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Mathieu Plourde

Insights From the Science of Learning Can Inform Evidence-Based Implementation of Peer ... - 0 views

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    "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."
Mathieu Plourde

pMOOC pedagogical pattern - 0 views

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    "Massive open online course, following a collaborative project-based pedagogy. Over 1200 registered participants, although impossible to predict how many will actually show up. We expect a significant portion of participants to follow through the MOOC, dedicating 3-10 hours a week, while others will participate casually, dipping in and out and choosing the activities they want to complete."
Mathieu Plourde

Grouping Students by Ability Regains Favor With Educators - 0 views

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    Now ability grouping has re-emerged in classrooms all over the country - a trend that has surprised education experts who believed the outcry had all but ended its use. A new analysis from the National Assessment of Educational Progress, a Census-like agency for school statistics, shows that of the fourth-grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998. In math, 61 percent of fourth-grade teachers reported ability grouping in 2011, up from 40 percent in 1996. "These practices were essentially stigmatized,"
Mathieu Plourde

Quad-blogging: Promoting Peer-to- Peer Learning in a MOOC - 0 views

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    "We present the concept of quad-blogging, and its potential for facilitating and enhancing peer-to-peer learning in higher education, specifically in a massive open online course (MOOC) by increasing peer engagement, promoting the practice of blogging and fostering the formation of professional learning networks through social media."
Mathieu Plourde

Massive MOOC Grading Problem - Stanford HCI Group Tackles Peer Assessment - 0 views

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    "Six weeks into Coursera's Passion Driven Statistics course from Wesleyan University, students received a notice that they would participate in a new kind of peer-based grading exercise for their final projects. While nothing has been said publicly about the experiment until now, this marks a radical departure from the usual quiz-based examinations provided by MOOCs."
Mathieu Plourde

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 0 views

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    "Here's what happened," he continues. "First, when one student has the right answer and the other doesn't, the first one is more likely to convince the second-it's hard to talk someone into the wrong answer when they have the right one. More important, a fellow student is more likely to reach them than Professor Mazur-and this is the crux of the method. You're a student and you've only recently learned this, so you still know where you got hung up, because it's not that long ago that you were hung up on that very same thing. Whereas Professor Mazur got hung up on this point when he was 17, and he no longer remembers how difficult it was back then. He has lost the ability to understand what a beginning learner faces."
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