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Now consider that, according to the American Association of Community Colleges, about half of all freshmen and sophomores are enrolled at the nation's 1,300 two-year colleges, and many of those students transfer to four-year institutions. For a large percentage of people who earn bachelor's degrees, then, the liberal-arts portion of their education was acquired at a two-year college. Next, factor in all of the community-college students who enter the work force after earning two-year degrees or certificates, and whose only exposure to the liberal arts occurred in whatever core courses their programs required. The conclusion becomes obvious: Two-year colleges are among the country's leading providers of liberal-arts education, although they seldom get credit for that role.

Employers rank communication and analytical skills among the most important attributes they seek in new hires, according to the National Association of Colleges and Employers. Perhaps those of us who teach those very skills at community colleges should embrace the integral role we play in preparing the nation's workers rather than rejecting the idea of work-force development as somehow beneath us.

More important, this new perspective could have a positive effect on student success. If we come to see ourselves as preparing students not just for transfer but ultimately for the work force, students may be more likely to understand the relevance of the skills that we teach them and better able to use those skills for some purpose other than just getting a passing grade.

Creates a learning community that encourages collaboration and interaction, including student-teacher, student-student, and student-content (SREB D.2, Varvel VII.B, ITS 6.a)

AEA PD Online Website HomeAbout UsFAQsCurrent InitiativesResearch & ResourcesInstructor ToolboxK-12 Online LearningProject OLLIE Current Projects • Transition Process• Marketing Plan• Job Descriptions guest · Join · Help · Sign In · Teaching StandardsProtected page Details and Tags Print Download PDF Backlinks Source Delete Rename Redirect Permissions Lock discussion (1) history notify me Details last edit by eabbey Mar 11, 2011 6:56 am - 26 revisions Tags none Iowa Online Teaching Standards Composed from Iowa Teaching Standards and Other Resources 1. Demonstrates ability to enhance academic performance and support for the agency's student achievement goals (ITS 1) • Knows and aligns instruction to the achievement goals of the local agency and the state, such as with the Iowa Core (Varvel I.A, ITS 1.f, ITS 3.a) • Continuously uses data to evaluate the accuracy and effectiveness of instructional strategies (SREB J.7, ITS 1.c) • Utilizes a course evaluation and student feedback data to improve the course (Varvel VI.F) • Provides and communicates evidence of learning and course data to students and colleagues (SREB J.6, ITS 1.a) 2. Demonstrates competence in content knowledge (including technological knowledge) appropriate to the instructional position (ITS 2) • Meets the professional teaching standards established by a state-licensing agency, or has the academic credentials in the field in which he or she is teaching (SREB A.1, Varvel II.A) • Knows the content of the subject to be taught and understands how to teach the content to students (SREB A.3, Varvel II.A, ITS 2.a) • Is knowledgeable and has the ability to use computer programs required in online education to improve learning and teaching, including course management software (CMS) and synchronous/asynchronous communication t

Adding a digital device to the classroom without a fundamental change in the culture of teaching and learning will not lead to significant improvement.

“one-to-world.”

The planning considerations now evolve from questions about technical capacity to a vision of limitless opportunities for learning.

We’ve all got a limited amount of working memory, so when we have to handle information in more than one way, our load gets heavier, and progressively more challenging to manage.

when you lighten the load, it’s easier for students’ brains to take information in and transform it into memory.

The duplicated pieces of information--spoken and written--don’t positively reinforce one another; instead, the two effectively flood students’ abilities to handle the information.

Some loved them, some hated them, and few were indifferent.

At the time (and for many years afterwards) researchers such as Richard Clark (1983) argued that ‘proper’, scientific research showed no significant difference between the use of different media. In particular, there were no differences between classroom teaching and other media such as television or radio or satellite. Even today, we are getting similar findings regarding online learning (e.g. Means et al., 2010).

different media can be used to assist learners to learn in different ways and achieve different outcomes. In a sense, researchers such as Clark were right: the teaching methods matter, but different media can more easily support different ways of teaching than others

Online Discussions: Tips for Instructors Online discussions are much like face-to-face discussions: they require preparation and active management in order to facilitate student learning. However, added complexities exist in the online environment, such as getting students comfortable with the conferencing system and helping them to communicate clearly without the aid of nonverbal communication cues. This tips sheet outlines the benefits of online discussions, then provides tips for both planning and facilitating such discussions. Tips to pass on to your students are also included at the end.

Conscientiousness and Openness have the biggest influence on academic success.

people learn better when using multiple, short training episodes rather than one extended session

participants who held jobs with higher levels of complexity with data and people, such as management and teaching, had better scores on memory and thinking tests

YouTube exists because of people’s desire to find, share and comment (right now) on what they see.

the greatest content management system the world has ever known, and the largest and easiest to search content repository in the history of human experience, is freely available to anyone with a connected device. It’s called the Internet.

What we need are new (and constantly evolving) technologies built specifically to allow educators to curate, create, share, and collaborate on the things that matter to them personally. If you want professional development, you need to let professionals develop.

"Financial literacy is concerned with the way individuals understand, manage and plan their own and their households' financial affairs, and with their awareness and understanding of the overall financial and economic landscape they live in,"