Group items tagged

-Mentoring Professors: A Model for Developing Quality Online Instructors and Courses in Higher Education -Web-Based vs. Paper-Based Homework to Evaluate Students' Performance in Introductory Physics Courses and Students' Perceptions: Two Years Experience -E-Learning in Undergraduate Humanities Classes: Unpacking the Variables -Student Participation Patterns in Online Discussion: Incorporating Constructivist Discussion into Online Courses -Elements of Problem-Based Learning: Suggestions for Implementation in the Asynchronous Environment -Creating an Innovative Learning Organization -Assessment in Online Programs: Use in Strategic Planning for Faculty/Adjunct Development and Course Instruction to Improve Faculty and Student Engagement

With English360, English teaching is changing. Our web-based learning platform can be used to create and deliver face-to-face, online and blended courses. Teachers an create personalised courses using digital authoring tools that let you combine coursebook content from Cambridge University Press

"Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model-often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia."

"Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter - the microblogging and social networking platform most amenable to ongoing, public dialogue - for educationally relevant purposes can impact college student engagement and grades. A total of 125 students taking a first year seminar course for pre-health professional majors participated in this study (70 in the experimental group and 55 in the control group). With the experimental group, Twitter was used for various types of academic and co-curricular discussions. Engagement was quantified by using a 19-item scale based on the National Survey of Student Engagement. To assess differences in engagement and grades, we used mixed effects analysis of variance (ANOVA) models, with class sections nested within treatment groups. We also conducted content analyses of samples of Twitter exchanges. The ANOVA results showed that the experimental group had a significantly greater increase in engagement than the control group, as well as higher semester grade point averages. Analyses of Twitter communications showed that students and faculty were both highly engaged in the learning process in ways that transcended traditional classroom activities. This study provides experimental evidence that Twitter can be used as an educational tool to help engage students and to mobilize faculty into a more active and participatory role."

This guest post is written by Geoff Cook, cofounder and CEO of social networking site myYearbook. Everything about Twitter is looking up these days, except for a few pesky uptime issues of course. But a number of recent reports also suggest teens are one demographic that just doesn't seem to be embracing Twitter like the rest of us. So while I'm excited to see Robert Scoble proclaims that Twitter is worth a cool $10 billion, it might be a good idea to analyze a little data to try to understand why teens just don't think Twitter is as rad as the rest of us.

here are a few ways that you can provide your Twitter community with massive value 90% of the time. Of course, you should aim to provide your followers with value 100% of the time, but we'll leave the remaining 10% of self-serving value until another time.

A french philosophy teacher use twitter with his students

As print takes its place alongside smoke signals, cuneiform, and hollering, there has emerged a new literary age, one in which writers no longer need to feel encumbered by the paper cuts, reading, and excessive use of words traditionally associated with the writing trade. Writing for Nonreaders in the Postprint Era focuses on the creation of short-form prose that is not intended to be reproduced on pulp fibers. Instant messaging. Twittering. Facebook updates. These 21st-century literary genres are defining a new "Lost Generation" of minimalists who would much rather watch Lost on their iPhones than toil over long-winded articles and short stories. Students will acquire the tools needed to make their tweets glimmer with a complete lack of forethought, their Facebook updates ring with self-importance, and their blog entries shimmer with literary pithiness.