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Mark Morton

Digital Stories of Deep Learning - 0 views

electronicportfolios.org/...epstory.html

eportfolio eportfolios cte

shared by Mark Morton on 08 Aug 08 - Cached
  • Trevor Holmes on 08 Aug 08
     
    This is one of my favourite intros to the potential of ePortfolios from back in the ancient day (2004).
  • Mark Morton on 26 Mar 12
     
    This paper will discuss the concepts of "Electronic Portfolios as Digital Stories of Deep Learning" and "Digital Storytelling as Reflective Portfolio" by linking two dynamic processes to promote deep learning: Portfolio Development and Digital Storytelling. A major challenge today with electronic portfolios is to maintain learner intrinisic motivation to willingly engage in the portfolio process. The use of multimedia tools is one strategy that involves and engages learners; another technology that is engaging young people today is the web log or "blogs" and "wikis." But first, lets look at the issues that are turning learners off about the current approach to electronic portfolios, at least in Teacher Education.
Mark Morton

Mobile as the Catalyst for Student Engagement - 0 views

desire2learn.na5.acrobat.com/p92101693

mobile student engagement learning desire2learn d2l cte

shared by Mark Morton on 06 Apr 11 - No Cached
  • Mark Morton on 06 Apr 11
     
    A pre-recorded webinar on how mobile learning can engage students.
Mark Morton

Improved Learning in a Large-Enrollment Physics Class - 1 views

www.sciencemag.org/...862.full

improved learning physics cte

shared by Mark Morton on 12 Dec 11 - No Cached
  • Mark Morton on 12 Dec 11
     
    Abstract: 'We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction." 
Jane Holbrook

Value Rubrics - 3 views

www.aacu.org/...index.cfm

rubrics learning teaching tools assessment cte

shared by Jane Holbrook on 11 Nov 10 - Cached
reena click liked it
  • Jane Holbrook on 11 Nov 10
     
    You need to log into this site with your email address, but it provides a range of well thought out rubrics that are part of the VALUE project. Teams of faculty and other academic and student affairs professionals engaged in an iterative process over eighteen months where they gathered, analyzed, synthesized, and then drafted institutional level rubrics. Organized by the AAC&U (American Association of Colleges and Universities)
Mark Morton

A Helping Hand for Young Faculty Members - Faculty - The Chronicle of Higher Education - 0 views

chronicle.com/...10790

mentoring cte

shared by Mark Morton on 25 Nov 09 - Cached
  • "She wasn't really familiar with my discipline, but she was able to give me perspectives about the institution from a different vantage point. I really grew to appreciate that."
  • an increasing number of colleges now rely on formal mentor programs, many of them campuswide, to give new faculty members guaranteed access to senior professors who can help them.
  • These days, actively seeking career guidance within the ivory tower doesn't hold the stigma for new professors that it once did
  • ...7 more annotations...
  • "It used to be sink or swim." Either you were cut out for the professoriate, or you weren't, she says. "But now you walk into a new place and it's not shameful to need help."
  • baffling task of pinning down the right mix of research, teaching, and service that will lead to tenure.
  • On a scale of 1 to 5, with the highest number representing "very important," the mean score for informal mentoring was 4.49. Formal mentoring was slightly less important with a mean score of 4.04.
  • "We try to have multiple pathways for people to engage in finding mentors,"
  • Officials at Yale University are fast-tracking efforts to shape the informal faculty mentors that is common on its campus into a more formal mentor process
  • Ms. Trower says that the more corporate mentorship mode — which includes training mentors and protégés, setting goals, and measuring the end result — isn't yet common in academe. Meanwhile, formal mentor programs do have at least one drawback: a mismatch can result in a strained relationship from which neither party sees a way out.
  • the future of mentor programs for faculty members should include outreach to midcareer professors
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