Group items tagged

"Teaching This group is the most directly connected to the act of teaching. 1. Grade Book - iPad: Gradekeeper, Android: Grade Book for Professors 2. Annotation - mark up student-submitted PDF files with highlights, text and drawings - iPad: GoodReader or iAnnotate PDF ($$), Android: RepliGo Reader 3. Attendance - some apps even make a seating chart with photos - iPad: Attendance, or Smart Seat, Android: Attendance 4. Course Management System - if your campus has turned on this functionality you can access course content and more - Blackboard Mobile | Learn (both platforms) 5. Polling - use tablets and smartphones like clickers in the classroom - iPad: eClicker ($$), Android: Student Clicker"

"Meet the Class of 2015" whitepaper.

This article discusses research on students' ability to read text presented online. It provides some good food for thought in designing our courses, especially the content-heavy courses. Should we be encouraging more page breaks? What do you think?

A colleague of mine just finished his masters in special education.  This is a link to his capping project.  It contains tips on how to work with students who have asperger's syndrome.

Program Development and Evaluation

A search tool for finding Open Access Resources. Includes courses, texts, pdfs, video, images and more for secondary and post-secondary.

Guidelines for Good Assessment Practice from the University of Tasmania.

Guidelines for Good Assessment

Some great ideas to break up a lecture.  

A tool that allows you to drag and drop OER files and it will create a course pack (PDF or ePub) for you.

Introduction: "Across North America and increasingly the world, there is a move within education to adopt a constructivist view of learning and teaching. In part, the argument for this move is a reaction against teacher-centred instruction that has dominated much of education, particularly adult and higher education, for the past forty years or more. While I do not argue with the basic tenets of constructivism, I do resist the rush to adopt any single, dominant view of learning or teaching. Unless we are cautious, I fear we are about to replace one orthodoxy with yet another and promote a 'one size fits all' notion of good teaching."

Survey of student's perceptions of e-learning and e-resources in Canadian universities.

Strategies for Creating Social Presence This section examines strategies that will help establish and maintain social presence within online environments. In this section, I offer strategies for the three groups of individuals involved with the three functions of these environments: (1) course designers (course design), (2) instructors (delivery and management), and (3) participants (participation). In reviewing the literature, the main responsibility for creating social presence is placed on the instructors. However, based on my personal experience as an online course designer and online course participant, I contend that the responsibility for establishing and maintaining social presence extends beyond the role of the instructor

"Providing feedback to students about their in-class presentations can be a juggling act, and students may not be able to connect instructor comments with specific moments in their talks. In this essay, Drs. Curto and Laudato describe a technique for providing feedback via rich media capture. Much like comments in the margins of a written assignment, feedback is received at the appropriate time point in the presentation."

Several instructors have asked over time about different ways to give students feedback on their in-class presentations. This is a PDF article that addresses this specifically.