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paul lowe

Faculty Development Programming: If We Build It, Will They Come? (EDUCAUSE Quarterly) |... - 0 views

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    Faculty Development Programming: If We Build It, Will They Come? Added by the EDUCAUSE Librarian Author(s):Ann H. Taylor and Carol McQuiggan View a PDF of this article © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) Faculty Development Programming: If We Build It, Will They Come? A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound. Although many institutions have offered online courses for more than a decade and train their faculty to teach online, the research literature reveals that little is known about how best to prepare faculty to teach in an online environment. Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know-a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance. To provide faculty with the proper training and resources for online teaching requires more information to determine
paul lowe

Symposium for Teaching and Learning with Technology - 0 views

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    Penn State Symposium for Teaching and Learning with Technology 2009 Thank you for joining us at the 2009 TLT Symposium Once again, we had a record number of participants at the 2009 Symposium for Teaching and Learning with Technology. Nearly 400 faculty, staff, and students came out to spend a Saturday discussing the ways that technology can be used to enrich teaching, learning, and research. If you missed the keynote presentation, we have it available now along with other videos about the Symposium:
paul lowe

Unleashing Innovation: The Structured Network Approach - 0 views

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    "This is a true story. Professor "Jones" decides to experiment with a blog in his class. It takes him about 10 minutes to set up a free site using Blogger. He then watches students engage in lively discussions of case studies outside of class, and tweaks the blog as experience teaches him how best to use the system. Teaching with Technology column Thinking that others might want to add a blog to their class as well, he goes to IT and offers to lead workshops for faculty on blogging in higher education. A few weeks later he is informed by IT that they have not only rejected his proposal, but that he is in violation of university policy and must stop immediately. Professor Jones asks what university policy he has violated, and is told that the policy has not yet been created, but will be soon. Professor Jones asks how he could possibly have violated a policy that does not yet exist. Soon afterward the IT department announces a new initiative to implement blogging at the institution. A committee is formed, and after nearly a year of deliberation they choose to pay for a system-rather than adopt a free, readily available system-because it allows for centralized control. IT sends out an email announcing the new system, along with a text document outlining a long list of policies that strictly limit how it may be used. No one adopts the system, leading IT to complain that faculty do not want to use technology in their teaching."
paul lowe

Critical Pedagogy Brings New Teaching and Learning Challenges - 0 views

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    "It's not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student engagement and proposes involvement via such strategies as collaborative and cooperative learning and problem-based learning. All recommend a move away from lecturing. Critical pedagogy is the most extreme of the three and has some unique characteristics. The authors below describe its basic tenets as eradication of the teacher-student contradiction "whereby the teacher teaches and the students are taught; the teacher knows everything and the students know nothing; the teacher talks and the students listen; and the teacher is the subject and the students are mere objects." (p. 26) Critical pedagogy also has a political agenda; it views education as a means to achieve social justice and change."
paul lowe

UMUC-Verizon Virtual Resource Site -- Module 1: Teaching/Learning Strategies - 0 views

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    Teaching/Learning Activities What do you want to use technology for? To help you answer this question, we've outlined some teaching/learning activities below that are used across the disciplines and tried to suggest through examples from the Web how each might utilize a certain kind of technology or a combination of different technologies to accomplish specific learning objectives. Each example represents a different discipline, and there are over 40 disciplines represented in the examples. Each example is associated with one or more interactive tool, and information about each kind of technology-what it is and how to use it-appears in the technologies section.
paul lowe

Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education - 0 views

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    Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education This journal offers an opportunity for those involved in University learning and teaching to disseminate their practice. It aims to publish accounts of scholarly practice that report on small-scale practitioner research and case studies of practice that involve reflection, critique, implications for future practice and are informed by relevant literature, with a focus on enhancement of student learning. This publication thus offers a forum to develop and share scholarly informed practice in Higher Education through either works in progress or more detailed accounts of scholarly practice. There will be opportunities for discussions/comments regarding works in progress to be shared with journal readers on the journal site. The journal is published twice a year (April and October).
paul lowe

Education in a Changing Environment Conference 2011-The Conference - 0 views

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    "Join us 6th - 8th July 2011 for a creative approach to your professional environment! The University of Salford's 6th Education in a Changing Environment Conference, Creativity and Engagement in Higher Education, will explore and discuss international best practice in teaching and educational research in higher education. Through themes of Social Media; Learning, Teaching and Assessment; Networking and Partnerships, the Conference will identify creative models for engagement in a shifting educational landscape. "
paul lowe

Learner-Centered Teaching - 0 views

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    Most of this material comes from Blumberg, P. (2008) Developing Learner-Centered Teachers: A Practical Guide for Faculty. San Francisco: Jossey-Bass. Please cite this reference if you use material from this website This site contains links to presentation or workshops I have done at various places over the past few years. These presentations provide more information about learner-centered teaching and offer some insights into how I conducted the workshops. All workshops have an active learning component either through small group discussions or individual reflection questions.
paul lowe

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

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    From Knowledgable to Knowledge-able: Learning in New Media Environments Posted January 7th, 2009 by Michael Wesch , Kansas State University Tags: * Essays * Teaching and Technology * anthropology * Assessment * information revolution * multimedia * participatory learning * Web 2.0 2 Comments | 9313 Page Views Knowledge-able Most university classrooms have gone through a massive transformation in the past ten years. I'm not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more subtle, yet potentially much more transformative. As I recently wrote in a Britannica Online Forum: There is something in the air, and it is nothing less than the digital artifacts of over one billion people and computers networked together collectively producing over 2,000 gigabytes of new information per second. While most of our classrooms were built under the assumption that information is scarce and hard to find, nearly the entire body of human knowledge now flows through and around these rooms in one form or another, ready to be accessed by laptops, cellphones, and iPods. Classrooms built to re-enforce the top-down authoritative knowledge of the teacher are now enveloped by a cloud of ubiquitous digital information where knowledge is made, not found, and authority is continuously negotiated through discussion and participation.1 This new media environment can be enormously disruptive to our current teaching methods and philosophies. As we increasingly move toward an environment of instant and infinite information, it becomes less important for students to know, memorize, or recall information, and more important for them to be able to find, sort, analyze, share, discuss, critique, and create information. They need to move from being simply knowledgeable to being knowledge-able.
paul lowe

Netskills: Teaching Information Skills: Materials for Secondary Schools - 0 views

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    * About Netskills * Staff * History * News & Publicity * Projects o Past Projects * Clients * Contact * This Web Site Teaching Information Skills: Materials for Secondary Schools The need to equip the 'Google generation' with effective information literacy skills was highlighted recently in a report by JISC and the British Library. These materials provide guidance to staff in schools about teaching information literacy, as well as including a selection of activities which can be used with pupils. The materials have been produced as part of a project funded by Eduserv's Information Literacy Initiative and delivered by Helen Blanchett from Netskills. The information literacy activities for use with pupils were developed by Pauline Roberts, school librarian at Longbenton Community College.
paul lowe

Education in a Changing Environment Conference 2011- - 0 views

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    "Call for submissions for the ECE Conference Creativity and Engagement in Higher Education Submissions are invited for the 6th Education in a Changing Environment Conference to be held at the University of Salford, 6 - 8 July 2011. There are two formats for submissions : full papers and abstracts. Within the abstract category there are a variety of different presentation types. Conference Theme Full papers and abstracts are invited which explore Creativity and Engagement in Higher Education across one of the following themes: * Social Media: Papers and abstracts are sought that explore how social media can be used to facilitate, engage, support or deliver learning * Learning, Teaching and Assessment: Papers and abstracts are sought that offer insights into creative ways of facilitating learning, teaching and assessment and enabling engagement with students * Networking and Partnerships: Papers and abstracts are sought that address engagement and creativity with external partners. Partners may include other universities, other countries, and employers. This may include research in organisational learning and in work related learning. "
paul lowe

YouTube - Determining Site Credibility - Howard Rheingold on Crap Detection (Part 3) - 0 views

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    In the third part of his critical thinking series, Howard covers how teachers can turn students into "online detectives" by teaching critical research skills to determine site ownership and bias. Also, he describes some of his own collaborative teaching techniques.
paul lowe

Networks, Ecologies, and Curatorial Teaching « Connectivism - 0 views

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    "About four years ago, I wrote an article on Learning Ecology, Communities, and Networks. In many ways, it was the start for me of what has become a somewhat sustained dialogue on teaching, learning, knowledge change, connectivism, and so on. Connectivism represents the act of learning as a network formation process (at an external, conceptual, and neural level …and, as I've stated previously, finds it's epistemological basis in part on Stephen's work with connective knowledge). Others have tackled the changes of technology with a specific emphasis on networked learning - Leigh Blackall, for example). And some have explored network learning from a standards perspective (Rob Koper). While not always obvious, there is a significant amount of work occurring on the subject of networked learning. What used to be the side show activity of only a few edubloggers now has the attention of researchers, academics, and conferences worldwide. Networked learning is popping up in all sorts of conference and book chapter requests - it's largely the heart of what's currently called web 2.0, and I fully expect it [networked learning] will outlive the temporary buzz and hype of all thing 2.0."
paul lowe

MediaShift . Turning a College Lecture into a Conversation with CoverItLive | PBS - 0 views

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    Turning a College Lecture into a Conversation with CoverItLive Alfred Hermida by Alfred Hermida, April 13, 2009 Tagged: coveritlive, journalism school, social media, twitter, university of british columbia Journalists who also teach will know that one of the challenges of teaching a large, undergraduate class is the sheer number of students. It can be hard to foster a discussion in a lecture hall, where many students may be too intimidated to speak up. So instead the lesson often becomes a lecture, as the professor stands up in front of the class and talks at them for the best part of an hour. In this instructor-centered model, knowledge is a commodity to be transmitted from the instructor to the student's empty vessel. There is a place for the traditional, one-to-many transmission. This is the way the mass media worked for much of the 20th century and continues to operate today. But the emergence of participatory journalism is changing this. Most news outlets, at the very least, solicit comments from their online readers. Others, such as Canada's Globe and Mail, use the live-blogging tool CoveritLive both for real-time reporting and for engaging readers in a discussion, such as in its coverage of the Mesh conference in Toronto. Tools such as CoveritLive or Twitter can turn the one-to-many model of journalism on its head, offering instead a many-to-many experience. The same tools may also have a use in the classroom, as a way of turning the traditional university lecture into a conversation.
paul lowe

JISC infoNet - Introduction - 0 views

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    Social Software Introduction When the web was originally introduced to the world it was seen as a means of dramatically improving the way in which people communicate and socialise. Tim Berners Lee, inventor of the worldwide web, saw it as a place where people could share information through a series of hyperlinked pages. "In 1989 one of the main objectives of the WWW was to be a space in which anyone could be creative, to which anyone could contribute." (Tim Berners Lee, 2005) Unfortunately, although the web became an excellent repository of information, it became a place where only technically adept users and organisations would author content. The arrival of new services (often referred to as 'Web 2.0') has helped to remove many of the barriers preventing users from participating. Thanks to this wave of new services we have seen a massive rise in the uptake of web authoring and collaboration. The term this new wave of social activity has been given varies i.e. Social Software, Social Media and Social Computing. The key word is 'Social'! Social software tools, such as blogs, wikis and bookmark sharing services, offer exciting new ways to communicate and collaborate online. Their potential is already being keenly explored in teaching and learning, but they also offer considerable possibilities for research and the business and community engagement (BCE) sectors within higher and further education, since their flexibility and ease of use are particularly well-suited to collaboration across different sectors. As a recent article explained, "The advent of social software has brought a new culture of sharing, and this time around, people are willing to give up some of their knowledge..." (Tebbutt, 2007). Furthermore, social software's increased emphasis on multimedia, as well as text-based content, means that universities can find new ways of harnessing and making their knowledge and research accessible, thus creating what has been described as "a new form of acade
paul lowe

Edupunk - Wikipedia, the free encyclopedia - 0 views

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    Edupunk From Wikipedia, the free encyclopedia Jump to: navigation, search This article is an orphan, as few or no other articles link to it. Please introduce links to this page from other articles related to it. (February 2009) Edupunk is an approach to teaching and learning practices that result from a do it yourself (DIY) attitude.[1][2] The New York Times defines it as "an approach to teaching that avoids mainstream tools like PowerPoint and Blackboard, and instead aims to bring the rebellious attitude and D.I.Y. ethos of '70s bands like The Clash to the classroom."[3] Many instructional applications can be described as DIY education or Edupunk. Jim Groom as "poster boy" for edupunk The term was first used on May 25, 2008 by Jim Groom in his blog,[4] and covered less than a week later in the Chronicle of Higher Education.[1] Stephen Downes, an online education theorist and an editor for the International Journal of Instructional Technology and Distance Learning, noted that "the concept of Edupunk has totally caught wind, spreading through the blogosphere like wildfire".[5]
paul lowe

The Threshold Concept - 0 views

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    The Meyer and Land Threshold Concept "The idea of threshold concepts emerged from a UK national research project into the possible characteristics of strong teaching and learning environments in the disciplines for undergraduate education (Enhancing Teaching−Learning Environments in Undergraduate Courses). In pursuing this research in the field of economics, it became clear to Erik Meyer and Ray Land [1−6, 7−12], that certain concepts were held by economists to be central to the mastery of their subject. These concepts, Meyer and Land argued, could be described as 'threshold' ones because they have certain features in common." Glynis Cousin, An introduction to threshold concepts Over the past five years this concept has been embraced by many disciplines outside economics; indeed the above quote is from Glynis Cousin's excellent short introduction to the concept written for earth scientists. The threshold concept has been seen as a valuable tool, not only in facilitating students' understanding of their subject, but in aiding the rational development of curricula in rapidly expanding arenas where there is a strong tendency to overload the curriculum (Cousin, [1, 13]). This web page will describe, briefly, the characteristics of a threshold concept and list selecteted references to the work of those examining its value in the engineering and computer sciences, the physical and biological sciences, economics, accountancy, mathematics and statistics.
paul lowe

A vision for the future: Using technology to improve the cost-effectiveness o... - 2 views

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    "Using technology to improve the cost-effectiveness of the academy: Part 2 By Tony Bates, on October 14th, 2009 Identifying the problem with higher education in the 21st was the easy part (Using technology to improve the cost-effectiveness of the academy: Part 1). Much more difficult is finding solutions to the problem. Summary of the problem In Part 1, I argued that the challenge for universities today is that * student numbers have increased dramatically, * students are much more varied in abilities, age, and culture, * quality of teaching, as expressed in overlarge classes, as a result has dropped and continues to drop, despite the addition of technology * the cost per graduate is increasing * the teaching and organizational models though have not changed fundamentally to adapt to these other changes."
paul lowe

Does Google Wave Mean the End of the LMS? - 0 views

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    "I suppose it was inevitable. At a time when even The Chronicle is asking whether Blackboard can be replaced by WordPress, a slick demo of a super-cool product like Wave was bound to trigger breathless speculation about the demise of the LMS. Equally predictably, the most enthusiastic predictions that the LMS will be replaced are being made by people who have already replaced their LMS. It is not terribly shocking to read Jim Groom predicting that this time the LMS is REALLY doomed!!!! (I mean that to be taken affectionately.) If you are comfortable teaching a class using WordPress or PBWiki or [insert hip and free Web 2.0 technology du jour], then there is a good chance that you will be comfortable teaching a class with Wave."
paul lowe

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 0 views

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    In March 1987, the AAHE Bulletin first published "Seven Principles for Good Practice in Undergraduate Education." With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience. Several hundred thousand copies of the Principles and Inventories have been distributed on two- and four-year campuses in the United States and Canada. (Copies are available at cost from the Seven Principles Resource Center, Winona State University, PO Box 5838, Winona, MN 55987-5838; ph 507/457-5020.) - Eds. Since the Seven Principles of Good Practice were created in 1987, new communication and information technologies have become major resources for teaching and learning in higher education. If the power of the new technologies is to be fully realized, they should be employed in ways consistent with the Seven Principles. Such technologies are tools with multiple capabilities; it is misleading to make assertions like "Microcomputers will empower students" because that is only one way in which computers might be used. Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. But for any given instructional strategy, some technologies are better than others: Better to turn a screw with a screwdriver than a hammer - a dime may also do the trick, but a screwdriver is usually better. This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.
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