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Kris Cody

'We Are Creating Walmarts of Higher Education' - Timothy Pratt - The Atlantic - 59 views

www.theatlantic.com/...282619

education

shared by Kris Cody on 29 Dec 13 - No Cached
  • Kris Cody on 29 Dec 13
     
    Examines how universities are changing, including lowering expectations, getting rid of programs, and considering the pressure that graduation rates will be used to judge institutions. An interesting connection to global ed reform and the various pressures in education. A disturbing discount of humanities and their import.
Don Doehla

AVID | Decades of College Dreams - 31 views

www.avid.org

education resources tools avid

shared by Don Doehla on 17 Feb 11 - Cached
  • Don Doehla on 22 Aug 13
     
    AVID, Advancement Via Individual Determination, is a college readiness system for elementary through higher education that is designed to increase schoolwide learning and performance. The AVID College Readiness System (ACRS) accelerates student learning, uses research based methods of effective instruction, provides meaningful and motivational professional learning, and acts as a catalyst for systemic reform and change.
D. S. Koelling

Embracing the Cloud: Caveat Professor - The Digital Campus - The Chronicle of Higher Ed... - 37 views

chronicle.com/...127384

education students cloud computing security data

shared by D. S. Koelling on 13 May 11 - No Cached
  • My work as chief privacy and security officer at a large public university has, however, given me pause to ask if our posture toward risk prevents us from fully embracing technology at a moment of profound change.
  • Consequently, faculty members are accepting major personal and institutional risk by using such third-party services without any institutional endorsement or support. How we provide those services requires a nuanced view of risk and goes to the heart of our willingness to trust our own faculty and staff members.
  • The technologically savvy among us recognize that hard physical, virtual, and legal boundaries actually demark this world of aggressively competitive commercial entities. Our students, faculty, and staff often do not.
  • ...5 more annotations...
  • But can we embrace the cloud? Can the faculty member who wears our institution's name in her title and e-mail address, to whom we've entrusted the academic and research mission of the institution, be trusted to reach into the cloud and pluck what she believes is the optimal tool to achieve her pedagogical aims and use it? Unfortunately, no. Many faculty and staff members simply use whatever service they choose, but they often do not have the knowledge or experience needed to evaluate those choices. And those who do try to work through the institution soon find themselves mired in bureaucracy.
  • First we review the company's terms of service. Of course, we also ask the company for any information it can provide on its internal data security and privacy practices. Our purchasing unit rewrites the agreement to include all of the state-required procurement language; we also add our standard contract language on data security. All of this information is fed into some sort of risk assessment of varying degrees of formality, depending on the situation, and, frankly, the urgency. That leads to yet another round of modifications to the agreement, negotiations with the company, and, finally, if successful, circulation for signatures. After which we usually exhume the corpse of the long-deceased faculty member and give him approval to use the service in his class. We go through this process not from misguided love of bureaucracy, but because our institutions know of no other way to manage risk. That is, we have failed to transform ourselves so we can thrive and compete in the 21st century.
  • But our faculty and staff are increasingly voting with their feet—they're more interested in the elegance, portability, and integration of commercial offerings, despite the inability to control how those programs change over time. By insisting on remaining with homegrown solutions, we are failing to fall in lockstep with those we support.
  • Data security? Of course there are plenty of fly-by-night operations with terrible security practices. However, as the infrastructure market has matured (one of the generally unrecognized benefits of cloud services), more and more small companies can provide assurances of data security that would shame many of us even at large research-intensive institutions.
  • If higher education is to break free of the ossified practices of the past, we must find ways to transfer risk acceptance into the faculty domain—that is, to enable faculty to accept risk. Such a transformation is beyond the ability of the IT department alone—it will require our campus officials, faculty senates, registrars, and research and compliance officers working together to deeply understand both the risks and the benefits
carmelladoty

PCN Strategies: Careers | LinkedIn - 21 views

www.linkedin.com/...careers

common core careers teach to the future

shared by carmelladoty on 08 Jan 14 - No Cached
  • carmelladoty on 08 Jan 14
     
    This video demonstrates how products are being developed using open source and open funding. I am going to show this to teachers in a PD session to discuss how the workplace is changing and why students need to learn how to work in collaborative groups. This is important because workplaces are going in this direction. In our classrooms, teachers need to have students involved in collaborative work where they are using higher order thinking skills to create. This methodology supports Common Core curriculum and teach to the future.
Clint Heitz

The Reading Brain in the Digital Age: The Science of Paper versus Screens - Scientific ... - 25 views

www.scientificamerican.com/...reading-paper-screens

reading digital resources

shared by Clint Heitz on 20 Mar 18 - No Cached
  • The matter is by no means settled. Before 1992 most studies concluded that people read slower, less accurately and less comprehensively on screens than on paper. Studies published since the early 1990s, however, have produced more inconsistent results: a slight majority has confirmed earlier conclusions, but almost as many have found few significant differences in reading speed or comprehension between paper and screens. And recent surveys suggest that although most people still prefer paper—especially when reading intensively—attitudes are changing as tablets and e-reading technology improve and reading digital books for facts and fun becomes more common.
  • Compared with paper, screens may also drain more of our mental resources while we are reading and make it a little harder to remember what we read when we are done. A parallel line of research focuses on people's attitudes toward different kinds of media. Whether they realize it or not, many people approach computers and tablets with a state of mind less conducive to learning than the one they bring to paper.
  • Both anecdotally and in published studies, people report that when trying to locate a particular piece of written information they often remember where in the text it appeared. We might recall that we passed the red farmhouse near the start of the trail before we started climbing uphill through the forest; in a similar way, we remember that we read about Mr. Darcy rebuffing Elizabeth Bennett on the bottom of the left-hand page in one of the earlier chapters.
  • ...5 more annotations...
  • At least a few studies suggest that by limiting the way people navigate texts, screens impair comprehension.
  • Because of their easy navigability, paper books and documents may be better suited to absorption in a text. "The ease with which you can find out the beginning, end and everything inbetween and the constant connection to your path, your progress in the text, might be some way of making it less taxing cognitively, so you have more free capacity for comprehension," Mangen says.
  • An e-reader always weighs the same, regardless of whether you are reading Proust's magnum opus or one of Hemingway's short stories. Some researchers have found that these discrepancies create enough "haptic dissonance" to dissuade some people from using e-readers. People expect books to look, feel and even smell a certain way; when they do not, reading sometimes becomes less enjoyable or even unpleasant. For others, the convenience of a slim portable e-reader outweighs any attachment they might have to the feel of paper books.
  • In one of his experiments 72 volunteers completed the Higher Education Entrance Examination READ test—a 30-minute, Swedish-language reading-comprehension exam consisting of multiple-choice questions about five texts averaging 1,000 words each. People who took the test on a computer scored lower and reported higher levels of stress and tiredness than people who completed it on paper.
  • Perhaps, then, any discrepancies in reading comprehension between paper and screens will shrink as people's attitudes continue to change. The star of "A Magazine Is an iPad That Does Not Work" is three-and-a-half years old today and no longer interacts with paper magazines as though they were touchscreens, her father says. Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations. In current research for Microsoft, Sellen has learned that many people do not feel much ownership of e-books because of their impermanence and intangibility: "They think of using an e-book, not owning an e-book," she says. Participants in her studies say that when they really like an electronic book, they go out and get the paper version. This reminds Sellen of people's early opinions of digital music, which she has also studied. Despite initial resistance, people love curating, organizing and sharing digital music today. Attitudes toward e-books may transition in a similar way, especially if e-readers and tablets allow more sharing and social interaction than they currently do.
Roland Gesthuizen

Dan Pink: How Teachers Can Sell Love of Learning to Students | MindShift - 108 views

blogs.kqed.org/...l-love-of-learning-to-students

learning motivation students teaching assessment DanielPink

shared by Roland Gesthuizen on 20 May 13 - No Cached
  • educators are sellers of ideas
  • Games have the potential to make math more relevant or engaging, Pink said, but if they lead to standardized thinking about getting to the one right answer, that can be problematic
  • If the only aim of a game is for points and badges, the game has little benefit for the player. For a game to be compelling and a good source of learning, it should be capable of providing rapid, robust, regular, and meaningful feedback.
  • ...2 more annotations...
  • Students who are driven by external rewards (grades, trophies), will be fare worse than those who are self-directed, motivated by freedom, challenge, and purpose
  • When students assessed themselves, they held themselves to a higher standard. This changed the way he looked at the kids.
  • Roland Gesthuizen on 20 May 13
     
    "Jobs in education, Pink said in a recent interview, are all about moving other people, changing their behavior, like getting kids to pay attention in class; getting teens to understand they need to look at their future and to therefore study harder. At the center of all this persuasion is selling: educators are sellers of ideas. "
Andrew McCluskey

Occupy Your Brain - 111 views

schoolingtheworld.org/...occupy

education education reform education system schooling pedagogy indigenous indigenous pedagogies knowledge alternative education standardization state standards national standards global standards power authority intellect

shared by Andrew McCluskey on 11 Feb 13 - No Cached
Ant Heald liked it
  • One of the most profound changes that occurs when modern schooling is introduced into traditional societies around the world is a radical shift in the locus of power and control over learning from children, families, and communities to ever more centralized systems of authority.
  • Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed.  The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.
  • In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.
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  • In “developed” societies, we are so accustomed to centralized control over learning that it has become functionally invisible to us, and most people accept it as natural, inevitable, and consistent with the principles of freedom and democracy.   We assume that this central authority, because it is associated with something that seems like an unequivocal good – “education” – must itself be fundamentally good, a sort of benevolent dictatorship of the intellect. 
  • We endorse strict legal codes which render this process compulsory, and in a truly Orwellian twist, many of us now view it as a fundamental human right to be legally compelled to learn what a higher authority tells us to learn.
  • And yet the idea of centrally-controlled education is as problematic as the idea of centrally-controlled media – and for exactly the same reasons.
  • The First Amendment of the U.S. Constitution was designed to protect all forms of communication, information-sharing, knowledge, opinion and belief – what the Supreme Court has termed “the sphere of intellect and spirit” – from government control.
  • by the mid-19th century, with Indians still to conquer and waves of immigrants to assimilate, the temptation to find a way to manage the minds of an increasingly diverse and independent-minded population became too great to resist, and the idea of the Common School was born.
  • We would keep our freedom of speech and press, but first we would all be well-schooled by those in power.
  • A deeply democratic idea — the free and equal education of every child — was wedded to a deeply anti-democratic idea — that this education would be controlled from the top down by state-appointed educrats.
  • The fundamental point of the Occupy Wall Street movement is that the apparatus of democratic government has been completely bought and paid for by a tiny number of grotesquely wealthy individuals, corporations, and lobbying groups.  Our votes no longer matter.  Our wishes no longer count.  Our power as citizens has been sold to the highest bidder.
  • Our kids are so drowned in disconnected information that it becomes quite random what they do and don’t remember, and they’re so overburdened with endless homework and tests that they have little time or energy to pay attention to what’s happening in the world around them.
  • If in ten years we can create Wikipedia out of thin air, what could we create if we trusted our children, our teachers, our parents, our neighbors, to generate community learning webs that are open, alive, and responsive to individual needs and aspirations?  What could we create if instead of trying to “scale up” every innovation into a monolithic bureaucracy we “scaled down” to allow local and individual control, freedom, experimentation, and diversity?
  • The most academically “gifted” students excel at obedience, instinctively shaping their thinking to the prescribed curriculum and unconsciously framing out of their awareness ideas that won’t earn the praise of their superiors.  Those who resist sitting still for this process are marginalized, labeled as less intelligent or even as mildly brain-damaged, and, increasingly, drugged into compliance.
  • the very root, the very essence, of any theory of democratic liberty is a basic trust in the fundamental intelligence of the ordinary person.   Democracy rests on the premise that the ordinary person — the waitress, the carpenter, the shopkeeper — is competent to make her own judgments about matters of domestic policy, international affairs, taxes, justice, peace, and war, and that the government must abide by the decisions of ordinary people, not vice versa.  Of course that’s not the way our system really works, and never has been.   But most of us recall at some deep level of our beings that any vision of a just world relies on this fundamental respect for the common sense of the ordinary human being.
  • This is what we spend our childhood in school unlearning. 
  • If before we reach the age of majority we must submit our brains for twelve years of evaluation and control by government experts, are we then truly free to exercise our vote according to the dictates of our own common sense and conscience?  Do we even know what our own common sense is anymore?
  • We live in a country where a serious candidate for the Presidency is unaware that China has nuclear weapons, where half the population does not understand that Saddam Hussein had nothing to do with 9/11, where nobody pays attention as Congress dismantles the securities regulations that limit the power of the banks, where 45% of American high school students graduate without knowing that the First Amendment of the Constitution guarantees freedom of the press.   At what point do we begin to ask ourselves if we are trying to control quality in the wrong way?
  • Human beings, collaborating with one another in voluntary relationships, communicating and checking and counter-checking and elaborating and expanding on one another’s knowledge and intelligence, have created a collective public resource more vast and more alive than anything that has ever existed on the planet.
  • But this is not a paeon to technology; this is about what human intelligence is capable of when people are free to interact in open, horizontal, non-hierarchical networks of communication and collaboration.
  • Positive social change has occurred not through top-down, hierarchically controlled organizations, but through what the Berkana Institute calls “emergence,” where people begin networking and forming voluntary communities of practice. When the goal is to maximize the functioning of human intelligence, you need to activate the unique skills, talents, and knowledge bases of diverse individuals, not put everybody through a uniform mill to produce uniform results. 
  • You need a non-punitive structure that encourages collaboration rather than competition, risk-taking rather than mistake-avoidance, and innovation rather than repetition of known quantities.
  • if we really want to return power to the 99% in a lasting, stable, sustainable way, we need to begin the work of creating open, egalitarian, horizontal networks of learning in our communities.
  • They are taught to focus on competing with each other and gaming the system rather than on gaining a deep understanding of the way power flows through their world.
  • And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures?
  • They knew this about their situation: nobody was on their side.  Certainly not the moneyed classes and the economic system, and not the government, either.  So if they were going to change anything, it had to come out of themselves.
  • As our climate heats up, as mountaintops are removed from Orissa to West Virginia, as the oceans fill with plastic and soils become too contaminated to grow food, as the economy crumbles and children go hungry and the 0.001% grows so concentrated, so powerful, so wealthy that democracy becomes impossible, it’s time to ask ourselves; who’s educating us?  To what end?  The Adivasis are occupying their forests and mountains as our children are occupying our cities and parks.  But they understand that the first thing they must take back is their common sense. 
  • They must occupy their brains.
  • Isn’t it time for us to do the same?
  • Andrew McCluskey on 11 Feb 13
     
    Carol Black, creator of the documentary, "Schooling the World" discusses the conflicting ideas of centralized control of education and standardization against the so-called freedom to think independently--"what the Supreme Court has termed 'the sphere of intellect and spirit" (Black, 2012). Root questions: "who's educating us? to what end?" (Black, 2012).
  • Andrew McCluskey on 11 Feb 13
     
    This is a must read. Carol Black echoes here many of the ideas of Paulo Freire, John Taylor Gatto and the like.
Trevor Cunningham

How Tech Is Changing College Life [INFOGRAPHIC] - 11 views

mashable.com/...tech-college-infographic

Libray technology college elearning

shared by Trevor Cunningham on 07 May 12 - No Cached
  • Trevor Cunningham on 07 May 12
     
    Interesting infographic about what's happening in higher education with regards to tech
clconzen

"Game Changers: Education and Information Technology" a free publication from EDUCAUSE ... - 7 views

net.educause.edu/...pub7203.pdf

elearning

shared by clconzen on 10 May 12 - No Cached
  • Randolph Hollingsworth on 10 May 12
     
    published by EDUCAUSE, 2012 - asks "How can we reach more learners, more effectively, and with greater impact?" also.... * How will your institution negotiate the new geography of learning? * In a world where information is always accessible, how will teaching and learning change? * What will constitute an institution of higher education in the future? * How do we ready our institutions, our students, and ourselves for what higher education can-and must-become?
  • Sarah Horrigan on 10 May 12
     
    'Game Changers: Education and Information Technologies explores the tools and processes that can improve the quality, flexibility, and scalability of postsecondary education. The book takes a hard look at the education landscape today and asks what that landscape might look like tomorrow. It asks important questions and pushes us to open our minds about how technology will shape the universe of possibility for tomorrow's students' Edited by Diane G. Oblinger
  • clconzen on 27 May 12
     
    "Game Changers: Education and Information Technology" a free publication from EDUCAUSE (pdf) http://t.co/uLJEi8vP
Marc Patton

3 Ways to Reconfigure an Old Computer Lab | EdTech Magazine - 57 views

www.edtechmagazine.com/...s-reconfigure-old-computer-lab

Teaching_Ideas Teacher_Resources

shared by Marc Patton on 28 Jan 13 - No Cached
  • Marc Patton on 28 Jan 13
     
    A fresh coat of paint and new furniture were the easy and obvious fixes when a Bentley team renovated the lab in 2011. More difficult was changing campus perceptions of what would take place inside. Rebranded in fall 2011 as the CIS Learning and Technology Sandbox, the new facility encourages students to learn both in person and online.
Caroline Dutton

Health - 0 views

www.cleancookstoves.org/...health-impacts.html

clean cookstoves health research project 2013

shared by Caroline Dutton on 12 Feb 13 - No Cached
  • The World Health Organization (WHO) estimates that exposure to smoke from the simple act of cooking is the fifth worst risk factor for disease in developing countries, and causes almost two million premature deaths per year – exceeding deaths attributable to malaria or tuberculosis.
  • Women in developing countries are also at risk of head and spinal injuries, pregnancy complications, and maternal mortality from the strenuous task of carrying heavy loads of firewood or other fuels. Frequent exposure to cookstove smoke can also cause disabling health impacts like cataracts, which affect women more than men, and is the leading cause of blindness in developing countries.
  • Rudimentary wood-fired cookstoves and open fires emit fine particles, carbon monoxide, and other pollutants at levels up to 100 times higher than the recommended limits set by WHO
  • ...5 more annotations...
  • A randomized-control study in Guatemala led by the University of California, Berkeley, found that halving exposure to indoor air pollution with a chimney stove brought about a reduction in severe pneumonia, and that larger reductions in exposure had more pronounced effects. A systematic review of all available studies on the link between solid fuel use and child pneumonia has found an almost doubling of risk for those exposed.
  • Burns from open fires and unsafe cookstoves are another insidious risk faced by poor households dependent on kerosene, open fires, and unstable metal or clay cookstoves, contributing to a substantial percentage of the estimated 300,000 burn deaths that occur annually
  • While the link between exposure to cookstove smoke and a wide range of health problems such as pneumonia, chronic obstructive pulmonary disease, and lung cancer is well established, the current body of evidence linking cookstoves with other potentially important health effects is compelling but less documented
  • Nearly all of the existing evidence is based on observational studies that compare groups using open fires and traditional cookstoves with those using cleaner fuels, with very little being directly obtained from studies that directly measure the effects of interventions.
  • More evidence is needed to demonstrate that the levels of exposure reduction delivered by clean cookstove and fuels will result in declines in related illnesses and deaths.
  • Caroline Dutton on 12 Feb 13
     
    This is the Global alliance for Clean Cookstoves website. They offer much information about the issues surrounding the topic and their action plan for affecting change!
Dallas McPheeters

Learning and earning: Equipping people to stay ahead of technological change | The Econ... - 34 views

www.economist.com/...t-their-careers-practicalities

shared by Dallas McPheeters on 13 Jan 17 - No Cached
  • Today robotics and artificial intelligence call for another education revolution
  • working lives are so lengthy and so fast-changing that simply cramming more schooling in at the start is not enough. People must also be able to acquire new skills throughout their careers.
  • lifelong learning that exists today mainly benefits high achievers—and is therefore more likely to exacerbate inequality than diminish it.
  • ...6 more annotations...
  • a burst at the start and top-ups through company training—is breaking down. One reason is the need for new, and constantly updated, skills.
  • The 19th and 20th centuries saw stunning advances in education. That should be the scale of the ambition today
  • It is easier to learn later in life if you enjoyed the classroom first time around: about 80% of the learners on Coursera already have degrees. Online learning requires some IT literacy, yet one in four adults in the OECD has no or limited experience of computers. Skills atrophy unless they are used, but many low-end jobs give workers little chance to practise them.
  • Lifelong learning starts at school. As a rule, education should not be narrowly vocational. The curriculum needs to teach children how to study and think. A focus on “metacognition” will make them better at picking up skills later in life.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Lifelong learning begins at home. Otherwise, it's an anomaly to the student's mind and may not be adopted.
  • Pushing people into ever-higher levels of formal education at the start of their lives is not the way to cope.
  • WHEN education fails to keep pace with technology, the result is inequality.
    • Dallas McPheeters
      Dallas McPheeters on 15 Jan 17
       
      Inequality was there long before high-tech innovations. The only gap produced by tech is between those with access to networks and devices and those without. two thirds of earth still without access to internet. 
Matthew Henry

An Open Letter to Students: You're the Game Changer in Next-Generation Learning (EDUCAU... - 120 views

www.educause.edu/...anger-next-generation-learning

shared by Matthew Henry on 17 Aug 12 - No Cached
K Kim liked it
  • I'll be blunt here. It's going to be hard for you to be heard as a credible advocate if you don't first lay down the gauntlet. That happens when you own key educational responsibilities and make the demand that if you fulfill these, you expect your claim to your core educational rights to be taken seriously. Simply put, your doing so could change the conversation completely—to one that is more literally and figuratively constructive
  • Knowing your larger purpose enables you to do what comes next.
  • Engagement means literally transforming the way you think and committing yourself to building those skill-sets you don't currently possess.
  • ...7 more annotations...
  • you have to be willing to engage at a high level.
  • Our decisions, models, and innovations should be based, first, on learning.
  • learning-centered, data-rich, high-value pathways to your educational goal
  • not using technology
  • the learning-centered progression, one-on-one mentor model ensures that students and faculty engage on learning data early and often and that both regulate learning and navigate to completion
  • We in higher education should do the work to ensure that your learning is tied to the competencies expected in these career paths.
  • because of the rate of change in industry and society, we are probably preparing you for jobs that don't exist yet and life experiences you can't anticipat
Kate Pok

Accessing Your Zotero Library on an iPad with Mendeley - ProfHacker - The Chronicle of ... - 52 views

chronicle.com/...33021

reference management

shared by Kate Pok on 17 Nov 11 - No Cached
  • And the greatest drawback to this method: it’s one-way. If you make any changes to a reference within Mendeley, those changes will not be reflected in Zotero. This drawback is most apparent to me when I read PDFs. Let’s say I have a reference with an attached PDF in Zotero and I want to read it on my iPad (the Mendeley App has a native PDF reader, but you can also open PDFs in external apps, like iAnnotate). If I’m using the Zotero→Mendeley Desktop→Mendeley iPad app method, and I open that PDF on my iPad, any annotations I make on the PDF will not show up in Zotero.
Maureen Greenbaum

Grade Change: Tracking Online Education in the United States, 2013 | The Sloan Consortium - 34 views

sloanconsortium.org/...grade-change-2013

shared by Maureen Greenbaum on 20 Jan 14 - No Cached
  • 7.1 million of higher education students are taking at least one online course. The 6.1 % growth rate represents over 400,000 additional students taking at least one online course. The percent of academic leaders rating the learning outcomes in online education as the same or superior to those as in face-to-face instruction, grew from 57% in 2003 to 74% in 2013. The number of students taking at least one online course continued to grow at a rate far in excess of overall enrollments, but the rate was the lowest in a decade.
  • Maureen Greenbaum on 20 Jan 14
     
    Using responses from more than 2,800 colleges and universities, this study is aimed at answering fundamental questions about the nature and extent of online education: Download 45 page pdf
smilex3md

Feminist professors create an alternative to MOOCs | Inside Higher Ed - 0 views

www.insidehighered.com/...ssors-create-alternative-moocs

shared by smilex3md on 20 Aug 13 - No Cached
  • smilex3md on 20 Aug 13
     
    "Feminism and Technology" is trying to take a few MOOC elements, but then to change them in ways consistent with feminist pedagogy to create a distributed open collaborative course or DOCC (pronounced "dock")."
Randolph Hollingsworth

U. of Notre Dame Reports on Experiment to Replace Textbooks With iPads - Wired Campus -... - 35 views

chronicle.com/...29192

textbooks ipad ipads experiment ebooks best practices

shared by Randolph Hollingsworth on 31 Jan 11 - No Cached
  • replace traditional textbooks with iPads as part of a yearlong study by the university’s e-publishing working group into the use of e-readers
  • students were more connected in and out of the classroom
  • said that the iPad made it easier to collaborate and manage group projects
  • ...4 more annotations...
  • Dropbox
  • Students lamented not being able to write in the margins of their assigned readings
  • computer-based final exam,
  • iAnnotate
  • Randolph Hollingsworth on 31 Jan 11
     
    Research report emphasizing cultural change to iPad for e-reading sharing/collaborative work (e.g., Dropbox and iAnnotate) but online final exam still chose laptops (since not collaborative effort?)
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