Group items tagged

"Fair Use Guidelines Guidelines on the limitations of fair use and when you must seek permission:" (Note: I think Renee Hobbs would say this is bogus - Mathieu)

Don't have the Tweetstream running live on a projection screen. I've tried it both ways-having the Tweetstream run on a screen that everyone can see, versus on students' devices. The former is ultimately distracting for participants, who tend to focus more on the screen than the in-person discussions. Having the backchannel show up on personal devices, on the other hand, adds to the effect of creating another outlet for discussion that does not overpower the face to face setting.

There are 3 categories of audio or video recommendations that I found. Each had slightly different requirements for faculties or staffs: Real time meetings or online courses in real time. Here the recommendations are mainly to contact the Disability Resource Office well ahead of the need to set up a real time captioning service if there is an individual who needs it, or if it will be archived online for more than one term. There is also the important guidance to set it up and test it in the same environment before it will be used. Audio or video materials that faculty or staff produce and upload onto the institutional web (this includes courses). The prevailing wisdom is that if the faculty produce it themselves, they should also take responsibility for captioning; whether they do it themselves or not. Considering how easily this can be done in YouTube with a transcript and the synch captions feature, it is probably not too high a bar for someone who has the sophistication of producing the video in the first place. Of course it requires that a transcript is available or produced. Audio or video materials that faculty or staff find for use (e.g., link or upload materials from other sources). On this point there seem to be differences across institutions around what faculty and staff members should do. The section below details these differences.

The e-mail drill was one of numerous mind-training exercises in a unique class designed to raise students' awareness about how they use their digital tools. Colleges have experimented with short-term social-media blackouts in the past. But Ms. Hill's course, "Information and Contemplation," goes way further. Participants scrutinize their use of technology: how much time they spend with it, how it affects their emotions, how it fragments their attention. They watch videos of themselves multitasking and write guidelines for improving their habits. They also practice meditation-during class-to sharpen their attention.

In front of the jury as in reality, the bottom line is that you only get one shot. Your partners, investors and prospects have to be convinced that your idea will solve their problems. I believe a good presentation is the key to success, so here are some guidelines I give in my sessions:

"Faced with scandals and complaints involving teachers who misuse social media, school districts across the country are imposing strict new guidelines that ban private conversations between teachers and their students on cellphones and online platforms like Facebook and Twitter."

Grammar Girl provides short, friendly tips to improve your writing. Covering the grammar rules and word choice guidelines that can confound even the best writers, Grammar Girl makes complex grammar questions simple with memory tricks to help you recall and apply those troublesome grammar rules. Whether English is your first language or second language, Grammar Girl's punctuation, style, and business tips will make you a better and more successful writer. Mignon Fogarty is the creator and host of Grammar Girl. Grammar Girl is a Quick and Dirty Tips podcast.

Part of the reason for that is that we might consider someone skilled if they need little or no documentation to accomplish a certain task. A skilled chef can make a meal without requiring a recipe, for instance, and a skilled network admin can make major changes to production switches and routers without calling up a CLI reference guide to check syntax. A talented chef, on the other hand, may think along different lines and construct an entirely unique dish for which there is no recipe. A talented system administrator may do much the same, assembling various tools in a unique way and devising a method around a problem that hadn't been attempted before. This may require some research and reference instead of rote knowledge, but the end result is something that wouldn't have otherwise existed, and is something for which there are no guidelines.

"Some districts have started implementing responsible digital use guidelines or empowered digital use policies. Regardless of the title you choose, it should provide a sense of purpose for using technology beyond the idea that "said devices may get me in trouble.""

"According to the OSU Web Accessibility Policy (PDF), all content interfaces to be used by Ohio State University faculty/staff, program participants, or other university constituencies are required to be compliant with the Americans with Disabilities Act (ADA), as amended. This page provides elaboration and guidelines to help OSU developers and purchasing agents meet the Web Accessibility Policy."

"The important point to remember is that the fair use guidelines that are used to determine what materials can be used on the local campus do not automatically transfer to online courses offered to the consumer public. To many faculty, these rules seem bureaucratic, but librarians can help navigate the terrain that faculty are not accustomed to dealing with. And, by becoming comfortable with copyright provisions themselves, faculty can ensure that their online students access the same level of resources that on-campus students enjoy."

"Digital networks, websites, and services are a necessary component of the toolset required to build and utilize digital and media literacies. Appropriate policies, procedures, and guidelines are necessary to protect the developers and administrators of these texts and tools, as well as the users of these spaces. These documents often fail to provide users with the freedom needed to expand their skills, while still creating safe and appropriate boundaries for use of the Internet and all it has to offer."

"Accessibility policies frame standards and expectations for how a college or university's programs, services, and facilities serve the needs of people with disabilities. Some policies are aspirational in nature and relatively short on specific mandates, while others are much more prescriptive in stating standards, rules for compliance, and sanctions for behaviors that fall short. Accessibility policies constitute a statement of values that the institutional community subscribes to, and they serve as guidelines for how the institution intends to ensure the equitable treatment of all members of the campus community."

"This article presents a framework for guiding modifications to Peer Instruction based on theory and findings from the science of learning. We analyze the Peer Instruction method with the goal of helping teachers understand why it is effective. We also consider six common modifications made by educators through the lens of retrieval-based learning and offer specific guidelines to aid in evidence-based implementation."

"If friend requests, invitations to connect and potential Twitter stalkers are keeping you up at night, that needs to stop. Today. All you have to do is develop your own personal social media policy. Determine your own rules of engagement and apply them. And don't be scared to let people know how they can connect with you."

"MOOCs are characterized by their openness, enabling anyone across the world with an Internet connection to participate.  As a result, most MOOCs have thousands, sometimes tens of thousands of participants. An online course with potentially tens of thousands of students is a very different teaching environment than face-to-face courses or even "traditional" online courses.  Teaching strategies practiced in other teaching contexts won't necessarily translate well to this context. Indeed, the sets of choices regarding learning objectives, content presentation, assessment, and instructor-to-student and student-to-student interaction are still being developed in this emergent teaching environment."

"Producers of web-video instruction need to negotiate old and new rules of video grammar to remain credible (to the traditional video grammar) as they also strive to be cool (in the new media video grammar). The goal is to avoid violating traditional video grammar while tapping into new video aesthetics to gain ethos with web-savvy audiences (like students). This tutorial explains the best old and new practices in creating talking heads web video for maximum impact and effectiveness."

"I had expected that people signing up for a course like this, a non-traditional course where we work mostly on our own or together with other students in the class, would be students who embrace that kind of learning, students who feel a sense of independence and self-determination as learners. What I've learned, though, is that this is not the case for at least some students in the class, who are very much expecting the teacher to function as the voice of absolute authority in the class."

Isn't that the nature of humans? We want freedom for creativity and original thinking, but ultimately it makes us uncomfortable when people actually do achieve it; ultimately it seems that humans instinctively cling to rules, tradition and order.

Good point Tammy. Still, the "grading" paradigm is a strong one. We should expect today's students to start being a little more autonomous in their learning process.

"Having started a half dozen MOOC's in the recent months, I have found most of them tend to share a common trait. Many MOOC's currently represent a sort of parody of higher education's worst practices, its most spectacular delusions about itself."