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Rebecca Davis

DFS Sandbox Projects | Digital Field Scholarship Sandbox - 0 views

sge.lclark.edu/...dfs-sandbox-projects

place-based mapping field scholarship projects sandbox digital

shared by Rebecca Davis on 29 May 14 - No Cached
  • Rebecca Davis on 29 May 14
     
    more examples of mapping projects
Rebecca Davis

Essay on the importance of teaching failure @insidehighered - 5 views

www.insidehighered.com/...ay-importance-teaching-failure

teaching failure

shared by Rebecca Davis on 19 May 14 - No Cached
  • kresearch on 20 May 14
     
    This was an interesting essay and I think is idea of getting students to just put something on paper even if it is rushed and a 'fail' of a paper. Certainly teaching Dilemmas and Capstone I have found students who just cant start so this might be a useful stratagy for them. I am less sure about inviting students to share what they got wrong - I think that could crush some of the more sensitive students.
Rebecca Davis

Advanced Writing for the Discipline: Communication and the Digital Humanities - 0 views

commdigitalhumanities.blogspot.com

blog digital_humanities students undergraduate_research digital_project

shared by Rebecca Davis on 19 May 14 - No Cached
  • Rebecca Davis on 19 May 14
     
    class blog on doing DH project
  • Rebecca Davis on 19 May 14
     
    class blog on doing DH project
Rebecca Davis

http://media.wix.com/ugd/f43061_3a18f7cdde7c48eb9136e62b1105da28.pdf?dn=group%2Bevaluat... - 2 views

media.wix.com/...cdde7c48eb9136e62b1105da28.pdf

collaboration rubric group evaluation digital_humanities

shared by Rebecca Davis on 19 May 14 - No Cached
  • Rebecca Davis on 19 May 14
     
    Rubric for evaluating students doing group projects.
Brenda Adrian

Innovation Fellowship - 1 views

sites.stedwards.edu/innovationfellowship

innovation

shared by Brenda Adrian on 19 May 14 - No Cached
  • Rebecca Davis on 19 May 14
     
    Innovation Fellowship Blog
seutraining

'Introduction to Ancient Rome,' the Flipped Version - Commentary - The Chronicle of Hig... - 4 views

chronicle.com/...140475

flipping risk-taking failure experimentation

shared by seutraining on 16 May 14 - No Cached
  • kmoranjackson on 19 May 14
     
    Very helpful article for me, especially reading through the comments of other professors who have "flipped" their classrooms. Thanks for the link.
  • kresearch on 20 May 14
     
    Interesting thoughts. I am not sure why her students were so unlikely to watch the lectures because they would have to have done reading if they had not had the lectures to watch. It suggests that they were simply used to not doing homework ahead of her classes. I would be interested to know how people ensure that homework is done so that students can participate - I use objective summaries. My husband runs a flipped class and games base class in chemistry - his students - High School level - really value the format.
Michael Weston

Process-Oriented Guided Inquiry Learning - 1 views

serc.carleton.edu/...index.html

shared by Michael Weston on 19 May 14 - No Cached
  • Michael Weston on 19 May 14
     
    One of the most comprehensive methodologies for implementing an Inquiry-Guided Learning activity into your course.
Michael Weston

Project-Based Learning vs. Problem-Based Learning vs. X-BL | Edutopia - 1 views

www.edutopia.org/...pbl-vs-pbl-vs-xbl-john-larmer

instructional design PBL Project Based Learning ProblemBasedLearning education

shared by Michael Weston on 19 May 14 - No Cached
  • Michael Weston on 19 May 14
     
    What are the differences between all of these "_____-based Learning" terms?
Rebecca Davis

No More Digitally Challenged Liberal-Arts Majors - Advice - The Chronicle of Higher Edu... - 4 views

chronicle.com/...143079

digital_humanities liberal_arts digital pannapacker career job employers

shared by Rebecca Davis on 22 May 14 - No Cached
  • close the gap between what our students are learning and the expectations of the job markets in their field
  • We celebrate the graduates who seem most like ourselves—the ones who set out to become academics—and we don't talk much about what happens to those graduates after they've earned their Ph.D.'s. Without that conversation, we ill serve many of our students, and we undercut the impact that our fields could have beyond academe.
  • "We like liberal-arts graduates. They are curious and creative, they write well, they can do research, they are quick learners, and they are good critical thinkers." The best of them have the "ability to synthesize and distill large amounts of information." And "we especially need individuals who are good storytellers—who can convey the mission of our organization in a variety of forms."
  • ...11 more annotations...
  • time management and the skill to juggle multiple tasks
  • "We want liberal-arts graduates who are not digitally challenged," one museum director said.
  • n addition to web design (including repeated mentions of WordPress, Drupal, Dreamweaver, JavaScript, HTML, and CSS, though this list is sure to change quickly),
  • Evidence of teamwork—the ability to work collaboratively on large projects with different kinds of people
  • "What we ­really want right now is someone who can build and maintain our website and publicize our work appropriately using social media. We want graduates who can generate content, of course, but they also need some technical skills. And most of the time we can only hire one person. Do you have anyone like that?"
  • people who can work with data and statistics and are able to make lucid arguments, using spreadsheets and visualizations, that are grounded in quantitative ways of thinking.
  • give compelling presentations in a variety forms and contexts, from elevator speeches to lectures before large public audiences. Rather than mere assertions of ability, employers want concrete examples of how job candidates have demonstrated those skills.
  • adaptability. They often use words like "self-starting," "bootstrapping," and "entrepreneurship." Essentially they want employees who are able to think for themselves—within parameters—and who are able to learn on the fly, without excuses or needing a lot of hand-holding or micromanagement. They want people who can get things done, even if it's something they've never done before.
  • But the challenge remains: How do we best help take those passions into places where they can have the most impact?
  • help our students—to paraphrase Frederich Buechner—match their passions to the world's needs.
  • Broader opportunities are available for students who follow another route: experiential education, combined with technological training and collaborative research, and built on the traditional foundations of the liberal arts,
Julie Sievers

Programs | VALUE | VALUE Rubrics - 4 views

www.aacu.org/...index.cfm

shared by Julie Sievers on 21 May 14 - Cached
  • Julie Sievers on 21 May 14
     
    The 16 "essential learning" rubrics. If you can't download, talk to Julie Sievers, who can get PDFs for you.
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