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Ed Webb

Most Faculty Don't Use Twitter, Study Reveals -- Campus Technology - 0 views

campustechnology.com/...use-twitter-study-reveals.aspx

twitter faculty survey

shared by Ed Webb on 26 Aug 09 - Cached
  • 30.7 percent of respondents reported that they do, in fact, use Twitter in one way or another--a percentage that's fairly high compared with the percentage of the general adult American population that uses Twitter (which is projected to be in the neighborhood of 10 percent to 11 percent by 2010).
Ed Webb

The Art of Driving Students Away « Purdue eTech - 0 views

purdueetech.wordpress.com/...e-art-of-driving-students-away

education technology

shared by Ed Webb on 29 Sep 09 - Cached
  • it is important to involve faculty in technology decisions, especially concerning in-classroom technology.  Educational technologists have a responsibility, whenever able, to inform faculty of the pros AND cons of particular technologies and how they might affect the classroom experience.
Ed Webb

The Future of WPMu at bavatuesdays - 1 views

bavatuesdays.com/the-future-of-wpmu

blogs blogging digitalidentity domains hosting jimgroom edupunk

shared by Ed Webb on 11 Oct 09 - Cached
  • I grab feeds from external blogs all the time that are related to UMW an pull them into our sitewide “tags” blog (the name tags here is confusing, it is simply a republishing of everything in the entire WPMu install) with FeedWordPress. For example, I stumbled across this post in the tags blog on UMW Blogs tonight, which was actually being pulled in from a WordPress.com blog of a student who graduated years ago, but regularly blogs about her work in historic preservation.  This particular post was all about a book she read as an undergraduate in Historic Preservation, and how great a resource it is.  A valuable post, especially since the professor who recommended that book, W. Brown Morton, retired last year. There is a kind of eternal echo in a system like this that students, faculty, and staff can continue to feed into a community of teaching and learning well beyond their matriculation period, or even their career.
  • what we are doing as instructional technologists, scholars and students in higher ed right now is much bigger than a particular blogging system or software, I see my job as working with people to imagine the implications and possibilities of managing and maintaining their digital identity in a moment when we are truly in a deep transformation of information, identity, and scholarship.
  • we’ll host domains that professors purchase and, ideally, map all their domains onto one WP install that can manage many multi-blogging solutions from one install.  The whole Russian Doll thing that WPMu can do with the Multi-Site Manager plugin. So you offer a Bluehost like setup for faculty, and if that is too much, allow them to map a domain, take control of their own course work, and encourage an aggregated course management model that pushes students to take control of their digital identity and spaces by extension.  Giving students a space and voice on your domain or application is not the same as asking them to create, manage and maintain their own space.  Moreover, it doesn’t feed into the idea of a digital trajectory that starts well before they come to college and will end well after they leave.  This model extends the community, and brings in key resources like a recent graduate discussing an out-of-print historic preservation text book a retired professor assigned to be one of the best resources for an aspiring Preservation graduate student. This is what it is all about, right there, and it’s not gonna happen in silos and on someone else’s space, we need to provision, empower, and imagine the merge as a full powered move to many. many domains of one’s own.
Ed Webb

How much 'work' should my online course be for me and my students? - Dave's Educational... - 0 views

davecormier.com/...urse-be-for-me-and-my-students

education opinion students engagement online

shared by Ed Webb on 28 Jun 20 - Cached
  • My recommendation for people planning their courses, is to stop thinking about ‘contact hours’. A contact hour is a constraint that is applied to the learning process because of the organizational need to have people share a space in a building. Also called a credit hour, (particularly for American universities) this has meant, from a workload perspective, that for every in class hour a student is meant to do at least 2 (in some cases 3) hours of study outside of class. Even Cliff Notes agrees with me. So… for a full load, that 30 to 45 Total Work Hours for students per course that you are designing.
  • Simple break down (not quite 90, yes i know) Watch 3 hours of video* – 5 hoursRead stuff – 20 hoursListen to me talk – 15 hoursTalk with other students in a group – 15 hoursWrite reflections about group chat – 7.5 hoursRespond to other people’s reflections – 7.5 hoursWork on a term paper – 10 hoursDo weekly quiz – 3 hoursWrite take home mid-term – 3 hoursWrite take home final – 3 hours
  • A thousand variations of this might be imagined
  • ...3 more annotations...
  • a possible structure recommended by one of the faculty we were talking to was – read/watch, quiz, lecture, student group discussion, reflection. The reasoning here is that if you give learners (particularly new learners) a reading without some form of accountability (a quiz) they are much less likely to do it. I know that for me, when I’ve done the readings, I’m far more likely to attend class. Putting the student group discussion after the lecture gives students who can’t attend a synchronous session a chance to review the recording
  • The standardization police have been telling us for years that each student must learn the same things. Poppycock. Scaffolding doesn’t mean taking away student choice. There are numerous approaches to allowing a little or a lot of choice into your classes (learner contracts come to mind). Just remember, most students don’t want choice – at first. 12-16 years of training has told them that you the faculty member have something you want them to do and they need to find the trick of it. It will take a while until those students actually believe you want their actual opinion.
  • You can have a goal like – get them acculturated to the field – and work through your activities to get there. It’s harder, they will need your patience, but once they get their minds around it, it makes things much more interesting.
Ed Webb

Technology and Restoration of Voice | TechTicker - 0 views

techticker.net/...ology-and-restoration-of-voice

technology education socialmedia tools students cck08 cck09

shared by Ed Webb on 15 Sep 10 - No Cached
  • A colleague in the faculty is currently researching the opportunities that use of asynchronous discussion forums can offer to leveling the playing field, and providing more equitable opportunities for people to share their thoughts. From what I’ve heard, the results so far are exceptionally promising.
Ed Webb

Echo in the Theatre - Mike Bogle - 0 views

mikebogle.posterous.com/echo-in-the-theatre

education faculty tools

shared by Ed Webb on 16 Mar 10 - Cached
  • Ed Webb on 16 Mar 10
     
    IMS could tell some tales, I bet
Ed Webb

High-Tech Cheating on Homework Abounds, and Professors Are Partly to Blame - Technology... - 0 views

chronicle.com/...64857

cheating education homework technology teaching learning

shared by Ed Webb on 03 Apr 10 - Cached
  • "I call it 'technological detachment phenomenon,'" he told me recently. "As long as there's some technology between me and the action, then I'm not culpable for the action." By that logic, if someone else posted homework solutions online, what's wrong with downloading them?
  • "The feeling about homework is that it's really just busywork,"
  • professors didn't put much effort into teaching, so students don't put real effort into learning
  • ...5 more annotations...
  • "The current system places too great a burden on individual faculty who would, under the circumstances, appear to have perverse incentives: Pursuing these matters lowers course evaluations, takes their severely limited time away from research for promotion, and unfortunately personalizes the issue when it is not personal at all, but a violation against the university."
  • In the humanities, professors have found technological tools to check for blatant copying on essays, and have caught so many culprits that the practice of running papers through plagiarism-detection services has become routine at many colleges. But that software is not suited to science-class assignments.
  • a "studio" model of teaching
  • The parents paid tuition in cash
  • The idea that students should be working in a shell is so interesting. It never even occurred to me as a student that I shouldn't work with someone else on my homework. How else do you figure it out? I guess that is peer-to-peer teaching. Copying someone else's work and presenting it as your own is clearly wrong (and, as demonstrated above, doesn't do the student any good), but learning from the resources at hand ought to be encouraged. Afterall, struggling through homework problems in intro physics is how you learn in the first place.
Ed Webb

News: A Gripe Session at Blackboard - Inside Higher Ed - 0 views

www.insidehighered.com/...blackboard

blackboard

shared by Ed Webb on 17 Jul 09 - Cached
  • At an open "listening session" with top executives of Blackboard here Wednesday at the company's annual conference, college officials expressed frustration with many of the system's fundamental characteristics. At times, the meeting seemed to turn into a communal gripe session, with complaints ranging from the system's discussion forum application, to the improved -- but still lacking -- user support, to the training materials for faculty members. Participants' concerns were often greeted with nods of agreement and outright applause from their peers as they spoke of their frustrations with the system.
  • "We recognize there are still some shortcomings in our products," responded Michael Chasen, president and CEO of Blackboard.
Ed Webb

Views: How Tweet It Is - Inside Higher Ed - 0 views

www.insidehighered.com/...mclemee246

twitter education technology

shared by Ed Webb on 23 Aug 09 - Cached
  • Part of my interest in this turn to Twitter comes from disappointment with most university press blogs, which often seem more like PR vehicles than genuine blogs with discussion, disagreement, expressions of real enthusiasm or curiosity or whatever. Reading very many of them at one sitting feels like attending a banquet where you are served salt-free soda crackers and caffeine-free Mountain Dew that's gone flat.By contrast, university-press publicists seem more inclined to experiment and to follow tangents with Twitter than they do on their own official websites. They link to material they have posted at the press’s blog, of course – but also to news and commentary that may be only obliquely related to the books in their catalog. It’s as if they escape from beneath the institutional superego long enough to get into the spirit of blogging, proper.
  • The range and the interest of Duke's tweets make its presence exemplary, in my opinion. Between drafting and rewriting this column, for example, I followed Duke's tweets to a newspaper article about whether or not English was approaching one million words, a blog post about rock songs cued to Joyce's Ulysses, and the Twitter feed of Duke author Negar Mottahedeh, who has been posting about events in Iran.
  • She then makes a point that bears stressing given how often university-press blogs tend to be coated in institutional gray: “I think that any kind of social networking needs to have a personality tied to it in order for it to be successful. Also, I think you really need to participate in the media in order for it to be successful. We ask people for questions and opinions, offer giveaways sometimes. My main goal is to try to get people talking -- either with me or with each other about our books and authors.... You can't just provide information or news feeds to reviews and articles about your books. Involving the Press in what is going, contributing to the various discussions, and asking (and answering) questions is really the way to grow your following.”
Ed Webb

NITLE - Crossing Borders - 0 views

www.nitle.org/...903-crossing-borders

NITLE studyabroad workshop

shared by Ed Webb on 21 Sep 09 - Cached
  • For faculty members, leaders of study-abroad programs, instructional technologists, and librarians from the Hobart and William Smith Colleges and other participating institutions who are interested in how multimedia storytelling might be adapted for use with students in all three phases of the study abroad experience: pre-departure, on-site, and reentry.
Ed Webb

The Wired Campus - A Year Later, a Texas University Says Giving Students iPhones Is an ... - 1 views

chronicle.com/...8437

iphones education

shared by Ed Webb on 14 Oct 09 - Cached
  • Abilene Christian University says handing out iPhones to its entire first-year class in 2008 has improved interaction between students and faculty members.
  • Does positive feeling mean better teaching and learning? Mr. Schubert adds that it's too early to collect enough data to understand how giving out iPhones improves education. Student testimonials in the report, however, highlight easier access to professors. One savvy student says having an iPhone means he's less confused in class. "My professor will ask a question about something and I don't know what it is, but right here on my phone, with just one touch, I have Dictionary.com, I have a Wikipedia app—I can look it up," said Tyler Sutphen, a marketing major. "I know what they're talking about, because it's right there."
Ed Webb

The Wired Campus - At One English College, Facebook Serves as a Retention Tool - The Ch... - 0 views

chronicle.com/...8435

facebook retention socialmedia education technology

shared by Ed Webb on 14 Oct 09 - Cached
  • According to Gloucestershire College, in England, Facebook and other social-networking Web sites can do more than provide a platform for vacation photos, favorite quotes, and status updates; they can help reduce dropout rates, the BBC reports.The media-curriculum manager at the college, Perry Perrott, says that with the advent of social media, students have been better at keeping in touch with faculty members, which has lead to a “significant improvement in retention.”After seeing how popular social-networking sites were with students, Mr. Perry says the college decided to embrace the technology as a cost-free way to further engage the campus.
Ed Webb

Business as Unusual: The New Normal for Online Learning - BCcampus - 0 views

bccampus.ca/...new-normal-for-online-learning

teaching learning online internet education college colleges university universities

shared by Ed Webb on 29 May 20 - Cached
  • One of the most interesting changes that I saw in terms of online learning was the use of WhatsApp, a text and voice messaging app that is very popular in South Africa. Through the app’s group chat feature, instructors can moderate the discussion and students can leave voice notes, which gives them the ability to have their voices heard asynchronously
  • I’ve imagined a north–south dialogue. Now, due to COVID-19, it’s happening organically, and I’m in the process of reimagining the course I would have been teaching in Vancouver this summer as an online course. I need to factor in which apps to use, how to prepare for students who only have cellphones, and the reality that many students come from other countries to study at Emily Carr, and now they’ll be learning remotely. It’s fascinating that the forced global aspect of the classroom will influence the way I design the educational technology for my program
  • In the past, some educators might have been excited to tear everything apart and build it back up with a goal of helping students learn in a better way, but the institutions wouldn’t be able to support it. Not because they didn’t want to, but because it was difficult for them to do it. Now there’s an opportunity for institutions to let the reins go and encourage creative and new approaches. It’s scary, but it’s also inspiring for educators to have that freedom. The research is available, the interest is there, and the resources are open, so now is the time to make it happen
  • ...9 more annotations...
  • “What surprised me was the resurgence of many of the zombie ideas about online learning creeping into the discussions, such as the idea that online learning isn’t as personal, or that you can’t have interactivity, or that it just doesn’t work. And while it is true you need to change how you think about your course — you can’t just replicate what you used to do in the classroom — there’s an opportunity to evolve your teaching practices and create a better learning experience for your students.”
  • What’s happening now is going to reshape education for years, if not decades.
  • People want the old normal, not the new normal. We will, to some degree, get back to what we know and love, but it won’t ever look like it did before
  • “Like your physical buildings on campus, you also have a somewhat invisible set of resources called your educational technology. If you don’t understand it well and don’t treat it as important infrastructure, your ability to move online sustainably will be challenged. Sometimes institutions see eLearning as a project, not a strategy. Online learning isn’t a fly-by-the-seat-of-your-pants project; it has to be integrated into your academic plan and institutional strategy. I hope that COVID-19 underlined that for institutions.”
  • “We’ve known for over 30 years now that one-hour lectures are not a great way to teach: you can have a good one-hour session, but can you have 13 over a semester? It’s about cognitive load, and students can’t focus for more than 15 to 20 minutes at a time without being distracted. There’s room for synchronous discussion, but we can do it better. There’s a huge amount of research into online learning and what happens when students have access to online learning whenever they want it. And just like in real life, you have to know how to do both synchronous and asynchronous interactions well.”
  • We need to make space for the voices of communities who haven’t traditionally been heard: non-traditional learners, students who are food or housing insecure, students who are neurodivergent, students of colour, and Indigenous students. We must think of all these populations and the degree to which our educational system — our technology, our platforms — has not been built for them. We do a lot of work to make our methods accessible, but at the core, our systems, institutions, and platforms aren’t really built for — or by — those students
  • s challenging as it is, I’m seeing online pedagogy’s focus on equity and care resonating with many of those new to the medium
  • I’ve used really experimental styles over the past few years, but I won’t be doing that as much over the coming year because I shouldn’t. My classes are traditionally where students get to work with tools and platforms outside of the norm. If everyone moving online treats it that way, the cognitive load on the students will be absolutely overwhelming. My right to flex my academic freedom regarding platforms should be superseded by care and consideration for my students’ cognitive loads across a program. Navigating different platforms and tools is hard and distracting.
  • “One of the most vital tools and resources that I’ve seen people using is their human capacities for compassion and patience — the degree to which faculty are stepping up and approaching their students from a place of care, and a place of genuine desire for students to feel a sense of hope, safety, and flexibility.”
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