Group items tagged

Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education\nThis 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).

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.

Position paper on assessment ASKe's position paper on assessment sets out ASKe's views on the current state of assessment in the higher education sector as a whole, and in Brookes in particular. It draws on the generic literature, studies conducted at Brookes, and the detailed knowledge and experience of the ASKe team. From all this data, the paper seeks to distil key issues and sets out the premises which underpin ASKe's analysis. It also proposes a range of ideas and actions. The overall aim of the paper is to support Brookes in addressing assessment issues and to assist in plans for future development. The paper is currently being considered within Brookes and in due course the ASKe team plans to produce a version of the paper that will be suitable for journal publication.

Introduction: Many of the courses at UAL require you to produce sketchbooks and engage in reflective writing. You can use this site to develop your ideas about these practices by: * Listening to staff and students talk about their approaches * Reading short guidelines in a variety of formats * Viewing examples Both sketchbooks and reflective writing provide evidence of how your work has evolved. Remember that they are not always separate entities: some reflective learning journals contain visuals, while many sketchbooks include reflective writing.

GRADUATE education is the Detroit of higher learning. Most graduate programs in American universities produce a product for which there is no market (candidates for teaching positions that do not exist) and develop skills for which there is diminishing demand (research in subfields within subfields and publication in journals read by no one other than a few like-minded colleagues), all at a rapidly rising cost (sometimes well over $100,000 in student loans).

There are growing expectations among college students to be able to access and manage their course materials over the World Wide Web. In its early days, faculty would create web pages by hand for posting this information. As Internet technologies and access have matured over the past decade, course and learning management systems such as Blackboard and Web CT have become the norm for distributing such materials. In today's Web 2.0 world, wikis have emerged as a tool that may complement or replace the use of traditional course management systems as a tool for disseminating course information. Because of a wiki's collaborative nature, its use also allows students to participate in the process of course management, information sharing, and content creation. Using examples from an information technology classroom, this paper describes several ways to structure and use a wiki as a course management tool, and shares results of a student survey on the effectiveness of such an approach on student learning.\n\nKeywords: Wiki, Course Management, Collaboration, Web 2.0, Content Creation, Student Learning.

Promoting Self-Authorship to Promote Liberal Education Marcia B. Baxter Magolda, Miami University 1 ______________________________________________________________________________ Abstract Contemporary college learning outcomes such as critical thinking and intercultural maturity require transformative learning. Self-authorship-the capacity to internally generate one's beliefs, values, identity, and relationships-is a necessary foundation for transformational learning. This essay describes the evolution of self-authorship and the conditions that promote it based on a 22- year study of adult learning and development. Learning partnerships model how to promote self- authorship and enable learners to take charge of their learning. __________________________________________________________

Twitter: A Tool for Academia to Connect, Share, and Grow Relationships\n\nTwitter: A Tool for Academia to Connect, Share, and Grow Relationships\nJohn LeMasney\nDigital Media Convergence\nCOMM 563 SP09\nIntroduction\n\nTwitter allows individuals to send out messages to followers as well as the public about any topic, without editing, complete with what a power user of the system named Andrew Korf calls "ambient intimacy" or "to follow or be somewhat intimate with people without needing to directly engage them" (Salas, 2009). It is a very direct way to broadcast, relatively easy to do (comparative even to blogs), and allows for an asynchronous audience and interaction (Siegel, 2007). It allows for the following of others in the thousands and the ability to be followed by thousands (Johnson-Elie, 2009). As a result, it has the potential for greatness as a mass communication tool, as well as a one-to-one communication, often simultaneously (Johnson-Elie, 2009). While it was first envisioned as a fun way to keep in touch with friends, its ability to meet much more serious needs is being quickly realized (Shropshire, 2009; Antlfinger, 2009). Given the right context, training, and support, it can transform the ways that organizations, businesses, and communities communicate (Robinson, 2009; Ferak, 2009; Antlfinger, 2009). I'll demonstrate in this paper that Twitter is a yet-undiscovered powerful communication tool for academic staff, faculty and students to connect, share, and grow relationships.