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Keith Hamon

http://it.coe.uga.edu/itforum/paper92/paper92.html - 0 views

it.coe.uga.edu/...paper92.html

Stephen Downes connectivism elearning social networking PLN Education 2.0

shared by Keith Hamon on 07 Feb 11 - Cached
  • Keith Hamon on 07 Feb 11
     
    The purpose of this paper is to outline some of the thinking behind new e-learning technology, including e-portfolios and personal learning environments. Part of this thinking is centered around the theory of connectivism, which asserts that knowledge - and therefore the learning of knowledge - is distributive, that is, not located in any given place (and therefore not 'transferred' or 'transacted' per se) but rather consists of the network of connections formed from experience and interactions with a knowing community. And another part of this thinking is centered around the new, and the newly empowered, learner, the member of the net generation, who is thinking and interacting in new ways. These trends combine to form what is sometimes called 'e-learning 2.0'-an approach to learning that is based on conversation and interaction, on sharing, creation and participation, on learning not as a separate activity, but rather, as embedded in meaningful activities such as games or workflows.
Keith Hamon

Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012 - 1 views

harvardmagazine.com/...twilight-of-the-lecture

Craig Lambert Eric Mazur flipped classroom elearning Education 2.0 social networking connectivism

shared by Keith Hamon on 21 Apr 13 - No Cached
  • Keith Hamon on 21 Apr 13
     
    This innovative style of learning grew into "peer instruction" or "interactive learning," a pedagogical method that has spread far beyond physics and taken root on campuses nationally. Last year, Mazur gave nearly 100 lectures on the subject at venues all around the world. (His 1997 book Peer Instruction is a user's manual; a 2007 DVD, Interactive Teaching, produced by Harvard's Derek Bok Center for Teaching and Learning, illustrates the method in detail.)
Stephanie Cooper

Forsyth's Teaching Resources - 0 views

facultystaff.richmond.edu/...riting.htm

teaching writing writing to learn

shared by Stephanie Cooper on 16 Feb 12 - No Cached
  • But writing assignments are not just exercises in grammar and grading. They are exercises in learning
  • Psychologists and other cognitive scientists know so much about psycholinguistics, language, and memory that they should well understand the close link between composition and knowledge. Yet many view writing as only a means of assessing a students' understanding of course material, and overlook the profound impact that the writing process has on understanding itself
  • The act of writing is an act of thought
  • ...4 more annotations...
  • Writing, then, is a profoundly active learning experience, for when people write, they identify and define problems, evaluate evidence, analyze assumptions, recognize emotional reasoning and oversimplification, consider alternative interpretations, and reduce their uncertainty (Wade, 1995). Indeed, in many cases writers do not understand a concept clearly until they must organize their thoughts on the topic and communicate those thoughts through composition. As a result, authors are often surprised by the ideas they themselves write, for understanding emerges during the struggle to make points clear to others (Murray, 1985).
  • Professors who wish to add just one element of student-centered instruction to an otherwise professor-centered approach should start by asking students to write. These writing assignments may include the traditional favorites-term papers and essay tests-but Walvoord (1982) wisely recommends giving shorter, but more varied and frequent, writing assignments.
  • When students write they are learning to use "the traditions of language to discipline their thinking and to make that thinking clear to others" (Murray, 1985, p. 52). Unfortunately, many students will need coaching on the process of writing and feedback about the quality of the writing they generate. The professor must, as Walvoord (1982, p. 3) suggests, "make writing assignments meaningful, establish a wholesome and stimulating writing environment for their students, coach pupils in the writing process, respond accurately and specifically to student papers, communicate clearly with students about their writing successes and failures, and help student improve writing as they learn and in order to learn."
  • Clarify the assignment. Nodine (1999) notes that students need to learn about writing assignments as much as they need to learn about writing per se. Telling the students to "write a 5-10 page paper on one of the topics covered in this unit" is likely to frustrate students and disappoint professors. Instead, the assignment should explain the paper's purpose, the audience for the paper, the genre, voice, typical length, style, degree of documentation expected, and deadlines.
  • Stephanie Cooper on 16 Feb 12
     
    Writing as an exercise in learning
Stephanie Cooper

Google Helpouts: the Answers of the future? | Miscellaneous | Softonic - 2 views

features.en.softonic.com/outs-the-answers-of-the-future

google helpouts video synchronous tutorials

shared by Stephanie Cooper on 29 Oct 13 - No Cached
  • Stephanie Cooper on 29 Oct 13
     
    Many writing centers are wondering if this would be helpful for synchronous tutorial sessions.
Keith Hamon

coupled-inquiry cycle: A teacher concerns-based model for effective student inquiry, Th... - 0 views

findarticles.com/...ai_n9198776

John A Dunkhase JiTT inquiry science

shared by Keith Hamon on 09 Aug 10 - Cached
  • Keith Hamon on 09 Aug 10
     
    a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format
Keith Hamon

Foundation for Critical Thinking: Books, Conferences and Academic Resources for Educato... - 0 views

www.criticalthinking.org/index.cfm

critical thinking education teaching learning writing

shared by Keith Hamon on 20 Sep 10 - Cached
  • Keith Hamon on 20 Sep 10
     
    The Foundation and Center for Critical Thinking aim to improve education in colleges, universities and primary through secondary schools. We present publications, conferences, workshops and professional development programs, emphasizing instructional strategies, Socratic questioning, critical reading and writing, higher order thinking, assessment, research, quality enhancement, and competency standards.
Keith Hamon

Usual Visual Thinking in the Classroom - Derek Bruff - 0 views

derekbruff.com/...sual-thinking-in-the-classroom

Derek Bruff visual data visualization elearning writing Education 2.0 Web 2.0

shared by Keith Hamon on 07 Sep 10 - No Cached
  • Keith Hamon on 07 Sep 10
     
    I recently put together a workshop on using visual thinking techniques in the classroom for a group of graduate students at my teaching center.
Keith Hamon

Is 'The School of One' the future of schooling? - Dangerously Irrelevant - 1 views

www.dangerouslyirrelevant.org/...e-the-future-of-schooling.html

PLN eLearning social networking

shared by Keith Hamon on 30 Mar 10 - Cached
  • Keith Hamon on 30 Mar 10
     
    Is this school in New York City the future of schooling? Short video presentation that describes how one school is moving students to the center of their own PLNs.
Stephanie Cooper

REACHING THE SECOND TIER: LEARNING AND TEACHING STYLES IN COLLEGE SCIENCE EDUCATION - 0 views

www4.ncsu.edu/...Secondtier.html

reflective learning teaching learning_styles

shared by Stephanie Cooper on 01 Mar 11 - Cached
  • Active and Reflective Processing. Active learners tend to learn while doing something active---trying things out, bouncing ideas off others; reflective learners do much more of their processing introspectively, thinking things through before trying them out [12]. Active learners work well in groups; reflective learners prefer to work alone or in pairs. Unfortunately, most lecture classes do very little for either group: the active learners never get to do anything and the reflective learners never have time to reflect. Instead, both groups are kept busy trying to keep up with a constant barrage of verbiage, or else they are lulled into inattention by their enforced passivity. The research is quite clear on the question of active and reflective versus passive learning. In a number of studies comparing instructor-centered classes (lecture/demonstration) with student-centered classes (problem-solving/discussion), lectures were found to be marginally more effective when students were tested on short-term recall of facts but active classroom environments were superior when the criteria involved comprehension, long-term recall, general problem-solving ability, scientific attitude, and subsequent interest in the subject [15]. Substantial benefits are also cited for teaching methods that provide opportunities for reflection, such as giving students time in class to write brief summaries and formulate written questions about the material just covered [15,20].
  • reflective learners do well at individual research and design.
  • Unfortunately---in part because teachers tend to favor their own learning styles, in part because they instinctively teach the way they were taught in most college classes---the teaching style in most lecture courses tilts heavily toward the small percentage of college students who are at once intuitive, verbal, deductive, reflective and sequential. This imbalance puts a sizeable fraction of the student population at a disadvantage. Laboratory courses, being inherently sensory, visual, and active, could in principle compensate for a portion of the imbalance; however, most labs involve primarily mechanical exercises that illustrate only a minor subset of the concepts presented in lecture and seldom provide significant insights or skill development. Sensing, visual, inductive, active, and global learners thus rarely get their educational needs met in science courses.
  • ...3 more annotations...
  • These problems could be minimized and the quality of science education significantly enhanced if instructors modified their teaching styles to accommodate the learning styles of all the students in their classes. Granted, the prospect of trying to address 32 different learning styles simultaneously in a single class might seem forbidding to most instructors; the point, however, is not to determine each student's learning style and then teach to it exclusively but simply to address each side of each learning style dimension at least some of the time. If this balance could be achieved in science courses, the students would all be taught in a manner that sometimes matches their learning styles, thereby promoting effective learning and positive attitudes toward science, and sometimes compels them to exercise and hence strengthen their less developed abilities, ultimately making them better scholars and scientists.
  • Provide time in class for students to think about the material being presented (reflective) and for active student participation (active). Occasionally pause during a lecture to allow time for thinking and formulating questions. Assign "one-minute papers" close to the end of a lecture period, having students write on index cards the most important point made in the lecture and the single most pressing unanswered question [20]. Assign brief group problem-solving exercises in class in which the students working in groups of three or four at their seats spend one or several minutes tackling any of a wide variety of questions and problems. ("Begin the solution to this problem." "Take the next step in the solution." "What's wrong with what I just wrote on the board?" "What assumptions are implicit in this result?" "Suppose you go into the laboratory, take measurements, and find that the formula we have just derived gives incorrect results: how many possible explanations can you come up with?")
  • How can an instructor do all that and still get through the syllabus? One way is to put most of the material usually written on the board in handouts, go through the handouts quickly in class, and use the considerable class time saved for activities like those just suggested. The consequent gain in quantity and quality of the resulting learning will more than compensate for the photocopying costs.
    • Stephanie Cooper
      Stephanie Cooper on 01 Mar 11
       
      Instead of making handouts, they could put the info on the wiki: slideshow, Gdoc, etc.
Keith Hamon

MediaShift . Learning in a Digital Age: Teaching a Different Kind of Literacy | PBS - 0 views

www.pbs.org/...erent-kind-of-literacy277.html

Aran Levasseur 21st century skills writing elearning literacy Education 2.0 Web 2.0

shared by Keith Hamon on 05 Oct 11 - No Cached
  • we shouldn't consider someone literate if they can consume but not produce media.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      This is why information technology is one of the twin pillars, along with writing, of the QEP. And why visual constructs & technological applications are considered writing literacies. I think the language is a bit confused, but I understand the implications for developing literacy in the 21st Century.
  • The literacy of the future rests on the ability to decode and construct meaning from one's constantly evolving environment -- whether it's coded orally, in text, images, simulations, or the biosphere itself. Therefore we must be adaptive to our social, economic and political landscape. Those of us living in this digital age are required to learn, unlearn and learn again and again.
    • Keith Hamon
      Keith Hamon on 05 Oct 11
       
      This could be the heart of ASU's QEP. What happens when the environment itself is coded with information that we need to acquire? Isn't it already so coded?
  • Keith Hamon on 05 Oct 11
     
    A new kind of technological literacy is emerging. While a certain amount of technical skills are important, the real goal should be in cultivating digital or new media literacies that are arising around this evolving digital nerve center. These skills allow working collaboratively within social networks, pooling knowledge collectively, navigating and negotiating across diverse communities, and critically analyzing and reconciling conflicting bits of information to form a clear and comprehensive view of the world.
Stephanie Cooper

Rubrics | North Central College - Naperville, IL - 0 views

northcentralcollege.edu/...rubrics-0

rubrics learning evaluation evaluation data gathering

shared by Stephanie Cooper on 07 May 13 - No Cached
  • Stephanie Cooper on 07 May 13
     
    This is a great resource for creating rubrics or using pre-made ones.  
Stephanie Cooper

Anti-Plagiarism Strategies - 0 views

www.virtualsalt.com/antiplag.htm

plagiarism cheating research teaching writing academic education ethics

shared by Stephanie Cooper on 28 Jun 10 - Cached
  • Students are faced with too many choices, so they put off low priorities.
  • A remedy here would be to customize the research topic to include something of real interest to the students or to offer topics with high intrinsic interest to them.
  • If you structure your research assignment so that intermediate parts of it (topic, early research, prospectus, outline, draft, bibliography, final draft) are due at regular intervals, students will be less likely to get in a time-pressure panic and look for an expedient shortcut.
  • ...8 more annotations...
  • Many students have poor time management and planning skills. 
  • Some students fear that their writing ability is inadequate.
  • Reassuring students of the help available to them (your personal attention, a writing center, teaching assistants, online writing lab sites, etc.) may give them the courage to persevere.
  • Do not assume that students know what plagiarism is, even if they nod their heads when you ask them. Provide an explicit definition for them.
  • In addition to a definition, though, you should discuss with your students the difference between appropriate, referenced use of ideas or quotations and inappropriate use. You might show them an example of a permissible paraphrase (with its citation) and an impermissible paraphrase (containing some paraphrasing and some copying), and discuss the difference.
  • A degree will help students get a first job, but performance--using the skills developed by doing just such assignments as research papers--will be required for promotion.
  • Many students do not seem to realize that whenever they cite a source, they are strengthening their writing. Citing a source, whether paraphrased or quoted, reveals that they have performed research work and synthesized the findings into their own argument. Using sources shows that the student in engaged in "the great conversation," the world of ideas, and that the student is aware of other thinkers' positions on the topic. By quoting (and citing) writers who support the student's position, the student adds strength to the position. By responding reasonably to those who oppose the position, the student shows that there are valid counter arguments. In a nutshell, citing helps make the essay stronger and sounder and will probably result in a better grade.
  • Strategies of Prevention
Thomas Clancy

Caine Learning Center - natural home of brain / mind learning and pioners in brain base... - 1 views

www.cainelearning.com/Index.html

learning

shared by Thomas Clancy on 20 Aug 10 - No Cached
  • Thomas Clancy on 20 Aug 10
     
    PLC = Professional Learning Community
Keith Hamon

The Wild World of Massively Open Online Courses « Unlimited Magazine - 1 views

www.unlimitedmagazine.com/...-massively-open-online-courses

Emily Senger elearning social networking PLN Education 2.0 Web 2.0 connectivism rhizome

shared by Keith Hamon on 02 Sep 10 - Cached
  • “There’s this notion that technology is networked and social. It does alter the power relationship between the educator and the learner, a learner has more autonomy, they have more control. The expectation that you wait on the teacher to create everything for you and to tell you what to do is false.”
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      This is perhaps the practical heart of Connectivism: that the world is networked and that the learner is at the center of their own personal learning network.
  • “At the beginning, we had quite a number of students feeling quite overwhelmed because you would get 200 or 300 posts going into a discussion forum per day and that’s just about impossible to follow,” Siemens says.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      PLNs must have filters and aggregators to help us manage the massive flow of information in MOOCs.
  • Even if students in massively open online courses master the technology and overcome their virtual stage fright, a third problem remains: how to recognize the value of a learning experience that isn’t for credit.
    • Keith Hamon
      Keith Hamon on 02 Sep 10
       
      Validation remains a very sticky issue for online learning and for PLNs. However, I'm not sure the resolution will be to find a method for online validation, redefinition of validation, or a mixture of both.
  • ...1 more annotation...
  • It’s a question that proponents of online education continue to grapple with. Even if a student in an open course gains from their experience, there is no guarantee that the boss, or a potential employer, will recognize their learning without a certificate or other official, institution-approved record to prove it.
  • Keith Hamon on 02 Sep 10
     
    With advancing online tools innovative educators are examining new ways to break out of this one-to-many model of education, through a concept called massively open online courses. The idea is to use open-source learning tools to make courses transparent and open to all, harnessing the knowledge of anyone who is interested in a topic.
Stephanie Cooper

University Writing Center | Teaching Critical Thinking - 2 views

writingcenter.tamu.edu/...teaching-critical-thinking

critical thinking teaching

shared by Stephanie Cooper on 07 Oct 10 - No Cached
  • Stephanie Cooper on 07 Oct 10
     
    I thought this would be a good contribution towards our attempt to define "critical thinking."
Keith Hamon

Revisualizing Composition: Mapping the Writing Lives of First-Year College Students :: ... - 1 views

www.diigo.com/...u.edu%2Fspecial%2Fwritinglives

writing social networking PLN Web 2.0 Education 2.0

shared by Keith Hamon on 16 Jan 11 - No Cached
  • Keith Hamon on 16 Jan 11
     
    The primary aim of this study is to generate a large and uniform data set that leads to a better understanding of the writing behaviors of students across a variety of institutions and locations. Working from the assumption that students lead complex writing lives, this study is interested in a broad range of writing practices and values both for the classroom and beyond it, as well as the technologies, collaborators, spaces, and audiences they draw upon in writing.
Mary Ann Scott

Edgewood College Writing Center - 1 views

edgenet.edgewood.edu/...more_writing_less_grading.htm

non-graded writing syllabus pedagogy

shared by Mary Ann Scott on 21 Apr 11 - No Cached
  • I suggest it is possible to ask your students to write more, as long as you adapt your grading style
  • But you can also use informal, non-graded assignments to allow students to show themselves what they’ve taken in from lectures, discussion, and readings, especially at a point where they may not have fully mastered the material.
  • Rather than putting comments on paper after paper, you can teach course concepts and writing by featuring one or two exemplary papers.
  • ...2 more annotations...
  • Giving an unannounced writing assignment can work to salvage a class where discussion has sputtered and everyone is looking down at the table.
  • When students are given informal writing assignments with a very short deadline, they are forced to produce rough drafts.
Keith Hamon

Center for Excellence in Teaching and Learning | Sex and Word Clouds: Crafting Effectiv... - 1 views

www.txwescetl.com/...fting-effective-session-titles

Bill Watson Wordle data visualization data mining data analysis writing

shared by Keith Hamon on 04 May 11 - No Cached
  • Keith Hamon on 04 May 11
     
    Several of the most prominent words are included in the title for this blog post. While the word cloud did not write the title for me, it helped me identify important elements from my post and served as an ideal starting point for creating an interesting and informative title for potential readers.
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