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Ingrid De Leon

Learning -to-Learn---for Math - 0 views

www.scribd.com/...Learning-toLearnfor-Math

Learning Math

shared by Ingrid De Leon on 27 Apr 12 - No Cached
  • Ingrid De Leon on 27 Apr 12
     
    Learning how to learn in the key to success in college!
Priscilla Stadler

Community 2.0 - 0 views

lagccnetworks.blogspot.com

shared by Priscilla Stadler on 29 Jan 13 - Cached
  • It is not so difficult to use technology to deliver instruction, but a bit challenging to use it to teach a concept.
    • Priscilla Stadler
      Priscilla Stadler on 29 Jan 13
       
      Yellow = faculty learning Pink = examples of connecting students
  • The benefits for students were anecdotal but nonetheless strong from the very first time I connected a composition class with another composition class—I believe the very first was my ENG 101 with an ENG 099 Ximena was teaching. Students saw the process of offering feedback to another set of students, people who were not in the class, as an authentic, meaningful experience serving real needs. Peer review within the classroom could not compare to connecting with another person whose blog and personalization of it revealed a character yet unexplored. There was no mystery in looking at a classmate’s paper any more than there was in their looking at their own—they were all hoops to jump through set by the professor. For reasons I do not pretend to fully understand, the same text posted somewhere as a blog entry produces different reactions. Maybe we (or the students’ generation for certain) live in an era where such online identities are real identities—it is of little importance for my exploration. What did matter was that in that interaction students produced feedback far better, in quality and quantity, than they did in the confines of the single traditional classroom.
  • One semester I taught a particularly unruly liberal arts cluster using blogger and these kinds of interactions. There were many moans and groans which frequently had me question whether the class was indeed benefitting in a way worth all the trouble; a couple of semesters later, I had two of the same students in my ENG 102 class. Because it was a Fall II class and I wanted the short session to be different anyway, I conducted that class with no 2.0 tools. At the end of the first week, one of the students from the previous semester came to my office and asked “what happened to the blogs.” I responded that given the complaints, I would have thought nobody missed them. His response pointed to an aspect I had never even considered. He told me that when he wrote in the blog and he knew that others would read it and respond to it, he never felt like it was a lonely homework endeavor in which he was engaged. Thus began my own shift in focus.
  • ...6 more annotations...
  • Students have gotten back their essays and I've asked them, while preparing for their final reflection in-class essay, to decide what they think are the two best paragraphs in their NYC neighborhoods papers; we'll have an extra credit session in my office next week to turn the submissions from participants into a map of paragraphs. 
  • We discussed how our platforms were an integral part of the activities and contributed to the learning process (of both the students and instructors). Bass and Elmendorf suggest that at the heart of their theory of "social pedagogies" is the development of "authentic tasks," which allow for the "representation of knowledge for an authentic audience" and contributes to the "construction of knowledge in a course" (2). We found that our activities necessitated the creation of an authentic audience, which is crucial for the process of peer and individual learning. There were several challenges that we faced such as timely responses/feedback, lack of participation/promoting discussion, and lack of in-depth responses. The solution is to assign cross-section pairings and use platforms that facilitate interactivity collaboration, and accountability.
  • What was interesting is that I have had to repeatedly remind students that, after they uploaded their videos, the task was to compare and contrast and comment on others’ videos.  Students seemed reluctant to do this.  I couldn’t understand if this had to do with the perception that they were “critiquing” each other’s videos (because that was not the assignment) or not.  They were to reflect on the videos and see what connected their community to other communities. 
  • As I've written in greater detail my previous post ("Update, May 27), here are some things I'd do differently next semester: 1) provide my students more guidance and practice with peer review; 2) start connecting earlier in the term; 3) use Google Drive to supplement Facebook. This semester has been a surprisingly enjoyable rough draft
  • If I had the chance to do this activity over, I'd spend some time at the beginning of class to model feedback
  • When I first told my students that another class would be reading their essays and commenting, it quickened stragglers' resolve to finish (already!) setting up their blogs.
Priscilla Stadler

Escalation in Digital Sleuthing Raises Quandary in Classrooms - Technology - The Chroni... - 0 views

chronicle.com/...129652

plagiarism teaching technology learning

shared by Priscilla Stadler on 08 Nov 11 - No Cached
  • Priscilla Stadler on 08 Nov 11
     
    Instead of being used as tools to enable faculty policing for plagiarism, Turnitin and WriteCheck can help students vett their own work and learn to paraphrase!
Ximena Gallardo

As Wikipedia Turns 10, It Focuses on Ways to Improve Student Learning - Wired Campus - ... - 1 views

chronicle.com/...29067

writing wikipedia pedagogy

shared by Ximena Gallardo on 29 May 11 - No Cached
  • For the 2010-11 academic year, Wikimedia also launched the national Public Policy Initiative to recruit professors who would like their students to add content to the anyone-can-edit encyclopedia as part of the curriculum.
Priscilla Stadler

Revising Bloom's Taxonomy wrt Engineering Education « Learning & Computing Ed... - 0 views

goelsan.wordpress.com/...nomy-wrt-engineering-education

taxonomy bloom education learning cognition critical thinking pedagogy

shared by Priscilla Stadler on 25 Jul 11 - No Cached
  • Priscilla Stadler on 25 Jul 11
     
    another revision of Bloom's taxonomy developed by engineering educators, using Mentoring as apex of the pyramid
Priscilla Stadler

The Future of Thinking: Learning Institutions in a Digital Age - 1 views

www.scribd.com/...-Institutions-in-a-Digital-Age

network pedagogy

shared by Priscilla Stadler on 02 Dec 09 - Cached
  • Priscilla Stadler on 02 Dec 09
     
    by Cathy Davidson, HASTAC co-founder
Priscilla Stadler

The Digital Writer - 0 views

thedigitalwriter.blogspot.com

writing teaching learning pedagogy technology socialmedia web2.0 collaboration e-book

shared by Priscilla Stadler on 17 Jan 12 - No Cached
  • Priscilla Stadler on 17 Jan 12
     
    Students and professor co-author an e-book
Priscilla Stadler

How 'Flipping' the Classroom Can Improve the Traditional Lecture - Teaching - The Chron... - 1 views

chronicle.com/...130857

flipping pedagogy

shared by Priscilla Stadler on 09 Mar 12 - No Cached
  • Priscilla Stadler on 09 Mar 12
     
    What happens when students are responsible for reading/accessing the course materials on their own time, and face-to-face class time is dedicated to providing students with opportunities to think critically and independently?
  • Priscilla Stadler on 09 Mar 12
     
    But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts. And when they are in class, students do what is typically thought to be homework, solving problems with their professors or peers, and applying what they learn to new contexts. They continue this process on their own outside class.
Priscilla Stadler

Reclaiming Innovation - 0 views

www.educause.edu/...default.html

educause highered teaching learning pedagogy

shared by Priscilla Stadler on 05 Oct 15 - No Cached
  • Today, innovation is increasingly conflated with hype, disruption for disruption's sake, and outsourcing laced with a dose of austerity-driven downsizing. Call it innovation fatigue.
  • Audrey Watters
  • Audrey Watters
  • ...3 more annotations...
  • Audrey Watters
  • disruptive innovation
  • dispense with the canard, too often put forward by educators, that "it's not about the technology" because "the technology is neutral."
Ximena Gallardo

Wiki Writing: Collaborative Learning in the College Classroom / Robert E. Cummings and ... - 0 views

quod.lib.umich.edu/...text-idx

writing collaborative research pedagogy wikis resources

shared by Ximena Gallardo on 11 Sep 11 - No Cached
  • a hierarchical power structure for the state’s body of creating and disseminating original knowledge.
  • Wikipedia has clearly demonstrated, however, that knowledge can be created and disseminated by people who may or may not be credentialed, who contribute as little or as much as they like, who do not need to wait for approval or other works, and who are motivated by something more elusive than cash.
  • as the Nature study has shown, they cannot simply be dismissed as unreliable either.
  • ...18 more annotations...
  • Wikipedia has fundamentally and finally altered epistemology itself—our commonly held ideas about knowledge. For the academy at large, the significance of Wikipedia is roughly equivalent to that which the Heisenberg uncertainty principle had in the sciences in the 1920s—stating what is not possible rather than what is.
  • No matter how improbable it might seem that a Web page that anyone can edit would lead to valuable knowledge, Wikipedia makes clear that there is now another model for knowledge creation.
  • certainly everyone in that audience, has probably relied upon a knowledge acquisition path—from Google to Wikipedia—for which everyone is responsible and no one is responsible at once.
  • this introduction hopes to show nonbelievers, the uninitiated, and wiki followers alike that the simple act of allowing a Web page to be edited by a reader—which is really all that a wiki does—has createdPage  3 a global transition to networked epistemology that affects most anyone who is concerned with knowledge acquisition,
  • Well, it’s a Web page. Which anyone can edit. Usually, but not all the time. I mean, it’s an electronic mailing list with memory. It’s really a collaborative Web space where the mechanics of epistemology and the politics of knowledge creation can be revealed and explored.
  • the largest wiki with the greatest cultural impact
  • open wiki,
  • Wikipedia is not only a reference source, but it is the acknowledged site on the Web for claiming an interpretation of knowledge, as well as a place for controlling public image on an important figure.
  • A wiki is a Web page that users can modify.
  • Wikipedia works because of the massive scale of the Internet; there are simply so many users that articles can be destroyed and reconstructed overnight because enough readers on any given topic are invested in the discussion.
  • The basis of many critics’ complaints with Wikipedia lies in the fact that they view the project against the ideal of a singular, verifiable truth, while Wikipedia envisions itself as a project wide enough to host competing truths.
  • 1.5 million articles
  • the central question over Wikipedia: namely, can its knowledge be trusted?
  • In the study, entries were chosen from the websites of Wikipedia and Encyclopaedia Britannica on a broad range of scientific disciplines and sent to a relevant expert for peer review. Each reviewer examined the entry on a single subject from the two encyclopaedias; they were not told which article came from which encyclopaedia. A total of 42 usable reviews were returned out of 50 sent out, and were then examined by Nature’s news team. Only eight serious errors, such as misinterpretations of important concepts, were detected in the pairs of articles reviewed, four from each encyclopaedia. But reviewers also found many factual errors, omissions or misleading statements: 162 and 123 in Wikipedia and Britannica, respectively
  • college-level scholarship should reflect deeper thinking and research skills than an encyclopedia than a wholesale retraction of the worth of Wikipedia.
  • By expressing surprise and disapproval at the fact that college students are citing the online encyclopedia in research papers, Wales would urge us to develop more awareness of how knowledge is produced and to make use of that awareness when interpreting and applying that knowledge. More bluntly stated, knowing where we get our knowledge is as important as the knowledge itself. The academy needs to react more quickly to the realities of knowledge production in a networked environment if it is to fulfill its role in creating and disseminating knowledge
  • But as long as there is an agreed-upon scope for any particular wiki, there is no reason not to apply this tool of networked consciousness to almost any endeavor.
  • While speaking at a college conference in June 2006 called “The Hyperlinked Society,” Wales said that he gets about 10 e-mail messages a week from students who complain that Wikipedia has gotten them into academic hot water. “They say, ‘Please help me. I got an F on my paper because I cited Wikipedia’’’ and the information turned out to be wrong, he says. But he said he has no sympathy for their plight, noting that he thinks to himself: “For God[’s] sake, you’re in college; don’t cite the encyclopedia.”
Priscilla Stadler

21st Century Teaching and Learning-Michelle Pacansky-Brock's blog - 1 views

mpbreflections.blogspot.com

pedagogy blogs

shared by Priscilla Stadler on 15 Apr 11 - Cached
  • Priscilla Stadler on 15 Apr 11
     
    Michele uses voicethread for online teaching very effectively 
Priscilla Stadler

Sketchy Thinking - The Chronicle Review - The Chronicle of Higher Education - 0 views

chronicle.com/...129539

teaching learning drawing

shared by Priscilla Stadler on 01 Nov 11 - No Cached
  • Priscilla Stadler on 01 Nov 11
     
    Not about integrating technologies per se, this piece provides a very poignant glimpse into an educator's process.
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