Group items tagged Pedagogy - Technology and Learning Program at CSU Chico

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.
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they focus on the technology and the how first and foremost, to the point where the purpose for the learning gets lost.  
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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
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Online is different, in the sense that bringing people fully into an experience requires some explicit scaffolding that face-to-face tends not to
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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
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OneClick Digital and the Medrano Project: OER as Content, OER as Pedagogy (EDUCAUSE Rev... - 0 views

www.educause.edu/...oject-oer-content-oer-pedagogy

OER

shared by Laura Sederberg on 06 Nov 13 - No Cached

Laura Sederberg on 06 Nov 13

Open Education Resources from Educause Review.

<div class="cArrow"> </div><div class="cContentInner">Open Education Resources from Educause Review. </div>

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University of Pennsylvania : PennTags - 0 views

tags.library.upenn.edu/...21851

clickers student engagement interactive clicker

shared by Claudine Franquet on 13 Jul 10 - Cached

Claudine Franquet on 13 Jul 10

an evolving bibliography of resources related to the pedagogy of classroom response systems ("clickers")

<div class="cArrow"> </div><div class="cContentInner">an evolving bibliography of resources related to the pedagogy of classroom response systems ("clickers")</div>

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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

<div class="cArrow"> </div><div class="cContentInner">"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</div>

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