Great archive about pedagogy of the process.
* A "research section" that addresses questions around digital storytelling and student learning in three major sections: Multimedia Distinctive, Social Pedagogy, Affective Learning
* A grid as an alternative, condensed representation of our findings from this project
* Video interviews with students and faculty as well as student produced digital stories
* "Best practices": advice from students and faculty for working with digital stories
This multimedia archive on digital storytelling provides:\n* A "research section" that addresses questions around digital storytelling and student learning in three major sections: Multimedia Distinctive, Social Pedagogy, Affective Learning\n* A grid as an alternative, condensed representation of our findings from this project\n * Video interviews with students and faculty as well as student produced digital stories\n * "Best practices":
Where a sound or image has been captured incidentally and without pre-arrangement, as part of an unstaged scene, it is permissible to use it, to a reasonable extent, as part of the final version of the video.
Using Multimedia Cases to Change Pedagogical Strategies through Faculty Development
Excellent site with many video case stories about how to teach better.
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.
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.
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
Great video - thx! I just did a lecture in my Career Development class for Toy Design seniors on social media and introduced them to linkedin. All use FB, of course, but were very interested in linkedin especially for making "professional connections" rather than friends as they do with FB. Students continue to be uninterested in Twitter.