Skip to main content

Home/ Technology and Learning Program at CSU Chico/ Group items tagged Focus

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Ann Steckel

100 Useful Niche Search Engines to Focus and Finetune Your Academic Research | College@... - 0 views

www.collegeathome.com/...h-engines-youve-never-heard-of

Useful Niche Search Engines to Focus Academic Research

shared by Ann Steckel on 13 Jun 11 - Cached
  • Ann Steckel on 13 Jun 11
     
    "Useful Niche Search Engines to Focus and Finetune Your Academic Research"
Marjorie Shepard

Introduction to Key Concepts in Five Minutes or Less: The 'Did You Know?' Microlecture ... - 0 views

www.facultyfocus.com/...ucing-know-microlecture-series

shared by Marjorie Shepard on 14 Oct 14 - No Cached
  • Marjorie Shepard on 14 Oct 14
     
    "Microlectures (snippets) are simple multimedia presentations that are 90 seconds to five minutes long. They focus on a specific concept or skill associated with the course's learning objectives. Microlectures allow students to access instruction on a specific concept or skill they need to practice."
Ann Steckel

How NOT to Teach Online: A Story in Two Parts | Online Learning | HYBRID PEDAGOGY - 1 views

www.hybridpedagogy.com/...How_Not_to_Teach_Online.html

teach online story parts pedagogy hybrid learning online learning

shared by Ann Steckel on 29 Apr 13 - No Cached
  • The funny thing about teaching with technologies, online or even in a face-to-face context, is that if you focus primarily on the technologies themselves the important things can fade from view too easily.
  • they focus on the technology and the how first and foremost, to the point where the purpose for the learning gets lost.  
  • a key role of any facilitator is to make those norms and expectations explicit, so learners can begin to take ownership of their own participation on shared, sanctioned terms
  • ...2 more annotations...
  • Online is different, in the sense that bringing people fully into an experience requires some explicit scaffolding that face-to-face tends not to
  • And yet online is no different at all, in the sense that it is teaching and learning for all the same reasons as any other teaching and learning experience, and we need to approach it with our whole selves, not just as mediators of technology
Ann Steckel

Integrating Digital Audio Composition into Humanities Courses - ProfHacker - The Chroni... - 0 views

chronicle.com/...24266

humanities integrating education audio digital collaboration teaching resources

shared by Ann Steckel on 26 May 10 - Cached
  • Ann Steckel on 26 May 10
     
    "May 25, 2010, 02:00 PM ET Integrating Digital Audio Composition into Humanities Courses By Prof. Hacker Edison Phonograph[This guest post is by Jentery Sayers, who is a PhD candidate in English at the University of Washington, Seattle. In 2010-2011, he will be teaching media and communication studies courses in Interdisciplinary Arts and Sciences at the University of Washington, Bothell. He is also actively involved with HASTAC. You can follow Jentery on Twitter: @jenterysayers.] Back in October 2009, Billie Hara published a wonderfully detailed ProfHacker post titled, "Responding to Student Writing (audio style)". There, she provides a few reasons why instructors might compose digital audio in response to student writing. For instance, students are often keen on audio feedback, which seems more personal than handwritten notes or typed text. As an instructor of English and media studies, I have reached similar conclusions. Broadening the sensory modalities and types of media involved in feedback not only diversifies how learning happens; it also requires all participants to develop some basic-and handy-technical competencies (e.g., recording, storing, and accessing MP3s) all too rare in the humanities. In this post, I want to continue ProfHacker's inquiry into audio by unpacking two questions: How might students-and not just instructors-compose digital audio in their humanities courses? And what might they learn in so doing? Designing Courses with Audio Composition in Mind One of the easiest ways to integrate digital audio composition into a humanities course is to identify the kinds of compositions that might be possible and then find some examples. Below, I consider five kinds of digital audio compositions: * recorded talks * audio essays * playlists * mashups * interviews Each entails its own learning outcomes, technologies, and technical competencies. The recorded talk consists of students reading their own academic essays a
Jim Aird

Learning with Games. Are we missing something? - 0 views

Make learning fun. Create relevance. Focus on the learner rather than on traditions. http://www.nytimes.com/2010/09/19/magazine/19video-t.html?_r=4&pagewanted=all&fb_source=message

education technology teaching learning games

started by Jim Aird on 22 Mar 12 no follow-up yet
Jim Aird

MOOC U: The Revolution Isn't Over - Commentary - The Chronicle of Higher Education - 0 views

chronicle.com/...149039

choice chronicle education MOOC

shared by Jim Aird on 06 Oct 14 - No Cached
  • College leaders should focus on using MOOCs to complement and enhance their continuing-­education programs, as the number of options students have for education in small bites and on their own schedule continues to grow.
1 - 20 of 32 Next ›
Showing 20▼ items per page