A Step-by-Step Guide to 'Untethered' Faculty Development | EdSurge News - 56 views
Nine Ways to Improve Class Discussions - 144 views
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"I once heard class discussions described as "transient instructional events." They pass through the class, the course, and the educational experiences of students with few lingering effects. Ideas are batted around, often with forced participation; students don't take notes; and then the discussion ends-it runs out of steam or the class runs out of time. If asked a few days later about the exchange, most students would be hard-pressed to remember anything beyond what they themselves might have said, if that. So this post offers some simple suggestions for increasing the impact of the discussions that occur in our courses."
The First Day of Class: A Once-a-Semester Opportunity - 73 views
What Kind of Feedback Helps Students Who Are Doing Poorly? - 91 views
Need your help!! - 25 views
eLearning faculty please consider taking my survey. It is anonymous, so I won't be able to send a proper thank you. Please know that I will pay your kindness forward to another doctoral student in ...
3 Reasons Why Faculty Meetings Are a Waste of Time - Finding Common Ground - Education ... - 181 views
More professors using social media as teaching tools | Inside Higher Ed - 16 views
Schools are doing Education 1.0; talking about doing Education 2.0; when they should be... - 7 views
Three Steps to Better Course Evaluations | Faculty Focus - 94 views
Designing Assignments that Accomplish Course Goals | Faculty Focus - 72 views
Strategies for Writing Better Teaching Philosophy Statements | Faculty Focus - 1 views
Why Tech Training for Faculty is a Waste of Time | online learning insights - 9 views
Six Paths to More Authentic Teaching | Faculty Focus - 94 views
18+ Videos Suggested for Back to School Faculty Meetings and other educationa... - 13 views
Designing Courses with a Progression of Learning Experiences | Faculty Focus - 3 views
A Perfect Storm in Undergraduate Education, Part I - Advice - The Chronicle of Higher E... - 40 views
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at least 45 percent of undergraduates demonstrated "no improvement in critical thinking, complex reasoning, and writing skills in the first two years of college, and 36 percent showed no progress in four years."
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What good does it do to increase the number of students in college if the ones who are already there are not learning much? Would it not make more sense to improve the quality of education before we increase the quantity of students?
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students in math, science, humanities, and social sciences—rather than those in more directly career-oriented fields—tend to show the most growth in the areas measured by the Collegiate Learning Assessment, the primary tool used in their study. Also, students learn more from professors with high expectations who interact with them outside of the classroom. If you do more reading, writing, and thinking, you tend to get better at those things, particularly if you have a lot of support from your teachers.
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To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views
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Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
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Although the natural inclination toward sharing cannot be altered, the moral responsibility to share can be influenced by the surrounding culture. The sense of obligation to share or not to share may be similar to the decision to be a vegetarian. For some, it is a lifestyle choice that may form slowly over a long period of time after many conversations with friends and colleagues. For others, the change can be sudden: a paradigm shift caused by participation in an unusual event. If an institution places value on faculty participation in open academic communities and social media activities (e.g., academic blogging), that culture can slowly influence faculty to be more open.
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Open digital faculty do more than just share and participate in open resources; they transfer their approaches to the teaching space. Learning becomes a shared activity in which the students also collaborate and participate in shaping the course activities. Student participation takes place in open environments where students might tweet what they learn, share insights on a group blog, create their own website of resources, or participate in a class wiki.
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University context for open sources, sharingand digital trends era
Faculty and IT: Conversations and Collaboration (EDUCAUSE Review) | EDUCAUSE - 20 views
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IT staff should participate in academic planning to develop course projects and institution-wide outcomes, and faculty should sit on technology committees to develop shared goals and values with IT staff.
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Only with the insight this provides can IT staff propose systemic technological solutions that meet the specific needs, as well as the broader academic objectives, of faculty.
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faculty need to know how students learn with technology and what students can create or do because of it.3
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