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J.Randolph Radney

Students prefer good lectures over the latest technology in class | University Affairs - 3 views

www.universityaffairs.ca/atest-technology-in-class.aspx

shared by J.Randolph Radney on 21 Nov 12 - No Cached
  • they want lectures. They want to listen to a professor who’s engaging, who’s intellectually stimulating and who delivers the content to them,” says Vivek Venkatesh, associate dean of academic programs and development in the school of graduate studies at Concordia University.
    • J.Randolph Radney
      J.Randolph Radney on 21 Nov 12
       
      Perhaps what students WANT is not what is best for them. Are they being lazy learners to expect a teacher to 'deliver content', as compare with more active learning strategies?
  • The reporter fails to mention that the majority of both teachers and students like technology in the classroom. And then tries to turn this report into one that is anti-technology.
  • But frankly when I find an eager proponent of, say, group work and student-directed discussions, I often (although not always) find a professor who simply can't lecture; and, worse, is not liked by their students.
    • J.Randolph Radney
      J.Randolph Radney on 21 Nov 12
       
      It is possible, however, to be a professor who lectures well and still prefers the use of more active learning in the classroom.
J.Randolph Radney

eClassroom News - Strong communication key to online learning - 3 views

www.eschoolnews.com/...classroom-news

eclassroom

shared by J.Randolph Radney on 01 Jan 10 - Cached
  • Teaching in an online environment isn't the same as teaching in a traditional classroom, and online instructors need special skills and approaches to be successful. For example, communication can pose a challenge in online-learning environments, because online educators can't rely on visual cues as their colleagues can in bricks-and-mortar schools. Now, a new research brief from the International Association for K-12 Online Learning (iNACOL) looks at this challenge in greater detail, examining how successful programs and teachers are ensuring effective communication.
  • Teachers must use eMail, frequent telephone conversations, and collaborative tools, such as threaded discussions and synchronous chats, to closely connect with students.
  • Effective online teaching practices must include quickly responding to student and parent inquiries.
  • ...2 more annotations...
  • Teachers must know, and be skilled at using, web-based technologies that offer students opportunities for collaborative learning.
  • Synchronous instruction brings teachers and students together simultaneously in virtual spaces, which "implies that virtual teachers need to become skillful at using chat room and collaborative software," says the report.
  • J.Randolph Radney on 01 Jan 10
     
    This is the beginning of a report on communication needs for online learners.
J.Randolph Radney

eSN Special Report: Small-group collaboration | eSchoolNews.com - 5 views

www.eschoolnews.com/...port-small-group-collaboration

elearning eschoolnews.com collaboraton

shared by J.Randolph Radney on 26 Jan 10 - Cached
  • Sutton said collaboration is "a more positive way of teaching" and addresses the needs of students who learn best in different ways, such as those who are visual learners or auditory learners.
  • In a traditional classroom arrangement—with the teacher lecturing at the front of the class—"the group becomes homogenized," Silverman says. The teacher targets the instruction to the middle, ignoring the passive, inattentive students in the back and the more advanced students who might be bored because they already know the material. The teacher might ask two to four students to come to the front of the room to solve a problem, but the rest are "educational voyeurs," he says.
  • He suggests that each group have a student identified as a facilitator, recorder, and possibly, reflector, with those positions changing from project to project. After a group completes its work, the students can use the projector to share what they’ve learned with the whole class.
  • J.Randolph Radney on 26 Jan 10
     
    The article reinforces readings for the course, as well as providing suggestions for activities that would be collaborative (actually, the way they describe it is more cooperative because they specify roles, but we can "scrub 'round that bit", I'm sure.
J.Randolph Radney

Research dispels common ed-tech myths | Research | eSchoolNews.com - 3 views

www.eschoolnews.com/...h-dispels-common-ed-tech-myths

research technology k12 21stcenturyskills myths education

shared by J.Randolph Radney on 06 Jul 10 - Cached
  • J.Randolph Radney on 06 Jul 10
     
    This is a summary of a report on technology use in k-12 schools (in the US?).
J.Randolph Radney

Technology a key tool in writing instruction | Community | eSchoolNews.com - 1 views

www.eschoolnews.com/...ey-tool-in-writing-instruction

writing technology instruction eschoolnews education learning

shared by J.Randolph Radney on 22 Jul 10 - Cached
  • The report found that the use of Web 2.0 tools such as blogs, podcasts, wikis, and comics-creating software can heighten students’ engagement and enhance their writing and thinking skills in all grade levels and across all subjects.
  • “The experience of these nine teachers reminds us of the central role they play in true education reform. It’s teachers who are the technology drivers, seeking out digital tools, learning them, testing them, and finally implementing them successfully in their classrooms,” said Sharon J. Washington, executive director of NWP.
  • Students also must have an opportunity to write about real issues and for a real audience outside of their classroom. They should be able to get responses from other students in and out of the classroom, and to collaborate on writing projects. All of these things, Eidman-Aadahl said, can be done by using the internet.
  • J.Randolph Radney on 22 Jul 10
     
    This is an article on the use of Web 2.0 tools in writing classes.
J.Randolph Radney

The Future of Thinking - The MIT Press - 4 views

mitpress.mit.edu/...default.asp

Web2.0 education technology innovation thinking MIT

shared by J.Randolph Radney on 25 Apr 10 - Cached
  • The authors propose an alternative definition of "institution" as a "mobilizing network"—emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change—and explore the implications for higher education.
  • The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing.
  • J.Randolph Radney on 25 Apr 10
     
    Has anyone read this book? Can you link a review of it to our diigo group?
J.Randolph Radney

Cramming computers: It's still the same old story | Clayton Christensen - 2 views

disruptingclass.mhprofessional.com/...s-its-still-the-same-old-story

computers story clayton education web2.0 technology moodle learning tools

shared by J.Randolph Radney on 13 Sep 11 - No Cached
  • The New York Times woke many with a start over the weekend when it reported in its Sunday edition on a school in Arizona investing lots of money in technology but seemingly getting few results from the investment, as student test scores remained stagnant.
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
  • ...1 more annotation...
  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
eabyasinfosol

How to Leverage This Moodle Plugin for Moodle Quiz Analytics - LearnerScript - 1 views

learnerscript.com/ugin-for-moodle-quiz-analytics

Moodle Quiz Analytics Grades LearnerScript Summary Reporting

shared by eabyasinfosol on 18 Feb 21 - No Cached
  • eabyasinfosol on 18 Feb 21
     
    A brief about Quiz in Moodle The courses in the Moodle Learning Management System (aka Moodle LMS) form its essence. And there are various methods to assess the learning experience of your folks. They include Assignments, Polls, Surveys, and Quizzes. Moodle Quiz is part and parcel of a Moodle course. In the sense, if you are a (Moodle) admin or teacher, you can add a quiz, to check your learners' progress, across the course. In order to form a quiz, you need questions from a Question Bank of your course. It contains a variety of Quiz Question Types in Moodle, which we will discuss separately in another post. So, you save these quiz questions of a course here for usage as and when required...
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