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J.Randolph Radney

Online Office Hours with Google Docs - Official Google Docs Blog - 0 views

googledocs.blogspot.com/...ce-hours-with-google-docs.html

shared by J.Randolph Radney on 01 Nov 10 - No Cached
  • J.Randolph Radney on 01 Nov 10
     
    Virtual Office Hours
J.Randolph Radney

Discussion Board Etiquette - 1 views

www2.uwstout.edu/...discuss_etiquette.html

discussion etiquette board forum netiquette moodle discussions Online social blog

shared by J.Randolph Radney on 24 Jan 11 - No Cached
  • Brevity is appreciated. Since reading other's comments or articles can be very time consuming, try to be straight to the point, although respect that this is an academic class. Too little is just as troublesome as too much!
  • give a frame of reference in your post by quoting or summarizing the content to which you are responding
  • The me-too post certainly is a frustration in the online environment and does not add any depth to the discussion or learning.
  • ...5 more annotations...
  • be sure to post substantive ideas and avoid the "I agree" posts which just clutter up a discussion board.
  • Subject lines that just repeat the original poster’s subject line with the Re: added (Re: Re: Re: Unoriginal subject line) give no indication to the reader if the new or added content will benefit him or her as a learner
  • Each time you post or reply to a post, update the subject line to match the content of your posting.
  • Make sure you are posting under the appropriate heading or thread.
  • The Discussion Board is part of a college course, so your writing style should conform to the rules of standard English.
  • J.Randolph Radney on 24 Jan 11
     
    What do you think of these principles as writing guidelines for forums and blogs?
J.Randolph Radney

Skillful writing of an awful research paper - Analytical Chemistry (ACS Publications) - 2 views

pubs.acs.org/...ac2000169

science learning global research education social blog biology writing google

shared by J.Randolph Radney on 08 Feb 11 - No Cached
  • My advice is solely based on principles of presenting the objectives, experiments, results, and conclusion in a fashion that as such no one will finish reading them or, if they do, readers will have little chance of understanding or remembering them.
  • practice and a lack of mental concentration
  • Royce Murray University of North Carolina - Chapel Hill, ChemistryAnal. Chem., 2011, 83 (3), p 633DOI: 10.1021/ac2000169Publication Date (Web): January 12, 2011Copyright © 2011 American Chemical Society
  • ...1 more annotation...
  • Rule 1.
  • J.Randolph Radney on 08 Feb 11
     
    Reverse psychology for writing
J.Randolph Radney

The Art of Non-Conformity - 0 views

chrisguillebeau.com/3x5

blog lifehacks travel nonconformity lifestyle inspiration productivity writing

shared by J.Randolph Radney on 17 Feb 11 - Cached
  • J.Randolph Radney on 17 Feb 11
     
    For the non-conformists among you...
J.Randolph Radney

For Einstein's Birthday, Hebrew U. Unveils Online Archive of Physicist's Work - Wired C... - 0 views

chronicle.com/...30467

einstein education

shared by J.Randolph Radney on 18 Mar 11 - No Cached
  • J.Randolph Radney on 18 Mar 11
     
    eLearning now equals the mass (of online documents) times the velocity of light squared!
J.Randolph Radney

QuickWire: German Students Start DNA Dating Site - Wired Campus - The Chronicle of High... - 3 views

chronicle.com/...31032

shared by J.Randolph Radney on 15 May 11 - No Cached
  • J.Randolph Radney on 15 May 11
     
    This reminds me of a science research project that was proposed in the Monday section of ENGL 2300 this past semester. Hmm...
J.Randolph Radney

TeachPaperless: 10 Ways to Help Students Ask Better Questions - 1 views

teachpaperless.blogspot.com/...-help-students-ask-better.html

shared by J.Randolph Radney on 08 Apr 11 - No Cached
  • The points students bring up are thought-provoking. However, I'm most impressed by the questions they ask one another. They clarify and ask follow-up questions. They make inferences. They ask connecting questions and critical thinking questions. It's a messy process, but it's beautiful messy. It's art.
  • As long as a question is respectful, I want students to question their world. This applies to analyzing mathematical processes, thinking through social issues, making sense out of a text or analyzing the natural world for cause and effect.
  • I require students to ask questions before, during and after reading.
  • ...7 more annotations...
  • Three times a week, we do inquiry days, where students begin with their own question in either social studies or science and they research it, summarize it and then ask further questions. While my initial goal involved teaching bias, loaded language and summarization, I soon realized that students were growing the most in their ability to ask critical thinking questions.
  • Feedback on questions: I highlight their questions in Google Docs and leave comments on their blogs with very specific feedback.
  • Sometimes I'll ask a really lame question and then say, "Someone tell my why that question sucked?" or I'll ask a deeper question and say, "Why was that a hard question to answer?" The goal is to get them to see deeper questions and to also think about why a question is deep or shallow.
  • Some students have a really hard time with questioning strategies.
  • I teach students about inquiry, clarifying, critical thinking and inference questioning.
  • Students sometimes ask me questions. Other times they ask partners or small group questions. Still other times they ask the questions to the whole class.
  • Technology allows students to take their time in crafting a question while having access to the questions of their peers.
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