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The Faculty Lounges - 0 views

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    Interviewed on the Leonard Lopate Show, July 8 2011. The author, Naomi Shaefer Riley, discusses her new book, The Faculty Lounges: And Other Reasons Why You Won't Get the College Education You Pay For.
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The Museum of Mathematics - 0 views

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    Website for MoMath.
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Many Variables in a New York Math Museum - 0 views

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    by Kenneth Chang in Science section, New York Times, June 27, 2011. A math museum will be opening in Manhattan next year. The exhibits will include interactive props that illustrate abstract concepts. Under the vision of the founder, Glen Whitney, "MoMath will be one small way to bolster mathematics education in the United States. The museum's mission, according the Mr. Whitney, is to shape cultural attitudes and dispel the bad rap that most people give math.
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Learning Design Support Environment - 0 views

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    Videos of the Learning Design Support Environment and the Online Pedagogical Pattern Data Collector on Vimeo
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Data mining higher education records in search of improved outcomes - 0 views

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    By Lloyd Armstrong on his blog Changing Higher Education, May 23 2011. Announcement of a new Gates Foundation grant to aggregate data from several large post-secondary systems that are members of WICHE (Western Interstate Commission for Higher Ed) in order to get a better picture of outcome data.
Lisa Levinson

The relative benefits found for students with and without learning disabilities taking ... - 0 views

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    Positive outcomes have been reported for university preparation courses for students without disabilities. Little is known about whether these courses can offer the same benefit to students with learning disabilities and whether the inclusion of psychosocial factors, in addition to academic skills, would benefit both groups.
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In Search of a New Developmental-Education Pedagogy - 1 views

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    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.
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Pursuing the elusive metaphor of community in virtual learning environments - 0 views

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    By Richard Schwier, Proceedings of EMEDIA 2009, Association for the Advancement of Computers in Education, June 2009. Schwier works out of the Virtual Learning Communities Research Laboratory at the University of Saskatchewan, and this paper looks at some of their key findings.
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Schwier, Richard - 0 views

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    Professor of Educational Technology and Design at the University of Saskatchewan. Schwier does a lot of work on virtual learning communities (vlc).
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Growing Virtual Communities - 0 views

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    By Debbie Garber, The International Review of Research in Open and Distance Learning, vol 5 (2), August 2004. This paper goes beyond technology to look at "the social process on which an online learning community if it is to flourish and be useful." Also stresses "importance of nurturing the community's health, and the natural life cycle of a virtual community...."
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Connections: Virtual Learning Communities (e-Book) - 0 views

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    By Richard A. Schwier and published June 2011. This page offers free download of the .epub. Schwier is at the University of Saskatchewan and studies virtual learning communities. For more, see the scheier tag.
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5 reasons students would rather play Xbox than use the LMS - 0 views

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    Posted by dskmag on the blog Design for Learning, May 28 2011. This blog is written by Dean Groom, who has an interest in "embedding new pedagogical classroom practice to create authentic, realistic and relevant learning for today's learners." This post describes ways to make LMS (and online courses) more engaging, following a gaming/Xbox model.
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The challenge of preparing students for college and, once they are there, finish | Radi... - 0 views

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    On Radio Times, WHYY Radio. Host Marty Moss-Coane talks withThomas Bailey of Columbia University's Teachers College and Joseph Merlino, president of the 21st Century Partnership for STEM. They discuss the question of whether colleges should offer remedial courses, why so many high school students need help and how high schools and colleges can work together to prepare students for the college work load.
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Pedagogy Matters - 3 views

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    Direct link to Pedagogy Matters Jam resources
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Not all graduates ready to tackle college - 0 views

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    By Tina Marie Macias in the advertiser. com (Louisiana), May 20, 2011. The author cites analysis by The Daily Advertiser (the print newspaper) that "the majority of 2010 ACT-tested Lafayette Parish students did not meet college readiness benchmarks." The article also compares the ACT as an indicator against TOPS (Taylor Opportunity for Students Award, a local grant).
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Report: Over a third of students entering college need remedial help - 0 views

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    By Kara Spak, Chicago Sun-Times, May 31, 2011. This article cites a recent report released by the Alliance for Excellent Education, which finds that "as many as one-third of students entering higher education need to take some sort of remedial or developmental course...." Putting a human face on these statistics is the profile of one student who graduated from high school with a 3.0 GPA and a B in "College Algebra" but still needed to take a non-credit developmental math course when she got to community college.
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Why Fairfax should ax the substandard 'Standard Diploma' - 0 views

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    By Kristen Amundson, Op/Ed, The Washington Post, May 27 2011. Amundson argues that the state of Virginia is doing itself a disservice by allowing high school students to graduate with a "standard diploma." The diploma requires only three years of math, leaving many students unprepared for college math and thus required to enroll in developmental math.
Lisa Levinson

Personality Psychology and Economics - 0 views

  • The predictive power of personality measures is compared with the predictive power of measures of cognition captured by IQ and achievement tests. For many outcomes, personality measures are just as predictive as cognitive measures, even after controlling for family background and cognition. Moreover, standard measures of cognition are heavily influenced by personality traits and incentives. Measured personality traits are positively correlated over the life cycle. However, they are not fixed and can be altered by experience and investment. Intervention studies, along with studies in biology and neuroscience, establish a causal basis for the observed effect of personality traits on economic and social outcomes. Personality traits are more malleable over the life cycle compared to cognition, which becomes highly rank stable around age 10. Interventions that change personality are promising avenues for addressing poverty and disadvantage.
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    This paper explores the power of personality traits both as predictors and as causes of academic and economic success, health, and criminal activity.
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The Quiet Revolution in Open Learning - 0 views

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    By Kevin Carey in the Commentary section of The Chronicle of Higher Education, May 15 2011. Carey cites a recent negotiation between the US Departments of Education and Labor in which community colleges can compete for federal funds "to serve students online" but, in exchange, will also provide those online tools, free, via Creative Commons license.
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