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anonymous

A Syllabus Tip: Embed Big Questions | Faculty Focus - 0 views

www.facultyfocus.com/...llabus-tip-embed-big-questions

teaching

shared by anonymous on 20 Apr 12 - No Cached
  • anonymous on 20 Apr 12
     
    "After you create your syllabus, 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. For example, suppose you teach a political science course and one of your learning outcomes is, "Students will be able to discuss current issues in political science informed by popular media and scholarly evidence." Now take that learning outcome and write a discussion question. "
anonymous

Waypoint Outcomes - 0 views

waypointoutcomes.com

shared by anonymous on 08 Jul 11 - Cached
  • anonymous on 08 Jul 11
     
    "Too often assessment is an additional chore to be completed for compliance and reporting reasons. Waypoint Outcomes builds software that streamlines the interactions between learners and teachers. The results can mean a dramatically improved dialog about outcomes and rich data on student learning. Tightly integrated with Blackboard, Moodle, and Blackboard Vista or used as a stand-alone tool, Waypoint® helps educators improve the quality of feedback to students on authentic tasks and build a culture of continuous improvement."
Kathy Schwarz

A System Approach to Building a World-Class TeachingProfession: The Role of Induction - 1 views

The induction elements producing the strongest effects included having a mentor from the same field, having common planning time with teachers in the same subject, and having regularly scheduled co...

started by Kathy Schwarz on 15 Feb 12 no follow-up yet
anonymous

Study Shows Promise and Challenges of 'Hybrid' Courses - Wired Campus - The Chronicle o... - 0 views

chronicle.com/...36350

blended

shared by anonymous on 23 May 12 - No Cached
  • anonymous on 23 May 12
     
    "The result? "We find that learning outcomes are essentially the same-that students in the hybrid format pay no 'price' for this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy," the report concluded."
Christie Robertson

IPTEL 2013 - 0 views

ocs.educ.ubc.ca/...IPTEL2013

conference edtech

shared by Christie Robertson on 18 Mar 13 - No Cached
  • For those interested in a global dialogue on increasing access, equity and engagement through innovations in technology-enabled learning. This conference is designed to provide an international forum to explore lessons, challenges and possibilities related to the provision of technology-enhanced learning in a rapidly changing global context. Of particular interest are research and practice that enhance access, engagement and outcomes for students at all levels, who are learning to use educational technology in their practice.
Tyler Wall

Reinventing Education To Teach Creativity And Entrepreneurship | Co.Exist: World changi... - 0 views

www.fastcoexist.com/...reativity-and-entrepreneurship

creativity education learning

shared by Tyler Wall on 10 May 12 - No Cached
  • Teaching’s primary purpose should be to ensure that every student graduates ready to tinker, create, and take initiative.
  • The art is in the relationships you build with kids, and the science is purposeful assessment that generates real evidence of student growth.
  • Accountability is a good thing, but only when you are measuring what matters.
  • ...3 more annotations...
  • Our schools should be producing kids who tinker, make, experiment, collaborate, question, and embrace failure as an opportunity to learn. Our schools must be staffed with passionate teachers who are not just prepared to foster creativity, perseverance, and empathy, but are responsible for ensuring kids develop these skills.
  • What if quizzes measured kids’ ability to question, not answer?
  • But we’re shortchanging kids if we aren’t relentless about measuring outcomes in these new models. Teachers are the linchpins here
  • Tyler Wall on 10 May 12
     
    "Teaching's primary purpose should be to ensure that every student graduates ready to tinker, create, and take initiative."
anonymous

7 Essential Skills You Didn't Learn in College | Magazine - 3 views

www.wired.com/...1

outcomes

shared by anonymous on 11 Jan 12 - No Cached
  • anonymous on 11 Jan 12
     
    This is very interesting - describes courses we should take to survive in the world today. Includes vidoes and visuals . . .
Chris Aitken

Connectivism: Learning theory of the future or vestige of the past? | Kop | The Interna... - 0 views

www.irrodl.org/...1103

downes siemens connectivism learning e-Learning teaching

shared by Chris Aitken on 18 May 11 - Cached
  • it replaces older theories that have become inferior, and the new theory builds on older theories without discarding them, because new developments have occurred which the older theories no longer explain.
  • what are the grounds for this measure
  • If connectivism is to build on older theories, how is the integration of the old and new theories to be conducted?
  • ...14 more annotations...
  • educators in higher learning institutions have been forced to adapt their teaching approaches without a clear roadmap for attending to students’ various needs.
  • The wide range of approaches and learning paths that are available to redesign curricula cause friction for educators and instructional designers who are required to deliver course materials in accordance with learning outcomes prescribed and mandated by educational institutions.
  • In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community.
  • a learning community is described as a node, which is always part of a larger network.
  • Nodes may be of varying size and strength, depending on the concentration of information and the number of individuals who are navigating through a particular node (Downes, 2008).
  • Since information is constantly changing, its validity and accuracy may change over time, depending on the discovery of new contributions pertaining to a subject.
  • he ability to make decisions on the basis of information that has been acquired is considered integral to the learning process.
  • Learning is considered a “. . . knowledge creation process . . . not only knowledge consumption.”
  • One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner
  • The connectivist metaphor is particularly timely, since the navigation of the Internet and the means by which information is dispersed on the Internet now provides a reference point for Siemens’ assertions.
  • In Theories of Developmental Psychology, Miller (1993) distinguishes between “theory” and “developmental theory,” and identifies the vast deficit that can exist between the two.
  • n general, an emerging theory should fall within the domain of scientific research, use scientific methods, and be based on previously conducted studies.  It should be logically constructed and verifiable through testing.
  • Developmental theories are fertile testing grounds for ideas, which, in turn, may lead to empirical research that can then validate – or disprove – formal hypotheses posited within the framework of the scientific method.
  • How does connectivism fulfil these tasks?
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