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Ed Webb

Paperless Tiger « buckenglish - 0 views

buckenglish.wordpress.com/...paperless-tiger

paperless classroom pedagogy teaching technology collaboration connectivism

shared by Ed Webb on 10 Mar 09 - Cached
  • Does this jettisoning of time-honored titles mean that the paperless classroom is also lacking a creator, controller and grader?  Is the paperless classroom also a teacherless paradigm?  The answer is in some regards, yes.  I have removed myself from center stage.  I have relinquished the need to control every class.  I have stopped seeing work as stagnant…completed and submitted by students and then graded by me.  I have let go of my need to pre-plan months at a time, in favor of following the path that unfolds as we learn together.  My classes are not, however, teacherless, just less about the teaching and more about the learning.  The students know that I am ready and willing to be student to their insights, that they can teach, create, control and even evaluate their own learning.
  • In the absence of my control, the students have many choices to make
  • Teachers often say that modern students are lazy.  I have long felt that as the shifting winds of technology began to gain force, we teachers were the ones who were unwilling to do the work of rethinking our roles and meeting the students were they were learning already.  Rethinking paper as the primary tool of class is a step in the right direction because it forces a rethinking of the how and why of teaching and learning.
Barbara Moose

http://www.ascd.org/publications/educational_leadership/mar09/vol66/num06/Plagiarism_in... - 0 views

www.ascd.org/...arism_in_the_Internet_Age.aspx

plagiarism Internet research intellectual_property

shared by Barbara Moose on 25 Mar 09 - Cached
  • Teachers who wish to prevent plagiarism should devote extensive instruction to the component tasks of writing from sources
  • instruction should focus on
  • summarizing sources
  • ...5 more annotations...
  • Instructional materials like these imply that teachers can stop inappropriate use of sources through three strategies: (1) teaching students from early grades the nuts and bolts of crediting all sources they use; (2) designing plagiarism-proof assignments that spell out how works should be cited and that include personal reflection and alternative final projects like creating a brochure; and (3) communicating to students that you're laying down the law on plagiarism ("I'll be on the lookout for this in your papers, you know").
  • Any worthwhile guide to preventing plagiarism should Discuss intellectual property and what it means to "own" a text. Discuss how to evaluate both online and print-based sources (for example, comparing the quality and reliability of a Web site created by an amateur with the reliability of a peer-reviewed scholarly article). Guide students through the hard work of engaging with and understanding their sources, so students don't conclude that creating a technically perfect bibliography is enough. Acknowledge that teaching students how to write from sources involves more than telling students that copying is a crime and handing them a pile of source citation cards.
  • That pedagogy should both teach source-reading skills and take into consideration our increasingly wired world. And it should communicate that plagiarism is wrong in terms of what society values about schools and learning, not just in terms of arbitrary rules.
  • through formal education, people learn skills they can apply elsewhere—but taking shortcuts lessens such learning.
  • communicate why writing is important. Through writing, people learn, communicate with one another, and discover and establish their own authority and identity. Even students who feel comfortable with collaboration and uneasy with individual authorship need to realize that acknowledged collaboration—such as a coauthored article like this one—is very different from unacknowledged use of another person's work.
Marsh Feldman

Online Education - Introducing the Microlecture Format - Open Education - 4 views

www.openeducation.net/...ducing-the-microlecture-format

microlecture teaching lectures pedagogy

shared by Marsh Feldman on 10 Mar 09 - Cached
  • in online education “tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.” The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students.
  • “It’s a framework for knowledge excavation,” Penrose tells Shieh. “We’re going to show you where to dig, we’re going to tell you what you need to be looking for, and we’re going to oversee that process.”
  • It clearly will not work for a course that is designed to feature sustained classroom discussions. And while the concept will work well when an instructor wants to introduce smaller chunks of information, it will likely not work very well when the information is more complex.
  • ...2 more annotations...
  • the microlecture format similarly requires teachers to get the key elements across in a very short amount of time. Most importantly, it forces educators to think in a new way.
  • 1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture. 2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts. 3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long. 4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material. 5. Upload the video and assignment to your course-management software.
    • Marsh Feldman
      Marsh Feldman on 11 Mar 09
       
      Good luck! Some of my (upper-division college) students don't even read the handouts I give them about assignments. Instead, they come during office hours and ask me to tell them how to do the assignment. When they do read things, like a textbook commonly used in 100-level courses, they misinterpret concepts through their own preconceptions. For example, the textbook says, "In this field there are these eight schools of thought: ...." So one student writes, "All eight schools are good ways to understand. There's no right way." (Even though each school is highly critical of the others.) The rest of the class comments, with things like "Good insight, Oscar." The textbook is about the field, so it doesn't go into any detail about the schools' criticisms ot the others. I can either tell the students or give them additional reading they probably won't do. Unless you can anticipate every student misunderstanding and have time for microlectures on every one of them, I think you'll need to do things the old fashioned way. At least this way you can make a valiant attempt at helping them understand the material correctly.
David Hilton

YouTube - No More "Learners" - 1 views

www.youtube.com/watch

Learning Learner Education Pedagogy Teaching Technology Web2.0 Lecture Speaking Presentation Presenter Teacher 21st Century Mentor Coach Guide Lecturer

shared by David Hilton on 04 Mar 09 - Cached
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it.
    • David Hilton
      David Hilton on 14 Mar 09
       
      Rubbish. Teachers need to teach. These vacuous ideas that students know as much as teachers and we all teach each other have led to a dangerous decline in educational standards in the West. People do not process in a vacuum; they need to know the content before they can engage in that 'higher-order thinking' Blooms gunk. These theories are an excuse for teachers who don't know their subjects to feel less shamed at their ignorance.
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:  Education Tags:  informl 
  • ...3 more annotations...
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get better at it. The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b... Category:  Education Tags:  informl 
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • Bill Graziadei, Ph.D. (aka Dr. G) on 04 Mar 09
     
    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
  • Bill Graziadei, Ph.D. (aka Dr. G) on 04 Mar 09
     
    Do you speak/teach from a pulpit? Take a look at "No More Learners" What was your first thought(s) when viewing this? Does 'talking down' to learners go on? Perhaps it goes on some; but, I don't think a great deal today. Who out there thinks they are or were ever in the pulpit? I was in the 70's and changed in 80's. There are too many smarter learners out there. Please consider leaving your IMHO comment as a note.
  • David Hilton on 14 Mar 09
     
    The instructor/learner relationship needs re-thinking. We've got to be learning from one another, not shoveling learning at "learners." We are all learners, all the time, and we can get b...
Andy Whiteway

Building an Internet Culture - 0 views

polaris.gseis.ucla.edu/...internet-culture.html

shared by Andy Whiteway on 24 Mar 09 - Cached
  • ten conclusions that might guide a country's development of a culturally appropriate Internet policy
  • Do not spend vast sums of money to buy machinery that you are going to set down on top of existing dysfunctional institutions. The Internet, for example, will not fix your schools. Perhaps the Internet can be part of a much larger and more complicated plan for fixing your schools, but simply installing an Internet connection will almost surely be a waste of money.
  • Learning how to use the Internet is primarily a matter of institutional arrangements, not technical skills
  • ...5 more annotations...
  • Build Internet civil society. Find those people in every sector of society that want to use the Internet for positive social purposes, introduce them to one another, and connect them to their counterparts in other countries around the world. Numerous organizations in other countries can help with this.
  • Machinery does not reform society, repair institutions, build social networks, or produce a democratic culture. People must do those things, and the Internet is simply one tool among many. Find talented people and give them the tools they need. When they do great things, contribute to your society's Internet culture by publicizing their ideas.
  • For children, practical experience in organizing complicated social events, for example theater productions, is more important than computer skills. The Internet can be a powerful tool for education if it is integrated into a coherent pedagogy. But someone who has experience with the social skills of organizing will immediately comprehend the purpose of the Internet, and will readily acquire the technical skills when the time comes
  • Conduct extensive, structured analysis of the technical and cultural environment. Include the people whose work will actually be affected. A shared analytical process will help envision how the technology will fit into the whole way of life around it, and the technology will have a greater chance of actually being used.
  • Don't distribute the technology randomly. Electronic mail is useless unless the people you want to communicate with are also online, and people will not read their e-mail unless they want to. Therefore, you should focus your effort on particular communities, starting with the communities that have a strong sense of identity, a good record of sharing information, and a collective motivation to get online.
    • Andy Whiteway
      Andy Whiteway on 24 Mar 09
       
      This community could so easily be the students - but how often do schools seem to be obsessed with givgin staff lots of access to technology and email but block/restrict students' use of it?
John Evans

21st Century Pedagogy | 21st Century Connections - 1 views

www.21centuryconnections.com/...653

shared by John Evans on 16 Dec 08 - Cached
  • How we teach must reflect how our students learn. It must also reflect the world our students will move into. This is a world which is rapidly changing, connected, adapting and evolving. Our style and approach to teaching must emphasise the learning in the 21st century.
    • John McMillen
      John McMillen on 17 Dec 08
       
      One paragraph, very simple and staright forward but very powerful.
    • John Evans
      John Evans on 06 Mar 09
       
      Absolutely. I think most teachers are doing a good job with sentence one. It's the second statement that we need to attend to!
Lee-Anne Patterson

VoiceThread Digital Library Submission - 0 views

spreadsheets.google.com/viewform

shared by Lee-Anne Patterson on 05 Dec 08 - No Cached
  • Lee-Anne Patterson on 05 Dec 08
     
    VoiceThread Digital Library Submission VoiceThread is creating a digital library of outstanding examples of teaching Threads and we need our community of educators to help us build this resource. The intention is not just to 'favorite' or 'tag' great examples but to explore and document how they were done and what was learned. The end result will be a detailed article that other educators can utilize to help guide their work, so please give us as much information as possible. We hope to open the Library in January so submit them whenever you can and spread word of the project to others. As a token of thanks we'll be giving $20 worth of archival exports to all of the submitters whose work is published in the library. Thanks very much for helping us! Our tool wouldn't be what it is without you.
  • Lee-Anne Patterson on 05 Dec 08
     
    Voicethread is creating a list of outstanding examples of teaching Threads. Not just a simple tag exercise they are asking questions related to pedagogy and the teaching decisions we make. At last a co that not only produces a useful tool, but who understands the educators mind.
Ed Webb

Critical Pedagogy: An article that may be a victim of its own conclusions - 0 views

ggatincritped.blogspot.com/...-may-be-victim-of-its-own.html

review comment blog education technology

shared by Ed Webb on 05 Feb 09 - Cached
  • Ed Webb on 05 Feb 09
     
    Amusing. Have to check out the book from which Glen quotes here.
Ed Webb

Innovate: H. Sapiens Digital: From Digital Immigrants and Digital Natives to Digital Wi... - 0 views

www.innovateonline.info/index.php

innovate resources web2.0 pedagogy learning

shared by Ed Webb on 03 Feb 09 - Cached
  • Ed Webb on 03 Feb 09
     
    Important revision of the frankly distracting "digital native/digital immigrant" discourse.
Ed Webb

Dawn of the cyberstudent | University challenge | guardian.co.uk - 0 views

www.guardian.co.uk/...cyberstudent

news resources review tools web2.0 pedagogy

shared by Ed Webb on 27 Jan 09 - Cached
  • students often have more experience of using new technologies than many university managers — even if they need guidance in using them effectively
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      And there's the rub. Students can often read, too, in the basic sense. But our job as higher educators is to get them to really read, to read critically and do something with that reading. So, too, with the affordances of web2.0.
  • the research process is likely to become much more open
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      We can hope
  • a balance that suits them, which may lead to more varying degrees of face-to-face and online contact,
  • ...3 more annotations...
  • "If you are in Second Life listening to a lecture, your ability to fly through a bush isn't that relevant,
  • All this will put added pressure on university staff, with increasing demands to respond to students 24/7. Read suggests one answer could be for universities in different parts of the world to share the load so that, as often happens already in industry "the work moves around with the sun".
    • Ed Webb
      Ed Webb on 27 Jan 09
       
      Interesting concept. Dickinson and other internationally-connected institutions would be in good shape to innovate here.
  • learning culture
  • Ed Webb on 27 Jan 09
     
    Guardian on how higher ed will have to adapt. Not sure the revolution is here quite yet.
  • Ed Webb on 27 Jan 09
     
    "Cyberstudent" is a hideous term.
Terry Elliott

edtechpost » The Pros and Cons of Loosely Coupled Teaching - 0 views

edtechpost.wikispaces.com/ns+of+Loosely+Coupled+Teaching

shared by Terry Elliott on 07 Dec 08 - No Cached
  • Exercise Briefly look at 2-3 examples of courses run on "loosely coupled technologies," that is, outside of a CMS using contemporary Web 2.0/social software tools and methods.
  • Terry Elliott on 07 Dec 08
     
    Diigo is built for the notion of "loosely-coupled-teaching" . Every day in my classroom I improvise around a core of web2.0 pedagogies.
Bill Graziadei, Ph.D. (aka Dr. G)

Active Learning Online - Focus - 2 views

www.acu.edu/...focus.htm

learning focus active elearning education online pedagogy teaching

shared by Bill Graziadei, Ph.D. (aka Dr. G) on 08 Jan 09 - Cached
Ed Webb

Times Higher Education - Dummies' guides to teaching insult our intelligence - 0 views

www.timeshighereducation.co.uk/story.asp

opinion teaching education university college training pedagogy

shared by Ed Webb on 25 Aug 09 - Cached
  • if you encourage discussion in class, you have to be prepared for your students to arrive at conclusions that are unpalatable to you.
  • When I started, largely out of exasperation, to investigate the educational research literature for myself, I was pleasantly surprised to find there was some genuinely useful and scholarly work out there, which recognised the demands of different subjects and even admitted that university lecturers aren't all workshy and stupid... It's a shame that this better stuff doesn't seem to have fed through into the generic courses that most institutions offer. My personal advice to anyone starting out as a university teacher: find a few colleagues who take their teaching seriously (there are almost certain to be some in the department) and ask them for advice; sit in on their classes if possible; remember you'll never teach perfectly but you can always teach better; and close your ears to well-meaning interference from anybody who's never actually spent time at the chalkface!
  • Magueijo's could acknowledge that some people teaching these courses are genuinely concerned about improving teaching, and they need academics' help in designing better courses that do so. Sotto's side should acknowldge that however much they talk about how important teaching is (as if they discovered this, and academics did not know), they are not listening to the people attending their courses if those people feel utterly patronised and frustrated at the waste of their time. If academics treated their students like educationalists treat their student academics they'd be appalling teachers. A simple course allowing us to learn from a video of our own lectures would be immensely useful. Instead whole empires of education have developed that need to justify themselves and grow, so they subject us to educational jargon and make us write essays on the educationalist's pet theory.
  • ...2 more annotations...
  • I would have preferred that David Pritchard had written it; his comments above are perfect.
  • Most colleagues with excellent teaching reputations seem not to oppose training per se, but bad training.
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