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Patrice Prusko

A Manifesto for Active Learning - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...52705

course design engagement lecture video

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • My classes, instead, are focused on developing intellectual curiosity and teaching students to learn how to learn
  • If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject
  • students are responding to the lecture in real time on Twitter, and they have agency in the way that the topic develops through various techniques like guiding questions discussed via Twitter or even coming up and writing topics
Patrice Prusko

Five Common Pitfalls of Online Course Design - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...tfalls-of-online-course-design

MOOC course design pitfalls

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • Reading your course material on a computer screen does not make for a memorable learning experience
  • Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.
  • In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.
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  • . Your course should be a place where students come to participate in the connections that can be made between your subject and the outside world. Build these bridges into your online course materials, and become a facilitator of these important connections.
  • The interactivity and interconnectedness of computers provides increased opportunity for students to actively participate in their learning rather than passively consuming what you feed them.
  • peppering your online content with quick test-your-comprehension questions or developing exercises that ask students to generate data, capture and upload photos of evidence, research connections to real-world conditions, or create explanatory slideshows.
  • t. Consider creating wiki spaces in which groups of students can work together. Include assignments that require students to share ideas and resources, present topics to each other, and critique each other’s work. Use online communication tools and collaborative spaces to foster a class-wide web of supportive contact rather than settling into multiple parallel channels between you and each student.
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