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Jane Holbrook

SALG - Student Assessment of their Learning Gains - 0 views

www.salgsite.org

course evaluation student gains learning gains student assessment assessment salg feedback

shared by Jane Holbrook on 31 Oct 08 - Cached
  • Jane Holbrook on 31 Oct 08
     
    The Student Assessment of their Learning Gains (SALG) website allows instructors to gather learning-focused feedback from students. The SALG survey asks students to rate how each component of a course (e.g., textbook, collaborative work, labs) helped them to learn, and to rate their gains toward achieving the course goals. The SALG survey can be customized to fit any college-level course, and can be administered multiple times per course. A baseline instrument allows faculty to compare gains relative to incoming student characteristics.
Trevor Holmes

How To Understand a Painting Video | Painting Appreciation Videos | Howcast.com - 0 views

www.howcast.com/...4-How-To-Understand-a-Painting

art teaching art cte

shared by Trevor Holmes on 22 Jan 10 - Cached
  • Trevor Holmes on 22 Jan 10
     
    useful for people encountering art for the first time
  • Alan Kirker on 02 Mar 10
     
    Maybe some things, such as art, are better un-understood?
Mark Morton

Camtasia Tips and Tricks - 1 views

healthlinks.washington.edu/...camtasia

camtasia screencasting elearning web2.0 cte

shared by Mark Morton on 25 Mar 10 - Cached
  • Mark Morton on 25 Mar 10
     
    How to use Camtasia to make a screencast.
Trevor Holmes

Frieze Magazine | Archive | Degree Zero - 0 views

www.frieze.com/...degree_zero

art pedagogy pedagogical experiments Roy Ascott cte

shared by Trevor Holmes on 06 Apr 10 - Cached
  • Trevor Holmes on 06 Apr 10
     
    hmmm maybe how not to teach, but interesting nonetheless
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.
Veronica Brown

The Amazon of Higher Education - 2 views

www.slate.com/..._s_tiny_school_has_become.html

cte educational technologies

shared by Veronica Brown on 06 Jan 14 - No Cached
  • Veronica Brown on 06 Jan 14
     
    Was interested in this link because of the idea of how a school addressed issues of struggling enrolment. I'm interested in the topic, particularly for smaller programs. This article is about a whole institution - if anyone has read some effective strategies about how to grow enrolment, I'd love to read them.
mary power

Classroom ipad use - 1 views

www.educationdive.com/...68569

iPad; technology; classroom

shared by mary power on 01 Nov 12 - No Cached
  • mary power on 01 Nov 12
     
    mainly elementary and high-school related but certainly some uses can be transferrable
Veronica Brown

How to print on Post-It Notes - 1 views

www.youtube.com/watch

cte

shared by Veronica Brown on 18 Jul 13 - No Cached
Corey Clark liked it
  • Veronica Brown on 18 Jul 13
     
    Realized this could be really helpful when preparing some of our curriculum retreats!
Trevor Holmes

Nielsen Report: How Teens Use Media | June2009 - 0 views

www.scribd.com/20127220

millennials teen habits learning media

shared by Trevor Holmes on 01 Oct 09 - Cached
  • Trevor Holmes on 01 Oct 09
     
    US report but fascinating results
Jane Holbrook

5 stage model of interaction by Gilly Salmon - 0 views

www.atimod.com/...fivestepflash.htm

learning elearning online discussion interactive cte

shared by Jane Holbrook on 11 Nov 10 - Cached
  • Jane Holbrook on 11 Nov 10
     
    Individual access and the ability of participants to use CMC are essential prerequisites for conference participation (stage one, at the base of the flights of steps). Stage two involves individual participants establishing their online identities and then finding others with whom to interact. At stage three, participants give information relevant to the course to each other. Up to and including stage three, a form of co-operation occurs, i.e. support for each person's goals. At stage four, course-related group discussions occur and the interaction becomes more collaborative. The communication depends on the establishment of common understandings. At stage five, participants look for more benefits from the system to help them achieve personal goals, explore how to integrate CMC into other forms of learning and reflect on the learning processes.
Mark Morton

How One Teacher Uses Twitter in the Classroom - 1 views

www.readwriteweb.com/...s_twitter_in_the_classroom.php

twitter classroom web2.0 technology pedagogy cte

shared by Mark Morton on 20 Nov 09 - Cached
  • Trevor Holmes on 20 Nov 09
     
    yet another twitter in the classroom thingy
Mark Morton

Are You a Good Protégé? - Advice - The Chronicle of Higher Education - 0 views

chronicle.com/...45755

mentoring cte

shared by Mark Morton on 25 Nov 09 - Cached
  • Someone who is respected within the field and has contacts who can help you with publications and jobs. Someone who is knowledgeable about the university and its politics and policies. Someone who takes the time to help with your studies and your career. Someone who does not exploit you. Someone who is not a disinterested observer of your career but cares about you as a person and is supportive -- like a coach cheering you on.
  • the profile is similar to how junior faculty members would describe their ideal career mentor, too.
  • The mentor relationship is alive and well in the sciences, where there is a strong tradition of senior researchers bringing postdocs and new assistant professors into their laboratories and grant projects. But in the social sciences and humanities, probably because of the difficult job market, relations between established scholars and newcomers to the profession seem strained.
  • ...6 more annotations...
  • failing to seek, find, and keep a good relationship with a mentor during the tenure-track years -- and beyond -- is a serious mistake.
  • Establishing clear communications, sometimes across the borders of age and culture, is, thus, a key to clarifying what can be asked of mentor and protégé.
  • The good protégé also appreciates the borders of the relationship with a mentor. You want to be on good terms of course, but there is such a thing as over-fraternization.
  • Being a good protégé also means learning to accept criticism gracefully.
  • A useful mentor is one who is willing to give us bad news, but a proper protégé is one who is willing to hear it.
  • Both parties must be sensitive to the degree of independence the protégé wants (and needs) from the mentor
Mark Morton

The Pitfalls of Academic Mentorships - The Chronicle Review - The Chronicle of Higher E... - 0 views

chronicle.com/...1759

mentoring cte

shared by Mark Morton on 25 Nov 09 - Cached
  • At the height of Plumb's career through the 1960s and early 1970s, the word "mentor" was used only occasionally in academe or the corporate world.
  • The era of the mentor began in earnest only in the mid-1970s. The Yale psychologist Daniel J. Levinson, best known for his studies of middle age, had a precise definition quoted in The Christian Science Monitor on February 14, 1977: a person 8 to 15 years older than the "mentee," a "peer or older brother" rather than a "distant father." Levinson continued: "He takes the younger man under his wing, ... imparts his wisdom, cares, sponsors, criticizes, and bestows his blessing."
  • Corporate mentoring took center stage in 1978 and 1979 with two articles in the Harvard Business Review. The title of the first, an interview with a group of senior executives from the Jewel Companies, echoes to this day: "Everyone Who Makes It Has a Mentor."
  • ...4 more annotations...
  • Harriet Zuckerman's 1977 book on the scientific elite and American Nobel laureates had shown how crucial the system of graduate supervision had been; more than half of America's Nobel laureates by the year 1972 had been students, postdoctoral fellows, or junior collaborators with older laureates, and many others had worked with major nonlaureates.
  • For all my gratitude for such support, I remain skeptical about the mentor-protégé bond and see the "Much Ado about Mentors," to quote the title of Roche's late 1970s Harvard Business Review article, as the start of a disturbing trend.
  • Yet the search for a mentor, for a safe initiation into academic or corporate mysteries, can overshadow the entrepreneurial spirit. Roche himself pointed out that mentored executives "do not consider having a mentor an important ingredient in their own success." They credited their aptitudes, hard work, and even luck ahead of mentoring.
  • The current trend toward overvaluing mentors is understandable but mistaken.
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