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Home/ Bucknell Digital Pedagogy & Scholarship/ Contents contributed and discussions participated by Todd Suomela

Contents contributed and discussions participated by Todd Suomela

Todd Suomela

Doing Digital Scholarship - 0 views

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    "Doing Digital Scholarship offers a self-guided introduction to digital scholarship, designed for digital novices. It allows you to dip a toe into a very large field of practice. It starts with the basics, such as securing web server space, preserving data, and improving your search techniques. It then moves forward to explore different methods used for analyzing data, designing digitally inflected teaching assignments, and creating the building blocks required for publishing digital work."
Todd Suomela

Guest Post: Is the Research Article Immune to Innovation? - The Scholarly Kitchen - 0 views

  • The real argument, then, is not about when and how traditional formats like the PDF will be replaced; it’s about accepting that the familiar (and perhaps boring) research article still has its purpose, while at the same time thinking ambitiously and creatively about how the humble document can be supplemented with the modern features and functions that the digital environment offers.
Todd Suomela

Making Culture - Expressive & Creative Interaction Technologies Center - 0 views

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    "Making Culture is the first in-depth examination of K-12 education makerspaces nationwide and was created as part of the ExCITe Center's Learning Innovation initiative. This report reveals the significance of cultural aspects of making (student interests, real world relevance, and community collaboration) that enable learning. "
Todd Suomela

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained a... - 0 views

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    "This article discusses the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project-based and design-based classrooms. The notion of scaffolding is now increasingly being used to describe various forms of support provided by software tools, curricula, and other resources designed to help students learn successfully in a classroom. However, some of the critical elements of scaffolding are missing in the current use of the scaffolding construct. Although new curricula and software tools now described as scaffolds have provided us with novel techniques to support student learning, the important theoretical features of scaffolding such as ongoing diagnosis, calibrated support, and fading are being neglected. This article discusses how to implement these critical features of scaffolding in tools, resources, and curricula. It is suggested that if tools are designed based on the multiple levels of the student understanding found in a classroom, tools themselves might be removed to achieve fading."
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