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wlampner

The Backchannel - Help TodaysMeet - 0 views

todaysmeet.com/backchannel

tools backchannel

shared by wlampner on 23 Nov 15 - No Cached
  • TodaysMeet is the premier backchannel chat platform for classroom teachers and learners. Designed for teachers, TodaysMeet takes great care to respect the needs and privacy of students while giving educators the tools for success. Students join fast, easy to start rooms with no registration, and can immediately start powerful conversations that augment the traditional classroom.
  • odaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more.
  • wlampner on 23 Nov 15
     
    "The backchannel is the conversation that goes on alongside the primary activity, presentation, or discussion. TodaysMeet helps harness the backchannel and turn it into a platform that can enable new activities and discussions, extend conversations beyond the classroom, and give all students a voice. Embracing the backchannel can turn it from distraction to engagement. Participants can learn from each other and share their insights, improving participation and deepening learning. TodaysMeet enables instant formative assessment, feedback, and much more."
wlampner

Thinking Small About Online Learning | Technology and Learning - 0 views

www.insidehighered.com/...ng-small-about-online-learning

online business_model

shared by wlampner on 07 Apr 17 - No Cached
  • Understanding the changing dynamics of the big players in online learning is important - but I fear that these numbers may dissuade some institutions from exploring distance education
  • An alternative way to think about online learning is not about scale - or even really about revenue generation - but about specialization.
  • Online programs can be a vehicle to highlight differentiation. What school, department, program, or area of research does your school do better than anybody else? What degree programs are you most proud? What areas of teaching and knowledge creation have you build a critical mass of faculty?
  • ...5 more annotations...
  • The economics of online education mean that it is possible to build a very small program that is financially sustainable.  If the focus is institutional differentiation and program quality - economic sustainability should be enough
  • Online teaching is the world’s greatest faculty development program
  • The instructional designers that you will bring to campus to build a quality online program will end up working on residential courses.
  • faculty teaching online in a small program are the same faculty teaching on-ground - and they bring all their new course design and active learning skills developed in their online teaching to the face-to-face classroom
  • The real online learning story is the extent that distance education has been a catalyst to improve all the teaching and learning that happens on campus.
wlampner

The Making of a Teaching Evangelist - The Chronicle of Higher Education - 1 views

chronicle.com/...236706

problem_based_learning active_learning lecture

shared by wlampner on 20 Jun 16 - No Cached
  • Mr. Mazur realized what he had really been teaching them: to memorize formulas.
  • Joy is not a word that often describes the lecture.
  • One humanities professor wrote last year that lectures work because they demand that students pay close attention, connect ideas, and understand how to build an argument.
  • ...22 more annotations...
  • Mr. Mazur wondered whether lecturing was an ethical teaching choice.
  • The lecture creates the perfect illusion
  • Students learn when they think about what they’re hearing and organize it into salient points. "This places the responsibility for learning on the student,
  • modern zeitgeist places the responsibility on the instructor.
  • Lecturing, he says, serves another important purpose. It reaffirms the importance of expertise and allows students to see how an expert role-models the process of working through a problem.
  • Learning is not a spectator sport,"
  • Lectures are inexpensive for institutions, allowing hundreds of students to be assigned to one faculty member.
  • Mr. Mazur often likes to cite education research suggesting that students overestimate how much they learn from a smoothly delivered lecture.
  • a lecture is only as passive as the listener
  • His syllabus dedicates two paragraphs to the virtues of failure
  • Students post comments on the reading and respond to one another’s annotations
  • comments drive the next class.
  • o answer each problem, students do four things: articulate the problem in their own words, devise a plan to answer it, execute it, and evaluate how well it worked.
  • omplete the problem sets alone before class and work in teams during it to correct errors
  • not graded on how correct their answers are but on their effort and their accuracy in judging how well they understood the problem.
  • udents do complete five hourlong "Readiness Assurance Activities" during the semester. In the first half-hour they solve the problems alone; they can consult the internet but not one another. In the second, they go over the problems again, this time with their teams. Their scores reflect individual mastery and collective contribution.
  • Project-based learning is the center of the new course. Students work in teams. Many projects have low-stakes competitions attached to them, like constructing the most secure safe by using magnets as locks. Other projects have an explicit social benefit, like building musical instruments for an orchestra for poor children in Venezuela.
  • Mr. Mazur has moved himself far offstage; he missed about 40 percent of the meetings this past semester. Class just rolls on without him.
  • Peers, Mr. Mazur says, are a far greater source of motivation than a professor.
  • Students read material before class on an online platform
  • They should see failures, he writes, as "learning opportunities, not negatives, as steppingstones to success."
  • Repeated failure, as he has learned, is necessary for success.
wlampner

Mobile Learning and the Edited Course | Inside Higher Ed - 0 views

www.insidehighered.com/...ile-learning-and-edited-course

mobile learning design

shared by wlampner on 22 Aug 13 - No Cached
  • The lack of screen real estate will push us to think about what is really important in our classes.
  • result in cleaner, sparer, and more elegant learning experience
  • What we don't do very well is take things away.
  • ...6 more annotations...
  • activity for reflection.
  • simultaneously richer and less legible
  • raded density for flexibility
  • back to fundamentals,
  • what do we really want our students to learn
  • hance to take all that we have learned about online and blended teaching and re-imagine how we can make more than incremental improvements
wlampner

"Individualized learning environments are still a long way off" - 0 views

bold.expert/ments-are-still-a-long-way-off

NGDLE

shared by wlampner on 06 Oct 17 - No Cached
  • Creating content is an involved process. You can’t simply take a textbook, perhaps in digital form, and load it into a learning management system, bit by bit. The material needs to be organized by degree of difficulty and learning objectives. It has to be grouped into modules and tagged to identify the information that is intended for experts, the material students are expected to learn, and the material that is primarily meant to provoke thought.
  • Students need to be able to rate content and view others’ ratings and reviews.
  • he system might determine early on that a given student will find it difficult to pass a test. It could then offer materials to enhance that student’s understanding.
  • ...6 more annotations...
  • privacy regulations are an obstacle
  • he material needs to be organized by degree of difficulty and learning objectives. It has to be grouped into modules and tagged to identify the information that is intended for experts, the material students are expected to learn, and the material that is primarily meant to provoke thought.
  • Students need to be able to rate content and view others’ ratings and reviews.
  • he system might determine early on that a given student will find it difficult to pass a test. It could then offer materials to enhance that student’s understanding.
  • How well the team works together is also assessed.
  • But if I have upwards of 5,000 students, a certain dynamism is created. Suddenly I have 100 or 200 people in the “first row of the lecture hall” who are very active and serve to motivate the rest of the group. It’s fascinating to see how that works in the online environment.
aimeede

Lessons From the Sharing Economy | Higher Ed Gamma - 0 views

www.insidehighered.com/...lessons-sharing-economy

oer video active learning sharing

shared by aimeede on 02 Nov 16 - No Cached
  • aimeede on 02 Nov 16
     
    Sharing/using other instructor's materials like videos in support of active learning .... I like this para especially: "The impact is especially great for women and others under-represented in STEM fields. Studies show that the achievement gap in STEM classes can be reduced or even annihilated for women, first-generation college students and underrepresented minority students if active learning strategies are employed. In order to make this happen in the classroom, it is effective to place some amount of foundational learning outside of class time."
wlampner

ANU Online Coffee Courses - 0 views

anuonline.weblogs.anu.edu.au

workshop faculty_training

shared by wlampner on 08 Feb 19 - No Cached
  • wlampner on 08 Feb 19
     
    "Coffee courses are an easy way to learn new ideas for using technology in your teaching. Each coffee course will cover a new topic in education technology, teaching online, digital tools, pedagogy, or trends in technology. It is equivalent to a one- or two-hour face-to-face training session, but is done at your own pace from your own desk. Courses are offered regularly through the blog, and take place over one week. Each day while the course runs, a short activity or video will be posted to the blog for you to do. It should take about 15 - 20 minutes, just enough time to enjoy a cup of coffee (or tea, or whatever you prefer). For more information, please see this post about coffee courses. You can do any course at any time and all are welcome to participate. If you would like recognition on your employment record for completing the course, you can register for the session on HORUS prior to the course starting (available for ANU staff only)." From Wendy: I love the blog idea! Participants from their University can review each course and post a substantive comment to the blog in order to get the certificate. We could do this with workshop. It would help ensure faculty are really learning, since their posts would be public. Thoughts? Also note that all of their content is posted with a CC-BY license in case there's something we can use. It's also a model we can follow?
wlampner

The Hope and Hype of the Academic Innovation Center - The Chronicle of Higher Education - 0 views

www.chronicle.com/...242284

innovation ITL Mission

shared by wlampner on 24 Jan 18 - No Cached
  • wlampner on 24 Jan 18
     
    "A 2015 survey found that a growing number of colleges were marrying their academic-technology units with their teaching and learning centers in hopes of igniting fundamental reforms across campus. A common mission for innovation centers, particularly at large public universities like Michigan State, is improving student success. That may include revamping large introductory courses, training professors in design thinking and active learning, and using analytics to improve retention and graduation rates."
wlampner

Study: How smooth-talking professors can lull students into thinking they've learned mo... - 0 views

www.insidehighered.com/...s-thinking-theyve-learned-more

metacognition lecture active_learning

shared by wlampner on 09 Sep 19 - No Cached
  • wlampner on 09 Sep 19
     
    Several important points here including the part about multiple choice questions, and the need to explain active learning to students.
wlampner

Are You Good At Giving Feedback? An Exercise in Clapping | Psychology Today - 1 views

www.psychologytoday.com/...-feedback-exercise-in-clapping

learning_objectives assessment

shared by wlampner on 30 Jul 19 - No Cached
  • wlampner on 30 Jul 19
     
    I think this could be a good activity for rubrics, feedback and /or learning objectives.
wlampner

Tips for college leaders to make online programs work | Inside Higher Ed - 0 views

www.insidehighered.com/...ders-make-online-programs-work

elearning TalkingPoints

shared by wlampner on 11 Feb 13 - No Cached
  • “Why are we doing e-learning?”  Is it to increase tuition revenue?  Decrease costs? Create greater access? Allow greater flexibility for our students? Experiment with new pedagogical approaches to teaching and learning, so as to better educate a different generation of students? All of the above?
  • ultimately the senior no-wake proponents on campus will delay and/or sabotage any meaningful e-learning strategy.
  • all must understand the risks of NOT advancing one.
  • ...11 more annotations...
  • key to succeeding is to incentivize faculty and senior staff.
  • sharing of tuition revenue generated from online courses and/or financial support for scholarly activities
  • same individuals must be engaged in defining and ensuring the highest level of quality of the online student experience
  • houghtful use of both internal and external resources, including independent marketing research
  • course development standards, teaching expectations, proper advisement and support services
  • measurable retention strategy
  • baseline for retention must be established
  • retention “dashboard” created to enable the provost to monitor all online programs
  • student-faculty engagement
  • careful use of third-party vendors and consultants to properly assess your institution’s market niche is typically a good expense.
  • more personalized, technologically advanced and affordable online degree program.
wlampner

Virtual reality: could it revolutionise higher education? | THE News - 0 views

www.timeshighereducation.com/...revolutionise-higher-education

VR Virtual_reality

shared by wlampner on 03 Jun 16 - No Cached
  • Conrad Tucker, an assistant professor of engineering at Pennsylvania State University, has received funding to build a virtual engineering lab where students hold, rotate and fit together virtual parts as they would with their real hands
  • One question his project aims to answer is whether students learn as well in VR as they do in real classrooms, or whether without being physically present with their classmates, they miss out on developing intangible skills such as teamwork
  • The same year saw the University of British Columbia experiment with a full lecture in VR. Five students were given an earlier version of the Oculus Rift headset and sat in a virtual classroom where they watched a gaming lawyer deliver a lecture
  • ...4 more annotations...
  • with headsets covering their entire field of view, the students were unable to take notes in the real world.
  • ou activate more of your brain because…it’s not a single channel [sense]
  • llow users to toggle between modes, hiding and then revealing the reconstructed parts
  • could, however, help universities to optimise their use of space, reserving real labs for when they are truly needed.
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