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Yin Wah Kreher

iTunes - Books - The Stack Model Method (Grades 3-4) by Kow Cheong, Yan - 1 views

itunes.apple.com/...id955442979

VCU Readings math

shared by Yin Wah Kreher on 19 Jan 15 - No Cached
  • Yin Wah Kreher on 19 Jan 15
     
    My friend wrote these ebooks for K12 learners. If you are interested in reviewing them, let me know. The Stack Model Method-An Intuitive and Creative Approach to Solving Word Problems (Grades 3-4) is the first title of a two-book series in Singapore math publishing, which comprehensively reveals the beauty and power of the stack model method as an intuitive and creative problem-solving strategy in solving non-routine questions and challenging word problems. Like the Singapore's bar model method, the stack model method allows word problems that were traditionally read in higher grades to be set in lower grades. The stack model method empowers younger readers with the higher-order thinking skills needed to solve word problems much earlier than they would normally acquire in school.
Tom Woodward

Learning to Code is Non-Linear - Buffer Posts - Medium - 0 views

medium.com/...ode-is-non-linear-bf12dd6e1f4c

weekly coding nonlinear learning

shared by Tom Woodward on 23 Oct 15 - No Cached
  • Tom Woodward on 23 Oct 15
     
    Certainly true for me in a variety of areas of learning . . . "Programming was taught to me in a similar way - and for students to attain true understanding, this doesn't feel like it's the best way to learn. There is a literal learning curve to programming, and once you hit the inflection point of that curve you become somewhat self reliant. You know what to ask Google, you know the process of debugging, and you start to realize you're capable of accomplishing anything by yourself. But if you haven't hit that point yet, it can feel like you may never hit that point. Traditional methods of testing and gauging progress among students who are at different points in their capacity to learn programming don't feel quite fair, and I believe this discourages many (particularly underrepresented minorities) from continuing to learn how to code."
  • Tom Woodward on 23 Oct 15
     
    Certainly true for me in a variety of areas of learning . . . "Programming was taught to me in a similar way - and for students to attain true understanding, this doesn't feel like it's the best way to learn. There is a literal learning curve to programming, and once you hit the inflection point of that curve you become somewhat self reliant. You know what to ask Google, you know the process of debugging, and you start to realize you're capable of accomplishing anything by yourself. But if you haven't hit that point yet, it can feel like you may never hit that point. Traditional methods of testing and gauging progress among students who are at different points in their capacity to learn programming don't feel quite fair, and I believe this discourages many (particularly underrepresented minorities) from continuing to learn how to code."
Jonathan Becker

Why do schools use grades that teach nothing? - The Hechinger Report - 0 views

hechingerreport.org/-use-grades-that-teach-nothing

grades hampshire higher education

shared by Jonathan Becker on 16 Sep 16 - No Cached
  • Jonathan Becker on 16 Sep 16
     
    "At the college where I serve as president, we do evaluate student work; we just use a higher-quality method. Our students receive written evaluations not only on every assignment, but also for every course and learning activity. These evaluations are designed to be formative teaching tools."
Jonathan Becker

u of vermont medical school to get rid of all lecture courses - 2 views

www.insidehighered.com/...ol-get-rid-all-lecture-courses

lecture medical education active learning

shared by Jonathan Becker on 26 Sep 16 - No Cached
  • Jonathan Becker on 26 Sep 16
     
    "So if we know that there are methods superior to lecturing, why are we lecturing at all?"
Tom Woodward

rOpenSci - Open Tools for Open Science - 0 views

ropensci.org

r science data open tools

shared by Tom Woodward on 17 Mar 16 - No Cached
  • Tom Woodward on 17 Mar 16
     
    "At rOpenSci we are creating packages that allow access to data repositories through the R statistical programming environment that is already a familiar part of the workflow of many scientists. Our tools not only facilitate drawing data into an environment where it can readily be manipulated, but also one in which those analyses and methods can be easily shared, replicated, and extended by other researchers."
Enoch Hale

Jeffrey Hancock Wants to Keep Talking About How We Use Social Media for Research - The ... - 0 views

chronicle.com/...229375

higher education social media

shared by Enoch Hale on 23 Apr 15 - No Cached
  • Enoch Hale on 23 Apr 15
     
    "The most widely read paper of Jeffrey Hancock's career was not conceived in a university laboratory. The data were collected by machines. The subjects were unwitting. The methods were not approved by an institutional review board."
Tom Woodward

The Miseducation of the Doodle - 2 views

alistapart.com/...the-miseducation-of-the-doodle

drawing draw visual notes weekly altlabtweet thinking art

shared by Tom Woodward on 24 Oct 14 - No Cached
  • Yin Wah Kreher on 24 Oct 14
     
    "Doodling may be better described as 'markings to help a person think.' Most people believe that doodling requires the intellectual mind to shutdown, but this is one misrepresentation that needs correcting. There is no such thing as a mindless doodle. The act of doodling is the mind's attempt to engage before succumbing to mindlessness. "
  • Tom Woodward on 25 Oct 14
     
    "Having exhausted traditional learning methods such as highlighting, note-taking, and rote memorization, Virginia chose to unleash a powerful, primitive tool that ultimately turned out to be her savior: The Doodle. Virginia decided to draw rudimentary visual representations of every concept in her Morrison and Boyd textbook. She deployed a problem-solving technique that defied conventional wisdom and all the academic advice she had received. And the story has a happy ending. Not only did Virginia ace her organic chemistry final and eventually become Dr. Scofield, she also became a celebrated immunologist, earning accolades for one of the biggest scientific breakthroughs related to HIV transmission. She credits much of her success, then and now, to her world-turning decision to doodle. "
Joyce Kincannon

Infographic | Developing 21st Century Critical Thinkers - MentoringMinds.com - 1 views

www.mentoringminds.com/-critical-thinkers-infographic

shared by Joyce Kincannon on 31 Oct 14 - No Cached
  • Joyce Kincannon on 31 Oct 14
     
    "As we venture into the 21st century, we as a society, are faced with more innovation and challenge than ever before. We now live in an interconnected world, where the Internet and global communications are simultaneously uniting and isolating us as a society. How do we raise critical thinkers to best face the challenges that face our modern society? What changes in education methods should be implemented to  create a better learning environment for these budding minds? "
William

Field Notes for 21st Century Literacies | HASTAC - 1 views

www.hastac.org/...-notes-21st-century-literacies

21stCenturyLiteracy digital-literacy

shared by William "Bud" Deihl on 20 Nov 14 - No Cached
  • Joyce Kincannon on 20 Nov 14
     
    "Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning is intended to assist anyone embarking on open teaching. It offers foundational methods, examples, and explanatory theories for how to set up the practices of a class, how to determine guiding principles, how to theorize what you are doing in the classroom, how to design the class, how to include multimedia elements and approaches such as games, and how to ensure that you have designed a class for inclusion, not exclusion. Finally, the openness of the learning should continue even after the book is published/goes public, and the chapters in the "Invitations" section offer advice on how to extend your open practices to the world beyond the classroom. This is by no means the only way to set up peer-to-peer teaching, but it is an account of the way we have done it, with as much detail as possible to encourage others to try, in whatever way suits their community and purposes."
Tom Woodward

Cliff Atkinson: Storyboarding the Psyche | Quantified SelfQuantified Self - 1 views

quantifiedself.com/...-atkinson-storyboarding-psyche

qs quantifiedself data motivation psychology dataviz

shared by Tom Woodward on 10 Nov 14 - No Cached
  • Tom Woodward on 10 Nov 14
     
    "Cliff began this project because he was noticed that there were "recurring patterns of procrastination and motivation" going on in his life. He began trying to understand them by turning to the large body of literature on human psychology. Then he asked himself, "Would it be possible to use some quantitative methods to track what was happening." Using what he'd learned in his research and his experiences he decided to track his body, emotions, and mind. "
Jonathan Becker

The Mayo Clinic of Higher Ed - 2 views

www.washingtonmonthly.com/...e_mayo_clinic_of_higher_ed.php

mayo clinic higher higher ed highered projects inquiry UMR rochester minnesota

shared by Jonathan Becker on 03 Apr 15 - No Cached
  • Jonathan Becker on 03 Apr 15
     
    "This represents perhaps the most foundational of all the connections that Stephen Lehmkuhle and his colleagues have been steadily knitting together in Rochester: that between facts and ideas. Traditional college instruction-epitomized by the lecture-is largely a process of orally transmitting facts from the brain of a teacher to a student. It's a tremendously inefficient method-even harmful. UMR chemistry professor Rajeev Muthyala points to research finding that undergraduates often finish lecture-based introductory science classes with less expertise than when they started. They get worse."
Yin Wah Kreher

No Significant Difference - Presented by WCET - 0 views

www.nosignificantdifference.org/faq.asp

online_learning

shared by Yin Wah Kreher on 05 Jul 15 - No Cached
  • Yin Wah Kreher on 05 Jul 15
     
    Quoting Mr. Russell from the introduction to his book,

    "These studies tell me that there is nothing inherent in the technologies that elicits improvements in learning. Having said that, let me reassure you that difference in outcomes can be made more positive by adapting the content to the technology. That is, in going through the process of redesigning a course to adapt the content to the technology, it can be improved."

    This idea is reflected in the history of the No Significant Difference literature. Over the last 50 years, the question for media comparison studies (MCS) has evolved from, "Can students learn at a distance?" to "What is the effect of distance delivery on student outcomes?" Over the years, especially since the internet revolution, the conviction that distance delivery is necessarily inferior to face to face instruction has faded a bit. As we accept that it is not the technology itself, but the application of technology, that has the potential to affect learning, it is our hope that future research will strive to identify the instructional methods that best utilize technology attributes to improve student outcomes.
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?
Joyce Kincannon

Jeffrey M. Keefer, Ph.D. ~ Organizational Learning & Social Media Strategy - Research &... - 1 views

jeffreykeefer.com/research-teaching

research teaching methods

shared by Joyce Kincannon on 04 Feb 15 - No Cached
  • Joyce Kincannon on 04 Feb 15
     
    Tools and Instruments
sanamuah

Using Voyant for Text Analysis | Digital History Methods - 1 views

ricedh.github.io/02-voyant.html

3rdspace digital+humanities

shared by sanamuah on 27 Feb 15 - No Cached
  • This page walks through the process of using Voyant for digital text mining. Find here a link to our entire corpus of runaway ads uploaded into a Voyant skin.
  • sanamuah on 27 Feb 15
     
    Digital text-mining tools can help researchers understand document collections that are prohibitively large for a close-reading. Our collection of runaway slave advertisements from Texas, Arkansas, and Mississippi totals over 2,500 individual ads! Not only would it be extremely time consuming to read this entire collection, the consistently short, boilerplate format of runaway ads can make it difficult to really distinguish between them. The ads from Texas, Arkansas, and Mississippi start to all look practically indistinguishable, making it difficult for close-reading alone to recognize pattern breaks between the states, without the assistance of computational data. This is where Voyant comes in. We hoped that the "distant-reading" capabilities of Voyant would be able to pick up on larger word usage trends that are not immediately apparent when reading with the human eye.
sanamuah

Using Palladio to Visualize Ads | Digital History Methods - 2 views

ricedh.github.io/01-palladio.html

3rdspace

shared by sanamuah on 27 Feb 15 - No Cached
  • This page discusses the geographic digital tool Palladio and its use to visualize paths of runaway slaves collected from jailers’ notices.
sanamuah

Sharing Primary Sources on Twitter | Digital History Methods - 2 views

ricedh.github.io/05-twitterbot.html

3rdspace

shared by sanamuah on 27 Feb 15 - No Cached
  • To experiment with new ways to share history online, we created a Twitter account that publishes excerpts from Texas runaway slave advertisements, along with links to the page images of the ad in the Portal to Texas History.
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