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anonymous

Employers placing lower value on grades, extracurriculars | Education Dive - 0 views

www.educationdive.com/...418779

employment higher education

shared by anonymous on 07 May 16 - No Cached
  • The fifth annual study of global employability found that, in 2015, employers cared less about grades and extracurriculars and focused more on skills like innovation, leadership, and networking.
Joyce Kincannon

How to Integrate Live Tweets Into Your Presentation - 0 views

www.edudemic.com/tweets-into-your-presentations

tools Twitter presentations onlinelearning example active learning feed

shared by Joyce Kincannon on 01 Apr 15 - No Cached
  • Joyce Kincannon on 01 Apr 15
     
    "Despite our best efforts, presentations can sometimes turn into one-way communication- us talking and students passively listening. You may be stationed at the front of the classroom, perhaps using PowerPoint slides or showing a video on a screen, while the class follows along silently in their seats. Or, any discussion that is generated might be dominated by the verbal few, with quieter students too intimidated to jump in. Also, when you look at the multiple studies that indicate the brevity of a student's attention span, ranging from two to ten minutes, a lengthy presentation can lose the audience it was designed to teach."
Jeff Nugent

DS106: Enabling Open, Public, Participatory Learning | Connected Learning - 0 views

connectedlearning.tv/...-public-participatory-learning

MOOC ds106 onlinelearning highered

shared by Jeff Nugent on 29 Jan 14 - No Cached
  • Jeff Nugent on 29 Jan 14
     
    "Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodward, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning."
  • Jeff Nugent on 29 Jan 14
     
    ds106 as gold standard for open...amazing...
sanamuah

Circles Sines and Signals - Introduction - 1 views

jackschaedler.github.io/...index.html

d3.js explorable+explanations

shared by sanamuah on 20 Apr 15 - No Cached
  • This text is designed to accompany your study of introductory digital signal processing.1 It’s an eccentric piece of not-so-rigorous literature with a preoccupation for explaining things using interactive visualizations, animations and sound.
  • sanamuah on 20 Apr 15
     
    In the vein of Bret Victor's Explorable Explanations, this site uses several interactive visualizations to explain complex topics
  • Tom Woodward on 20 Apr 15
     
    Great example. He even references Victor's Magic Ink essay http://worrydream.com/#!/MagicInk
Enoch Hale

New effort aims to standardize faculty-driven review of student work | InsideHigherEd - 0 views

www.insidehighered.com/...lty-driven-review-student-work

resources higher education assessment

shared by Enoch Hale on 25 Sep 15 - No Cached
  • Campbell also said that the project will be much more significant if it ultimately shows whether students' skills improve over time. "If you don't have some kind of comparison of change, showing what they could do when they came in and when they left," she said, "it may do exactly what the rankings do: reinforce the reality that great students produce great work, and great institutions have great students."
  • Arum said the AAC&U/SHEEO approach has the potential to be one of "multiple indicators" that higher education institutions and policy makers eventually embrace to understand student learning. "No one measure is going to be sufficient to capture student learning performance outcomes," he said. "Responsible parties know there's a place for multiple measures, multiple approaches." Campbell, of Teachers College, agrees that "because [student learning] is such a complicated issue, any one method is going to have complications and potential limitations"
  • The Results The faculty participants scored the thousands of samples of work (which all came from students who had completed at least 75 percent of their course work) in three key learning outcome areas: critical thinking, written communication and quantitative literacy. Like several other recent studies of student learning, including Academically Adrift, the results are not particularly heartening. A few examples: Fewer than a third of student assignments from four-year institutions earned a score of three or four on the four-point rubric for the critical thinking skill of "using evidence to investigate a point of view or reach a conclusion." Nearly four in 10 work samples from four-year colleges scored a zero or one on how well students "analyzed the influence of context and assumptions" to draw conclusions. While nearly half of student work from two-year colleges earned a three or four on "content development" in written communication, only about a third scored that high on their use of sources and evidence. Fewer than half of the work from four-year colleges and a third of student work from two-year colleges scored a three or four on making judgments and drawing "appropriate conclusions based on quantitative analysis of data."
  • ...2 more annotations...
  • After her training in using the VALUE rubrics, Mullaney gathered nine faculty members on her campus to be the core of the two-year college's project group. They were previously unfamiliar with the rubrics, she says, but together they "went through them with a fine-toothed comb" and agreed "that these rubrics do represent an accurate way to assess these skills." The professors brought in their own (and their colleagues') assignments to see how well (or poorly) they aligned with the rubrics, Mullaney said. "Sometimes their assignments were missing things, but they could easily add them in and make them better." The last step of the process at the institutional level, she said, was gathering a representative sample of student work, so that it came from all of CCRI's four campuses and 18 different disciplines, and mirrored the gender, racial and ethnic demographics and age of the community college's student body. Similar efforts went on at the other 60-odd campuses.
  • "I might have thought so before, but through this process our faculty has really connected with the idea that this is about student learning," she said. "When they see areas of weakness, I think they'll say, 'Wow, OK, how can we address this? What kinds of teaching strategies can we use?'"
  • Enoch Hale on 25 Sep 15
     
    Assessment: What are students really learning?
sanamuah

How To Make the Most of a Video Introduction for an Online Course -- Campus Technology - 4 views

campustechnology.com/...tion-for-an-Online-Course.aspx

vcualtlab

shared by sanamuah on 18 Jun 15 - No Cached
  • sanamuah on 18 Jun 15
     
    focuses on Moodle but has some interesting points on the general effect of course introduction videos on online student engagement/participation "Studies point to an introductory course video from the instructor welcoming students as being able to cause shifts in course evaluations and discussion postings. For that reason, instructors should consider creating short videos greeting the students"
  • ...1 more comment...
  • Jody Symula on 19 Jun 15
     
    Does anyone have experience using a platform such as Moodle which is mentioned in this article? I'm assuming there's a cost, but would be interested in the benefits (and downfalls of it).
  • Meriah Crawford on 20 Jun 15
     
    Jody, I've used Moodle as a student. It's free and open source. You'd just need a place to host it. Not sure if AltLab does that--but they should! I liked it, but didn't do a ton with it. This might be useful: http://elearning.guru/which-learning-management-system-comparing-blackboard-canvas-moodle-part-1-course-content/
  • Jody Symula on 24 Jun 15
     
    AH! Thank you, this is tremendous!
liscip

Ten Best Practices for Teaching Online - 1 views

www.designingforlearning.info/...tenbest.html

Best Practices for Online Teaching

shared by liscip on 12 Nov 14 - Cached
  • Ten Best Practices for Teaching Online Quick Guide for New Online faculty J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013
  • Joyce Kincannon on 12 Nov 14
     
    "Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder,  "Didn't you learn these concepts from faculty X?"   And "Didn't you study the work and contributions of  ____ (Fill in your favorite who)"  A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions? Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group? "
jamie mahoney

For Teachers | Quizlet - 2 views

quizlet.com/teachers

flashcards tools Study web2.0

shared by jamie mahoney on 03 Jan 15 - Cached
  • jamie mahoney on 03 Jan 15
     
    Site to create your own flash cards for students to use with apps.
priesnl

Tips to Give Your Students to Succeed in Online Learning - 1 views

www.duq.edu/...ips-for-student-online-success

students

shared by priesnl on 05 Jan 15 - No Cached
  • priesnl on 05 Jan 15
     
    Contributed by Robert Kubacki (SLPA), Alyson Lyon (SLPA), Donald McAndrews (SLPA), Joyce Valent (SLPA), and Sarah Wallace (Speech-Language Pathology) A group of Duquesne faculty participating in a CTE online book study developed these tips to give to students to help them succeed in online learning.
sanamuah

Pew: 'Smartphone-Dependents' Often Have No Backup Plan For Web Access : All Tech Consid... - 0 views

www.npr.org/...-no-backup-plan-for-web-access

shared by sanamuah on 06 Apr 15 - No Cached
  • According to the study, nearly 1 in 5 Americans relies on a smartphone for accessing the Internet either because there isn't "any other form of high-speed Internet access at home" or because of a "limited number of ways to get online other than their cell phone." And 7 percent have neither broadband service nor other alternatives for going online other than their smartphone, a group Pew refers to as the "smartphone-dependent" users.
anonymous

Penn & Teller's Teller on How to Be an Effective Teacher - The Atlantic - 1 views

www.theatlantic.com/...425100

teaching engagement

shared by anonymous on 31 Jan 16 - No Cached
  • From the moment a teacher steps into the classroom, students look to him or her to set the tone and course of study for everyone, from the most enthusiastic to the most apathetic students.
  • The first job of a teacher is to make the student fall in love with the subject. That doesn’t have to be done by waving your arms and prancing around the classroom; there’s all sorts of ways to go at it, but no matter what, you are a symbol of the subject in the students’ minds.
  • As that symbol, Teller argued, the teacher has a duty to engage, to create romance that can transform apathy into interest, and, if a teacher does her job well, a sort of transference of enthusiasm from teacher to student takes place. The best teachers, Teller contended, find a way to teach content while keeping students interested. “If you don’t have both astonishment and content, you have either a technical exercise or you have a lecture.”
  • ...3 more annotations...
  • What I have, however, is delight. I get excited about things. That is at the root of what you want out of a teacher; a delight in what the subject is, in the operation. That’s what affects students.”
  • It’s easy to disregard the entertainment of your students as pandering, but it’s not,
  • When I go outside at night and look up at the stars, the feeling that I get is not comfort. The feeling that I get is a kind of delicious discomfort at knowing that there is so much out there that I do not understand and the joy in recognizing that there is enormous mystery, which is not a comfortable thing. This, I think, is the principal gift of education.
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