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Ed Webb

The Wired Campus - Do Students Cheat More in Online Classes? Maybe not. - The Chronicle... - 0 views

chronicle.com/...8073

distance education plagiarism survey chronicle edu_trends

shared by Ed Webb on 16 Sep 09 - Cached
  • You can’t make any sweeping generalizations based on the results
  • older students tend to cheat less frequently than younger students
  • If you are interested in this topic, look for the interesting edited book called Student Plagiarism in an Online World: http://www.igi-global.com/reference/details.asp?ID=7031&v=tableOfContentsI wrote a chapter called, "Expect Originality! Using Taxonomies to Structure Assignments that Support Original Work." In it I discuss the complexities of plagiarism in the context of a digital culture of sharing and suggest that it is rarely black and white. I propose a continuum with intentional academic dishonesty on one end and original work on the other, with gradations in between. Based on my own research and teaching experience, I believe the instructional design and style of teaching can either make it easy-- or very difficult-- to cheat.
Shelley Hull

Microsoft Word - BlockingSchedules.rtf - CAREI BlockingSchedules.pdf - 25 views

conservancy.umn.edu/...CAREI%20BlockingSchedules.pdf

shared by Shelley Hull on 02 Dec 14 - No Cached
    • Shelley Hull
      Shelley Hull on 02 Dec 14
       
      " Early advocates of bloc scheduling identified the block schedule as the ca talyst, or vehicle, for bringing about desired changes in secondary education (Carroll, 1990; Canady and Rett ig, 1995)"
  • Research examining student achievement in block-scheduled schools compared to traditional schools showed mixed and inconclusive results
  • Most research about block scheduling and classroom instruction, as with research on school climate, used student, teacher, and parent questionnaires and surveys.
  • ...6 more annotations...
  • The levels of engagement were much better in the first year under the block schedule, while in the second year the ratings were the same as under the traditional schedule.
  • Students reported “thinking hard about ideas” and “having indepth discussion” significantly more often under block schedules.
  • his may also be supported by Bexell (1998) who found teachers on block schedules using teaching strategies requiring more interaction than teachers on a traditional schedule
  • It would seem that the small amount of change in the way teachers teach after switching to a block schedule would be disappointing to block scheduling advocates
  • Important questions hover over these findings. What is an effective amount of teacher lecture? Or group work? Or individual work?
  • One thing that is missing from the observation instrument used in this study is any judgment about the quality of a lecture, quality and depth of a discussion, or the complexity of group or individual work
Maggie Tsai

MeaningPhil Stuff?: Web 2.0 in the Classroom - 6 views

philguth.blogspot.com/...web-20-in-classroom.html

diigo education review

shared by Maggie Tsai on 05 Aug 07 - Cached
  • I just finished teaching a computer ethics course at Judson University--okay, it's still Judson College now, but they will be changing to University this Fall (www.judsoncollege.edu). I used a web 2.0 tool called diigo (www.diigo.com). Diigo is an acronym for "Digest of Internet Information, Groups and Other stuff".It may be that you've heard of del.icio.us which is a very popular social bookmarking tool. Diigo is a social bookmarking tool plus annotation tool. It allows you to read an article, bookmark it, and within the article, make annotations like "highlighting" and "sticky note comments". This makes it an awesome research tool.In the past I have had students bring articles to class that pertain to the assigned chapters, but this time I made this an entirely digital activity. The students were to find online articles, book mark, annotate, and share them with the group forum that I set up for them. We then, with the group forum on the projector screen, would have each student talk us through their article.While this tool is still in "beta" the student assessment survey that was taken at the end of the last class seemed to indicate that this activity was well received.
Kris Cody

The Reading Brain in the Digital Age: The Science of Paper versus Screens: Scientific A... - 103 views

www.scientificamerican.com/article.cfm

education reading research ebooks epub books

shared by Kris Cody on 10 May 13 - No Cached
  • prevented them from zooming out to see a neighborhood, state or country
    • Monica Williams-Mitchell
      Monica Williams-Mitchell on 10 May 13
       
      This explains, in real terms, why I've had so much struggle with online reading! Very interesting article.
  • Because of these preferences—and because getting away from multipurpose screens improves concentration—people consistently say that when they really want to dive into a text, they read it on paper
    • Kris Cody
      Kris Cody on 11 May 13
       
      This is backed up by a recent article: Faris, Michael J., and Stuart A. Selber. "E-Book Issues In Composition: A Partial Assessment And Perspective For Teachers." Composition Forum 24.(2011): ERIC. Web. 31 Mar. 2013.
  • Surveys and consumer reports also suggest that the sensory experiences typically associated with reading—especially tactile experiences—matter to people more than one might assume.
  • ...14 more annotations...
  • When reading a paper book, one can feel the paper and ink and smooth or fold a page with one's fingers; the pages make a distinctive sound when turned; and underlining or highlighting a sentence with ink permanently alters the paper's chemistry.
  • discernible size, shape and weight.
  • Although many old and recent studies conclude that people understand what they read on paper more thoroughly than what they read on screens, the differences are often small. Some experiments, however, suggest that researchers should look not just at immediate reading comprehension, but also at long-term memory.
  • When taking the quiz, volunteers who had read study material on a monitor relied much more on remembering than on knowing, whereas students who read on paper depended equally on remembering and knowing.
  • E-ink is easy on the eyes because it reflects ambient light just like a paper book, but computer screens, smartphones and tablets like the iPad shine light directly into people's faces.
  • the American Optometric Association officially recognizes computer vision syndrome.
  • 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.
  • Although people in both groups performed equally well on the READ test, those who had to scroll through the continuous text did not do as well on the attention and working-memory tests.
  • Subconsciously, many people may think of reading on a computer or tablet as a less serious affair than reading on paper. Based on a detailed 2005 survey of 113 people in northern California, Ziming Liu of San Jose State University concluded that people reading on screens take a lot of shortcuts—they spend more time browsing, scanning and hunting for keywords compared with people reading on paper, and are more likely to read a document once, and only once.
  • When reading on screens, people seem less inclined to engage in what psychologists call metacognitive learning regulation—strategies such as setting specific goals, rereading difficult sections and checking how much one has understood along the way
  • Perhaps she and her peers will grow up without the subtle bias against screens that seems to lurk in the minds of older generations.
  • They think of using an e-book, not owning an e-book,"
  • Participants in her studies say that when they really like an electronic book, they go out and get the paper version.
  • When it comes to intensively reading long pieces of plain text, paper and ink may still have the advantage. But text is not the only way to read.
  • Monica Williams-Mitchell on 10 May 13
     
    it is difficult to see any one passage in the context of the entire text.
  • Kris Cody on 11 May 13
     
    it is difficult to see any one passage in the context of the entire text.
Hobbes W

Student Course Evaluations Get An 'F' : NPR Ed : NPR - 54 views

www.npr.org/...nt-course-evaluations-get-an-f

Education evaluation students teachers NPR Kamenetz research survey news

shared by Hobbes W on 07 Oct 14 - No Cached
  • Hobbes W on 07 Oct 14
     
    Something we probably all know, but it's good that new confirming evidence is being accrued.
Margaret FalerSweany

More Than Half of Students 'Engaged' in School, Says Poll - Education Week - 46 views

www.edweek.org/...28gallup.h33.html

education engaged school

shared by Margaret FalerSweany on 10 Apr 14 - No Cached
  • A broad focus on testing and new standards can lead schools to neglect the individualized needs of students,
  • unless U.S. schools can better align learning strategies and objectives with fundamental aspects of human nature, they will always struggle to help students achieve their full potential
  • Researchers classified 31 percent of teachers as “engaged” at work under that index, compared with 30 percent of respondents overall. But, among all occupations tracked in the survey, teachers were the least likely to say that their opinions counted at work.
meghankelly492

The association of music experience, pattern of practice and performance anxiety with p... - 0 views

journals.sagepub.com/...0255761415597151

world Music

shared by meghankelly492 on 30 Aug 19 - No Cached
  • Music inexperience, changed pattern of practice and performance anxiety are associated with playing-related problems in child instrumentalists and are therefore important issues for music education.
  • Research on adult musicians has adopted these models and identified individual intrinsic factors such as age and gender, music performance anxiety and enjoyment, extrinsic factors such as music practice habits and type of instrument played and intrinsic–extrinsic interaction factors such as playing posture, technique and student–teacher interaction which influence the development of PRMP.
  • The aim of this study was to describe the music practice of child instrumentalists and determine their associations with playing-related musculoskeletal problems (PRMP), accounting for gender and age
  • ...4 more annotations...
  • Symptoms of performance anxiety are generally categorized into cognitive (e.g. catastrophic thoughts), behavioral (e.g. avoidance of performance/auditions) and physiological (e.g. dry mouth, shaking arms/hands, increased heart rate) (Plaut, 1990; Salmon, 1990).
  • Shoup (1995) reported performance anxiety negatively affected performance in 55% (234/425) junior high and high school instrumentalists.
  • Over a third of students (36%, 263) reported they experienced the feeling of butterflies most times to always when playing in a concert or competition (Table 1).
  • There was a significant association between gender and the experience of butterflies (χ2 = 32.32, df (4), p < .001) with more females reporting the experience of butterflies than males. There was a significant association between age and reported experience of the feeling of butterflies (F = 9.012, df (3), p < .001), with older children reporting the experience of butterflies more than younger children.
meghankelly492

Music performance skills: A two-pronged approach - facilitating optimal music performan... - 1 views

journals.sagepub.com/...0305735618765349

anxiety Music

shared by meghankelly492 on 21 Aug 19 - No Cached
  • music performance anxiety (MPA)
  • The concept of “flow”, describing the subjective psychological state in which a person is completely immersed and fully concentrated in an activity which is enjoyable and rewarding, is often associated with optimal functioning
  • Anxiety is generally regarded as having an antithetical relationship with flow
  • ...19 more annotations...
  • The clinical implications of this negative association between MPA and flow suggest that a two-pronged approach focusing on facilitating flow and positive functioning as well as reducing pathological MPA may bring about improvements in the performer’s subjective performing experienc
  • Seligman’s (2011) most recent model of well-being, from the field of positive psychology, understands well-being as comprising five elements: Positive emotion, Engagement, Relationships, Meaning and Achievemen
  • There is a substantial body of Music Performance Anxiety (MPA) research providing evidence that MPA is a debilitating phenomenon (Kenny, 2011) which can affect musicians at any stage of their careers, from highly experienced professional performers (Fishbein, Middlestadt, Ottati, Straus, & Ellis, 1988; Kenny, Driscoll, & Ackerman, 2014) through to child beginners
  • Anxiety is often described as having an antithetical relationship to the experience of flow (Csikszentmihalyi, 1975), and it has been suggested that fostering techniques for facilitating flow may provide a powerful tool for reducing MPA and encouraging optimal performance
  • “when performance anxiety was highest, flow was lowest and vice versa … the presence of one minimises the magnitude of the other” (Fullager et al., 2013, p. 251), and a recent study found evidence of a strong, significant negative association between flow and MPA amongst 200 professional orchestral musicians (Cohen & Bodner, 2018), supporting Kirchner et al.’s (2008) earlier findings with music students
  • Investigations of the efficacy of existing methods for treating MPA indicate that Cognitive Behavioural Therapy based interventions are most effective (for an overview, see Burin & Osorio, 2016).
  • However, evidence suggests that pharmacological methods, particularly beta-blockers, are most commonly used, often in the absence of medical supervision (Cohen & Bodner, 2018; Kenny et al., 2014) and that the subject of MPA is still stigmatised, with many musicians and teachers unwilling to talk openly about it
  • Csikszentmihalyi’s nine dimensions of flow as follows
  • Although there was an increase in flow over time, this was not significant, F(1, 20) = 4.27, p > .05, η2 =.18, and there was no evidence of a significant interaction between group and time, F(1, 20) = 0.56, p > .05, η2 = .03, indicating that the hypothesis that there would be an increase in self-reported levels of flow in the intervention group, was not supported.
  • Figure 4. Judge-rated musical performance quality and signs of performance anxiety in the intervention group.
  • These results support the fourth hypothesis that there would be an increase in judge-rated PQ and a decrease in judge-rated SPA.
  • Results showed evidence of a significant negative association between MPA and flow, and three out of the four study hypotheses were supported: the music performance skills intervention was found to be effective in reducing pre-/post-test MPA in the intervention group compared to the wait-list control group; there were significant improvements in positive and negative affect and state anxiety associated with the performance situation in the intervention group; and there were significant improvements in judge-rated PQ and behavioural signs of performance anxiety. However, there was no significant change in pre-/post-test measures of flow. These findings will now be discussed in more detail.
  • This supports the understanding of MPA as a specific type of anxiety, where the performer suffers from MPA without necessarily being generally anxious or impaired in any other areas of his/her life (Clark & Williamon, 2011; Hoffman & Hanrahan, 2011) and corresponds to Kenny’s (2011) description of the first and most mild of three types of MPA (for full coverage of this issue, see Kenny, 2011).
  • Thus, the absence in improvement in levels of flow in the current study could also be due to the low average hours of daily practice reported
  • The increases in participants’ positive affect and decreases in negative affect after the second simulated performance compared to the first indicate that the intervention was effective in facilitating positive emotion, the first component of Seligman’s (2011) PERMA model of well-being
  • Evidence of improvements in judge-rated performance quality indicate that the intervention was also effective in facilitating the fifth (Achievement) component of the PERMA model.
  • “Ironically, it may be that the last people to receive some benefit from the therapeutic value of music may be the musicians themselves” (Brodsky, 1996, p. 95).
  • Hopefully, such an approach will enable developing musicians to acquire the skills necessary to enjoy satisfying, successful and healthy lives as performing musicians, in which the threat of debilitating MPA and the need to recourse to beta-blockers are a thing of the past.
  • Cohen, S., & Bodner, E. (2019). Music performance skills: A two-pronged approach – facilitating optimal music performance and reducing music performance anxiety. Psychology of Music, 47(4), 521–538. https://doi.org/10.1177/0305735618765349
Sharin Tebo

JOLT - Journal of Online Learning and Teaching - 62 views

jolt.merlot.org/...alderton_0911.htm

eAchieve Twitter

shared by Sharin Tebo on 26 Apr 16 - No Cached
  • All of them responded that Twitter allows them to build connections with educators beyond those in their immediate vicinity. These connections are purposefully made as a way to find and share resources and to provide and receive support. For example, Participant 8 stated, “My primary purpose is to connect with other teachers, so that I can learn from them and share resources that I find.” Similarly, Participant 9 wrote, “I am the only biology teacher at my school. I use it [Twitter] as a means of obtaining advice, resources and collaboration…I also use it to find out about new tech tools.”
  • Twitter has helped me to build a strong professional reputation
  • they follow educators. They also follow content experts and others who share professional interests.
  • ...11 more annotations...
  • Participants explained that they choose to follow people who are open, positive, and constructive.
  • “If their tweets seem to be of interest - providing ideas or resources, as opposed to just opinion - I will network with them.” Similarly, Participant 6 stated, “I look for people who interact and don't just post links.”
  • those they trust
  • Since Twitter is considered to be a social networking website, one aspect of this study looked at dialogue that transpired between followers to show evidence of collaborative conversations rather than unidirectional sharing of information.
  • Survey results show that nine out of ten of the respondents were able to give concrete examples of collaboration that occurred with fellow Twitter users.
  • These examples included ideas such as creating units, sharing of resources, students collaborating on projects between classrooms, exchanging professional materials and readings, writing book chapters, and even co-presenting at conferences.
  • beyond 140-character messages. That teachers moved discussions to forums that allow for deeper discussion and expansion of ideas is encouraging; Twitter does not seem to be a place to collaborate in depth, but rather to make those initial connections - a "jumping off" point.
  • how using Twitter has benefited them professionally. Four unique themes emerged from their responses: Access to resources Supportive relationships Increased leadership capacity Development of a professional vision
  • practical resources and ideas as a benefit.
  • opportunities for them to take leadership roles in developing professional development, organizing conferences, publishing, and grant writing.
  • This research study provides new insight into how teachers use social networking sites such as Twitter for professional purposes.
  • Sharin Tebo on 26 Apr 16
     
    Impacts of Twitter on professional lives
Ed Webb

Times Higher Education - Next-gen PhDs fail to find Web 2.0's 'on-switch' - 62 views

www.timeshighereducation.co.uk/story.asp

tools web2.0 teaching education PhD training socialmedia

shared by Ed Webb on 07 Nov 09 - Cached
  • only a small proportion of those surveyed are using technology such as virtual-research environments, social bookmarking, data and text mining, wikis, blogs and RSS-feed alerts in their work. This contrasts with the fact that many respondents professed to finding technological tools valuable.Just under half of those polled used RSS feeds and only about 10 per cent used social bookmarking, with Generation Y students exhibiting the same behaviour as other age groups.
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