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Maureen Greenbaum

How Big Data Is Taking Teachers Out of the Lecturing Business: Scientific American - 0 views

www.scientificamerican.com/article.cfm

adaptive learning pedagogy education ASU Arizona Knewton math

shared by Maureen Greenbaum on 19 Jul 13 - No Cached
  • David Heckman, a mathematician, was accustomed to lecturing to the class, but he had to take on the role of a roving mentor, responding to raised hands and coaching students when they got stumped
  • alarmingly high numbers of students showing up on campus unprepared to do college-level work.
  • Like institutions at every level of American education, it is going through some wrenching changes. The university has lost 50 percent of its state funding over the past five years.
  • ...2 more annotations...
  • more efficient way to shepherd students through basic general-education requirements—particularly those courses, such as college math, that disproportionately cause students to drop out
  • That fall, with little debate or warning, it placed 4,700 students into computerized math courses. Last year some 50 instructors coached 7,600 Arizona State students through three entry-level math courses running on Knewton software. By the fall of 2014 ASU aims to adapt six more courses, adding another 19,000 students a year to the adaptive-learning ranks.
Diana Irene Saldana

Copyright in a Copy Paste World - 109 views

www.pleasedontcheat.com

plagiarism copyright digital citizenship digital_citizenship

shared by Diana Irene Saldana on 04 Aug 13 - No Cached
  • Diana Irene Saldana on 04 Aug 13
     
    Web site that deals with plagiarism. Includes tools for students to help avoid plagiarism
Maureen Greenbaum

Colleges Can Still Save Themselves. Here's How. - Commentary - The Chronicle of Higher Education - 37 views

chronicle.com/...143305

colleges higher education education survival

shared by Maureen Greenbaum on 05 Dec 13 - No Cached
  • disruption that technology has inflicted on the retail sector over the past decade is often used to illustrate what is about to happen in higher education.
  • institutions rarely introduce the sometimes radical changes they need to make, because one group of constituents believes the sky will fall tomorrow anyway, while others refuse to acknowledge that this time is different.
  • question is whether institutions will quicken their pace of change to lower their costs and better serve the changing educational needs of students and the global economy.
  • ...3 more annotations...
  • moving away from a one-size-fits-all system, in which students largely follow the same calendar and curriculum on their way to collecting 120 credits for a bachelor's degree
  • More of the decisions colleges make about their direction must be rooted in data.
  • Now the data exist to track students, the classes they took, how they performed, and their outcomes after graduation—all of which can inform decisions.
jmcminn0208

There's No Place Like Home - 22 views

ngm.nationalgeographic.com/...keillor-text

shared by jmcminn0208 on 11 Jun 14 - No Cached
    • jmcminn0208
      jmcminn0208 on 11 Jun 14
       
      This is literally two sentences. I found it very difficult to read through the first one... as it was itself one whole paragraph
  • And it is distressing to come home and not know where I am
  • Superimposed over that geography, like a Jackson Pollock painted on a fishnet, is the geography of a man’s life, the griefs and pleasures of various streets,
  • ...10 more annotations...
  • We attended church at the Grace & Truth Gospel Hall on 14th Avenue South, where a preacher clutched his suspenders and spoke glowingly of Eternity, and I grew up one of the Brethren, the Chosen to whom God had vouchsafed the Knowledge of All Things that was denied to the great and mighty. The Second Coming was imminent, we would rise to the sky. We walked around Minneapolis carefully, wary of television, dance music, tobacco, baubles, bangles, flashy cars, liquor, the theater, the modern novel—all of them tempting us away from the singular life that Jesus commanded us to lead.
    • jmcminn0208
      jmcminn0208 on 11 Jun 14
       
      What did he get from this? How has he lived his life based on this childhood staple?
  • There were the neon lights of Hennepin Avenue and the promise of naked girls at the Alvin Theater, which our family passed on Sunday morning on our way to church, but that was lost on me, a geek with glasses, pressed pants, plaid shirt, a boy for whom dating girls was like exploring the Amazon—interesting idea, but how to get there? Writing for print, on the other hand—why not? And then came the beautiful connection: You write for print, it impresses girls, they might want to go on dates with you.
  • For days after Frankie drowned, I visited the death scene, trying to imagine what had happened. He was paddling a boat near the shore, and it capsized, and he drowned. I imagined this over and over, imagined myself saving him, imagined the vast gratitude of his family. I don’t recall discussing this with other boys. We were more interested in what lay ahead in seventh grade, where (we had heard) you had to take showers after gym. Naked. With no clothes on. Which turned out to be true. Junior high was up the West River Road in Anoka, the town where I was born, 1942, in a house on Ferry Street, delivered by Dr. Mork. That fall of seventh grade, he listened to my heart and heard a click in the mitral valve, which meant I couldn’t play football, so I walked into the Anoka Herald and asked for a job covering football and basketball, and a man named Warren Feist said yes and made me a professional writer. Ask and ye shall receive.
  • down to work at 4 a.m. to do the morning shift on KSJN in a basement studio on Wabasha and then a storefront on Sixth Street, the house where I lived next to Luther Seminary and the backyard parties with musicians that inspired A Prairie Home Companion at Macalester College, the dramatic leap to home ownership on Cathedral Hill in St. Paul, where I’ve lived most of the last 20 years, where you drive up from I-94 past Masqueray’s magnificent cathedral, whose great dome and towers and arches give you a momentary illusion of Europe, and up Summit and the mansions of 19th-century grandees and pooh-bahs in a ward that votes about 85 percent Democratic today.
  • Pride goeth before a fall, so deprecate yourself before others do the job for you
  • I drive down Seventh Street to a Twins game and pass the old Dayton’s department store (Macy’s now but still Dayton’s to me), where in my poverty days I shoplifted an unabridged dictionary the size of a suitcase, and 50 years later I still feel the terror of walking out the door with it under my jacket, and I imagine the cops arresting my 20-year-old self and what 30 days in the slammer might’ve done for me
  • She was a suicide 28 years ago, drowned with rocks in her pockets, and I still love her and am not over her death, nor do I expect ever to be.
  • “There’s no point in a bunch of rubberneckers standing around gawking.”
  • That’ll be the day, when you say goodbye / oh, that’ll be the day, when you make me cry,”
  • She says, “Tell me a funny story”—my daughter who never had to fight for a seat. I say, “So ... there were these two penguins standing on an ice floe,” and she says, “Tell the truth,” so I say, “I like your ponytail. You know, years ago I wore my hair in a ponytail. Not a big ponytail. A little one. I had a beard too.” And she looks at me. “A ponytail? Are you joking?
Margaret FalerSweany

Bedford Bits: Ideas for Teaching Composition » Blog Archive » A Revision Plan Assignment - 31 views

blogs.bedfordstmartins.com/...tgardner

writing revision composition revision plan

shared by Margaret FalerSweany on 21 May 14 - No Cached
  • I asked students to compose revision plans, rather than actually rewriting their work.
  • most students did a great job of going beyond responding to the things I had noted in end comments on their papers.
  • it was simple to read through their responses and see how well their plans fit the expectations for the assignment.
  • ...1 more annotation...
  • Most of the revision plans showed better engagement and thinking about writing than any of the rewrites I received in the past.
  • Margaret FalerSweany on 21 May 14
     
    Rather than having students revise, author suggests having students write a revision plan.
anonymous

7 Characteristics Of A Digitally Competent Teacher - 220 views

www.teachthought.com/...cs-digitally-competent-teacher

infographic

shared by anonymous on 13 Jun 14 - No Cached
  • We’ve mused in the past on the kinds of things teachers might be expected to do with technology in the classroom, what they should be able to do with an iPad (assuming they have iPads),
anonymous

On Academic Labor » CounterPunch: Tells the Facts, Names the Names - 24 views

www.counterpunch.org/...27

academic labor economics

shared by anonymous on 05 Oct 14 - No Cached
  • they want to keep costs down and make sure that labor is docile and obedient
  • If you have to control people, you have to have an administrative force that does it
  • we should put aside any idea that there was once a “golden age.” Things were different and in some ways better in the past, but far from perfect
  • ...3 more annotations...
  • And I think those are the kinds of things we should be moving towards: a democratic institution, in which the people involved in the institution, whoever they may be (faculty, students, staff), participate in determining the nature of the institution and how it runs; and the same should go for a factory
  • There are more and more professional administrators, layer after layer of them, with more and more positions being taken remote from the faculty controls
  • In a reasonably functioning university, you find people working all the time because they love it; that’s what they want to do; they’re given the opportunity, they have the resources, they’re encouraged to be free and independent and creative—what’s better?
  • anonymous on 06 Oct 14
     
    A transcript of remarks given by Noam Chomsky about the labor crisis in high ed.
Patricia Marcino

"DE_design_ET" - 29 views

Hi All in EDUC 8844,I have used many multi-media tools over the past years both in my Masters class, at school with elementary and middle school students. I have also used different tools in this c...

started by Patricia Marcino on 07 Oct 15 no follow-up yet
Maureen Greenbaum

A Peek Into the Future: What College Will Be Like in 10 Years - WSJ.com - 51 views

online.wsj.com/...887323527004579079673280705960

shared by Maureen Greenbaum on 28 Oct 13 - No Cached
  • the learning experience students receive will probably be fundamentally different from the one they get today.
  • online classes that let students learn at their own pace, drawing on materials from schools across the country—not just a single professor and a hefty textbook.
  • Traditionally, schools have been judged by how many prospective students they turn away, not by how many competent graduates they churn out.
  • ...2 more annotations...
  • s new technologies seep into the classroom, it will be easier to measure what students actually learn. That will "make universities more accountable for what they produce," Dr. Crow says.
  • The Classroom In the near future, professors will run their courses over digital platforms capable of collecting data on each student's progress. These platforms were initially developed for massive open online courses, or MOOCs. However, universities are now folding these platforms back into their traditional classes because they make it easier to share content, host discussions and keep track of student work. A professor might still "teach" a class, but most of the interaction will happen online.If professors and students do meet in a physical classroom, it will be to review material, work through problems or drill down on discussion topics. Scenes like John Houseman lecturing to an auditorium full of students in "The Paper Chase" will be a thing of the past.
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.
Comrad Compadre

Slavoj Žižek - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/...Slavoj_%C5%BDi%C5%BEek

shared by Comrad Compadre on 04 Jul 15 - No Cached
  • Ideology as an unconscious fantasy that structures reality
    • Comrad Compadre
      Comrad Compadre on 04 Jul 15
       
      You want something to be true, perhaps because of some past traumas and maybe a little influence from the media telling you that good always prevails. So you make it your ideology and if you ever end up in a position of even the slightest power, such as a boss at any American company, you make it your mission to tell your employees that they are wrong about their sad ideas and that the right way to go is yours. You're a closeted idealist.
Christophe Gigon

elearnspace. Connectivism: A Learning Theory for the Digital Age - 17 views

www.elearnspace.org/...connectivism.htm

connectivism MEMOIRE learning elearning theory collaboration technology community

shared by Christophe Gigon on 09 Dec 08 - Cached
  • Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I aggree that as teachers we need to realize that technology has changed instruction and the way that our students learn and the way that we learn and instruct.
    • Orlando Gonzalez
      Orlando Gonzalez on 13 Mar 12
       
      Technology has always changed the way we live. How did we respond to changes in the past? One thought is that some institutions, some businesses disappeared, while others, who took advantage of the new tech, appeared to replace the old. It will happen again and we as educators need to lead the way.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      With technology our students brains are wired differently and they can multi-task and learn in multiple virtual environments all at once. This should make us think about how we present lessons, structure learning and keep kids engaged.
    • Mike Burnett
      Mike Burnett on 18 Aug 14
       
      Rubbish. The idea that digital native are adept at multitasking is wrong. They may be doing many things but the quality and depth is reduced. There is a significant body of research to support this. Development of grit and determination are key attributes of successful people. Set and demand high standards. No one plays sport or an instrument because it is easy rather because they can clearly see a link between hard work and pleasure.
  • Information development was slow.
  • Many learners will move into a variety of different, possibly unrelated fields over the course of their lifetime.
  • ...41 more annotations...
  • Informal learning is a significant aspect of our learning experience.
  • Learning is a continual process, lasting for a lifetime.
  • Technology is altering (rewiring) our brains.
  • Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories.
  • Principles of connectivism:
  • Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.
    • Rose Molter
      Rose Molter on 30 Aug 11
       
      I think it is important for us to realize the importance of connections.
  • The organization and the individual are both learning organisms.
  • Classrooms which emulate the “fuzziness”
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      So what does this look like? I feel that when I attempt this, evaluators and administrators don't necessarily understand. They want a neat, quiet, well-managed, orderly classroom.
    • Maureen Curran
      Maureen Curran on 24 Mar 12
       
      If new learning approaches are required, then why are we still being evaluated in a linear way?
  • John Seely Brown presents an interesting notion that the internet leverages the small efforts of many with the large efforts of few.
  • The pipe is more important than the content within the pipe. Our ability to learn what we need for tomorrow is more important than what we know today.
  • Knowledge is growing exponentially
  • amount of knowledge
  • is doubling every 18 months
  • To combat the shrinking half-life of knowledge, organizations have been forced to develop new methods of deploying instruction.”
  • (the understanding of where to find knowledge needed).
  • know-where
  • learning
  • a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”
  • Learning theories are concerned with the actual process of learning, not with the value of what is being learned.
  • The ability to synthesize and recognize connections and patterns is a valuable skill.
  • knowledge is no longer acquired in the linear manner
  • What is the impact of chaos as a complex pattern recognition process on learning
  • An entirely new approach is needed.
  • Chaos is the breakdown of predictability, evidenced in complicated arrangements that initially defy order.
  • Meaning-making and forming connections between specialized communities are important activities.
  • Chaos, as a science, recognizes the connection of everything to everything.
  • If the underlying conditions used to make decisions change, the decision itself is no longer as correct as it was at the time it was made.
  • principle that people, groups, systems, nodes, entities can be connected to create an integrated whole.
  • Connections between disparate ideas and fields can create new innovations.
  • Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual
  • decisions are based on rapidly altering foundations
  • The ability to draw distinctions between important and unimportant information is vital.
  • Behaviorism, cognitivism, and constructivism do not attempt to address the challenges of organizational knowledge and transference.
  • The health of the learning ecology of the organization depends on effective nurturing of information flow.
  • This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed.
  • This amplification of learning, knowledge and understanding through the extension of a personal network is the epitome of connectivism.
  • Diverse teams of varying viewpoints are a critical structure for completely exploring ideas
  • An organizations ability to foster, nurture, and synthesize the impacts of varying views of information is critical to knowledge economy surviva
  • As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses.
    • BalancEd Tech
      BalancEd Tech on 25 Mar 12
       
      Access is not enough. Prior knowledge and understanding is needed. Processing is needed. Evaluation of processing and outputs is needed. Feeding that back into the "system" is needed.
  • learning is no longer an internal, individualistic activity
  • learning is no longer an internal, individualistic activity
Sharin Tebo

Share "Feedforward," Not Feedback | Edutopia - 51 views

www.edutopia.org/...orward-not-feedback-joe-hirsch

shared by Sharin Tebo on 28 Jun 15 - No Cached
  • Feedback, by its very definition, is focused on the past, which can't be changed. Feedforward looks ahead at future possibilities that still fall under our control. Feedback tends to reinforce personal stereotypes or negative self-fulfilling prophecies. Feedforward looks beyond what is in favor of what can be.
    • Sharin Tebo
      Sharin Tebo on 28 Jun 15
       
      What do we think of this concept? Feedforward is a new word and a new idea for me. Others' thoughts?
  • With feedforward, those ideas come from the very person being asked to change, increasing the odds that change will occur.
  • job-embedded PD
    • Sharin Tebo
      Sharin Tebo on 28 Jun 15
       
      Job-embedded PD--that is new to me, but it makes sense!
  • ...4 more annotations...
  • Change belongs in the hands of the teacher.
  • Deployed by districts or contracted by individual schools, instructional coaches live alongside the faculty and provide on-the-job support to teams of teachers.
  • Peer Observations and Teacher Rounds
    • Sharin Tebo
      Sharin Tebo on 28 Jun 15
       
      This is happening in some sites I support in my District. I am hoping to bring that to life even more to improve vertical alignment and strengthen the horizontal alignment in course-alikes. 
  • PLCs bring together teachers with shared interests and goals for frequent discussion about and analysis of teaching practices.
Has Slone

Always Write: Cobett's "7 Elements of a Differentiated Writing Lesson" Resources - 10 views

www.corbettharrison.com/seven_elements.htm

shared by Has Slone on 09 Apr 12 - No Cached
    • Has Slone
      Has Slone on 09 Apr 12
       
      This is a neat way to start a writing class with the creating plot ideas....
  • One of the goals I ask teachers to set after my training is to find new ways to push students to analyze and evaluate as they learn to write.
  • As part of my teacher workshop on the writing process, we investigate multiple uses of student samples. One of my favorite techniques involves having student compare and contrast finished pieces of writing. During both pre-writing and and revision, this push for deeper student thinking both educates and inspires your students.
  • ...30 more annotations...
  • The handout has student writers analyze two fifth graders' published writing with a compare and contrast Venn diagram.
  • Revision is hard, and most teachers recognize it as an area of deficiency; the truth is, a lot of really great writing teachers I know still freely admit that revision is where they struggle the most.
  • revision shouldn't be the first of the seven elements to work on
  • When students like what they've written in rough draft form, they're ready to move to revision. My other six elements aim at helping students increase their pre-writing time so they both like and see more potential in their rough drafts
  • I believe in the power of collaboration and study teams,
  • Professional development research clearly cites the study team model as the most effective way to have learners not only understand new ideas but also implement them enough times so they become regular tools in a teacher's classroom.
  • Below, find three examples created by study teams during past workshops. I use them as models/exemplars when I set the study teams off to work.
  • My students learn to appreciate the act of writing, and they see it as a valuable life-skill.
  • In a perfect world, following my workshop,
  • follow-up tools.
  • I also use variations of these Post-its during my Critical Thinking Using the Writing Traits Workshop.
  • By far, the best success I've ever had while teaching revision was the one I experienced with the revision Post-its I created for my students
  • During my teacher workshop on the writing process, we practice with tools like the Revision Sprint (at right), which I designed to push students to use analysis and evaluation skills as they looked at their own drafts
  • I used to throw my kids into writing response groups way too fast. They weren't ready to provide critical thought for one another
  • The most important trick learned was this: be a writer too. During my first five years of teaching, I had assigned a lot of writing but never once had I written something I intended to show my students.
  • I have the following interactive plot element generator (which can be replicated with three coffee cans and index cards) to help my students feel in control of their options:
  • If you want to hear my take on graphic organizers in detail, you're going to have to hire me to come to present to you. If you can't do that, then I'll throw you a challenge that was thrown once at me, and completing the challenge helped me become a smarter designer of graphic organizers. The challenge came in two parts: 1) learn how to use tables and text boxes in Microsoft Word; 2) for practice, design a graphic organizer that would help students be successfully with the following trait-based skills:
  • "It was the best of times, it was the worst of times, etc," which is an interesting structure that students can borrow from to write about other topics, be they fiction or non-fiction.
  • Asking students to create daily journals from the perspective of other animals or even inanimate objects is a great way to borrow this book's idea.
  • it challenges students to analyze the author's word choice & voice skills: specifically his use of verbs, subtle alliteration, and dialogue.
  • Mentor Text Resource Page here at my website, because this topic has become such a big piece of learning to me. It deserved its own webpage.
  • Here are seven skills I can easily list for the organization trait. Organization is: 1) using a strong lead or hook, 2) using a variety of transition words correctly, 3) paragraphing correctly, 4) pacing the writing, 5) sequencing events/ideas logically, 6) concluding the writing in a satisfying way, 7) titling the writing interestingly and so that the title stands for the whole idea. Over the years, I have developed or found and adapted mini-lessons that have students practice these skills during my "Organization Month."
  • Now, let's talk differentiation:
  • The problem with focusing students on a product--instead of the writing process--is that the majority of the instructional time is spent teaching students to adhere to a formula.
  • the goal of writing instruction absolutely should be the helping students practice the three Bloom's levels above apply: analyze, evaluate, and create.
  • Click here to access the PowerPoint I use during the goal-setting portion of my workshop.
  • Improving one's ability to teach writing to all students is a long-term professional development goal; sticking with it requires diligence, and it requires having a more specific goal than "I want to improve writing
  • "Trying to get better at all seven elements at once doesn't work;
  • strive to make my workshops more about "make and take,
  • Robert Marzano's research convinced me years ago of the importance of having learners set personal goals as they learn to take responsibility for their own learning.
Steve Ransom

For Some, School's Out Early for Summer - NYTimes.com - 19 views

www.nytimes.com/...26lastday.html

parentalinvolvement school summer calendar movies schedule

shared by Steve Ransom on 30 Jun 10 - Cached
  • “All of that is really what’s on parents’ minds,” she said. While many of her friends will not send their children to school on Monday, Ms. Capone’s three children, who range from a kindergartner to a third grader, will be there, even though for the past week “they keep coming home and telling me what movies they watched.” “Honestly, for me, it’s free child care,” she said, “and I can get in one last day at the gym.”
  • “Honestly, for me, it’s free child care,” she said, “and I can get in one last day at the gym.”
    • Steve Ransom
      Steve Ransom on 30 Jun 10
       
      This describes why parent involvement is so critical... and perhaps why they can be so apathetic.
  • Steve Ransom on 30 Jun 10
     
    The last sentence describes why parent involvement is so critical!!!!
Maria José Vitorino

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 28 views

www.educause.edu/...209321

faculty opensource copyright resources tools share web2.0

shared by Maria José Vitorino on 22 Aug 10 - Cached
  • 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.
  • The difference is that today's sharing facilitators leverage technology to reach a much wider audience.
  • 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.
  • ...4 more annotations...
  • These digital activities should not be the sole measure of tenure, but they should be counted in the tenure formula. The irony today is that if the open activity is analog (e.g., participation on a committee), it likely counts toward tenure, but if the open activity is digital (e.g., writing an academic blog), it probably does not.
  • They will push at (and leak out of) the boundaries of whatever learning management system (or other enterprise systems) the institution wants them to use. This is not because they are uncooperative; it's simply that these enterprise systems tend to be locked down, allowing only employees and students to share within these environments
  • For me, an interesting side effect of sharing on the open web is that I've learned to be more careful about what I say and write.
  • Looking for indicators of open digital faculty is easier than coming up with a strict definition. The presence of several of the following characteristics should be taken as an indication of open digital faculty: Writing a public blog or maintaining a public wiki to share academic interests Freely sharing what might otherwise be guarded intellectual property (e.g., textbooks, research-in-progress, computer programs, course materials, artwork) Participating in a learning community in a social networking platform (e.g., Twitter or LinkedIn discussion groups) Participating in a social network that includes students, both current and past (e.g., Facebook) Encouraging students to participate in class-related projects that employ web-based media (e.g., student blogs, group wikis) Creating or participating in open courses Sharing video or audio content created for a course (e.g., podcasts) Sharing information and ideas from conference talks on the web (e.g., recordings, tweets, presentation links)
  • Daryl Bambic on 22 Aug 10
     
    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.
  • Maria José Vitorino on 18 Dec 10
     
    University context for open sources, sharingand digital trends era
Glenn Hervieux

6 Ways to Use Cell Phones to Strengthen the Home-School Connection - 56 views

theinnovativeeducator.blogspot.com/...cell-phones-to-strengthen.html

home-school cellphones

shared by Glenn Hervieux on 19 Aug 10 - Cached
  • Glenn Hervieux on 19 Aug 10
     
    I especially am interested in the sending group texts to parents. Our school doesn't have an auto-dialer yet for emergencies or group events, and this would be one way to get the information out quickly. For teachers, what a great way to notify parents of urgent matters or upcoming events or needs.
  • waciuma on 20 Aug 10
     
    Pair that with Google Voice, where you can copy/paste text messages.
Dimitris Tzouris

The iPad goes to college this fall - CNN.com - 32 views

edition.cnn.com/...index.html

ipad technology education teaching college

shared by Dimitris Tzouris on 13 Aug 10 - Cached
  • The program will be used to determine how effective iPads can be as tools to enhance learning as well as how such mobile devices can be integrated into the workplace.
  • The university has already identified one class where the textbook in ePub format costs $100 less than the dead-tree version.
  • there is potential for cost savings as well
  • ...2 more annotations...
  • With a typical class load of five courses, it could be possible to completely offset the cost of a device like an iPad in textbook savings alone.
  • North Carolina State University Libraries announced this past spring that it acquired 30 iPads to offer students and faculty for four-hour loans as part of the school's Technology Lending Service.
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