Group items tagged

From their About page, "The WIDE Research Center creates new knowledge about digital communication and promotes the transfer of this knowledge to school, workplace, and community contexts to promote learning, knowledge work, and citizenship."

By Tom Bissonette in The Chronicle of Higher Education, Commentary, August 14, 2011. The author brings attention to the fact that many students enter college with a variety of developmental issues and that these are not properly addressed. Faculty members are often lacking pedagogical education and knowledge of human development. The author argues for assessment of incoming students in several areas, including academic ability, social skills, study skills, vocabulary, general knowledge, work history, and community involvement. Results of these assessments would be used to identify appropriate support. The author believes that the concept of retention is misguided. When faculty and administration partner with students on the front end, the odds decrease that students will be unable to persist.

J.E.C. mentioned article in Summer 2011 Coffee Klatch

Subtitle: Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. Prepared by The Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families and Society for Human Resource Management, 2006.

TM uses this report in her class to stress the importance of writing in the work world.

Created by the Washington State Board for Community & Technical Colleges, 2008. According to the History page, "The Transition Mathematics Project (TMP) is designed to reverse this trend by helping students successfully progress from high school math to college-level math. With the participation of high school and college math educators, TMP has identified the math skills and knowledge high school graduates need to complete college-level work...."

By the Council of Writing Program Administrators (WPA), April 2000; amended July 2008. From the Introduction: This statement describes the common knowledge, skills, and attitudes sought by first-year composition programs in American postsecondary education."

By Don Tapscott and Anthony D. Williams in EDUCAUSE Review, vol 45, no. 1 (January/February 2010). Authors discuss how and why the university should embrace collaborative learning and collaborative knowledge production.

By Benedict Carey in the Health section, The New York Times, September 6, 2010. The author shares findings that contradict common knowledge about study habits. Techniques that have had proven success in studies are alternating study environments, mixing content, spacing study session and self-testing.

Conrad Wolfram presentation on TED.com (filmed July 2010; posted Nov 2010). Wolfram argues that math applications are all around us, and that people in a ever-wider variety of workplaces are excited about math...but students are not. Wolfram argues that bringing computers into the math classroom would help improve math's relevancy -- and build excitement as well. Use the tag wolfram to look at his "knowledge engine," Wolfram Alpha.

contains bibliography

From Forum Network of PBS and NPR. This forum features Rebecca Wheeler, Catherine Snow, Rachel Swords, and Ronald Ferguson discussing how to "build on students' existing knowledge of everyday English." (1 hr 16 mins).

This special issue of the London Review of Education, 8 (1) 2010, looks at virtual learning. Co-editors are Gwyneth Hughes and Martin Oliver (affiliated with London Knowledge Lab). Full text articles are available for purchase from this page (publisher site). Check with your local library for full text articles.

Multimedia Educational Resource for Learning and Online Teaching. This resource hosts communities for members to contribute and share learning and teaching materials. The communities are categorized by higher education disciplines. In addition to contributing materials, members can comment about outside learning materials that are used, share information about themselves and knowledge about their discipline, put together personal collections to use in the classroom and become a Peer Reviewer of learning materials in member's discipline. In addition to discipline communities, there is the Community of MERLOT Partner Academic Support Services (COMPASS). This community is made up of ePortfolio, Faculty Development, Library and Information Services, Online Courses and Pedagogy. The ePortflio Portal centers educational resources around ePortfolio use in higher education, among students and faculty. Partner Communities like GLOBE extend the MERLOT network. The Global Learning Objects Brokered Exchange (GLOBE) alliance was established between ARIADNE Foundation in Europe, Education Services Austrailia, LORNET in Canada, National Institute of Multimedia Education (NIME) in Japan and MERLOT with the goal to "work collaboratively on a shared vision of ubiquitous access to quality educational content." The majority of MERLOT members are faculty/instructors and the balance are students, campus administrators, librarians and other members of higher education who are concerned with online learning materials, technology, teaching and learning, and innovation.

Published by the Lumina Foundation. Draft published January 2011. Authors include Cliff Adelman, Peter Ewell, Paul Gaston, and Carol Geary Schneider. This report attempts to describe what broad body of knowledge constitutes a post-secondary degree at the associate's, bachelor's, and master's level.

By Diana Laurillard, London Knowledge Lab, London Institute of Education, Inaugural professorial lecture, February 2008. From the abstract, Laurillard argues for "an education-driven approach to the use of digital technologies to achieve our ambitions for education."

By Tasha Eichenseher in Mo'orea for National Geographic News, Feb 18 2011. This is a special report on biodiversity and indigenous knowledge.

Part of LC's lesson, What is Good Writing, week 2, semester 3.

Posted by George Siemens on his blog elearnspace, September 5 2011. Siemens argues that instructors can't provide "coherence" for knowledge just by "broadcasting" a course. He suggests that coherence is about how "*we* connect information elements and how we use artifacts and narratives to share that coherence." I am interested in the idea of "information foraging," especially in the context of content curation.

Goog*lio noun (1) a hybrid next generation e-portfolio that utilizes emerging open, social, web2.0, and Google applications such as blogs, wikis, social networks and software to create a student created and controlled personal learning environment and lifelong content management system that can be shared and viewed from different perspectives, within various contexts, and for multiple purposes. noun (2) a free and easy to use portfolio web site for individuals to design as a space, story, and system that functions as a workspace and showcase for learners to collect, select, reflect, publish, link, archive, and demonstrate knowledge, skills, reflections, through multimedia artifacts. verb (3) "googlio it" to publish and connect a digital artifact to your webfolio. origin: rooted in the word folio (as in Da Vinci) + Google (as in all the free Google Apps & Tools) and evolved from portfolio -->

A PDF posted on the University of Oregon's Teaching Effectiveness Program website (and numerous other sites as well), this PDF lists 50 assessment techniques from Angelo & Cross.

This guide is a resource shared with GSCC 2.0 faculty.

Dan Pink makes a case for intrinsic motivation and explains the mismatch between knowledge and management around motivation.