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Gwynne Keathley

Liberal Education | Winter 2009 | Liberal Education & Effective Practice - 0 views

  • The most prominent attempt to introduce practical activity into liberal education is the civic engagement movement, through which students are encouraged to participate in off-campus community service, sometimes in connection with credit-bearing service-learning courses, sometimes outside the formal curriculum. Such programs aim to cultivate habits of “active citizenship” and build problem-solving skills in community settings.
  • Though important in its own right, the civic engagement movement is also a specific instance of the broader effort to link liberal education with action and practice.
  • The Carnegie Foundation has sponsored an effort to enrich the “thinking” orientation of liberal education with the “doing” emphasis of professional studies by incorporating practice-oriented pedagogies, such as simulations and case studies, in liberal arts courses. Many colleges offer interdisciplinary, problem-focused minors like urban studies or international relations through which students learn to think about complex, real-world problems. These programs often provide platforms for community-based research projects, internships and service opportunities, and Model UN–type simulations.
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    AACU example of a call to link liberal education with more practice-based learning.
Candace Lavin

Adobe Education - Teach Digital Video - 0 views

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    This is a great service provided by Adobe, in connection with ISTE (Society for Technology in Education. The curriculum is project based
Gwynne Keathley

Task Force Releases Report on the Arts - The Harvard University Gazette - 0 views

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    This page as a link to the Report of the Task Force on the Arts, which makes a case for making the arts more central to core of the educational mission of the University. It is an example of how the ways artists and designers know and understand the world will be increasingly taught as a new literacy in the liberal arts.
Sue Maberry

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introducti... - 0 views

  • there has been relatively little interaction between those most interested in new technologies and those invested in the scholarship on teaching and learning.
    • Sue Maberry
       
      To what extent is this true at Otis? I wish we had more time to actually talk about these issues...
  • We need, in short, to merge a culture of inquiry into teaching and learning with a culture of experimentation around new media technologies.
  • to understand better the changing nature of learning in new media environments and the potential of new media environments to make learning--and faculty insights into teaching--visible and usable.
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  • synoptic case study of the Visible Knowledge Project (VKP), a five-year project looking at the impact of technology on learning, primarily in the humanities, through the lens of the scholarship of teaching and learning. 
  • Learning for adaptive expertise: the role of new media in making visible the thinking processes intrinsic to the development of expert-like abilities and dispositions in novice learners; Embodied learning: the impact of new media technologies on the expansion of learning strategies that engage affective as well as cognitive dimensions, renewed forms of creativity and the sensory experience of new media, and the importance of identity and experience as the foundation of intellectual engagement; and Socially Situated learning: the role of social dimensions of new media in creating conditions for authentic engagement and high impact learning.
  • As Michael Wesch puts it in his commentary on the meaning of these changes, “Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.
  • ePortfolios
  • A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom.
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    Introduction to the whole issue which has several excellent essays related to best practices
Sue Maberry

Can We Promote Experimentation and Innovation in Learning as well as Accountability? In... - 0 views

  • n contrast, the VALUE project responds to the need for multiple measures of multiple abilities and skills, many of which are not particularly well suited to snapshot standardized tests.
  • Drawing directly from curriculum-embedded and co-curricular work, e-portfolios can represent multiple learning styles, modes of accomplishment, and the quality of work achieved by students.
  • e believe that e-portfolios, potentially, can foster and provide evidence of high levels of student learning, across a vast range of experiences, and across programs and institution-wide outcomes.
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  • periodic reflections on learning by students are critical components of an education.
  • ntegrative Learning Metarubric
  • Creative Thinking Metarubric
  • Critical Thinking Metarubric
  • metarubrics
  • We hope that the VALUE project will be able to demonstrate several things:  that faculty across the country share fundamental expectations about student learning on all of the Essential Learning Outcomes deemed critical for student success in the 21st century; that rubrics can articulate these shared expectations; that the shared rubrics can be used and modified locally to reflect campus culture within this national conversation; and that the actual work of students should be the basis for assessing student learning and can more appropriately represent an institution’s learning results.
  • e have an environment in which we need to be able to encompass a wider variety of modes for students to demonstrate their learning processes and achievements. By definition this forces us to encompass audio and video, Web 2.0, hard copy and virtual learning.
  • that different knowledge sets and ways of knowing result in learning outcomes being demonstrated in different ways. But in the deconstruction of the demonstrated learning, we tend to find similarity in the core components or criteria of learning, e.g. for critical thinking.
  • student learning is something that the entire campus community is engaged with; each person on the campus participates in the learning, but no one is responsible for all of the learning.
  • rubrics and e-portfolios does not have to create more work--it requires working differently, shifting my time and focus a bit--but it is richer and more rewarding than what I used to struggle with in trying to communicate my expectations for learning and how students could more readily succeed in meeting those expectations. There is a transparency and communication ability that enriches the conversations both with students and with colleagues.
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    rubrics and e-portfolios does not have to create more work--it requires working differently, shifting my time and focus a bit good example rubrics for Integrative Learning, Critical Thinking, Creative Thinking
Sue Maberry

VKP Glossary - 0 views

  • find the glossary a helpful guide to terms they might encounter in many contemporary discussions of student learning in higher education settings.
Sue Maberry

From Narrative to Database: Multimedia Inquiry in a Cross-Classroom Scholarship of Teac... - 0 views

  • technologies of delivery and “technology protocols.”
  • defines “media as socially realized structures of communication, where structures include both technological forms [technologies of delivery] and their associated protocols.”
  • not merely a technological add-on
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  • This idea is useful for helping scholars of teaching and learning think through the impact of new media technologies on the practice of capturing and representing evidence of student learning and drawing conclusions from it.
  • Thinking with clarity about the role of technology is key when research focuses on the use of technology in the classroom and when the presentation of that research takes advantage of new media technologies.
  • The results of this study are available in print (see AHHE Forum on Digital Storytelling, Vol. 7.2, 2008) and also online at the Digital Storytelling Multimedia Archive.2
  • There is a somewhat familiar relationship between research and writing which underpins student work; however, because students are working towards a digital end, they are already thinking about their work as being different—more visual, more compressed, and more public than traditional writing products.
  • Thus, the grid designates a liminal space between the protocols of database and linear narrative in a multimedia environment.
  • The tension between grid and linear Web site as two related, yet fundamentally different ways to represent evidence of student learning is one of the most challenging aspects of our meta-study.
  • hese publications follow the hermeneutics of linear, hierarchical, cause-and-effect narratives.
  • the database is the privileged narrative of the computer age, and its logic is fundamentally different from that of linear print narratives
  • his absence of hierarchy is symptomatic of the database as “cultural form:”
  • reducing complexity through categorization works well only if certain criteria are met. First, in terms of the domain of knowledge to be organized, classification is dependent on a “small corpus, formal categories, stable and restricted entities, and clear edges.” Second, successful classification assumes “expert catalogers, an authoritative source of judgment,” as well as “coordinated” and “expert users.”8 One of our goals for this study is to make our findings publicly available in an online archive, accessible to the scholarship of teaching community and beyond. For such an environment, Shirky adds, reducing complexity through stable categories is a “bad strategy:”
  • Users have a terrifically hard time guessing how something they want will have been categorized in advance, unless they have been educated about those categories in advance as
  • Through collaborative coding/tagging and the production of further metadata in a collaborative effort with the academic community, we aim to push the limits of analyzing and representing student learning in Web 2.0 environments.
Sue Maberry

Faculty Focus | Focused on Today's Higher Education Professional - 0 views

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    This e-publication seems to have good ideas related to pedagogy and teaching tips
Candace Lavin

eLearn Magazine: e-Learning 2.0 - 0 views

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    Article written by Stephen Downes, National Research Council of Canada
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