollars flowing in. Even traditional schools' online courses are silly. The teacher has no way to know who is taking the exams. Exams are open book. Let's all start calling it the sham that it really is.
  • I have to say, from my experience as a student in an Ivy League school on the ground I had experiences like that. You can't judge an entire way of teaching and learning from these experiences.I have been teaching graduate school online since 1999. I engage actively with learners one on one, in small groups and in the class. I use meeting technologies as well as the Blackboard discussion. Learners work independently or collaboratively, depending on the assignment. I review and make detailed comments on their writing in assignments that require them to reasearch and draw on multiple scholarly sources. There is typically not one textbook, so "publisher's materials" or "open book exams" are non-existent. Even discussion assignments are submitted in full APA style and require references to the assigned and other scholarly readings. Higher order critical and creative thinking, original analysis, are required.
  • ...10 more annotations...
  • When these learners complete the program, they have competencies relevant to 21c life-- they can communicate, collaborate, access and integrate information from diverse sources using electronic libraries. It is an exciting way to teach and learn and it is the wave of the future so we need to gain the skills needed to make these educational experiences consistently meaningful.
  • Working with online instruction requires different techniques. An instructor online cannot usually look at a student's face and see that she isn't grasping the point, for example, or when she has fallen asleep. I can see why instructors would miss this type of face-to-face communication; online feedback is both less immediate and in some cases more direct. But a lecture can be truly engaging or enormously incomprehensible even for the student who moves to the front row to try to understand it all. Online learning can also reap huge results or can suffer from another set of equally mind-numbing problems.
  • I have to agree with jsalmons and bghansel. It's not the fact that a school is online or on-ground that matters. It's the quality of the educator that matters. I, too, have gone to and taught in Ivy League schools and found them to be a mixed bag, just as I've found online schools to be a mixed bag.
  • Yes, softshellcrab, discussion questions are the backbone of online courses. Are you telling me they don't play a role in on-ground education? Are you telling me that only talking-head lectures educate? Is there something wrong with students doing self-studying? Haven't you seen lecture content in online courses? I'm puzzled as to why you think critical thinking, Socratic reasoning/questioning, and constructivism are bad or can't be done online, but can on-ground.
  • The most (Stress THE MOST)primary issue with distance education is the degree of affective education taught.
  • We can use SKYPE, WIMBA or other "video" based education, but what we lose is the subtle differences of students and their interactions with others that makes it difficult to determine their level of character (highest level of affect).
  • Bill Gates may think we will have less seated instruction in the future (see another Chronicle issue elsewhere), but the backlash against online will be in the form of those who cannot interact and thus not obtain jobs (except in the places where it wont matter because none have any affect in that place).The bottom line is that we are losing a major portion of our education system in a pure online education format. Until we recognize how to better teach affective education with online, and more importantly assess that type of education, we will have major issues not only in higher education, but also in industry/business.And this is an open invitation for Bill Gates to discuss this issue.
  • "Quality on-line teaching is harder than regular classroom teaching, but poor on-line teaching is easier than regular classroom teaching."
  • But can I make it more specific - "Quality on-line teaching is harder (taking more time, e.g.)than regular classroom teaching of the same quality (in achieving the same extent of satisfaction in students, e.g.)?"
  • However, no one has mentioned the preparation required for quality online instruction. Some building blocks of good online programs are high quality/targeted content, flexible tools for development and delivery, engaging and interactive design, attentive and responsive instructors during the class, self motivated learners, and as always outcomes-based curriculum.
Barbara Lindsey

Spot.us - 0 views

spot.us/about

journalism crowdsourcing opensource actfl10

shared by Barbara Lindsey on 29 Aug 10 - Cached
  • Barbara Lindsey on 29 Aug 10
     
    We are an open source project to pioneer "community powered reporting." Through Spot.Us the public can commission and participate with journalists to do reporting on important and perhaps overlooked topics.
Barbara Lindsey

YouTube - Social Bookmarking: Making the Web Work for You - 0 views

www.youtube.com/watch

bookmarking diigo socialbookmarking tutorial howto video

shared by Barbara Lindsey on 11 Sep 10 - Cached
  • Barbara Lindsey on 11 Sep 10
     
    A how-to video that goes over the various reasons for using Diigo and how to create an account and use the service.
Barbara Lindsey

Schools starting to allow use of digital devices - 0 views

www.azcentral.com/...llphones-school-classroom.html

schools mobile digital

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • "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.
  • 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."
  • 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.
  • ...5 more annotations...
  • "Everybody in the technology end of schools are talking about not so much loosening the reins as opening the opportunities for students," she said. "That's the world they live in - not in a classroom, in rows, with books in front of them."
  • "All the conversation, even at the grad-school level, is 'Put away your phones,' " said Sree Sreenivasan, a professor of digital media at Columbia University. "If I was a teacher, and as a parent, I would be concerned. Forty kids, all pulling out their cellphones - that's a total recipe for disaster."
  • "If you stopped and waited for every unknown to be solved, you'd never get anything done," he said.
  • "If a student is cheating, it's the same punishment as if they were using handwritten notes to cheat. If a student is using a cellphone to make threats, it's the same punishment as if they were making verbal threats," Ross said. "Cellphones didn't invent any of (those) things."
  • forcing students to pretend their phones don't exist when they enter school creates an "unrealistic environment" for children.
Barbara Lindsey

The Newest Media and a Principled Approach for Integrating Technology Into Instruction ... - 0 views

campustechnology.com/...chnology-into-instruction.aspx

assessmentforlearning assessment technology

shared by Barbara Lindsey on 04 Oct 10 - Cached
  • Given the evolution of new media, how can educators determine what to use, when, and why? Hence, our guiding question is, how should educators assess the effectiveness of new media using performance-based measures—not relying only on the often-used survey of student satisfaction?
  • One strategy we employ applies equally to any new approach in teaching, whether it employs “new media” or not. That strategy is to apply some of the best current knowledge from cognitive and learning sciences to assess proposed teaching innovation.
  • What is the educational need, problem, or gap for which use of new media might potentially enhance learning?
Barbara Lindsey

Social Learning Tools for the School Classroom - 0 views

c4lpt.co.uk/...classroom.html

web2.0 socialmedia students learning tools

shared by Barbara Lindsey on 05 Dec 10 - No Cached
  • Barbara Lindsey on 05 Dec 10
     
    This is a new page  of the Directory showing SOCIAL tools particularly targeted at (or very useful) for the primary, junior, middle and secondary school classrooms. (The rest of the Directory also provides useful tools)
Barbara Lindsey

Pontydysgu - Bridge to Learning » Blog Archive » Learners can use technologie... - 0 views

www.pontydysgu.org/...he-problem-is-the-institutions

assessment charges facebook groups homework misconduct university

shared by Barbara Lindsey on 16 Mar 08 - Cached
  • “First-year student Chris Avenir is fighting charges of academic misconduct for helping run an online chemistry study group via Facebook last term, where 146 classmates swapped tips on homework questions that counted for 10 per cent of their mark.
  • using Facebook to talk about schoolwork, when actually it’s no different than any study group working together on homework in a library,” said Neale.
  • if I post a question about physics homework on my friend’s wall (a Facebook bulletin board) and ask if anyone has any ideas how to approach this – and my prof sees this, am I cheating?” said Neale, who has used Facebook study groups herself.”
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  • if this kind of help is cheating, then so is tutoring and all the mentoring programs the university runs and the discussions we do in tutorials.
  • every survey of employers suggests that the ability to work as part of a team is both one of the most sought after competencies and one which they feel is not being taught by the education system.
Barbara Lindsey

Web 2.0: beyond the buzz words | 4 Jun 2007 | ComputerWeekly.com - 0 views

www.computerweekly.com/...-2.0-beyond-the-buzz-words.htm

web2.0

shared by Barbara Lindsey on 11 Sep 08 - Cached
  • Lee Bryant, one of the founders of Headshift, says the network effect is the difference. Traditional applications, such as groupware, became slower the more people used them, he says. With Web 2.0 applications the reverse is true: the more people use them, the more effective they become.
  • “You influence each other, so that if you use a social tagging system, for example, themes start to emerge and other people pick up on them and you get these positive feedback loops. It is that difference that leads to the network effect.”
  • These technologies are mostly just HTML and Javascript web pages designed to offer a more streamlined user experience, sitting atop a relational data layer used to feed back user-contributed data in new ways.
  • ...3 more annotations...
  • “We suddenly have enough bandwidth, memory and computing power around these net-centric platforms,” he says. This means that the “people-to-people” concept that Web 1.0 wanted to accomplish can be supported, but with software interfaces that make it easier to contribute.
  • Seely Brown’s project-by-project approach is well-advised. “Start by putting together a decent collection of RSS feeds relevant to your project,” says Bryant. Then, enabling the posting and sharing of bookmarks will help glean knowledge from the project team. Complementing this with blogs will enable people to spend more time on those elements from the bookmarks and feeds that are particularly relevant and need further articulation.
  • Understanding the difference between consuming newsfeeds and consuming e-mail demonstrates a wider cultural shift that needs to take place in Web 2.0-savvy organisations. Generally, e-mails demand focused attention. They are processed in sequence and each takes a couple of minutes (or more) from your day. Handling newsfeeds and blog posts in that way would make you unproductive, says Bryant. They require a “river of news” approach, in which workers skim large amounts of information for helpful nuggets. Social tagging helps to naturally elevate certain topics above others by making them more popular.Finally, a wiki will help escalate blog discussion to more collaborative working, as needed. This has certainly been Ward’s experience: “The way the sites tend to work is that the blog is where people have a dialogue, but if it moves into more detailed work, it moves into the wiki,” she says.
Barbara Lindsey

Syllabus | History of the Spanish Conquest - 0 views

history561.chadblack.net/syllabus

rss course blog zotero Spanish history

shared by Barbara Lindsey on 21 Feb 10 - Cached
  • Barbara Lindsey on 21 Feb 10
     
    Uses Zotero for students to create a group bibliography and has them post reactions to the readings on their own blogs which then feeds into the course blog. They use an rss reader to collect everyone's blog posts.
Barbara Lindsey

News: A Call for Copyright Rebellion - Inside Higher Ed - 0 views

www.insidehighered.com/...lessig

copyright Lessig education

shared by Barbara Lindsey on 28 Feb 10 - Cached
  • “If copyright law, at its core, regulates something called ‘copies,’ then in the analog world… many uses of culture were copyright-free,” he explained. “They didn’t trigger copyright law, because no copy was made. But in the digital world, very few uses are copyright-free because in the digital world … all uses produce a copy.”
  • Absolute open access does weaken the incentive to create insofar as scholars crave some tangible remuneration for their commercially published works. The solution to the problem, he said, probably lies in hybrid systems such as Creative Commons, of which he is a board member. Creative Commons licenses allow authors to designate what portions of their work can be copied and how it may be used, thereby avoiding the “thicket” of the copyright system — where, Lessig said, things are never nearly that simple.
  • Barbara Lindsey on 28 Feb 10
     
    Lawrence Lessig talks about copyright's impact on education in the digital age.
Barbara Lindsey

MIMEA 2.0 - 0 views

mimea.clear.msu.edu

LCTL assessment culture practice

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    Teachers can use MIMEA modules as part of a language course to demonstrate language use, provide contextual language practice, or as an assessment tool.
Barbara Lindsey

VoiceThread - Group conversations around images, documents, and videos - 0 views

voicethread.com/#q.b3352.i28616

voicethread art history discussion

shared by Barbara Lindsey on 20 Feb 10 - Cached
  • Barbara Lindsey on 20 Feb 10
     
    Michelle Pacansky-Brock's demonstration of ways to use VT in education, esp. for asynchronous discussions. Uses art and history as examples.
Barbara Lindsey

Twitter for Teachers Workshop - Additional Links | Kirsten Winkler - 0 views

www.kirstenwinkler.com/op-review-and-additional-links

enza twitter languages language learning

shared by Barbara Lindsey on 19 Feb 10 - Cached
  • Barbara Lindsey on 19 Feb 10
     
    A wiziq session with three faculty who describe their use of twitter. Enza Antenos Conforti describes her Italian language learning project using Twitter. Includes project assessment.
Barbara Lindsey

Wordle: using word clouds in a lesson - 0 views

www.boxoftricks.net/?p=103

word_clouds wordle picardo

shared by Barbara Lindsey on 12 Feb 10 - Cached
  • The lesson went very well and I found Wordle to be an useful and interesting tool to use to engage my pupils in text analysis, looking at language and vocabulary in detail. My pupils liked the way Wordle automatically picked up the gist of any given text so much that they asked me about how to use Wordle to help them revise in other subjects. 
Barbara Lindsey

The Marketplace of Ideas: Reform and ... - Google Books - 0 views

books.google.com/books

higher ed critique book

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    Why do professors all tend to think alike? What makes it so hard for colleges to decide which subjects should be required? Why do teachers and scholars find it so difficult to transcend the limits of their disciplines? Why, in short, are problems that should be easy for universities to solve so intractable? The answer, Louis Menand argues, is that the institutional structure and the educational philosophy of higher education have remained the same for one hundred years, while faculties and student bodies have radically changed and technology has drastically transformed the way people produce and disseminate knowledge. At a time when competition to get into and succeed in college has never been more intense, universities are providing a less-useful education. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas examines what professors and students--and all the rest of us--might be better off without, while assessing what it is worth saving in our traditional university institutions.
Celeste Arrieta

Wordle as a reading comprehension tool? - Middle School Portal - 1 views

www.msteacher2.org/...wordle-as-a-reading

wordle education reading tool comprehension

shared by Celeste Arrieta on 23 Feb 10 - Cached
  • I came across Wordle some time ago, thought it was pretty nifty, and then forgot about it. An article in the August 2009 issue of Learning & Leading with Technology ("Words in a Cloud" by Samantha Morra) made me reflect on the power of this fun tool. In the article, Morra describes using Wordle with her middle school students to visually analyze important documents, such as the Declaration of Independence. I began thinking about science and math class and wondered if the tool might help students identify the main concepts of a passage. However, I don't have access to any middle school textbooks to test this out!
  • If you want to use it as a pre-reading activity, copy and paste your text (or type a few paragraphs) into wordle to create the word cloud. The size of the words indicates the frequency of their use in the text. In essence, major concepts/terms will show up bigger than others. Have students create a prediction about the reading based on what appears in the word cloud.
  • If you want to use it as a post-reading activity, I have had students keep a running list of words that jump out at them while reading a particular passage (or you can give them a more specific purpose for selecting words). Then, they create their own word clouds. It's a nice formative assessment for teachers to see what students are noticing while reading (or NOT noticing...).
  • ...1 more annotation...
  • I have also asked students to write a beginning of the year letter to me about themselves. We then "wordle" the letter and print the graphic. I hang the graphics on the wall of the classrooms to show a snapshot of the different people in the class.
Barbara Lindsey

Online Forms &; Surveys: Can You Digg It? Web Applications for Research | LearnCentral - 1 views

www.learncentral.org/...52290

Elluminate conference research students rubric

shared by Barbara Lindsey on 23 Feb 10 - Cached
  • Barbara Lindsey on 23 Feb 10
     
    An Elluminate session (Feb 23 from 5-6 p.m. EST) on how to structure research assignments for students and the kinds of online tools you could use to facilitate those projects for students. Provides a six-step scaffolded research assignment to use with students.
Barbara Lindsey

A Fair(y) Use Tale | Stanford Center for Internet and Society - 0 views

cyberlaw.stanford.edu/...a-fair-y-use-tale

fairuse copyright Disney

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    Fair Use and Copyright explained through Disney clips
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