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Jennifer Parrott

Three Ways to Teach Students Technology Skills - Academic Technology - 1 views

at.blogs.wm.edu/ach-students-technology-skills

teaching technology classroom

shared by Jennifer Parrott on 05 Apr 13 - No Cached
  • Jennifer Parrott on 05 Apr 13
     
    Teaching technology when you're not an expert in technology
jatolbert

Scholarly, digital, open: an impossible triangle? | Goodfellow | Research in Learning Technology - 1 views

journals.co-action.net/...21366

shared by jatolbert on 05 Jul 17 - No Cached
  • Scholarship is discussed below from both institutional and individual perspectives. The view I am starting from is that ‘scholarship’ refers to a set of epistemological and ethical practices that underpin the social construction of an enduring record of objectively validated knowledge. By this definition teaching and learning is not scholarship, although it may draw on scholarship and be done by scholars.
    • jatolbert
      jatolbert on 05 Jul 17
       
      Hugely disagree. The first part may be reasonable enough, although I disagree with the notion of "objectively validated knowledge" as a necessary component of scholarship (how is it "objective"? how can it be "validated"?). But to claim that teaching is separate from scholarship is problematic.
  • Research in this area always runs the risk of collapsing into reflexivity, as digital scholars turn the lens of enquiry onto themselves, but grounded and critical research into situated practice in areas of research, teaching and public engagement where both scholarship in all its forms and digitality in all its manifestations are prominent is possible and should be pursued.
    • jatolbert
      jatolbert on 05 Jul 17
       
      Is reflexivity a bad thing? In the social sciences it's a sine qua non.
  • There is an inherent tension between practices that aim to open up the social construction of knowledge to universal participation, and those which aim to deepen the understanding of specialist communities and establish a stable and enduring record. Nevertheless, it is the role of many scholars to be involved in both. To bring scholarship, teaching and public engagement closer together must surely be the aim, but first we need to understand the ways in which practice makes them different.
    • jatolbert
      jatolbert on 05 Jul 17
       
      I mostly agree with this bit, although I prefer the proper reading of Boyer's model, i.e., that research, teaching, and "public engagement" (which falls into Boyer's category of Application) are -all- forms of scholarship.
Jennifer Parrott

Teaching Resources for GIS Educators - 0 views

www.teachgis.org

teaching gis resources

shared by Jennifer Parrott on 04 Apr 13 - No Cached
  • Jennifer Parrott on 04 Apr 13
     
    Diana Sinton's Teach GIS site
Jennifer Parrott

Study shows gap between research use, classroom adoption of technology | Inside Higher Ed - 1 views

www.insidehighered.com/...-classroom-adoption-technology

teaching technology classroom research

shared by Jennifer Parrott on 08 Apr 13 - No Cached
  • Jennifer Parrott on 08 Apr 13
     
    Discusses use of technology in faculty research vs. teaching. Argues that a high level of interest in flipping the classroom translates to a low number of faculty who actually implement this practice due to, among other factors, lack of structural support. 
Todd Suomela

Welcome to the GEODE Initiative! - 0 views

geode.northwestern.edu/index.html

geography gis technology pedagogy teaching education academic-lab

shared by Todd Suomela on 10 Apr 17 - No Cached
  • Todd Suomela on 10 Apr 17
     
    "The Geographic Data in Education (GEODE) Initiative at Northwestern University is dedicated to improving public understanding of our world through education about the Earth's physical, biological, and social systems. Toward that end, the GEODE Initiative is engaged in a program of integrated research and development in the areas of learning, teaching and educational reform. The GEODE Initiative develops and studies curriculum, software, and teacher professional development. "
jatolbert

Boyer- Enlarging the Perspective.pdf - 2 views

education pedagogy scholarship

shared by jatolbert on 24 Mar 17 - No Cached
  • jatolbert on 24 Mar 17
     
    Boyer outlines four types of scholarship, with implications for DP&S' work. Boyer notes that scholarship is often equated with research, and argues here for a more flexible, open-minded approach to definitions of scholarship, reminding us that "scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn." The crux of his argument is what he sees as the relationship between theory and practice, which enable and reinforce one another. Outlining four types of scholarship-discovery, integration, application, and teaching-Boyer makes it clear that scholarship is more than siloed, disciplinary research. It also includes those activities which make the findings of scholarship comprehensible to others, and the application of those findings to specific problems beyond the Ivory Tower. In Boyer's four-part model, discovery is essentially research, i.e., the creation of new knowledge. Integration involves drawing connections between existing knowledges, and making those knowledges intelligible to audiences outside the academy. Application is the use of scholarly understanding to answer questions and solve problems. It overlaps to some extent with the notion of service, though not all service is scholarship: "To be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor-and the accountability-traditionally associated with research activities." teaching, the final component of Boyer's model, is self-evident, and for him "teaching, at its best, means not only transmitting knowledge, but transforming and extending it as well."
Todd Suomela

The Scholar's Stage: Teaching the Humanities as Terribly as Possible - 0 views

scholars-stage.blogspot.com/...humanities-as-terribly-as.html

learning education outcome pedagogy

shared by Todd Suomela on 05 Jun 19 - No Cached
  • Dive into the past and you will see this theme will emerge time and again: the purpose of studying history, philosophy, and poetry is to help us lead better lives and be better people. The humanities are an education for the soul. Placed next to these paeans to education, the aims of the "Theology of Dostoevsky" course are crippling. Reading Dostoevsky will help students will learn how to "contextualize literature within its anthropological milieu." Dostoevsky will teach them to see "the unique interpretive problems inherent in studying creative genres" and discussing his works will help them "communicate more effectively, verbally and in writing, about theological literature." That is the purpose of reading a man regularly called the best novelist in human history! We read him to "meet academics standards for writing and notation!" How painfully limited.
Leslie Harris

Flipped learning skepticism: Is flipped learning just self-teaching? - Casting Out Nines - The Chronicle of Higher Education - 0 views

chronicle.com/...ed-learning-just-self-teaching

learning higher education calculus flipped classroom criticism student reluctance

shared by Leslie Harris on 29 Apr 14 - No Cached
  • Leslie Harris on 29 Apr 14
     
    Math professor responds to potential/actual student criticisms of flipped classroom model
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