Group items tagged

A learning object developed by Wisc-Online. This object, also titled Factoring a Quadratic Trinomial, was authored by Roy Peterson, n.d.

AH shared this object to the coffeeklatch, reflecting that many in her Circle were teaching polynomials this week.

Wisc-Online, developed by faculty form the Wisconsin Technical College System (WTCS) is a "digital library of Web-based learning resources called 'learning objects'." Categories include Business, General Education, Health, Professional Development, Service and Technical, with sub-categories under each.

AH recommended this library of learning objects, also drawing attention to the "game builder area," in which you can create an account and save favorites which can later be compiled to resource lists.

This is an online exercise where writers can practice creating a Works Cited page (MLA style). Books and articles are given, and there is a link to the correct version of the Works Cited page, so students can check their answers. There is no attribution, but this is a learning object presented by Wisc-Online. Items in this digital library were "developed primarily by faculty from the Wisconsin Technical College System...."

M.Z. used this resource in class, week 11, semester 2.

Created by Cheryl Carter (n.d.). as part of the Southern LINCS database. From the database's home page, LINCS is "a national electronic information and communication system for adult literacy." The lesson's stated objective is to help learners understand "registers of language,...distinguish between different registers...and utilize these registers for more effective communication." This lesson is based on Ruby Payne's work.

TO'C taught a full lesson on language registers, week 13, semester 4.

A course presented by Innovative Educators, the course is available on-demand as a webinar. Full details of learning objectives and faculty bios available on this page.

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.

By Doug Lederman in the News column of Inside Higher Ed, Jan 25 2011. The Lumina Foundation has released a draft of their Degree Qualifications Profile (see link in article), with broad "degree objectives" for those who earn associate's, bachelor's and master's degrees. This article briefly describes the report and also provides some context, including some criticism from those who work in higher education. See degree_qualification tag for more.

Developed by Wisc-Online and authored by Tracy Helixon and Dan Rooney, n.d.

AH shared this example of a Wisc-Online offering for the English/writing folk.

Posted by the Writing Services division of the Student Success Center at St. Louis University. These "10 Myths" try to help students understand that re-writes, feedback, and "writer's block" are facts of life for all of us -- not just for "bad" writers. Other myths are explored as well, all in the interests of making students more comfortable with the process.

TM shared in the coffee klatch.

In a CoP, teachers learn collaboratively rather than through isolated means

to transform existing teacher education programs' course contexts into communities of learners that link the learning of preservice teachers with the learning of experienced teachers and teacher educators

Youth culture and practice in relationship to the new media - how youth culture and practice is changing in the United States..

By Susan Imel, published in ERIC Digest No. 200, 1998. This paper traces the concept of "transformative learning" from its development by Mezirow in 1978 through Robert Boyd and other contemporary thinkers.

The State of Texas Academic Resource Link (STARLink) network provides over 150 hours of professional development programming annually to member colleges and universities. STARLink is an Agency of the Texas Association of Community Colleges

A webinar about Learning Outcomes, "Developing and Assessing Course Learning Objectives," was recommended by R.O. in December.