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Contents contributed and discussions participated by Debi Griggs

Debi Griggs

Does PowerPoint Help or Hinder Student Learning? | Faculty Focus - 3 views

  • oo often we forget how significantly teaching practices shape learning experiences and PowerPoint is a perfect example.
  • Most studies find that PowerPoint has “no measurable influence on course performance and minimal effect on grades
  • Yet students often report a favorable view of PowerPoint, saying it helps them with learning, content organization and note taking. The students in this cohort confirmed these positive effects
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  • the software organized lecture content and indicated which points were most important.
  • And then there’s the potential of PowerPoint to oversimplify the material
  • What students need to know is reduced to a bulleted list of five items described in five words or less
  • also worry that using PowerPoint encourages passivity.
  • PowerPoint does not easily accommodate digressions or a change in order that responds to what’s happening at the moment.
    • Debi Griggs
      Although I seldom use PPT in classes, when I do it is to accommodate digressions. The points help me return to the major points of the activity or lesson.
    Ideas to keep in mind when one depends too much on PPT
Debi Griggs

Top 50 Mobile Learning Resources | Upside Learning Blog - 5 views

    Ideas and sites for mobile learning
Debi Griggs

The Negative Effects of Facebook on Communication | Social Media Today - 2 views

  • Facebook and other social media channels are redefining how and what we communicate with potentially equally neg ative consequences
  • In Mickey D’s case, that has meant coming to value convenience, low cost, and potentially taste, over nutrition, with enormous consequences for the health of our country. For Facebook and other social media channels, by contrast, it has meant fundamentally shifting, perhaps even bastardizing, how we communicate
  • We’ve seen sentences communicating complete thoughts devolve into esoteric sound bites laced with a dizzying array of fragments and acronyms.
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  • Perhaps most importantly, we are witnessing how social media is helping to foster a society that values frequent communication more than meaningful communication.
  • We are now also communicating different types of information that are often are far more personal in nature
  • Just as we’ll gobble up any new item on the menu at McDonald’s, with little regard to what we’re actually eating, we’ll seemingly share any information that Facebook gives us a new and novel way to communicate no matter how personal.
  • For example, today our communications need to be shorter and more frequent, since people increasingly value quick hits that allow them to glean important information and then quickly move on.
  • Similarly, our communications need to be far more visual to capture our shrinking attention spans, a reality that is playing itself out in the form of infographics, viral videos, and picture-oriented social media sites such as Instagram. Our content also needs to be more personal to appeal to a new generation that has come to expect access to more intimate information.
  • As social media continues to alter our communication, the long-term implications, particularly for those young enough to never have known anything different, could be significant.
  • So, the next time you’re at McDonald’s, consider passing on the fries. And, the next time you’re on Facebook, think about paying a bit more attention to what you’re communicating and how. After all, the negative effects of Facebook may be far greater than you realize.
    Interesting ideas about how the "consumption" of FB could leave the country as under nourished as eating full time at Micky D's.
Debi Griggs

Five Reasons Getting Students to Talk is Worth the Effort | Faculty Focus - 2 views

  • When you try to explain something to somebody else, you end up understanding it better yourself.
  • It’s safer to ask questions of a peer
  • practice using the language of the discipline
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  • master the language
    Discussing content as a learning tool.
Debi Griggs

Dealing with Difficult Students and Other Classroom Disruptions | Faculty Focus - 4 views

  • even if you do everything right, there still will be students who push your buttons and become (or have the potential to become) a destructive force in the classroom
  • Eight-step outline for difficult conversations with students
  • “These are not easy conversations to have but you want to approach the conversation from the point of ‘I’m really concerned about this behavior because if it continues it’s going to get in the way of you being successful’
    Steps for dealing with difficult conversations with students.
Debi Griggs

Shining a Light on Your Assignments | Faculty Focus - 2 views

  • dents also can develop learning skills and an awareness of themselves as learners through the assignments they complete in a course
  • Research, like that summarized by Pascarella and Terenzini in their integrative reviews of How College Affects Students, indicates that students do develop critical thinking skills (and other learning skills) this way, but they develop learning skills faster and to a higher level when those skills are explicitly taught and students have ample opportunities to practice.
  • I’d start by identifying one or two learning skills I’d like to work on developing throughout the course
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  • 1) Does this collection represent the best possible way to develop content knowledge; and 2) What kind of explicit instruction could I provide and what sort of assignment alterations could I use to develop the learning skills I’ve targeted?
    Ideas about building in teaching how to learn into assessments.
Debi Griggs

Assignment Strategies: Giving Student Choices on How Assignments Are Weighted | Faculty... - 11 views

  • Giving students choices about assignment weights does confront them with who they are as learners.
  • chose to put more weight on those assignments that build on their strengths or their preferences for how they like to learn
    Letting students choose weighting on assignments
Debi Griggs

Critical Friends: A Novel Approach to Improving Peer and Instructor Feedback | Faculty ... - 3 views

  • We have observed that the skill of giving peer feedback requires instructor scaffolding and cultivation
  • One of the key questions on the student course evaluation inquires whether the instructor’s feedback provided assistance in improving the quality of assignments
  • Cultivating a learning environment where receiving critical feedback is invited and well received enhances the level of learning that is experienced in a class.
    Using peer and instructor feedback in developing quality assignments
Debi Griggs

Strategies for Creating a More Inclusive Classroom | Faculty Focus - 4 views

  • Diversity, once largely centered on race and ethnicity, has evolved over the years to include a broad range of personal attributes, experiences, and backgrounds, each interlocking to create one’s social identity
  • Spend some time examining your own experiences, values, assumptions and stereotypes
  • Get to know your students
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  • give them opportunities to get to know each other
  • One of the biggest challenges to embracing a multicultural course design is being able to effectively manage potentially polarizing topics where emotions can run high and old stereotypes are exposed
  • Understand that the principles of an inclusive course apply across all disciplines
  • Create a more student-centered teaching model that engages students
  • During the more intense situations, you may want to give students a chance to collect their thoughts and respond to writing prompts
  • that as instructors we’ve all been there and there is nothing wrong with coming back the next class period and admitting ‘Hey, we were having this discussion last time and I don’t think I handled it particularly well. Let’s talk about it some more
    Ideas about handling diversity issues in the classroom.
Debi Griggs

Search Rescue -- Campus Technology - 4 views

    How one university library is reaching out to teach students to find reliable, accurate resources through increased familiarity with alternate search engines.
Debi Griggs

Teaching with Confidence: Advice for New Faculty | Faculty Focus - 2 views

  • sources of that confidence. It starts with a clear-eyed examination of why you teach
  • Teachers of any age will enter the class with confidence and poise if they are there for important reasons. It’s good to regularly revisit yours
  • You teach with confidence when you know the ingredients and components of effective instruction
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  • enthusiastic
  • engage students
  • concerned about your students
  • You teach with confidence when you listen to what students have to say about your teaching and their learning
  • You aren’t making assumptions about what they know, you aren’t pontificating about what they should know, you are dealing with what they do know and building onto that what they need to know.
  • Confidence grows when you understand what’s happening in class
    Ideas about teaching with confidence. Also connects to the concept of "caring."
Debi Griggs

A Syllabus Tip: Embed Big Questions | Faculty Focus - 5 views

  • go back to and take a closer look at your learning outcomes for the course. As you read through the outcomes, write a discussion question related to each outcome
  • After you have written at least one discussion question for each of your learning outcomes, think about which sections of your syllabus relate to each of the outcomes
  • The goal here is to use “chunking” to divide your syllabus into areas for discussion based on your learning outcomes. Continue embedding discussion questions throughout the whole syllabus. Keep the text and font consistent with your overall syllabus. You may not want your discussion questions to stand out too much. Your goal is to encourage students to read each section and find the discussion question themselves.
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  • Depending on how you design the questions, their responses will also allow you to see any gaps in their knowledge, allowing you to create resources or assignments to help them build the skills they need to succeed in your course.
    Tips for embedding discussion into a syllabus to make it more than a statement of expectiations and outcomes.
Debi Griggs

Why you should record your lectures and the tools to help you do it | Faculty Focus - 0 views

  • an “accessibility imperative.” And although there are many legal obligations that institutions must satisfy with regards to accessibility, Bain says recording and transcribing lectures can improve retention and success for all types of students.
  • converting speech to text
  • Accessibility is not optional but rather a critical success facto
    Ideas and tools for making lectures more accessible.
Debi Griggs

Teaching Strategies for Adult Learners | Faculty Focus - 4 views

  • they benefit from realistic examples of skills they can use in “real life.”
  • have a great deal to teach their younger classmates
  • you may need to remind them of basic rules and etiquette
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  • reassure them that, as the instructor, you will not be judgmental of their life experiences
  • Even if they are skilled with technology, adult learners tend to have dramatically different habits.
  • “Move fast and don’t waste anyone’s time,”
  • so pack every class with information and useful activities.
  • Leppert also suggests being “strictly flexible” — diligent in your expectations, yet understanding about busy lives, illness and working late. “Like any job, it’s not to be abused, but as grown-ups, we have priorities that sometimes take precedent over finishing assignments,”
  • Build in safety nets that allow a limited number of late assignments to maintain flexibility, accountability and expectations of excellent work.”
  • choose activities that engage, and even entertain to some degree
  • adult learners are challenging themselves
    Practical ideas about teaching adult students.
Debi Griggs

Creating Effective Online Discussion Boards Requires the Right Balance | Faculty Focus - 1 views

  • This weekly unrehearsed exchange of timely, purposefully worded interaction is an art that faculty leadership needs to teach and develop in instructors, particularly if they are new to teaching
  • we do not often give them straightforward instructions on how to create and foster the setting for this to occur.
  • we hold faculty accountable for substantive interaction that promotes learning
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  • Personally welcoming each student into this new and unfamiliar place and making them feel like they belong in that environment is a necessity to help integrate them socially and academically into the course; key elements in all retention research.
  • Discussion forums are like dinner parties, and the instructor is the host.
  • There is a distinct competency in creating and sustaining student to instructor and peer to peer discourse.
  • (Tone
  • Reply
  • Disagreements are phrased professionally
  • Content
  • Invite them back
  • Proportionate time with every guest
  • Spend extra time with needy guests
  • spread the conversation throughout the party
  • Start up a new conversation when one is stale
  • immediately attend to guests’ needs,
    Ideas for facilitating an online discussion. Relates it to hosting a dinner party. Makes great sense.
Debi Griggs

Tame the Beast: Tips for Designing and Using Rubrics | Edutopia - 1 views

  • Rubrics are driven by reforms, from standards-based grading to assessment for learning
  • Make sure that the language from column to column is similar, that syntax and wording correspond.
  • Make sure the language is learning-level appropriate.
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  • You have to use the rubric with the students
  • Students should understand that the rubric is there to help them reflect, self-assess, unpack, critique and more
  • You want the rubric to be comprehensible and organized.
  • Pick the right amount so that the criteria flow logically and naturally across levels.
  • with common rubrics that students see across multiple classroom activities
  • Students feel more confident when they go into different classrooms with the knowledge that expectations are the same.
  • The easiest rubrics I have seen are used commonly for practices that all teachers work on, such as reading, writing and 21st century skills
  • The most effective descriptions you can use are specific descriptions
  • Be specific and descriptive
    Suggestions for creating effective rubrics.
Debi Griggs

How Do Rubrics Help? | Edutopia - 0 views

  • Rubrics are multidimensional sets of scoring guidelines that can be used to provide consistency in evaluating student work. They spell out scoring criteria so that multiple teachers, using the same rubric for a student's essay, for example, would arrive at the same score or grade
  • They provide a measurement system for specific tasks and are tailored to each project
  • Rubrics are great for students: they let students know what is expected of them, and demystify grades by clearly stating, in age-appropriate vocabulary, the expectations for a project
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  • learning is about gaining specific skills
  • Rubrics also help teachers authentically monitor a student's learning process and develop and revise a lesson plan
  • measure the quality of a body of work
  • A team rubric is a guideline that lets each team member know what is expected of him or he
  • A project rubric lists the requirements for the completion of a project-based-learning lesson.
    Using rubrics to assess learning.
Debi Griggs

What Are Some Types of Assessment? | Edutopia - 0 views

  • Today, we know learning requires that the learner engage in problem-solving to actively build mental models. Knowledge is attained not just by receiving information, but also by interpreting the information and relating it to the learner's knowledge base.
  • Standardized tests should not be confused with the standards movement, which advocates specific grade-level content and performance standards in key subject areas.
  • Alternative assessment, often called authentic, comprehensive, or performance assessment, is usually designed by the teacher to gauge students' understanding of material.
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  • Alternative assessments are designed so that the content of the assessment matches the content of the instruction.
  • Effective assessments give students feedback on how well they understand the information and on what they need to improve, while helping teachers better design instruction
Debi Griggs

All Things in Moderation - E-tivities - 3 views

    Activities to create learning by staging interactions on online classes
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