Group items tagged

Process Oriented Guided Inquiry Learning POGIL originated in college chemistry departments in 1994; there are now well over 1,000 implementers in a wide range of disciplines in high schools and colleges around the country.POGIL uses guided inquiry - a learning cycle of exploration, concept invention and application is the basis for many of the carefully designed materials that students use to guide them to construct new knowledge. POGIL is a student-centered strategy; students work in small groups with individual roles to ensure that all students are fully engaged in the learning process.POGIL activities focus on core concepts and encourage a deep understanding of the course material while developing higher-order thinking skills. POGIL develops process skills such as critical thinking, problem solving, and communication through cooperation and reflection, helping students become lifelong learners and preparing them to be more competitive in a global market.POGIL is a classroom and laboratory technique that seeks to simultaneously teach content and key process skills such as the ability to think analytically and work effectively as part of a collaborative team. A POGIL classroom or lab consists of any number of students working in small groups on specially designed guided inquiry materials. These materials supply students with data or information followed by leading questions designed to guide them toward formulation of their own valid conclusions-essentially a recapitulation of the scientific method. The instructor serves as facilitator, observing and periodically addressing individual and classroom-wide needs.POGIL is based on research indicating that a) teaching by telling does not work for most students, b) students who are part of an interactive community are more likely to be successful, and c) knowledge is personal; students enjoy themselves more and develop greater ownership over the material when they are given an opportunity to construct their own und

Designing Technology and Pedagogy to Promote 21st Century Literacies in the Humanities A talk by Brian Johnsrud (Stanford) and Emily Schneider (Stanford) at the Digital Humanities Focal Group "We've been told time and again: the information landscape is shifting, creating new ways of interacting with multimedia, sprawling archives, and digital, participatory cultures. These changes are (slowly) being echoed in the humanities classroom, as reading digitally, communicating online, and analyzing interactive, multimedia artifacts are being integrated into existing practices traditionally valued in the humanities. In this talk, Brian Johnsrud and Emily Schneider will share their research on how traditional humanistic practices can be enlivened and extended with new digital tools and objects of analysis. The key questions inherent to this research include: What kinds of "21 st century literacies" are required for productive engagement with new media and learning practices,both in and outside of classrooms? And how might courses in the humanities support students in developing these literacies? Lacuna Stories, a digital reading and writing platform currently being developed in the Poetic Media Lab, takes on this challengeby merging academic texts and media with the interactive affordances of the Web. This talk will give an overview of"21 st century literacies," discuss their connection to the overall learning goals of the humanities, and showcase several "old"and "new" literacies that Lacuna Stories is designed to support."

"PhET provides fun, free, interactive, research-based science and mathematics simulations."

"lesson plans, scientific data, visualizations, interactive computer models, and virtual field trips"

"Published March 21, 2013 Kelly A. Lack As online courses continue to gain in popularity at colleges and universities throughout the country, knowledge about the effectiveness of this mode of instruction, relative to that of traditional, face-to-face courses, becomes increasingly important. A 2009 report by the U.S. Department of Education provides a meta-analysis of studies published up to 2008, examining the relative effectiveness of the different delivery formats in helping various populations of students learn different types of course content. This Ithaka S+R literature review complements that effort. It examines several studies that are not included in the DOE report, focusing on research that compares online or hybrid learning to face-to-face instruction in the context of semester-length, undergraduate-level, credit-bearing courses. The review yields little evidence to support broad claims that online or hybrid learning is significantly more effective or significantly less effective than courses taught in a face-to-face format, while also highlighting the need for further studies on this topic. The value of research of this kind will only grow as even more sophisticated, interactive online systems continue to be developed, and as the current budgetary constraints and enrollment pressures on postsecondary institutions strengthen the case for improving productivity."

"Join Kathy Craven and Emily Wray, faculty from Full Sail University, for an interactive session exploring the art and science of digital storytelling. Learn how to facilitate these dynamic projects in an online classroom - from scripting and story boarding to production and publishing. Learn to use collaborative web-based tools and countless free resources to develop a practical production model for engaging your students' creativity and critical thinking skills. The NMC Horizon Connect Webinar series is free for Higher Ed and K-12 NMC members throughout the year. Non-members pay $99 per webinar. If you are not a member, learn how to become a Higher Ed or K-12 NMC member here and join before you register. "

"A physical, interactive web design kit created to facilitate client conversation and brainstorming during the discovery and design phase."

"The theories behind communities of practice The design of teaching often integrates different theories of learning. Communities of practice are one of the ways in which experiential learning, social constructivism, and connectivism can be combined, illustrating the limitations of trying to rigidly classify learning theories. Practice tends to be more complex. What are communities of practice? Definition:  Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. Wenger, 2014"