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wlampner

Federal Register | Notice Expanding an Experiment Under the Experimental Sites initiative; Federal Student Financial Assistance Programs Under Title IV of the Higher Education Act of 1965, as Amended - 0 views

www.federalregister.gov/...tive-federal-student-financial

CBE Experimental_Sites

shared by wlampner on 23 Nov 15 - No Cached
  • Institutions that have not already received approval to participate In the Competency-Based Education experiment must submit a letter of Interest followIng the Instructions Included In this notice. Letters of Interest must be received by the Department no later than January 19, 2016
  • The letter of interest should be on institutional letterhead and be signed by at least two officials of the institution—one of these officials should be the institution's financial aid administrator, and the other should be an academic official of the institution who is familiar with the institution's competency-based educational programs.
  • In the July 31, 2014, notice, the Secretary described the application, selection, reportIng, and evaluation requirements for the Competency-Based Education experiment. All of those requirements remaIn In effect regardless of which set of waivers, as described In this notice, is chosen by an Institution.
  • ...12 more annotations...
  • For institutions that, in response to this notice, submit letters of interest for the Competency-Based Education experiment, the Secretary's process for selecting participating institutions will remain the same as was described in the July 31, 2014, notice.
  • Under the Subscription Period Disbursement set of waivers, the institution may include in its determination of a student's enrollment status competencies that begin prior to the start of the subscription period, as long as it does not include those competencies in enrollment status for two different payment periods. institutions will disburse title IV aid based on the student's anticipated enrollment for a subscription period (which is equivalent to a payment period) rather than requiring completion of a specific number of competencies prior to making subsequent disbursements of title IV aid. While an institution will determine a student's title IV aid amounts based on the student's anticipated enrollment status, the institution will be required to perform a satisfactory academic progress evaluation for the student at the end of each subscription period (payment period) to ensure that the student has completed the appropriate number of competencies in that payment period, given the student's enrollment status.
  • For each payment period, students will be assigned by the institution an enrollment status (full-time, half-time, three-quarter time, less than half-time) based on the student's expected enrollment in and completion of competencies for the payment period. After consulting with the student, the institution will determine the student's enrollment status based on a realistic assessment by the institution of the number of competencies that the student will complete during the payment period
  • an institution will not be permitted to count a unique competency or course toward a student's enrollment status for more than one payment period
  • to use this set of waivers, an institution must have a mechanism for determining that a student has been participating in a competency during a payment period.
  • Subscription Period Disbursement set of waivers will modify the statutory and regulatory requirements for monitoring satisfactory academic progress so that an institution will be required to evaluate a student's pace by using competencies completed over calendar time, rather than by dividing a student's completed credit hours by attempted credit hours
  • he institution must evaluate a student's satisfactory academic progress after every subscription period (payment period), rather than at least once annually, even if the program is more than one academic year in length
  • he institution must evaluate a student's pace using two separate measures:
  • The student's progress for the payment period immediately prior to the evaluation, calculated using the number of credit hours or equivalents completed over the number of credit hours or equivalents included in the student's enrollment status for that payment period
  • he student's cumulative rate of progress, calculated by dividing the aggregate number of credit hours or equivalents completed as of the end of the payment period by the total number of credit hours or equivalents expected to be completed as of the end of that payment period in order for the student to complete the program within the maximum timeframe
  • r its evaluation of a student's cumulative rate of progress, the institution could use different standards for students on different enrollment tracks—for example, there could be a different maximum timeframe for a student on a half-time enrollment track, for whom the normal time for completion of the program is longer than for a student on a full-time enrollment track.
  • If a student fails either of the two satisfactory academic progress evaluations, the student will have failed to make satisfactory academic progress and will, based on the institution's satisfactory academic progress policies, either be assigned to a financial aid warning period or immediately lose eligibility for title IV funds. institutions will have the same flexibility to establish options for appeals, probation periods, and academic plans as they do under the current regulations.
wlampner

Purdue U gets into competency-based education with new bachelor's degree - 0 views

www.insidehighered.com/...education-new-bachelors-degree

CBE

shared by wlampner on 30 Mar 16 - No Cached
  • Many of the 600 or so colleges that are trying to add competency-based degrees are focused on adult, nontraditional students who want a leg up in the job market
  • in collaboration with specific industry partners, where an employer’s endorsement of the credential can lead to a graduate employee getting a promotion.
  • ther colleges' forays into competency-based education have been in disciplines with professional licensing and a heavy dose of task-based learning, which seems like an easier fit with academic programs based on mastery rather than time in a classroom.
  • ...13 more annotations...
  • The toughest nut to crack for competency-based education appears to be bachelor’s degrees aimed at traditional-age students.
  • hat’s what Purdue University is doing with a newly approved bachelor’s in transdisciplinary studies in technology
  • ombines technical disciplines with the humanities.
  • Customization is a big part of the degree’s novelty.
  • which will blend technology-focused disciplines such as computing, construction management, engineering, and aviation with social sciences, the humanities and business.
  • kills employers need for a “thinking economy.” That means complex problem solving, effective communication, critical thinking and ethical judgmen
  • igital badges and produce e-portfolios to display their work
  • In order to do that In a traditional sense, this student would have to get at least one major and three mInors
  • urdue’s degree track is based on the credit-hour standard, in which the demonstration of competencies is linked to corresponding college credit
  • he U.S. Department of Education has taken some heat from its own Office of the Inspector General for approvIng direct-assessment degrees
  • an inspector general audit of Western Governors University over the faculty role in competency-based education (the results of which have yet to be made public), have had a chilling effect on how regional accreditors view proposals for new direct assessment and other competency-based degrees
  • mployer groups, such as the National Association of Manufacturers, praised the new degree in written statements.
  • To scale a program with this level of customization would be challenging,
wlampner

World's Largest Natural Sound Archive Now Online - 1 views

mashable.com/...largest-natural-sound-archive

audio

shared by wlampner on 25 Jan 13 - No Cached
  • wlampner on 25 Jan 13
     
    he "largest and oldest" collection of natural sounds in the world is now digital and available online, Cornell University announced. The Macaulay Library at the Cornell Lab of Ornithology houses a scientific archive of biodiversity audio and video recordings. Previously in analog format, the recordings - which go back to 1929 - are now completely digitized, and can be heard at MacaulayLibrary.org. "in terms of speed and the breadth of material now accessible to anyone in the world, this is really revolutionary," Greg Budney, Macaulay's audio curator, said in a statement. It took archivists 12 years to finish digitizing the collection, which has nearly 150,000 audio recordings that run a total of 7,513 hours, according to Cornell. The library features 9,000 species, including mostly birds, as well as whales, elephants, frogs and primates.
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

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

www.insidehighered.com/...ing-students-flipped-classroom

Flipped_Classroom

shared by wlampner on 23 Sep 15 - No Cached
  • wlampner on 23 Sep 15
     
    "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

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

U.S. Department of Education Expands Innovation In Higher Education through the Experimental Sites Initiative | U.S. Department of Education - 0 views

www.ed.gov/...education-through-experimental

TPG_Grant CBE USDOE

shared by wlampner on 23 Jul 14 - No Cached
  • The Department took those suggestions, and will be providing institutions with greater regulatory flexibility to design and test new approaches to student financial aid designed to meet the need of these students through several new experiments that will: Enable students to earn federal student aid based on how much they learn, rather than the amount of time they spend in class by providing federal aid to students enrolled in self-paced competency-based education programs. Provide flexibility for an institution to provide a mix of direct assessment coursework and credit hour coursework in the same program. Allow the use of federal student aid to pay for prior learning assessments, which can allow students—including returning adults or veterans—to decrease their time to get a degree.
  • Institutions that apply for and are granted these limited waivers would be able to have more flexibility over a portion of their federal student aid In order to implement experiments suggested by colleges, universities and the higher education community. Applications for the new experiments will be due In late September
  • Department is also announcing today that it will collaborate with the Department of Labor to develop a $25 million grant competition for an Online Skills Academy to support the development of a platform to enable high-quality, free or low-cost pathways to degrees, certificates, or other employer-recognized credentials
  • ...1 more annotation...
  • release a notice inviting applications this week for a $1.5 million grant to study online education which will contribute to the growing body of evidence about what works in online education, especially for low-income and first-generation students.
wlampner

Beyond Videos: 4 Ways Instructional Designers Can Craft Immersive Educational Media | EdSurge News - 1 views

www.edsurge.com/...ft-immersive-educational-media

online videos retention

shared by wlampner on 31 Mar 17 - No Cached
  • Harvard reportedly spends $75,000-$150,000 building each new MOOC, most of which goes towards video production costs.
  • resourceful teachers and nonprofits like Khan Academy are still creating low-budget screencasts.
  • et, until we get the learning design right, these questions about production values are premature
  • ...22 more annotations...
  • makes little sense to convert your narrated PowerPoint into a 360 video if you’re still not sure whether students walk away having learned from the content.
  • This is where instructional designers come in
  • ven if an instructional designer can get an expert to explain a concept clearly, this sometimes has little effect on student understanding
  • students bring their own prior knowledge and misconceptions to educational media
  • ideo presents concepts in a clear, well-illustrated way, students believe they are learning, but they do not engage with the media on a deep enough level to realize that what has been presented differs from their own prior knowledge,
  • ou need a little friction in your educational media to actually modify the viewer’s understanding of the world and get the new understanding to stick
  • talk through the steps that people will need to take to apply their learning or complete an assignment
  • Relate” videos get the student to feel connected to the instructor. They seek to establish instructor presence. They also prompt students to reflect on their own prior experiences with the topic and reasons for taking the course.
  • arrate” videos share stories, anecdotes, or case studies that illustrate a concept or put the learning in context. They tap into the power of narrative to make learning sticky.
  • Demonstrate” videos illustrate how to do something in a step-by-step way.
  • “Debate” videos are perhaps the most important if you want students to actually change the way they think. These videos explicitly surface and address the misconceptions that students have about a domain and showcase competing points of view.
  • that social belonging interventions can be the key to helping students persis
  • coaching your experts to unfold their narratives in ways that will be riveting to an audience
  • A study by Columbia University School of Continuing Education found that videos in an online course that get the highest number of views have a direct connection to the course assignments
  • videos turn out best if I help the expert do four things: relate, narrate, demonstrate, and debate
  • focus on the places where people tend to make mistakes
  • gaps between novice understanding and expert knowledge
  • As the instructional designer, you should also be looking for controversies that might have surfaced about the expert’s work
  • minefields of misconceptions and asking the instructor to unpack them can yield rich pedagogical footage
  • o film a “debate” video, you can also invite someone else into the shoot—such as a colleague or a student—and have them discuss a topic with the instructor or receive feedback on a piece of work
  • alternative viewpoints or ways of doing things, you trigger higher cognitive load for viewers, but also prompt deeper engagement
  • tudents who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation
wlampner

How to Improve Public Online Education: Report Offers a Model - Government - The Chronicle of Higher Education - 0 views

chronicle.com/...138729

online administration models

shared by wlampner on 29 Apr 13 - No Cached
  • Public colleges and universities, which educate the bulk of all American college students, have been slower than their counterparts in the for-profit sector to embrace the potential of online learning to offer pathways to degrees.
  • continuum of organizational levels
  • low end of the spectrum, course availability, pricing, transferability of credit, and other issues are all determined at the institutional level, by colleges, departments, or individual professors, resulting in a patchwork collection of online courses that's difficult for students to navigate.
  • ...8 more annotations...
  • Step 2, institutions further collaborate through shared contracts on resources, like learning-management systems
  • The first step is for state institutions to collaborate to establish a searchable clearinghouse of online courses and degree
  • report identifies five cumulative steps that build toward State U Online and gives an example of a state or system at each step
  • Step 3, systems also provide shared student-support services, such as advising, that can be used by students at all institutions in the system,
  • Step 4, an entire state, or a system of public higher-education institutions within the state, achieves all the previous levels of collaboration and in addition makes it easy for students to transfer credit among institutions.
  • enroll in a program at their "home" institution, but can easily take classes at any institution within the consortium.
  • Step 5 carries that concept beyond state borders. Students can take courses at any institution in such a multistate consortium and not worry about whether their credits will transfer, because institutional agreements within the consortium make that automatic.
  • offers practical suggestions about concerns like building sustainable revenue streams that are less dependent on allocations from legislatures, and on providing incentives and support for faculty members to offer online courses.
Patrick Tabatcher

MSDN Blogs - 1 views

blogs.msdn.com/...ing-user-privacy-settings.aspx

privacy

shared by Patrick Tabatcher on 21 Feb 12 - No Cached
  • Patrick Tabatcher on 21 Feb 12
     
    In light of the discovery that Google circumvents settIngs In Safari that block third-party cookies, it is discovered that Google is also circumventIng privacy settIng In IE.
wlampner

http://publicationshare.com/Instructor_Videos_Pan_Bonk_et_al_JOLT_MERLOT.pdf - 0 views

publicationshare.com/Pan_Bonk_et_al_JOLT_MERLOT.pdf

videos elearning

shared by wlampner on 04 Nov 13 - No Cached
  • wlampner on 04 Nov 13
     
    Instructors have frequently found that some content, such as mathematical formulae, chemistry laboratory experiments, and busIness practices, are unusually difficult for students to comprehend through text-centered approaches, and that this is especially so for onlIne students. In response, Instructor-made videos (IMVs) of three to 10 mInutes In length on problematic topics or subject matter areas were produced for busIness, chemistry, and mathematics courses. The IMVs were Intended to scaffold student learnIng. Initial fIndIngs revealed that multimodal IMVs InvolvIng the demonstration, illustration, and presentation of key terms, knowledge, skills, and resources can help students understand important procedures, structures, or mechanisms In previously problematic content. Simply stated, IMVs can have a positive impact on student learnIng.
wlampner

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

www.insidehighered.com/...online-education-risk-students

elearning research

shared by wlampner on 12 Jun 17 - No Cached
  • 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
  • ...3 more annotations...
  • 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
  • wlampner on 12 Jun 17
     
    Study of DeVry students only and the courses sound like they are very poorly designed.
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

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.
wlampner

How to Prepare Professors Who Thought They'd Never Teach Online - The Chronicle of Higher Education - 1 views

chronicle.com/...236873

elearning faculty_training tools lightboard

shared by wlampner on 21 Jun 16 - No Cached
  • hat comes through in the video, imperfect as it surely is, is a sense of authenticity.
  • watching a clip repeatedly isn’t a bad thing when it comes to learning.
  • He had been worried about making his lecture videos perfect — thinking that he had to give a command performance every time the camera was rolling, as if he were in a Hollywood production
  • ...10 more annotations...
  • "I don’t expect hyper-efficiency when I teach face to face.
  • ig called a "lightboard," designed a few years ago by a professor at Northwestern University
  • It’s not just that it looks cool, it actually works better
  • autions the professor not to write so much on the board that it blocks her face.
  • 20 minutes of "pre-draw
  • ready to rehearse
  • five-minute lecture twice, each time noting how long it takes and how well she stays focused on the points she wants to emphasize. The goal is to shoot the video in one take, so there is no room for flubs
  • need to let the camera linger on the professor for a few seconds after her lecture so that the video doesn’t appear to end abruptly
  • he tries to think about the students who will be out there watching, eventually. But for now she is bathed in harsh light in a windowless concrete box, remembering to smile
  • It took well over an hour to produce the five-minute clip
wlampner

Brightspace system helps Deakin uni psych up students to perform | The Australian - 0 views

m.theaustralian.com.au/...story-e6frgakx-1227074233525

D2L brightspace engagement

shared by wlampner on 02 Oct 14 - No Cached
  • Using the platform, she employed 27 intelligent agents, automated notifications based on specific course performance criteria. The agents allow Dr Broadbent and her team to monitor student performance in ways previously not possible.
  • f they have done really well or if they are struggling they get sent an email
  • You can personalise it and put their name in and lots of students think that I have personally sat down and written them an email at that point in time, which is really great
  • ...5 more annotations...
  • verwhelmingly positive, with the ­retention rate in the unit now 90 per cent
  • student satisfaction averaged 4.44/5, which was well above the average at the university of 3.9/5.
  • features such as audio note and video note had made a difference to the quality and the amount of feedback
  • e have easily doubled the amount of feedback that students are getting, which is obviously really good for them
  • ESULT: Improved retention rates in the unit to 90 per cent, with greater student satisfaction, increased the feedback amount and quality
wlampner

IFAP - Dear Colleague Letters - 0 views

ifap.ed.gov/...GEN1117.html

elearning elearning_financialaid fraud

shared by wlampner on 12 Jun 13 - No Cached
  • wlampner on 12 Jun 13
     
    he purpose of this letter is to provide guidance to address potential fraud in the Federal student aid programs at institutions of higher education that offer distance education programs. This letter provides an overview of the fraud schemes that the Department's inspector General (IG) detected, and recommends immediate steps that institutions can take to detect and prevent fraud. in this letter, we also describe further actions that institutions can take and that the Federal government is committed to taking, including increasing technical assistance to institutions of higher education, the convening of a Department-wide task force on distance education fraud, and plans for recommending legislative and regulatory changes to address the relevant issues.
wlampner

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

DIIGO_FILE_HOME/19dy8/gajc

elearning research recorded_lectures

shared by wlampner on 26 Oct 16 - No Cached
  • 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
  • wlampner on 26 Oct 16
     
    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.
Patrick Tabatcher

A Bear's-Eye View of Yellowstone - 0 views

www.nationalgeographic.com/...one-national-parks-bears-video

infographics biology biology_apps bears

shared by Patrick Tabatcher on 05 May 16 - No Cached
  • Patrick Tabatcher on 05 May 16
     
    InterestIng website that provides some vignettes In the lives of 4 bears In Yellowstone who were fitted with cameras.
Patrick Tabatcher

How to use Preview in OS X Lion to digitally sign documents | How To - CNET - 0 views

howto.cnet.com/...on-to-digitally-sign-documents

mac-osx digital-signing preview

shared by Patrick Tabatcher on 25 Jun 12 - No Cached
  • Patrick Tabatcher on 25 Jun 12
     
    Use the built-in Preview app to digitally sign documents using your FaceTime camera. Pretty nifty!
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