Group items tagged

The Innovating Pedagogy blog is a forum for Open University to distribute their Innovating Pedagogy 2012 report (click on report for a PDF download) and also for each of the 10 innovations to be described and commented on by the larger community.

by Lee S. Shulman, in Liberal Education, Spring 2005. Shulman writes on behalf of the Carnegie Foundation for the Advancement of Teaching and their research on how professionals are educated. The idea is to use this study to better inform liberal education pedagogies.

JEC uses this article as an illustration of Shulman's idea of "signature pedagogies."

Direct link to Pedagogy Matters Jam resources

Data on 2 year/4year/certificate attendees. Indictment of cc's for imitating 4 years and not emphasizing pedagogy/quality of sylibi

On the blog Kaironews: A Weblog for Discussing Rhetoric, Technology and Pedagogy. This post introduces the class discussion technique, Conversacolor.

By Lewis Carroll on Poemhunter.com. Mentioned in Using Context Clues in Vocabulary Learning discussion in the Comity Club pedagogy circle.

The center works with faculty and studies pedagogy as well as examining practice. See lagcc tag for related bookmarks.

Like GSCC, NCAT was also the recipient of a Gates Foundation emerging technologies grant. NCAT will redesign developmental math courses in community colleges integrating technology and learner-centered pedagogy.

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 Carl J. Jung (2005) in Journal of Developmental Education; 28.3 (2005): 2-11. Author's Abstract: The guiding premise of this article is that developmental education and learning assistance programs will continue to be undervalued and vulnerable as long as there is no overarching, shared theoretical framework that practitioners can (and want to) call their own. The traditional approach to addressing this theory crisis has been to import theories from outside the field. This article presents an alternative approach. Advantages and benefits of a practice-oriented approach are identified and briefly discussed. Full text by subscription. Check with your local library. This is a link to the TOC on the National Center for Developmental Education's website.

By Gail O. Mellow, Diana D. Woolis, and Diana Laurillard in Change, May-June 2011. Co-PIs Mellow and Woolis, along with Diana Laurillard, write about the GSCC project. Full article is available by subscription only; check with your local library for access.

Posted by Tony Bates to his blog on August 1, 2011. Bates, who runs a consultancy to teach about e-learning, argues that online learning is ever more important in post-secondary education (he writes from Canada, but his statistics are for all of North America), but that most post-secondary teachers have been trained very little in pedagogy and "teaching" at all, less so in online teaching and learning. He seeks comments and feedback to his argument.

By David Brooks, The Opinion Pages, The New York Times, March 7, 2011. Growing interdisciplinary research into the importance of the unconscious parts of our minds, emotions and our relationships, and how these lead to a different view of human capital.

R.A. posted the link to this article in March's coffee klatch. "[article] seems to capture the complexity of our pedagogy and our classrooms..."

Part of the University of Georgia's College of Education Initiative on Innovation in Teaching and Technology (ITT), this page links to presentations in the Innovation 20/20 series. Each topic is a 20 minute presentation on a specific innovation, followed by a 20 minute discussion period. Topics range from more reflective teaching (e.g. Using Metaphor to Explore Teaching and Learning) to using specific tools or strategies (Designing and Implementing an Undergraduate Blogging Community in EDIT 2000 or Motivating Students with Google Tools and More). Navigation on this page also points users to Innovation Resources, Innovation News, and the Discovery Series (another set of online videos).

This article relates to assessments and the importance of constructing assessments that ask students to apply concepts. It also relates to our themes of contextualization and connection.

Dan Meyer video lecture on TED.com, posted May 2010.

This often-cited video was mentioned in Cohort 1 coffeeklatch and the Pedagogy Matters Jam.

TM included this on her list of favorite TED talks.

Developmental Education - Beyond Remediation through Maricopa Center for Learning and Instruction. "The purpose of the Summer Institute is to give those who work with developmental students the theory and practical applications to improve the success, retention, and persistence rates of their students."

by Ronald H. Heck and Philip Hallinger in American Educational Research Journal, V. 46, No. 3 (2009) pp. 659-689. Abstract: One of a relative few longitudinal studies looking at effects of distributed leadership on school improvement and student achievement (elementary school). Findings favor distributed leadership both for "building the academic capacity of schools" and improving achievement. Available directly from publisher site (this page) or through your library's document delivery service. 2009

By W. Norton Grubb, et al., published by Routledge NY 1999. The WorldCat page also enables a preview (through Google Books), which makes the table of contents available. From the WorldCat summary, "Based on extensive research on community college teaching to date, this book examines the nature of teaching and the institutional forces that shape it."

PA's comment: "There's an interesting book by Norton Grubb entitled Honored But Invisible based on a thorough qualitative study of pedagogy in a whole bunch of community colleges. His basic point is that while we claim to be "teaching" colleges, there is little support for improving teaching."

Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.