People perceive what they are looking for, and often only what they are looking for, and our well-intentioned attempts to guide their cognition could just as easily lead to participants missing the information most important to them.
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Quality digital tools and services enhance the student experience, boost recruitment ef... - 9 views
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Dive Brief: Implementing new technologies can yield challenges for students, faculty and other campus users that are not accustomed to these tools, especially if instruction on their use is "nebulous and frustrating," writes Eric Stoller, a student affairs and technology blogger for Inside Higher Ed. Stoller suggests institutions provide quality customer service around digital services, and pressure "old-guard" technology companies to provide systems that meet or exceed users' expectations or aligning themselves with "solutions/providers with less built-in corporate rigidity." He also advises that institutions' marketing teams and communications offices make sure that digital services like campus mobile apps make sense for their students' preferred user experiences, so that the technologies enhance the overall student experience and boost branding and recruitment efforts.
OLC Quality Scorecard - Improve the Quality of Online Learning & Teaching - 9 views
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Teaching Channel - 100's of quality videos - Common Core and Educational Technology - 120 views
www.ccedtech.com/...el-high-quality-videos-on.html
resources tools commoncore videos review web-based
shared by anonymous on 28 Feb 13
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We took a recent look at Teaching Channel on Common Core and Educational Technology. Lots of very high quality videos - lessons, many common core based, but LOTS of other content on planning, behavior management, student engagement and other Prof. Development. Please let us know what you'd like to see more of on our blog!
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Week 2: The Quality of Massive Open Online Courses by Stephen Downes | MOOC Quality Pro... - 38 views
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Similarly, we did not attempt to define how participants should interact with each other, but instead focused on supporting an environment that would be responsive to whatever means they chose for themselves.
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they would instead reflect the perspective or world view of some organizer telling them what their objectives should be, what they should learn, what counts as success.
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Participants, for example, could experience the course as a series of lectures, and some did, but many skipped the experience. Others treated the course as project-based, creating artifacts and tangible products. Others viewed the course as conversation and community, focused on interaction with other participants.
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We were, for example, criticized for offering lectures, because it did not follow good constructivist pedagogy; our response was that connectivism is not constructivism,
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and that it was up to those who preferred to learn through constructivist methods to do so, but not appropriate that they would require that all other participants learn in the same way.
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Openness also applies to the content of the course, and here the idea is that we want to encourage participants not only to share content they received from the course with each other (and outside the course), but also to bring into the course content they obtained from elsewhere.
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In a connectivist course, for example, lurkers are seen as playing as equally important and valuable role as active participants
Create top quality booklets with Simple Booklet ~ Free Technology for Schools - 88 views
www.freetechforschools.com/...lity-booklets-with-simple.html
quality simple booklet free technology schools
shared by Robert Hochberg on 03 May 13
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Benchmarks of Quality | Theory and Practice - 29 views
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How Great Bosses Motivate Employees | Inc.com - 2 views
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Without great employees, no amount of focus on goals and targets will ever pay off. Employees can only achieve what they are capable of achieving, so it’s your job to help all your employees be more capable so they—and your business—can achieve more.
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So don’t worry about reaching performance goals. Spend the bulk of your time developing the skills of your employees and achieving goals will be a natural outcome.
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Never hope a problem will magically go away, or that someone else will deal with it. Deal with every issue head-on, no matter how small.
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If that seems like too much work for too little potential outcome, think of it this way. Your remarkable employees don’t need a lot of your time; they’re remarkable because they already have these qualities. If you’re lucky, you can get a few percentage points of extra performance from them. But a struggling employee has tons of upside; rescue him and you make a tremendous difference.
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When you consistently act as if you are less important than your employees—and when you never ask employees to do something you don’t do—everyone knows how important you really are.
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When that happens, you have a choice. You can blow the employee off... or you can see the moment for its true importance: A chance to inspire, reassure, motivate, and even give someone hope for greater things in their life. The higher you rise the greater the impact you can make—and the greater your responsibility to make that impact.
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Freakonomics » What Should Be Done About Standardized Tests? A Freakonomics Q... - 42 views
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Standardized tests have much in common with French fries. Both of them differ in composition as well as quality. French fries are available in numerous incarnations, including straight, curly, skins-on, skins-off, and, in recent years, with sweet potatoes. Regarding quality, of course, the taste of French fries can range substantially – from sublime to soggy. It’s really the same with standardized tests.
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Take the No Child Left Behind Act, for instance, a federal accountability law requiring scads of standardized tests to be used in evaluating schools. Do you know that almost all of the standardized tests now being employed to judge school quality are unable to distinguish between well taught and badly taught students?
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all schools – kindergarten through college – should employ exit exams allowing us to determine what students have actually learned. We owe it to our students to make sure that they’ve been properly taught.
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Then there are the questions of what to do with the results. I have actually sat through an extended discussion of how we could use regression analysis to parse out the contribution different teachers made to a group of students’ performance on a set of standardized tests. The answer was, yes it was possible, and could in fact be used to award merit pay increases. But nobody left the room feeling very comfortable that there would be any gain in what we knew made for good teaching.
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Roughly half of the nation’s students are taking tests under NCLB that are completely free of open-ended questions.
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educators have a strong incentive to “teach to the test.” In this case, that means teaching low level skills at the expense of the more demanding material that everyone says students need to master in today’s complicated world.
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But is it fair to give students what amounts to a counterfeit passport to college or work? And do such tests spur high school teachers and principals to aim high with their students? To both questions, the answer is, “No.” In most states today, high school exit tests serve the same role as the standardized tests mandated by NCLB: they try to jack up the floor of student achievement in the nation’s schools. The best high school exit tests would be end-of-course exams akin to the “comprehensive” exams that many colleges and universities require students to pass in their majors before graduation – tests, that is, that would raise the ceiling of student achievement.
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High-stakes testing has narrowed and dumbed down curricula; eliminated time spent on untested subjects like social studies, art, and even recess; turned classrooms into little more than test preparation centers; reduced high school graduation rates; and driven good teachers from the profession. Those are all reasons why FairTest and other experts advocate a sharp reduction in public school standardized testing and a halt to exit exams.
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The real economics of massive online courses (essay) | Inside Higher Ed - 2 views
www.insidehighered.com/...s-massive-online-courses-essay
MOOC credentials education higher education
shared by Tracy Tuten on 09 Aug 12
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Is there a model out there, or an institution/student mix that could effectively utilize MOOCs in such a way as to get around this flaw? It’s hard to tell. Recent articles on Inside Higher Ed have suggested that distance education providers (like the University of Maryland’s University College – UMUC) may opt to certify the MOOCs that come out of these elite schools and bake them into their own online programs. Others suggest that MOOCs could be certified by other schools and embedded in prior learning portfolios.
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The fatal flaw that I referred to earlier is pretty apparent: the very notions of "mass, open" and selectivity just don’t lend themselves to a workable model that benefits both institutions and students. Our higher education system needs MOOCs to provide credentials in order for students to find it worthwhile to invest the effort, yet colleges can’t afford to provide MOOC credentials without sacrificing prestige, giving up control of the quality of the students who take their courses and running the risk of eventually diluting the value of their education brand in the eyes of the labor market.
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In other words, as economists tell us, students themselves are an important input to education. The fact that no school uses a lottery system to determine who gets in means that determining who gets in matters a great deal to these schools, because it helps them control quality and head off the adverse effects of unqualified students either dropping out or performing poorly in career positions. For individual institutions, obtaining high quality inputs works to optimize the school’s objective function, which is maximizing prestige.
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We also know that there are plenty of low- to no-cost learning options available to people on a daily basis, from books on nearly every academic topic at the local library and on-the-job experience, to the television programming on the National Geographic, History and Discovery channels. If learning can and does take place everywhere, there has to be a specific reason that people would be willing to spend tens of thousands of dollars and several years of their life to get it from one particular source like a college. There is, of course, and again it’s the credential, because no matter how many years I spend diligently tuned to the History Channel, I’m simply not going to get a job as a high-school history teacher with “television watching” as the core of my resume, even if I both learned and retained far more information than I ever could have in a series of college history classes.
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ilearnOhio - Your source for online learning - 37 views
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ilearnOhio is a comprehensive e-learning platform funded by the Ohio General Assembly to ensure that Ohio students have access to high-quality online courses. This statewide platform includes a searchable repository of standards-aligned educational content (courses and digital resources), an e-commerce marketplace, and a learning management system to facilitate the delivery of course content from multiple providers to various end users. ilearnOhio is administered by the Ohio Resource Center, located at the College of Education and Human Ecology at The Ohio State University, under the direction of the Ohio Board of Regents.
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ilearnOhio is a comprehensive e-learning platform funded by the Ohio General Assembly to ensure that Ohio students have access to high-quality online courses. This statewide platform includes a searchable repository of standards-aligned educational content (courses and digital resources), an e-commerce marketplace, and a learning management system to facilitate the delivery of course content from multiple providers to various end users. ilearnOhio is administered by the Ohio Resource Center, located at the College of Education and Human Ecology at The Ohio State University, under the direction of the Ohio Board of Regents.
Seven qualities of highly effective technology trainers - Home - Doug Johnson... - 53 views
doug-johnson.squarespace.com/...ctive-technology-trainers.html
seven qualities technology pd resources
shared by Neil Ringrose on 14 Apr 10
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ide@s - Interactive dialogue with educators across the state - 2 views
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Teacher-reviewed, standards-aligned lessons, interactive tools, video, high-quality digital images, and other resources for use in curriculum development and classroom instruction
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Teacher-reviewed, standards-aligned lessons, interactive tools, video, high-quality digital images, and other resources for use in curriculum development and classroom instruction
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Quality Homework - A Smart Idea - NYTimes.com - 70 views
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The studying that middle school and high school students do after the dismissal bell rings is either an unreasonable burden or a crucial activity that needs beefing up. Which is it? Do American students have too much homework or too little? Neither, I’d say. We ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning?
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The quantity of students’ homework is a lot less important than its quality. And evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the last three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science and 31st in math, according to results from the Program for International Student Assessment released last December.
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“Spaced repetition” is one example of the kind of evidence-based techniques that researchers have found have a positive impact on learning. Here’s how it works: instead of concentrating the study of information in single blocks, as many homework assignments currently do — reading about, say, the Civil War one evening and Reconstruction the next — learners encounter the same material in briefer sessions spread over a longer period of time. With this approach, students are re-exposed to information about the Civil War and Reconstruction throughout the semester.
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Rubrics for Evaluating Discussion Forums in Online Courses | Faculty Focus - 109 views
www.facultyfocus.com/...ndergraduate-graduate-students
online discussions assessment discussion board rubrics
shared by Mary Glackin on 13 Feb 15
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Colin McKay liked it
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The quality of the discussion forum depends on the ability to develop a sense of community, the clarity of the discussion questions, and the use of a grading rubric that includes standards of performance.
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Wikipaintings A Repository of Great Free Images of Artwork for Teachers ~ Educational T... - 74 views
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Wikipaintings is a great resource not only for Art teachers for all other teachers looking for some highly quality images of public domain artworks. Wikipainings is a project that aims to create well-structured online repository of fine art. The artwork featured in this platform includes both classical and contemporary art.
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Wikipaintings is a great resource not only for Art teachers for all other teachers looking for some highly quality images of public domain artworks. Wikipainings is a project that aims to create well-structured online repository of fine art. The artwork featured in this platform includes both classical and contemporary art.
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Teaching Adolescents How to Evaluate the Quality of Online Information | Edutopia - 95 views
www.edutopia.org/...ity-of-online-info-julie-coiro
teaching adolescents quality online information digital literacy evaluate websites
shared by Amy Burns on 07 Apr 14
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Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views
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students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
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fallacious to assume that supervisors are necessarily scholarly writers
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benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
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I conceived postgraduate students’ writing as similar to that of an academic co‐author.
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explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
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writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
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not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
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nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
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tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
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writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
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email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
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supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
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Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
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community of support for each othe