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Jeff Andersen

TECHNOLOGY AS A THREAT TO PRIVACY: Ethical Challenges - 5 views

web.simmons.edu/...96-025-Britz.html

Technology privacy

shared by Jeff Andersen on 13 Jul 21 - No Cached
  • Jeff Andersen on 13 Jul 21
     
    The aim of this paper is to assess the impact of technology on the private lives of people. It is approached from a socio-ethical perspective with specific emphasis on the implication for the information profession. The issues discussed are the concept privacy, he influence of technology on the processing of personal and private information, the relevance of this influence for the information profession, and proposed solutions to these ethical issues for the information profession.
Martin Leicht

Distracted Minds: Why You Should Teach Like a Poet - 4 views

www.chronicle.com/...y-you-should-teach-like-a-poet

education higher ed students engagement focus build zoom learning

shared by Martin Leicht on 11 Jan 21 - No Cached
  • Routine is a great deadener of attention.
  • When you follow the same routines at home, folding the laundry or doing the dishes, your mind goes on automatic pilot.
  • same generic suite of teaching activities: listen to a lecture, take notes, ask some questions, talk in groups.
  • ...17 more annotations...
  • Be astonished.
  • Pay attention.
  • Through the creative turns of language they use to describe the world and our experiences, the familiar becomes unfamiliar again, and we discover in the everyday world fresh food for insight and reflection.
  • We want them to pay attention to course content, to be astonished by what they find there, and to report back to us and the world what they have discovered.
  • Find an everyday object that connects to your discipline, or a photograph or image that accompanies an article or book in your field.
  • Close — and I mean really close — reading.
  • in which practitioners slowly read the sacred scriptures of Judaism aloud to one another, pausing and discussing and questioning at every turn.
  • Tell about it.
  • asked what they had learned from the experience, and especially what they had noticed about the text that they hadn’t perceived before
    • Martin Leicht
      Martin Leicht on 11 Jan 21
       
      Metacognition exercise of sorts?
  • Engagement with objects.
  • pointed out anomalies and inconsistencies, and wondered
  • What? For the first step, students spend time just observing the object and taking notes.
  • So what? Students write down questions based on their observations and share them with one another.
  • Now what? The final stage shifts into more whole-class and teacher-centered discussion
  • Attention through assessments.
  • For 13 consecutive weeks, she asked students to leave the campus and make a visit to the nearby Worcester Art Museum in order to spend time in front of the same work of art.
  • As they learned to train their attention on a work of art, their attention brought them insights. They saw more clearly, developed new ideas, and wrote creatively about what they observed.
  • Martin Leicht on 11 Jan 21
     
    Could some or all of this work online to build engagement? 1) close reading 2) engage with objects 3) attention through assessments
Nigel Coutts

Collections - The Learner's Way - 4 views

thelearnersway.net/collections

education learning thinking teaching assessment design inquiry pedagogy mathematics

shared by Nigel Coutts on 19 Jul 20 - No Cached
  • Nigel Coutts on 19 Jul 20
     
    This page makes it easy to find information and resources that are relevant to particular concepts, approaches and strategies. Each Collection is curated to serve a particular need and shares a set of resources pooled from The Learner's Way. In time this set of Collection will grow. In addition to articles from The Learner's Way you will be able to find resources designed to help you get started with the key concepts presented. The aim is to produce a set of resources which are readily accessible and of immediate benefit to classroom teachers and school leaders.
Philip Brown

Circumcision of the Heart in Leviticus and Deuteronomy: Divine Means for Resolving Curse and Bringing Blessing - Southern Equip - 0 views

equip.sbts.edu/...lving-curse-and-bring-blessing

shared by Philip Brown on 08 May 20 - No Cached
  • These three uses of “uncircumcised” imply that the foreskin is an impediment or obstacle to hearing, speaking, and producing good fruit. That is, the state of being uncircumcised impedes something, which, if it did not have the foreskin, would otherwise be prepared for true function and vitality. But since it has the foreskin, it is impeded
    • Philip Brown
      Philip Brown on 08 May 20
       
      Excellent assessment up to this point. The conclusion "and will die," however, has no clear basis in the evidence for uncircumcised ears, lips, or fruit.
  • There is a progression in Leviticus from “outward” holiness to “inward” holiness or better, from the holiness symbolized in sacrifice, cult, and purity laws to holiness exhibited in the obedience of a prepared and consecrated people which Leviticus 17-27 envisions.
  • The foreskin of their heart was the cause of their stubbornness in 24:10-23, which led to God’s curse coming upon them in exile. They became as the “foreskined fruit trees” in Leviticus 19:23 that were unable to yield fruit. Their hearts still had the foreskin, the impediment or obstacle which prevented them from vital covenant faithfulness and ensuing blessing
  • ...5 more annotations...
  • Within this scheme, Leviticus presents the humbling of the foreskin of the heart as the resolution to the stubborn heart which brought the people into exile. Heart circumcision will bring the blessing of restoration.
  • It is in the context of the covenant curses that our reference to heart circumcision occurs in Leviticus 26:41, revealing that Israel had an internal heart problem which led them to curse God and therefore undergo his covenant curses.
  • Leviticus 26 describes the outworking of the blessing, curse-exile, and return from exile
  • Deuteronomy presents circumcision of the heart as important means for attaining the Deuteronomic vision of loyalty from a devoted heart.4
  • e root לוּמ ּto circumcise
meghankelly492

Classical Test Theory and Music Testing - Oxford Handbooks - 2 views

www.oxfordhandbooks.com/...oxfordhb-9780190248093-e-21

world Music

shared by meghankelly492 on 18 Apr 20 - No Cached
  • applications of classical test theory to K-12 music education assessment are considered
  • ransition from classical test theory to modern test theory is explored.
  • During this period, measurement was viewed as a mechanism by which human traits could be identified and individuals compared
  • ...10 more annotations...
  • At the heart of CTT is the notion that error is endemic to measurement.
  • By the beginning of the 20th century, the concept of (p. 462) measurement error was well recognized, and psychometricians focused their efforts on estimating and accounting for error.
  • In CTT, an observed measure or score (X) consists of two constituent parts—the true score (T) and measurement error (E):
  • . Measurement error, however, also will account for a certain portion of score variance.
  • According to CTT, measurement error arises because mental processes are idiosyncratic and in a state of change such that individuals are incapable of performing optimally on a single test or performance task.
  • random error and systematic error.
  • (SEM) represents the average of the total random error for all individuals
  • SEM represents the spread of observed scores for a single individual if that person were tested multiple times.
  • That score, however, is an imperfect measure of the student’s true ability.
  • For example, CTT provides in-depth analysis of item characteristics,
Martin Burrett

FREE - UKEdChat 2020 Online Conference - 3 views

ukedchat.com/...2020onlineconference

conference

shared by Martin Burrett on 09 Apr 20 - No Cached
  • Martin Burrett on 09 Apr 20
     
    "Following the success of our previous online conference, and in line with the frustrations around the COVID-19 virus, we are pleased to announce that we have moved our plans for the 2020 UKEdChat Online Conference forward to June 2020. The conference has proven a great platform for continuous professional development (CPD) and we are lining up some great video presentations based on: pedagogy, classroom management strategies, practical learning, assessments, improving subject knowledge and so on."
Jeff Andersen

How do I make multimedia accessible? | AccessComputing - 9 views

www.washington.edu/...o-i-make-multimedia-accessible

multimedia assessible

shared by Jeff Andersen on 29 Mar 20 - No Cached
  • Jeff Andersen on 29 Mar 20
     
    Multimedia presentations can enrich education and enhance learning for many students, but it can also pose barriers for others. Audio and video are inaccessible to people who are unable to hear, and video is inaccessible to people who are unable to see critical information that is presented visually. Other students are impacted by low bandwidth Internet connections. Multimedia players can pose barriers as well if the player controls require use of a mouse or if they are not labeled sufficiently to be usable by screen reader users.
meghankelly492

Legislation and Common Law Impacting Assessment Practices in Music Education - Oxford Handbooks - 1 views

www.oxfordhandbooks.com/...oxfordhb-9780190248130-e-39

world Music

shared by meghankelly492 on 02 Mar 20 - No Cached
  • Russell and Austin (2010) have claimed that in music education, a system of benign neglect in assessment practices has been allowed to endure, even though there has (p. 4) been a long-term, consistent call for reform, for more meaningful assessments, and for policymakers to adapt to laws as they are enacted and court rulings as they are handed down.
  • ead to the growing body of scholarship in educational law, the evolving and more active role courts are taking in impacting educational practices,
  • chapter is to inform music teachers about contemporary court cases that have resulted in rulings on assessment issues in educational settings, and how these rulings impact assessment in the music classroom.
  • ...13 more annotations...
  • in teacher preparation programs and in professional development activities so that students and in-service music educators will better be able to negotiate the increasingly litigious educational world
  • egal issues facing music educators remain one of the least important topics of conversation for preservice music educators.
  • how active they have been willing in inserting their decisions in school-based assessment policy.
  • Historically, courts have been somewhat deferential to school leaders and have not been willing to hear too many cases dealing with educational law and assessment.
  • Based on this decision, courts would be more likely to defer to school leaders in making their final rulings.
  • distinguish issues are purely academic from those that are purely disciplinary.
  • s. Three basic factors must exist for constitutional due process to exist: a student must have proper notice, a student must be given the chance to be heard, and the hearing should be conducted in a fair manner
  • The court decided that denying a student of education, regardless of the amount of time, could not be considered an inconsequential thing and claimed that a person’s right to education was equitable to the rights to liberty and property. In the majority decisions, the Supreme Court justices argued:
  • The US Supreme Court’s decision in Goss created the opportunity for students, parents, and their representatives to challenge not only disciplinary suspensions and expulsions but also other decisions by school officials that may affect liberty or property rights, including grades and grading policies.
  • that of courts taking a more active role and deferring less often to school leaders.
  • Because of these high stakes (real or imagined),
  • little more than attendance and participation, others feel that grades must represent academic achievement and that “allowing non-academic factors to affect academic grades distorts the truth about students’
  • however, because music is addressed minimally in these laws, their enactment has had minimal direct impact on music educators’ assessment practices.
Jeff Andersen

Assessment and Rubrics - Kathy Schrock's Guide to Everything - 27 views

www.schrockguide.net/assessment-and-rubrics.html

assessments rubrics

shared by Jeff Andersen on 12 Feb 20 - No Cached
  • Jeff Andersen on 12 Feb 20
     
    rubrics for class assignments
Nigel Coutts

Assessment and Student Agency - Better Together - The Learner's Way - 8 views

thelearnersway.net/...student-agency-better-together

assessment student agency learning education voice choice

shared by Nigel Coutts on 29 Dec 19 - No Cached
  • Nigel Coutts on 29 Dec 19
     
    As with many things in education, the outcome achieved will be a result of all that we do. Efforts to promote and empower student agency, voice and choice certainly falls into this category. We might have the best of intentions but unless each of our messaging systems align, we are unlikely to achieve success. So where do our efforts go wrong and what else might we change so that student agency is genuinely a part of our learning environment?
Martin Burrett

Physical activity in lessons improves students' attainment - 8 views

ukedchat.com/...physical-activity-lessons

research PE physical activity

shared by Martin Burrett on 12 Nov 19 - No Cached
  • Martin Burrett on 12 Nov 19
     
    "Students who take part in physical exercises like star jumps or running on the spot during school lessons do better in tests than peers who stick to sedentary learning, according to a UCL-led study. The meta-analysis of 42 studies around the world, published in British Journal of Sports Medicine, aimed to assess the benefits of incorporating physical activity in academic lessons. This approach has been adopted by schools seeking to increase activity levels among students without reducing academic teaching time."
Nigel Coutts

Reflecting on report writing time - How might we maximise the value? - The Learner's Way - 10 views

thelearnersway.net/...ow-might-we-maximise-the-value

report writing education learning assessment feedback

shared by Nigel Coutts on 13 Oct 19 - No Cached
  • Nigel Coutts on 13 Oct 19
     
    For schools in Australia and many parts of the world, we are heading towards the end of another school term and year. That means report writing season. For the next few weeks, teachers across the country will be huddled in front of computer screens, writing reflections on the progress their learners have made. Mark books will be opened, assessments consulted, work samples will be reviewed. All so that in the first week of the long Summer vacation students can sit and read their report and make plans for how they will enhance their learning in the coming year.
meghankelly492

(PDF) A Systematic Review of Treatments for Music Performance Anxiety - 2 views

www.researchgate.net/..._for_Music_Performance_Anxiety

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • Four other studies (three of which are dissertations) assessed behavioral treatments forMPA on music students. Grishman (1989) and Mansberger (1988) used standard musclerelaxation techniques, Wardle (1969) compared insight/relaxation and systematic desensi-tisation techniques, and Deen (1999) used awareness and breathing techniques
  • A systematic review of all available treatment studies for music performance anxiety was undertaken.
  • reported that 24% of musicians frequently suffered stage fright, defined in this study as themost severe form of MPA, 13% experienced acute anxiety and 17% experienceddepression.
  • ...24 more annotations...
  • 59% of musicians in symphony orchestras reported performance anxiety severe enough toimpair their professional and/or personal functioning.
  • A recent study indicated that MPA is not limited to orchestralmusicians, showing that opera chorus artists are also prone to high levels of performanceanxiety
  • However, since not allperformers suffer the same degree of MPA, or indeed report the same levels of occupationalstress, individual differences in a range of psychological characteristics are likely to accountfor variations in the degree to which musicians experience symptoms
  • A large number of treatment modalities (e.g., behavioral, cognitive, pharmacological andcomplementary) has been developed for music performance anxiety (MPA)
  • However, areview of this literature indicates that the field is still in its infancy with respect to theconceptual and theoretical formulations of the nature of MPA and its empiricalinvestigation.
  • Anxiety may be triggered by conscious,rational concerns or by cues that trigger, unconsciously, earlier anxiety producingexperiences or somatic sensations.
  • These findings suggest that multi-modal interventions are needed toaddress the multiple difficulties experienced by test anxious individuals.
  • with some focusing on behavioral change, some on cognitivechange, others on reduction of physiological symptoms through the use of pharmacotherapy,and some on idiosyncratic formulations
  • For drug studies, the keywords were beta-blocker [Beta blockers block the effect ofadrenaline (the hormone norepinephrine) on the body’s beta receptors. This slows downthe nerve impulses that travel through the heart. As a result, the resting heart rate is lower,the heart does not have to work as hard and requires less blood and oxygen
  • Brodsky (1996) and Nube´(1991) were most useful.
  • The interventionsassessed included systematic desensitization, progressive muscle relaxation, awareness andbreathing and behavioural rehearsal
  • In summary, behavioral treatments do appear to be at least minimally effective in thetreatment of MPA, although the heterogeneity of the treatment approaches employedmakes it difficult to isolate consistent evidence for the superiority of any one type ofbehavioral intervention
  • Two studies (see Tables II and IV) assessed the therapeutic effect of cognitive techniquesalone on MPA.
  • A dissertation by Patston (1996) reported a comparison of cognitive (e.g.positive self-talk, etc.) and physiological strategies in the treatment of MPA. No significantimprovements on vocal and visual manifestations of performance anxiety were found foreither treatment or control groups. However, the sample consisted of only 17 operastudents who were not specifically selected on the basis of their MPA severity, and theintervention was conducted by the author, a singer and teacher, who had no training inpsychology.
  • Three studies (see Table III) assessed the therapeutic effect of cognitive-behavioralstrategies on MPA. Harris (1987), Roland (1993), and Kendrick et al. (1982) all reportedthat standard CBT techniques were effective in the treatment of MPA in studentsspecifically selected for study because of the severity of their MPA.
  • Harris (1987) and Roland(1993) reported that CBT led to reductions in state anxiety as measured by the STAI,although Kendrick et al. (1982) failed to find a significant difference between treatment andcontrol groups on this measure.
  • The evidence for improvements in MPA following CBT is quite consistent, althoughfurther studies with larger samples are needed to confirm this evidence.
  • Beta-blockers have become increasingly popular among performers in recent years. Forexample, Lockwood (1989), in a survey of 2,122 orchestral musicians, found that 27% usedpropranolol to manage their anxiety prior to a performance; 19% of this group used thedrug on a daily basis.
  • Nube´ (1991) identified nine studies examining the effects of various beta-blockers(Atenolol, Metopolol, Nadolol, Oxprenolol, Propranolol, Pindolol) on MPA.
  • The findings regarding the effects of beta blockers on otheroutcome measures were less conclusive.
  • A rigorous definition of MPA is needed to advance treatment. However, defining MPA as asocial anxiety (social phobia) using criteria set out in DSM-IV-TR (APA, 2000) as theinclusion criteria may be too restrictive, particularly if the musician presenting for treatmentexperiences MPA as a focal anxiety (ie does not meet other criteria for social anxiety).
  • Few ofthe intervention studies reviewed acknowledged that performers need a certain amount ofarousal or anxiety to maximise their performance.
  • None of the studies could be pooled in a meta-analysis primarily because too fewprovided sufficient data to calculate effect sizes, use of diverse subject groups andtreatments, duration and intensity of treatment, and use of disparate outcome measures
  • In conclusion, the literature on treatment approaches for MPA is fragmented, incon-sistent, and methodologically weak. These limitations make it difficult to reach any firmconclusions about the effectiveness of the various treatment approaches reviewed. Forsignificant progress to be made, future research will require a clear definition of MPA,consistency and strength in methodology, and the development of robust and appropriateoutcome measures.
Martin Burrett

Book: Just great teaching by @TeacherToolKit via @BloomsburyEd - 5 views

ukedchat.com/...just-great-teaching

shared by Martin Burrett on 23 Sep 19 - No Cached
  • Martin Burrett on 23 Sep 19
     
    "We often talk about the challenges of teacher recruitment and retention, about new initiatives and political landscapes, but day in, day out, teachers and schools are delivering exceptional teaching and most of it is invisible. Ross uncovers, celebrates, analyses and disseminates best practice in teaching. This is supported by case studies and research undertaken by Ross in ten primary and secondary schools across Great Britain, including a pupil referral unit and private, state and grammar schools, as well as explanations from influential educationalists as to why and how these ideas work. Ross explores the issues of marking and assessment, planning, teaching and learning, teacher wellbeing, student mental health, behaviour and exclusions, SEND, curriculum, research-led practice and CPD."
Chema Falcó

Why Single-Point Rubrics Are Awesome And 4 Ways To Use Them - 39 views

blog.web20classroom.org/...singlepointrubrics.html

assessment evaluación autoevaluación

shared by Chema Falcó on 17 Sep 19 - No Cached
  • Chema Falcó on 17 Sep 19
     
    Three kinds of Rubrics
meghankelly492

Mental skills for musicians: Managing music performance anxiety and enhancing performance. - 1 views

psycnet.apa.org/...2011-20583-001.pdf

world Music

shared by meghankelly492 on 15 Sep 19 - No Cached
  • In asurvey of 2,212 classical musicians, 40% re-ported that anxiety interfered with their perfor-mances (Kirchner, Bloom, & Skutnick–Henley,
  • , see Kenny (2005) andMcGinnis and Milling (2005
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • ...30 more annotations...
  • did notreturn any recent studies investigating the effec-tiveness of a purely cognitive intervention in thetreatment of MPA; consequently, research inthis particular area is needed
  • Past re-search has focused on combined interventions;however, often these programs run for over 6weeks and it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • State–Trait Anxiety Inventory (STAI).The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale(Kenny, 2006).
  • The PAI (Nagel, Himle, & Papsdorf, 1981) isbased on the STAI and is a music inventoryassessing the three-systems model of anxiety
  • heart rate at 10 min, 5
  • Signs of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating.
  • Nagel et al.reported that the average preintervention scorewas 55 and the average postintervention scorewas 38, with a score of 39 or less indicating a
  • person has few problems with performance anx-iety
  • Researchers have found that MPA af-fects instrumentalists and vocalists of all agesand abilities, including students, professionals,amateurs, and children (Brotons, 1994; Kenny,2006; Liston, Frost, & Mohr, 2003)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987)
  • Few studies have investigated whether a cog-nitive intervention can reduce anxiety and en-hance performance in musicians (Lehrer, 1987;Steptoe & Fidler, 1987
  • The cognitive intervention had no significanteffect on anxiety levels. Sweeney and Horan’s(1982) study indicated that a cognitive restruc-turing program may be helpful in the treatmentof MPA; their program, featuring cognitive re-structuring, significantly reduced anxiety.
  • d it is unknown which aspects of theintervention are most effective (e.g., Nagel,Himle, & Papsdorf, 1989)
  • The STAI is widely used in anxiety researchand is considered to be a valid and reliable scale
  • Performance Anxiety Inventory (PAI)
  • cognitive, behavioral, and physiological fac
  • and has beenwidely used in treatment outcome research
  • Behavioral Anxiety Index (BAI)
  • igns of anxiety included trem-bling knees, lifting shoulders, stiff back and/orneck, trembling hands, stiff arms, face deadpan,shaking head, moistening and/or biting lips, dis-tressed facial expressions, and sweating
  • Participants were then taught howthoughts, behaviors, and feelings interact andinfluence performance
  • practical exercise, how people waste their en-ergy trying to control uncontrollable factors,thereby impairing performance
  • This exercise wasdesigned to demonstrate how thoughts cansometimes be irrational and can be changed inlight of new evidence
  • how to use self-talk effectively and how touse cues
  • Participants practiced how to identify negativethoughts, stop the thoughts, and use cues to helpthem overcome the negative thoughts.
  • Imagery is a mentalexercise that can help athletes maintain concen-tration, decrease anxiety, and improve confi-dence; thus, it may also be helpful for somemusicians (Gregg & Clark, 2007).
  • Participants in the wait-list controlgroup waited 3 weeks until their second perfor-mance, which was on the same night as theirfirst worksho
  • MPA is a pervasive problem affecting musi-cians of all ages and abilities. As compared withthe research on mental skills training in athletes,relatively little is known about the assessment,treatment, and theoretical underpinnings ofMPA
  • Kenny (2006) suggested that improving perfor-mance quality will have a positive, self-reinforcing effect on the musician and enhanceconfidence in future performances.
  • We predicted that anxiety levels would de-crease in the treatment group from pre- to post-test. This hypothesis was partially supported.Specifically, there was a significant reductionon the PAI in the treatment group. Although theparticipants improved after the intervention,they were still not within the optimal rangeaccording to Nagel et al. (1981
  • Although the decrease in anxiety was notas large in our study, our participants droppedfrom the high performance anxiety category tothe moderate performance anxiety category
Martin Burrett

The intervention programme that claims to lessen the achievement gap - 4 views

ukedchat.com/...intervention-achievement

research

shared by Martin Burrett on 02 Sep 19 - No Cached
  • Martin Burrett on 02 Sep 19
     
    "A multi-national European study, looking at over 5,500 students, has found that a novel school intervention programme can not only improve the mathematics scores of primary school children from disadvantaged areas, but can also lessen the achievement gap caused by socioeconomic status. Known as the Dynamic Approach to School Improvement (DASI), the programme is based on the latest findings in educational research. Rather than a one-size-fits-all, top-down approach, DASI works by first assessing a school to identify the specific teaching areas that could be improved and then implementing targeted measures to improve them. This process involves all members of the school community, including teachers, pupils and parents, with support from a specialized Advisory and Research Team."
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