we need to construct meaningful opportunities for students to actually engage in research—to become modest but real contributors to the research on an actual question. When students write up the work they’ve actually performed, they create data and potential contributions to knowledge, contributions that can be digitally published or shared with a target community
Keep the 'Research,' Ditch the 'Paper' - Commentary - The Chronicle of Higher Education - 1 views
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Schuman’s critique of traditional writing instruction is sadly accurate. The skill it teaches most students is little more than a smash-and-grab assault on the secondary literature. Students open a window onto a search engine or database. They punch through to the first half-dozen items. Snatching random gems that seem to support their preconceived thesis, they change a few words, cobble it all together with class notes in the form of an argument, and call it "proving a thesis."
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What happens when a newly employed person tries to pass off quote-farmed drivel as professional communication?
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Kindle DX called "poor excuse of an academic tool" in Princeton pilot program - 1 views
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Most of the criticisms center around the Kindle's weak annotation features, which make things like highlighting and margin notes almost impossible to use, but even a simple thing like the lack of true page numbers has caused problems, since allowing students to cite the Kindle's location numbers in their papers is "meaningless for anyone working from analog books."
The Greatest and Most Flawed Experiment Ever in Online Learning - CogDogBlog - 1 views
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I don’t think we should at all be talking about “putting courses online.” What we are really faced with is coming up with some quick alternative modes for students to complete course work without showing up on campus. This does not call for apps and vendor solutions, but what the best teachers always do- improvise, change up on the fly when things change.
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my suggestion an strategy would be… do as little as possible online. Use online for communicating, caring, attending to people’s needs, but not really for being the “course”. Flip that stuff outside.
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This is why I cringe when what I seem to hear is “Zoom! Zoom! Can we have 30 students in zoom?” Everything you try to do online is going to call on for jumping unfair levels of barriers- access, technology, experience. I’d say recast your activities in ways students can do as much without going online- reading, writing, thinking, practicing, doing stuff away from the screen.
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About That Webcam Obsession You're Having… | Reflecting Allowed - 0 views
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About that obsession you’ve got with students turning on their cameras during class. I understand why you’ve got it. I’d like to help you deal with it. I say “deal with it” because many students complain to me that they don’t like being forced to turn their cameras on
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it’s probably essential to our wellbeing to see human faces. As a teacher and presenter and facilitator, seeing facial expressions and reactions of audience/participants makes a huge difference. I get it. I get that you need to know someone is listening, and see those reactions. I get it. I recently gave a keynote and asked a few friends to be on webinar panel so I could see their smiling faces. However, when I am in a position of power like in the class, I never ask students to turn on their cameras. And my students were *almost always all engaged* last semester in our Zoom calls.
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You can’t make eye contact online
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