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Cole Camplese

Penn State Mac Admins - Podcasts - Download free content from Pennsylvania State Univer... - 0 views

itunes.apple.com/...id429872255

psutlt

shared by Cole Camplese on 01 Jun 11 - No Cached
  • Cole Camplese on 01 Jun 11
     
    Conference material from PSU MacAdmins Conference 2011
gary chinn

Will a Harvard Professor's New Technology Make College Lectures a Thing of the Past? - ... - 3 views

www.good.is/...e-lectures-a-thing-of-the-past

flip psutlt lecture

shared by gary chinn on 03 Aug 11 - No Cached
Angela Dick liked it
  • Mazur sold attendees at the recent Building Learning Communities conference on this new approach by first asking them to identify something they're good at, and then having them explain how they mastered it. After the crowd shared, Mazur pointed out that no one said they'd learned by listening to lectures. Similarly, Mazur said, college students don't learn by taking notes during a lecture and then regurgitating information. They need to be able to discuss concepts, apply them to problems and get real-time feedback. Mazur says Learning Catalytics enables this process to take place.
  • gary chinn on 03 Aug 11
     
    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
  • ...2 more comments...
  • Allan Gyorke on 04 Aug 11
     
    I saw something else along these lines at ELI this year (I'll have to look up the notes). It was mostly about organizing students into discussion groups and assigning them a topic, role, position on the issue, etc... I could see us doing a hot team on several of these technologies. But about the flipping the classroom part of this article, we'll probably open a "Flip the Classroom" engagement initiative this fall to explore multiple approaches to creating the class preparation materials and in-class activities. Some of this is related to the Kahn Academy discussions we've been having. Some touch the lecture capture software that faculty could run in their offices to create personal captures going over material or key points. Anyway, I'd like to open this up to the creativity across Penn State and see what approaches people propose.
  • Angela Dick on 04 Aug 11
     
    Awesome article! This is very similar to the way we are designing the modules for our NIH project. Allan, I would love to be part of "Flip the Classroom" engagement initiative this fall. If there is anything I can do please let me know.
  • gary chinn on 04 Aug 11
     
    an engagement initiative seems like a good idea. many of the approaches are implementations of active learning strategies, and I think having faculty from multiple disciplines exploring and sharing is a good way to test the effectiveness of various approaches. we just met with faculty from architectural engineering who've been flipping since 2008. one observation they made was that they flipped to allow student teams to work on group projects during class time. I had always thought that was a good idea for logistical purposes (especially in a team-heavy college like engineering), but they made a point I had not thought of: using classroom flip in that manner also allowed for the teams to have access to faculty advice and guidance while they were meeting to work on their projects. that seems like it may have huge benefits, especially at key points in a group assignment. all a long way of saying, there's much to learn. the blended learning initiative was essentially a 'classroom flip' approach as well, so some of the ways faculty adapted instruction for those courses might be relevant here too.
  • Allan Gyorke on 04 Aug 11
     
    Angela: Let's talk about it. Gary: Tapping into first-hand experience would be great. I know a bit from the National Conference on Academic Transformation conference. The example that comes to mind is a flip where students learn about math through some short (5 minute) video tutorials and then attend "class" in a lab environment to work in teams and get access to the GA and faculty. It taps into a lot of the features of "student engagement" as measured by the National Survey on Student Engagement with factors such as increased student-student work, collaborative problem solving, immediate feedback, and increased student-faculty contact. Overall, an excellent design.
Emily Rimland

Mobility Shifts :: Conference - 0 views

mobilityshifts.org/conference

teaching education mobility conference

shared by Emily Rimland on 14 Oct 11 - No Cached
  • Emily Rimland on 14 Oct 11
     
    This event wasn't even on my radar, sorry to have missed it. Did anyone from PSU attend? Two of the themes align closely with this year's Summer Camp (classrooms & globalization).
Emily Rimland

Tools of Change Conference, Day 2 - 0 views

americanlibrariesmagazine.org/...tools-change-conference-day-2

libraries ebooks ereaders tablets

shared by Emily Rimland on 01 Mar 12 - No Cached
  • Emily Rimland on 01 Mar 12
     
    A good review of trends in ebooks, e-readers and tablets...also talks about what publishers are doing
Allan Gyorke

Mobile app for Paperless Conferences and Meetings - 0 views

www.conferencecompanion.com

tltsym12 mobile conference app sched

shared by Allan Gyorke on 11 Mar 11 - No Cached
  • Allan Gyorke on 11 Mar 11
     
    Possible alternative to Sched if we need something different for next year
Kevin Morooney

9 things Education Technology has wrong | Gradebook - 3 views

blog.learnboost.com/...education-technology-has-wrong

education technology

shared by Kevin Morooney on 27 May 11 - No Cached
  • Allan Gyorke on 27 May 11
     
    Ugh - the title got me. I was hoping it would be more of a post about changing the way we're thinking about educational technologies. It's more of a review of education technology companies and conferences.
Cole Camplese

What if he is right? - 2 views

www.digitallantern.net/...wolfe.html

mcluhan ci597 information theory web2.0

shared by Cole Camplese on 17 Apr 11 - No Cached
  • The printing press brought about a radical change. People began getting their information primarily by seeing it -the printed word. The visual sense became dominant. Print translates one sense-hearing, the spoken word-into another sense sight, the printed word. Print also converts sounds into abstract symbols, the letters. Print is or derly progression of abstract, visual symbols. Print led to the habit of categorizing-putting everything in order, into categories, "jobs," "prices," "departments," "bureaus," "specialties." Print led, ultimately, to the creation of the modern economy, to bureaucracy, to the modern army, to nationalism itself.
  • People today think of print as if it were a technology that has been around forever. Actually, the widespread use of print is only about two hundred years old. Today new technologies-television, radio, the telephone, the computer-are causing another revolution. Print caused an "explosion"-breaking society up into categories. The electronic media, on the other hand, are causing an "implosion," forcing people back together in a tribal unity.
  • . There will be a whole nation of young psychic drop- outs-out of it-from the wealthy suburbs no less than the city slums. The thing is, all these TV-tribal children are aural people, tactile people, they're used to learning by pattern recogni tion. They go into classrooms, and there up in front of them are visual, literate, print-minded teachers. They are up there teaching classes by subjects, that is, categories; they've broken learning down into compartments -mathematics, history, geography, Latin, biology-it doesn't make sense to the tribal kids, it's like trying to study a flood by counting the trees going by, it's unnatural.
  • ...3 more annotations...
  • "Well . . . they're all working from very obsolete premises, of course. Almost by definition." By definition? "Certainly. By the time you can get a thousand people to agree on enough principles to hold such a meeting, conditions will already have changed, the principles will be useless." McLuhan pulls his chin down into his neck. The Hayakawa conference . . . disappears.
  • One thing that drew them to McLuhan was his belief in "generalism" -pattern recognition. McLuhan, for example, dismisses the idea of university "departments," history, political science, sociology, and so forth; he considers all that obsolete and works in four or five of the old "fields" at once. It is all one field to him.
  • from The New Life Out There by Tom Wolfe (c) 1965 The New York Herald Tribune
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