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wlampner

Serendip-o-matic: Let Your Sources Surprise You| About - 0 views

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    "Serendip-o-matic connects your sources to digital materials located in libraries, museums, and archives around the world. By first examining your research interests, and then identifying related content in locations such as the Digital Public Library of America (DPLA), Europeana, and Flickr Commons, our serendipity engine helps you discover photographs, documents, maps and other primary sources. Whether you begin with text from an article, a Wikipedia page, or a full Zotero collection, Serendip-o-matic's special algorithm extracts key terms and returns a surprising reflection of your interests. Because the tool is designed mostly for inspiration, search results aren't meant to be exhaustive, but rather suggestive, pointing you to materials you might not have discovered. At the very least, the magical input-output process helps you step back and look at your work from a new perspective. Give it a whirl. Your sources may surprise you."
Patrick Tabatcher

Zotero | Home - 0 views

shared by Patrick Tabatcher on 30 Nov 12 - Cached
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    An open source project that helps you to collect, organize and cite research sources. 
wlampner

Listening to Online Education's Ombudsman - The Digital Campus 2013 - The Chronicle of ... - 0 views

  • weighty body of research suggesting that online learning can be just as good as face-to-face.
  • small sample size; inability to control for ubiquitous selection effect
  • really important is first to recognize that online learning isn't any one thing
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  • lack of good estimates of likely cost savings
  • People want to simplify, and sometimes they want to oversimplify,
  • o 'disrupt' or not 'disrupt' is not the way to intelligently discuss online learning,
  • randomized experimental trials are tedious and often beside the point
  • Colleges that wait for perfect evidence risk sinking deeper into a hole
  • There can be a fine line between deliberation and inertia.
  • case for using randomized trials should itself be subject to careful cost-benefit analysis
  • best is the enemy of the good
Teresa Potter

Screens vs. Print: Does Digital Reading Change How Students Get the Big Picture? - Insi... - 1 views

  • Among young adults who regularly use smartphones and tablets, just reading a story or performing a task on a screen instead of on paper led to greater focus on concrete details, but less ability to infer meaning or quickly get the gist of a problem,
  • Using a digital format can develop a "mental 'habit' of triggering a more detail-focused mindset, one that prioritizes processing local, immediate information rather than considering more abstract, decontextualized interpretations of information
  • the paper users were significantly more "abstract" in thinking. Digital participants reported preferring concrete rather than abstract descriptions of a behavior
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  • But first, they asked a third of the young adults to think about why they would solve a problem—a way to trigger an abstract frame of thinking—and asked another third to think about how they would solve a problem—designed to prime them for concrete thinking. The third group had no priming. Of the digital readers who had been primed to think abstractly, 48 percent chose the correct car—significantly more than the 25 percent of digital readers primed to think concretely,
wlampner

Pedagogical Repository - 1 views

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    The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature. From Wendy - we may want to encourage our faculty to use this, but this also provides an opportunity for them to contribute their own practices.
wlampner

DropThought for Education | DropThought Instant Feedback - 0 views

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    Note research partnership with QM. Interesting tool to gauge student feedback.
wlampner

Study Sees Gains for Women, Underperforming Students in Flipped Classroom | InsideHigherEd - 1 views

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    "Flipping the classroom is particularly beneficial for women and students with low grades, according to a new study by researchers at Yale University and the University of Massachusetts at Amherst. The findings emerge from five years' worth of data gathered from an upper-level biochemistry course first taught in a traditional setting, then flipped. Students in the flipped sections of the course scored 12 percent higher on exams than students in sections that used lectures, and the flipped sections also showed less of a gap between the exam scores earned by male and female students. Students with the lowest overall grade point averages appeared to benefit the most from flipping the classroom. The study appears in the December issue of CBE -- Life Sciences Education, a journal of the American Society for Cell Biology."
wlampner

Study questions effectiveness of online education for at-risk students - 1 views

  • According to a new study from the Brookings Institution, students who are the least well prepared for traditional college also fare the worst in online courses. F
  • Thus, while online courses may have the potential to differentiate course work to meet the needs of students with weaker incoming skills, current online courses, in fact, do an even worse job of meeting the needs of these students than do traditional in-person courses,”
  • limited in scope
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  • based on data from DeVry University, a large, nonselective for-profit online college
  • DeVry online classes attempt to replicate traditional in-person classes, except that student-student and student-professor interactions are virtual and asynchronous
  • The study found that the negative associations with online courses are concentrated in lower-performing students
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    Study of DeVry students only and the courses sound like they are very poorly designed.
wlampner

MOOCs and Libraries: Duke Librarians Aid MOOCs With Technology, Research - 1 views

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    Interesting that instructional technology housed in library at Duke.
wlampner

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

  • “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.
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  • 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
  • student-faculty engagement
  • measurable retention strategy
  • baseline for retention must be established
  • retention “dashboard” created to enable the provost to monitor all online programs
  • course development standards, teaching expectations, proper advisement and support services
  • 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

http://scholar.harvard.edu/files/schacterlab/files/schacterszpunar_sotlip_2015.pdf - 1 views

  • This article provides a conceptual framework for thinking aboutattention and memory during video-recorded lectures, particularly as related toonline learning, that builds on 3 key claims: (a) online learning can be conceivedas a type of self-regulated learning, (b) mind wandering reflects a failure ofexecutive control that can impair learning from lectures, and (c) providing inter-mittent tests or quizzes can benefit attenti
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    enhance lecture learning in traditional classroom settings and in online education. This article provides a conceptual framework for thinking about attention and memory during video-recorded lectures, particularly as related to online learning, that builds on 3 key claims: (a) online learning can be conceived as a type of self-regulated learning, (b) mind wandering reflects a failure of executive control that can impair learning from lectures, and (c) providing intermittent tests or quizzes can benefit attention and learning. We then summarize recent studies based on this framework that examine the effects of interpolating brief quizzes in a video-recorded lecture. These studies reveal that interpolated quizzing during a video-recorded lecture reduces mind wandering, increases taskrelevant behaviors such as note taking, boosts learning, and also improves calibration between predicted and actual performance.
wlampner

http://info.3playmedia.com/rs/744-UDO-697/images/Student-Survey-Report-10-25-16-Final.pdf - 0 views

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    Using data collected from 2,124 student participants from across 15 public and private colleges and universities, the results are carefully analyzed and broken down by different student subgroups.
wlampner

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

  • 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
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  • 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.
Steve Kaufman

PhET: Free online physics, chemistry, biology, earth science and math simulations - 0 views

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    Founded in 2002 by Nobel Laureate Carl Wieman, the PhET Interactive Simulations project at the University of Colorado Boulder creates free interactive math and science simulations. PhET sims are based on extensive education research and engage students through an intuitive, game-like environment where students learn through exploration and discovery.
Steve Kaufman

For Students Taking Online Courses, a Completion Paradox - 0 views

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    Researchers ponder the finding that at community colleges, online classes result in lower grades but more completed degrees.
wlampner

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

  • 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.
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  • Mr. Mazur wondered whether lecturing was an ethical teaching choice.
  • a lecture is only as passive as the listener
  • 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.
  • The lecture creates the perfect illusion
  • Students read material before class on an online platform
  • 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.
  • His syllabus dedicates two paragraphs to the virtues of failure
  • 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

Membership | Open Textbook Network - 0 views

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    The Open Textbook Network (OTN) promotes access, affordability, and student success through the use of open textbooks.
wlampner

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

  • 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?
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  • 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.
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