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alexandra m. pickett

Writing Student Performance-Based Objectives - 0 views

www.phy.ilstu.edu/...stperfobjectives.html

learning objectives objectives objectives-how not to write online quality

shared by alexandra m. pickett on 09 May 14 - No Cached
alexandra m. pickett

Objective Builder Tool - UCF CDL - 2 views

cdl.ucf.edu/...objective-builder-tool

objectives

shared by alexandra m. pickett on 08 Feb 18 - No Cached
  • alexandra m. pickett on 08 Feb 18
     
    RT @ExpertlyMade: Terrific objective builder tool developed by @TeachOnlineUCF https://t.co/cVQUsVPKs8 They never cease to amaze me :) #roc… Terrific objective builder tool developed by @TeachOnlineUCF https://t.co/cVQUsVPKs8 They never cease to amaze me :… https://t.co/2mjPp1mzsZ - Erin Maney (ExpertlyMade) http://twitter.com/ExpertlyMade/status/961613576657088512
alexandra m. pickett

Why Americans Are the Weirdest People in the World - 0 views

www.psmag.com/...-up-psychology-economics-53135

imperialism pedagogy-insidious

shared by alexandra m. pickett on 03 Mar 13 - No Cached
  • In the end they titled their paper “The Weirdest People in the World?” (pdf) By “weird” they meant both unusual and Western, Educated, Industrialized, Rich, and Democratic. It is not just our Western habits and cultural preferences that are different from the rest of the world, it appears. The very way we think about ourselves and others—and even the way we perceive reality—makes us distinct from other humans on the planet, not to mention from the vast majority of our ancestors. Among Westerners, the data showed that Americans were often the most unusual, leading the researchers to conclude that “American participants are exceptional even within the unusual population of Westerners—outliers among outliers.”
  • the “weird” Western mind is the most self-aggrandizing and egotistical on the planet: we are more likely to promote ourselves as individuals versus advancing as a group. WEIRD minds are also more analytic, possessing the tendency to telescope in on an object of interest rather than understanding that object in the context of what is around it. The WEIRD mind also appears to be unique in terms of how it comes to understand and interact with the natural world. Studies show that Western urban children grow up so closed off in man-made environments that their brains never form a deep or complex connection to the natural world.
  • metaphysical questions: Is my thinking so strange that I have little hope of understanding people from other cultures? Can I mold my own psyche or the psyches of my children to be less WEIRD and more able to think like the rest of the world? If I did, would I be happier?
  • ...6 more annotations...
  • weird children develop their understanding of the natural world in a “culturally and experientially impoverished environment” and that they are in this way the equivalent of “malnourished children,” it’s difficult to see this as a good thing.
  • Cultures are not monolithic; they can be endlessly parsed. Ethnic backgrounds, religious beliefs, economic status, parenting styles, rural upbringing versus urban or suburban—there are hundreds of cultural differences that individually and in endless combinations influence our conceptions of fairness, how we categorize things, our method of judging and decision making, and our deeply held beliefs about the nature of the self, among other aspects of our psychological makeup.
  • If religion was necessary in the development of large-scale societies, can large-scale societies survive without religion?
  • research about fairness might first be applied to anyone working in international relations or development.
  • Those trying to use economic incentives to encourage sustainable land use will similarly need to understand local notions of fairness to have any chance of influencing behavior in predictable ways.
  • The historical missteps of Western researchers, in other words, have been the predictable consequences of the WEIRD mind doing the thinking.
Rob Piorkowski

Google Scholar - 0 views

scholar.google.com

education research resources collaboration

shared by Rob Piorkowski on 22 Jul 16 - No Cached
  • Rob Piorkowski on 22 Jul 16
     
    I think most students are familiar with using Google to search for things, so the interface is not a big stretch, as opposed to using other science specific databases available through the library. It does come down to what the objectives for the students are though, if you want them to find a few primary lit articles to include in a research project then Google Scholar would probably be just fine, but if you're objective is to get them ready for more grad level research then you probably want them to have to learn how to use some other databases ...
alexandra m. pickett

Virtual Laboratories in Probability and Statistics - 0 views

www.math.uah.edu/stat

math statistics mathematics education probability

shared by alexandra m. pickett on 05 Dec 09 - Cached
  • alexandra m. pickett on 05 Dec 09
     
    "The goal of this project is to provide free, high quality, interactive, web-based resources for students and teachers of probability and statistics. Basically, our project consists of an integrated set of components that includes expository text, applets, data sets, biographical sketches, and an object library."
alexandra m. pickett

Best Practices: Implementing an Online Course Development & Delivery Model - 2 views

www.westga.edu/...outlaw_rice183.html

onlineteaching online-instructionaldesigners instructional design

shared by alexandra m. pickett on 01 Dec 15 - No Cached
  • alexandra m. pickett on 01 Dec 15
     
    " Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "
Helen Lane

Faculty Usage of Library Tools in a Learning Management System - 0 views

crl.acrl.org/...crl13-459.abstract

faculty learning management systems library resources integrated objects

shared by Helen Lane on 22 Oct 13 - No Cached
  • In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
  • Helen Lane on 22 Oct 13
     
    In order to better understand faculty attitudes and practices regarding usage of library-specific tools and roles in a university learning management system, log data for a period of three semesters was analyzed. Academic departments with highest rates of usage were identified, and faculty users and non-users within those departments were surveyed regarding their perceptions of and experience with the library tools. Librarians who use the tools were also surveyed to compare their perceptions of faculty tool and role use. While faculty survey respondents showed high levels of positive perceptions of librarians, they also exhibited low awareness of the library tools and little understanding of their use. Recommendations for encouraging wider adoption and effective usage are discussed.
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