Group items tagged students& - Center for Innovative Pedagogy

Suggested Practices for Syllabus Accessibility Statements - PraxisWiki - 0 views

kairos.technorhetoric.net/...labus_Accessibility_Statements

accessibility syllabi best_practices

shared by Joe Murphy on 18 Nov 13 - No Cached

Joe Murphy on 18 Nov 13

A detailed exploration of the role of the accessibility statement on a syllabus, and the impact that its language and placement may have on all the students in the class.

<div class="cArrow"> </div><div class="cContentInner">A detailed exploration of the role of the accessibility statement on a syllabus, and the impact that its language and placement may have on all the students in the class.</div>

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How MOOC Video Production Affects Student Engagement - 0 views

www.edx.org/...-mooc-video-production-affects

MOOC screencast video flipped_classroom best_practices

shared by Joe Murphy on 19 Mar 14 - No Cached

Joe Murphy on 19 Mar 14

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

<div class="cArrow"> </div><div class="cContentInner">An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.</div>

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Joe Murphy on 19 Mar 14

An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.

<div class="cArrow"> </div><div class="cContentInner">An interesting study out of Stanford. While drawn from experience with MOOCs, I think many of these principles are relevant to flipped classrooms at a small college as well. I was surprised by recommendations #3 and #4 (regarding "personal" vs. "professional" production values); I had expected high production values to be more important for classes with no face-to-face contact.</div>

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Why You Should Add Self-Explanation Questions to Multiple-Choice Questions - 0 views

www.td.org/...s-to-Multiple-Choice-Questions

exams best_practices

shared by Joe Murphy on 05 Nov 15 - No Cached

Joe Murphy on 05 Nov 15

An interesting design suggestion for multiple-choice tests - after the student gives an answer, ask them to identify the core principle which makes it right.

<div class="cArrow"> </div><div class="cContentInner">An interesting design suggestion for multiple-choice tests - after the student gives an answer, ask them to identify the core principle which makes it right.</div>

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Study traces characteristics of undergraduate education to key measures of success in life - 0 views

www.insidehighered.com/...tion-key-measures-success-life

students liberal_arts

shared by Joe Murphy on 28 Jan 16 - No Cached

Joe Murphy on 28 Jan 16

Rick Detweiler, president of the GLCA, presented data on the outcomes of a liberal arts education at the recent meeting of AAC&U.

<div class="cArrow"> </div><div class="cContentInner">Rick Detweiler, president of the GLCA, presented data on the outcomes of a liberal arts education at the recent meeting of AAC&U.</div>

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Life Savvy - 1 views

therandomthoughts.edublogs.org/...life-savvy

character mission jobs

shared by Joe Murphy on 10 Nov 14 - No Cached

Joe Murphy on 10 Nov 14

Louis Schmier's latest asks about the true mission of higher education. "Students are asked in word and action, especially at revealing career days and job fairs and Career Services Office, "what do you want to do," and seldom, if ever, "who do you want to become."" It's intriguing to think about resume-building credentialism not only as a pressure from outside, but also the easy way out compared to the real goals of liberal education.

<div class="cArrow"> </div><div class="cContentInner">Louis Schmier's latest asks about the true mission of higher education. "Students are asked in word and action, especially at revealing career days and job fairs and Career Services Office, "what do you want to do," and seldom, if ever, "who do you want to become."" It's intriguing to think about resume-building credentialism not only as a pressure from outside, but also the easy way out compared to the real goals of liberal education.</div>

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4 techniques for fostering fruitful discussions in your classroom - 0 views

acue.org/ions-and-keep-students-engaged

discussion

shared by Joe Murphy on 10 Jan 16 - No Cached

Joe Murphy on 10 Jan 16

Tips from Stephen Brookfield for planning and facilitating excellent classroom discussions.

<div class="cArrow"> </div><div class="cContentInner">Tips from Stephen Brookfield for planning and facilitating excellent classroom discussions.</div>

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Small Changes in Teaching: The First 5 Minutes of Class - 0 views

chronicle.com/...234869

best_practices classroom_dynamic course_mechanics

shared by Joe Murphy on 12 Jan 16 - No Cached

Joe Murphy on 12 Jan 16

"In writing, as in learning, openings matter. Don't fritter them away." 4 ways you can use the opening of class to help students transition their attention into your course, from James Lang.

<div class="cArrow"> </div><div class="cContentInner">"In writing, as in learning, openings matter. Don't fritter them away." 4 ways you can use the opening of class to help students transition their attention into your course, from James Lang.</div>

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Free Technology for Teachers: New Accessibility Options in Flipgrid and Other Microsoft... - 0 views

www.freetech4teachers.com/...ility-options-in-flipgrid.html

accessibility collaboration

shared by Alex Alderman on 17 Oct 18 - No Cached

Alex Alderman on 17 Oct 18

Interested in tools that make course content more accessible to students with visual and cognitive challenges? Two free Microsoft products features their Immersive Reader tool, which reads aloud text for users.

<div class="cArrow"> </div><div class="cContentInner">Interested in tools that make course content more accessible to students with visual and cognitive challenges? Two free Microsoft products features their Immersive Reader tool, which reads aloud text for users.</div>

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Implementing Writing-to-Learn Approaches in STEM | GradHacker - 2 views

www.insidehighered.com/...-writing-learn-approaches-stem

STEM writing metacognition

shared by Alex Alderman on 21 Sep 18 - No Cached

Alex Alderman on 21 Sep 18

One issue in discussions of college writing is how to incorporate writing practice into STEM courses. Some Kenyon professors in STEM subjects include journal assignments and process descriptions into their courses. Here are some suggestions on similar metacognitive "writing to learn" approaches, including guidelines for feedback to students.

<div class="cArrow"> </div><div class="cContentInner">One issue in discussions of college writing is how to incorporate writing practice into STEM courses. Some Kenyon professors in STEM subjects include journal assignments and process descriptions into their courses. Here are some suggestions on similar metacognitive "writing to learn" approaches, including guidelines for feedback to students.</div>

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Discussion Guidelines on Controversial or Tragic Topics - 5 views

www.crlt.umich.edu/...discussionguidelines

discussion students controversy crisis tragedy

shared by Joe Murphy on 16 Apr 13 - No Cached

Joe Murphy on 16 Apr 13

This page includes a set of general guidelines for classroom discussion and a list of guidelines developed for specific topics.

<div class="cArrow"> </div><div class="cContentInner">This page includes a set of general guidelines for classroom discussion and a list of guidelines developed for specific topics.</div>

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Taking Notes by Hand Benefits Recall, Researchers Find - Wired Campus - Blogs - The Chr... - 0 views

chronicle.com/...51411

students learning studying notes

shared by Jason Bennett on 31 Mar 14 - No Cached

Jason Bennett on 31 Mar 14

Like many people, I prefer to take notes on my computer rather than writing with a pen or pencil because I can type much faster than I can write longhand. The authors report on a study which indicates conceptual understanding is deepened when one takes notes by hand. The study points to benefits resulting from a greater level of "encoding" of the information because of "selective strategies" employed when a person can't simply type everything verbatim.

<div class="cArrow"> </div><div class="cContentInner">Like many people, I prefer to take notes on my computer rather than writing with a pen or pencil because I can type much faster than I can write longhand. The authors report on a study which indicates conceptual understanding is deepened when one takes notes by hand. The study points to benefits resulting from a greater level of "encoding" of the information because of "selective strategies" employed when a person can't simply type everything verbatim. </div>

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Note Taking With Technology | Edutopia - 1 views

www.edutopia.org/...ss-of-note-taking-beth-holland

notes accessibility

shared by Alex Alderman on 08 Aug 17 - No Cached

Alex Alderman on 08 Aug 17

This article does not address the reasons why faculty restrict access to technology in the classroom, such as distraction or the confusion of dictation for note taking, but it does present an interesting model for how technology could be used better to create a backchannel for a course through student collaboration.

<div class="cArrow"> </div><div class="cContentInner">This article does not address the reasons why faculty restrict access to technology in the classroom, such as distraction or the confusion of dictation for note taking, but it does present an interesting model for how technology could be used better to create a backchannel for a course through student collaboration.</div>

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We need to stop talking about triggers and start talking about access - 0 views

www.thefword.org.uk/...trigger_warnings

accessibility controversy universal_design

shared by Joe Murphy on 22 Jul 15 - No Cached

Joe Murphy on 22 Jul 15

Fascinating discussion of the semantics of "trigger warnings" through the lens of universal design for accessibility. It seems to imply a question about when (if ever) surprising students with course content is a useful strategy. Thanks to Jeanne Griggs for the link.

<div class="cArrow"> </div><div class="cContentInner">Fascinating discussion of the semantics of "trigger warnings" through the lens of universal design for accessibility. It seems to imply a question about when (if ever) surprising students with course content is a useful strategy. Thanks to Jeanne Griggs for the link.</div>

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Six Strategies to Help Introverts Thrive at School and Feel Understood - 1 views

www.kqed.org/...-at-school-and-feel-understood

classroom_dynamic discussion quiet

shared by Alex Alderman on 17 Aug 18 - No Cached

Alex Alderman on 17 Aug 18

This article suggests some classroom assessment techniques and discussion strategies to get the most out of the introverts in your class. The CIP can consult with faculty about other techniques to suit the variety of students that you encounter.

<div class="cArrow"> </div><div class="cContentInner">This article suggests some classroom assessment techniques and discussion strategies to get the most out of the introverts in your class. The CIP can consult with faculty about other techniques to suit the variety of students that you encounter.</div>

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How to teach a course you've never had to teach before (opinion) - 0 views

www.insidehighered.com/...-youve-never-had-teach-opinion

course_design syllabus

shared by Alex Alderman on 26 Mar 19 - No Cached

Alex Alderman on 26 Mar 19

We spend a lot of time focusing on backward design, but that model presumes a great deal of knowledge of what the course is about and what students will get out of it. This professor lays out the questions you need to ask when designing a course for the first time, and the result is a kind of flexible forward design.

<div class="cArrow"> </div><div class="cContentInner">We spend a lot of time focusing on backward design, but that model presumes a great deal of knowledge of what the course is about and what students will get out of it. This professor lays out the questions you need to ask when designing a course for the first time, and the result is a kind of flexible forward design.</div>

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Open Access Without Tears - 2017 Edition | Library Babel Fish - 0 views

www.insidehighered.com/...ess-without-tears-2017-edition

open_access oer

shared by Alex Alderman on 31 Oct 17 - No Cached

Alex Alderman on 31 Oct 17

The Open Access movement encompasses a number of initiatives that encourage more affordable course materials for students, shared resources among teachers, and collaboration among scholars. Here are some simple ways of contributing to Open Access in your research and teaching practices.

<div class="cArrow"> </div><div class="cContentInner">The Open Access movement encompasses a number of initiatives that encourage more affordable course materials for students, shared resources among teachers, and collaboration among scholars. Here are some simple ways of contributing to Open Access in your research and teaching practices.</div>

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Motivated Reasoning, Political Information, and Information Literacy Education - 0 views

digitalscholarship.unlv.edu/...viewcontent.cgi

information_literacy reading_of_the_week

shared by Joe Murphy on 29 Jan 19 - No Cached

Joe Murphy on 29 Jan 19

How can library research assignments help students learn to guard against accepting only the information which confirms their beliefs?

<div class="cArrow"> </div><div class="cContentInner">How can library research assignments help students learn to guard against accepting only the information which confirms their beliefs?</div>

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Tips for Inclusive Teaching - 0 views

www.chronicle.com/...62747

diversity inclusion discussion writing classroom_dynamic reading_of_the_week

shared by Joe Murphy on 24 Jan 19 - No Cached

Joe Murphy on 24 Jan 19

Concrete tips for making sure all students have equitable chances to participate in class, from Maha Bali and Steve Greenlaw

<div class="cArrow"> </div><div class="cContentInner">Concrete tips for making sure all students have equitable chances to participate in class, from Maha Bali and Steve Greenlaw</div>

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Directing the Wandering Mind - 2 views

journals.sagepub.com/...0963721416670320

memory test_enhanced_learning course_mechanics

shared by Joe Murphy on 03 Apr 17 - No Cached

Joe Murphy on 03 Apr 17

I was particularly interested by the finding that mind wandering which is related to the subject may actually be good for learning - if you ask the questions which encourage the students to wander that way.

<div class="cArrow"> </div><div class="cContentInner">I was particularly interested by the finding that mind wandering which is related to the subject may actually be good for learning - if you ask the questions which encourage the students to wander that way.</div>

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Tips, Tricks and Tools to Build Your Inclusive Classroom Through UDL - 1 views

www.edsurge.com/...nclusive-classroom-through-udl

universal_design inclusion accessibility edtech students classroom_technology

shared by Ashley Butler on 05 Sep 18 - No Cached

Ashley Butler on 05 Sep 18

Great introduction to the guiding principles of Universal Design for Learning, as well as no-tech, low-tech, and high-tech tips for providing learners with multiple means of engagement so that we can make sure every learner has the opportunity to demonstrate their expertise and use their unique strengths to be successful.

<div class="cArrow"> </div><div class="cContentInner">Great introduction to the guiding principles of Universal Design for Learning, as well as no-tech, low-tech, and high-tech tips for providing learners with multiple means of engagement so that we can make sure every learner has the opportunity to demonstrate their expertise and use their unique strengths to be successful.</div>

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Group items tagged