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Steve Ransom

Wake Up and Smell the New Epistemology - The Chronicle Review - The Chronicle of Higher Education - 32 views

  • Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
    • Steve Ransom
       
      Hear hear!
  • make transparent
  • I am asking instructors to see the two questions that the new epistemology emblazons across the front of every classroom — "So what?" and "Who cares?" — and then to adjust their teaching accordingly.
  • ...5 more annotations...
  • show no patience for lectures
  • Good pedagogy is the product of instructors who respect, understand, and creatively engage their students.
  • except for the occasional late bloomer, we fail miserably at creating sustained intellectual fires among the vast majority of our practical, credential-driven students.
  • better and more widely achievable educational goal should therefore be to inculcate a respect for learning and the pursuit of knowledge.
  • public scholarship
  •  
    An excellent read for those interested... and those who need a kick in the pants re: engaging meaningfully a new culture of students, especially in higher education.
Celia Emmelhainz

Book Chat: Why Does College Cost So Much? - NYTimes.com - 0 views

    • Celia Emmelhainz
       
      yeah but then what? you still aren't dealing with the economic motivation for attending college, and the fact that it may not pan out for disadvantaged students. i.e. they get the 4.0 and degree, and still don't have the networks or corporate savvy to get a good job. 
  • Georgia HOPE scholarship has increased college attendance in Georgia
  • erit-based price discounts only help determine which school a student attends.
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  • Everyone has three objectives for higher education: lower tuition, higher quality, and less government spending on subsidies. The unfortunate truth is that we can have any two of these, but we can’t have all three. If we mandate low tuition, we have to give on one of the other two. Either the government has to increase spending on subsidies, or the quality of the education schools will be able to provide will suffer. There are no easy choices
Randolph Hollingsworth

Maps of Citations Uncover New Fields of Scholarship - Research - The Chronicle of Scholarship Education - 33 views

  •  
    ...by a a team led by two biologists, Carl T. Bergstrom and Jevin D. West, and a physicist, Martin Rosvall,- "The work builds off the thinking behind the Eigenfactor score, a method of assessing journals' relative influence that Mr. Bergstrom and Mr. West unveiled in 2007. The Eigenfactor algorithm takes into account the source of citations. A citation in a high-profile journal like Nature, for instance, counts for more than a citation from a journal only a handful of people ever see or cite. That's a more nuanced way to evaluate a journal's standing than the widely used impact factor, which tracks how many citations a journal gets but does not weight the sources."
  •  
    Wow researchers can engage with the human side of research thru viewing connected networks, they can find the patterns in data sets and discover new fields as they converge amongst many possibilities... You can see overview where your research fits in etc too.
  •  
    This is fascinating. I'm trying to figure out if this is something that could become useful to undergraduates learning about research. It seems like it has potential to reveal connections, trends, and patterns for students just starting in a discipline. It certainly makes disciplines seem less rigid and confined (which I think is a good thing).
tapiatanova

A Social Network Can Be a Learning Network - The Digital Campus - The Chronicle of Higher Education - 98 views

  • Sharing student work on a course blog is an example of what Randall Bass and Heidi Elmendorf, of Georgetown University, call "social pedagogies." They define these as "design approaches for teaching and learning that engage students with what we might call an 'authentic audience' (other than the teacher), where the representation of knowledge for an audience is absolutely central to the construction of knowledge in a course."
    • tab_ras
       
      Very important - social pedagogies for authentic tasks - a key for integrating SNTs in the classroom.
    • Daniel Spielmann
       
      Agreed, for connectivism see also www.connectivism.ca
  • External audiences certainly motivate students to do their best work. But students can also serve as their own authentic audience when asked to create meaningful work to share with one another.
    • Daniel Spielmann
       
      The last sentence is especially important in institutional contexts where the staff voices their distrust against "open scholarship" (Weller 2011), web 2.0 and/or open education. Where "privacy" is deemed the most important thing in dealing with new technologies, advocates of an external audience have to be prepared for certain questions.
    • tapiatanova
       
      yes! nothing but barriers! However, it is unclear if the worries about pravacy are in regards to students or is it instructors who fear teaching in the open. everyone cites FERPA and protection of student identities, but I have yet to hear any student refusing to work in the open...
  • Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.
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  • back-channel conversations
  • While keynote speakers and session leaders are speaking, audience members are sharing highlights, asking questions, and conversing with colleagues on Twitter
    • tab_ras
       
      An effective use of Twitter that can be translated to classrooms.
    • Daniel Spielmann
       
      All classrooms?
    • John Dorn
       
      classrooms where students are motivated to learn. Will this work in a HS classroom where kids just view their phones as a means to check up on people? Maybe if they can see "cool" class could be if they were responsible for the freedoms that would be needed to use twitter or other similar sites.
  • Ask your students to create accounts on Twitter or some other back-channel tool and share ideas that occur to them in your course. You might give them specific assignments, as does the University of Connecticut's Margaret Rubega, who asks students in her ornithology class to tweet about birds they see. During a face-to-face class session, you could have students discuss their reading in small groups and share observations on the back channel. Or you could simply ask them to post a single question about the week's reading they would like to discuss.
  • A back channel provides students a way to stay connected to the course and their fellow students. Students are often able to integrate back channels into their daily lives, checking for and sending updates on their smartphones, for instance. That helps the class become more of a community and gives students another way to learn from each other.
  • Deep learning is hard work, and students need to be well motivated in order to pursue it. Extrinsic factors like grades aren't sufficient—they motivate competitive students toward strategic learning and risk-averse students to surface learning.
  • Social pedagogies provide a way to tap into a set of intrinsic motivations that we often overlook: people's desire to be part of a community and to share what they know with that community.
  • Online, social pedagogies can play an important role in creating such a community. These are strong motivators, and we can make use of them in the courses we teach.
  • The papers they wrote for my course weren't just academic exercises; they were authentic expressions of learning, open to the world as part of their "digital footprints."
    • Daniel Spielmann
       
      Yes, but what is the relation between such writing and ("proper"?) academic writing?
  • Collaborative documents need not be text-based works. Sarah C. Stiles, a sociologist at Georgetown, has had her students create collaborative timelines showing the activities of characters in a text, using a presentation tool called Prezi.com. I used that tool to have my cryptography students create a map of the debate over security and privacy. They worked in small groups to brainstorm arguments, and contributed those arguments to a shared debate map synchronously during class.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
  •  
    A great blog post on social pedagogies and how they can be incorporated in university/college classes. A good understanding of creating authentic learning experiences through social media.
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