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Marjorie Shepard

The Teacher's Guide To Twitter | Edudemic - 0 views

www.edudemic.com/...guide-to-twitter

Twitter twitterguide

shared by Marjorie Shepard on 16 Oct 14 - No Cached
  • Marjorie Shepard on 16 Oct 14
     
    "100 Ways To Use Twitter Twitter is too big to ignore. Right now, there are still many (MANY) in education not using Twitter. They may think it's tough to start using, difficult to monitor, and even a waste of time. But what if they had a categorized list of the top tips to help you use Twitter? From how to follow people to asking for help to the best tools to use, it's all here. I hope you find this list as useful as I have and spread the word (likely via Twitter!)."
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

Digital Literacy: Why adaptability is key - Chimera EDUCATION - 0 views

chimeraeducation.weebly.com/...y-why-adaptability-is-key.html

technology education learning digital literacy adaptability teaching

shared by Jim Aird on 24 Jul 13 - No Cached
  • Jim Aird on 24 Jul 13
     
    "Give students a chunk of time without instruction to explore a new tech program before using it. Encourage students to use online resources to figure the program out. Create a backchannel discussion or an online forum where students can post links to helpful resources or ask questions.  Encourage your tech savvy students who get it faster than the others to monitor the boards and answer questions electronically.  Using an electronic forum with delayed responses instead of face-to-face assistance will encourage adaptability and eliminate the possibility that a tech-light student will sit back and let the tech-savvy student fix the problem or do the work. To avoid frustration, stop after 15 minutes and distribute a self-assessment rubric on adaptability (see my example below).  Debrief with students about their experiences.  For those who fall in the flexible and adaptable category, what strategies did they use to navigate through unfamiliar interfaces?  For those who didn't, how can they improve their experience for the next time?"
Marjorie Shepard

10 Recommendations for Improving Group Work | Faculty Focus - 0 views

www.facultyfocus.com/...endations-improving-group-work

shared by Marjorie Shepard on 14 Oct 14 - No Cached
  • Marjorie Shepard on 14 Oct 14
     
    "efore the groups are formed and the task is set out, teachers should make clear why this particular assignment is being done in groups. Students are still regularly reporting in survey data that teachers use groups so they don't have to teach or have as much work to grade. Most of us are using groups because employers in many fields want employees who can work with others they don't know, may not like, who hold different views, and possess different skills and capabilities."
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"
Jim Aird

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 0 views

cjlt.csj.ualberta.ca/...177

teaching online design building excellence technology

shared by Jim Aird on 24 Jun 13 - No Cached
  • Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003)
  • The retooling and redesigning of course materials often takes significant time
  • The online world is a medium unto itself and if instruction is to be effective, material for online courses needs to be developed with the unique strengths and dynamics of the web in mind
  • ...15 more annotations...
  • one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences
  • As with teaching in a face-to-face environment, we need to constantly gauge our audience and discern what tools and strategies are going to be effective at the time.
  • Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).
  • Regardless of how stellar the content or how wondrous the technology, if they are to be excellent, online courses must also involve excellent online teaching.
  • Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.
  • The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.
  • in post-secondary education instructors tend to be subject matter experts and not necessarily experts in learning theory and educational processes (Ellis & Hafner, 2003; Oblinger & Hawkins, 2006). As such, a team approach is often encouraged.
  • Excellence in online education requires multiple areas of expertise. A content expert is necessary but not even close to sufficient.
  • It is not enough to simply inform students of these areas, the instructor must request that students respond once they have found the required information or activity in question.
  • There are a few things that some online instructors/developers provide that can go a long way with students. One is to provide exemplars of the course assignments.
  • Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.
  • Brief personal email messages are also appreciated by students
  • Another little extra is the inclusion of brief audio clips
  • The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature.
  • Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.
  • Jim Aird on 27 Jun 13
     
    Great article about online course design.
Ann Steckel

Active Learning For The College Classroom - 0 views

www.calstatela.edu/...main.htm

learning teaching active

shared by Ann Steckel on 09 Nov 11 - Cached
  • Visual Lists - Here students are asked to make a list--on paper or on the blackboard; by working in groups, students typically can generate more comprehensive lists than they might if working alone. This method is particularly effective when students are asked to compare views or to list pros and cons of a position. One technique which works well with such comparisons is to have students draw a "T" and to label the left- and right-hand sides of the cross bar with the opposing positions (or 'Pro' and 'Con'). They then list everything they can think of which supports these positions on the relevant side of the vertical line. Once they have generated as thorough a list as they can, ask them to analyze the lists with questions appropriate to the exercise. For example, when discussing Utilitarianism (a theory which claims that an action is morally right whenever it results in more benefits than harms) students can use the "T" method to list all of the (potential) benefits and harms of an action, and then discuss which side is more heavily "weighted". Often having the list before them helps to determine the ultimate utility of the action, and the requirement to fill in the "T" generally results in a more thorough accounting of the consequences of the action in question. In science classes this would work well with such topics as massive vaccination programs, nuclear power, eliminating chlorofluorocarbons, reducing carbon dioxide emissions, and so forth.
  • Note Comparison/Sharing - One reason that some students perform poorly in classes is that they often do not have good note-taking skills. That is, while they might listen attentively, students do not always know what to write down, or they may have gaps in their notes which will leave them bewildered when they go back to the notes to study or to write a paper. One way to avoid some of these pitfalls and to have students model good note-taking is to have them occasionally compare notes. The instructor might stop lecturing immediately after covering a crucial concept and have students read each others' notes, filling in the gaps in their own note-taking. This is especially useful in introductory courses or in courses designed for non-majors or special admissions students. Once students see the value of supplementing their own note-taking with others', they are likely to continue the practice outside of class time.
  •   Reading Quiz - Clearly, this is one way to coerce students to read assigned material! Active learning depends upon students coming to class prepared. The reading quiz can also be used as an effective measure of student comprehension of the readings (so that you may gauge their level of sophistication as readers). Further, by asking the same sorts of questions on several reading quizzes, you will give students guidance as to what to look for when reading assigned text. If you ask questions like "What color were Esmerelda's eyes?" (as my high school literature teacher liked to do), you are telling the student that it is the details that count, whereas questions like "What reason did Esmerelda give, for murdering Sebastian?" highlight issues of justification. If your goal is to instruct (and not merely to coerce), carefully choose questions which will both identify who has read the material (for your sake) and identify what is important in the reading (for their sake).
  • ...3 more annotations...
  • Clarification Pauses - This is a simple technique aimed at fostering "active listening". Throughout a lecture, particularly after stating an important point or defining a key concept, stop, let it sink in, and then (after waiting a bit!) ask if anyone needs to have it clarified. You can also circulate around the room during these pauses to look at student notes, answer questions, etc. Students who would never ask a question in front of the whole class will ask questions during a clarification pause as you move about the room.
  • Muddiest (or Clearest) Point - This is a variation on the one-minute paper, though you may wish to give students a slightly longer time period to answer the question. Here you ask (at the end of a class period, or at a natural break in the presentation), "What was the "muddiest point" in today's lecture?" or, perhaps, you might be more specific, asking, for example: "What (if anything) do you find unclear about the concept of 'personal identity' ('inertia', 'natural selection', etc.)?".
  • Affective Response - Again, this is similar to the above exercises, but here you are asking students to report their reactions to some facet of the course material - i.e., to provide an emotional or valuative response to the material. Obviously, this approach is limited to those subject areas in which such questions are appropriate (one should not, for instance, inquire into students’ affective responses to vertebrate taxonomy). However, it can be quite a useful starting point for courses such as applied ethics, particularly as a precursor to theoretical analysis. For example, you might ask students what they think of Dr. Jack Kevorkian's activities, before presenting what various moral theorists would make of them. By having several views "on the table" before theory is presented, you can help students to see the material in context and to explore their own beliefs. It is also a good way to begin a discussion of evolutionary theory or any other scientific area where the general public often has views contrary to current scientific thinking, such as paper vs. plastic packaging or nuclear power generation.
Marjorie Shepard

What Fitness Bands Can Teach Us about Classroom Assessment - 0 views

www.facultyfocus.com/...-us-about-classroom-assessment

formative feedback assessment

shared by Marjorie Shepard on 03 Aug 15 - No Cached
  • Marjorie Shepard on 03 Aug 15
     
    1. The fitness band provides clear, timely data on the user's progress. 2. Next, the fitness band helps users see where their current data sits in relation to their goals. 3. Provides the user with feedback or tips aimed at improving their performance. 4. Finally, the fitness band celebrates milestones using a variety of electronic methods.
Peter DiFalco

HootCourse - 0 views

hootcourse.com

hootcourse twitter facebook web2.0 backchannel education socialmedia classroom widget tweet status

shared by Peter DiFalco on 23 Jun 10 - Cached
  • Peter DiFalco on 23 Jun 10
     
    Students and faculty can use twitter/facebook to create a private comm channel (or backchannel) of tweets and updates for a specific course using hashtags. Embed widgets to bring the conversation into the LMS. 
Ann Steckel

WeCanTakeYouThere-Virtual Tours Portal - 0 views

www.wecantakeyouthere.com

virtual tour

shared by Ann Steckel on 04 May 09 - Cached
  • Ann Steckel on 04 May 09
     
    WeCanTakeYouThere is a customizable portal from where you can create stunning, professional Virtual Tours combining panoramas, pictures, video, audio, floorplans and objects in 3D. Your tours will be uploaded and placed on a map instantly. Once the tour has been created, you can easily embed it into any website in seconds. It works just like YouTube. Create and share instantly. You can also have your own version of the WeCanTakeYouThere portal and customize it to your liking. Forget about coding and hassles with servers and databases. WeCanTakeYouThere takes care of it all for you. Feel free to use for either personal or commercial use. Your portal and the content uploaded on it can be viewed from any computer and several mobile devices, making it a very powerful marketing tool.
csharrio

Why Aren't More Schools Using Free, Open Tools? - 0 views

blogs.kqed.org/...-free-open-education-resources

education technology teaching learning resources edtech

shared by csharrio on 18 Mar 15 - No Cached
  • csharrio on 18 Mar 15
     
    One school in Pennsylvania is using open-source tools wherever possible to keep students close to the code behind the machines they use. This stance is opposite to the very restrictive policies of many schools, but could allow students more freedom to explore what makes devices work.
Ann Steckel

A great How-to Tutorial on Creating Student Portfolios on iPad Using Google Drive App ~... - 0 views

www.educatorstechnology.com/...w-to-tutorial-on-creating.html

google ipad drive portfolio portfolios tutorial

shared by Ann Steckel on 31 May 13 - No Cached
  • Ann Steckel on 31 May 13
     
    Watching the video tutorial you will get to learn how students can easily create a complete portfolio using Google Drive app for iPad. You will also learn how to create and collaborate in real time on a document or spreadsheet and everything in between from editing to sharing finished work.
Jim Aird

WPI Teaching with Technology Collaboratory - Benefits of Using Discussion Boards in You... - 1 views

www.wpi.edu/...boardbenefits.html

discussion education online blended higher education technology university resources

shared by Jim Aird on 26 Mar 12 - No Cached
  • Jim Aird on 26 Mar 12
     
    Great resources for using Discussions. All the Whys and the Hows you need.
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