Students are faced with too many choices, so they put off low
priorities.
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Anti-Plagiarism Strategies - 0 views
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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.
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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.
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Alternative approaches to assessing student engagement rates. Chapman, Elaine - 0 views
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Overview of definitions of student engagement & methods of assessing engagement: self-report measures, checklists & rating scales, direct observations, work sample analyses, & focused case studies.
"The Future of Privacy: How Privacy Norms Can Inform Regulation" - 1 views
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privacy in an era of social media is complicated. It’s not simply about individual data. It's about managing visibility, negotiating networks, and facing an ever-increasing flow of information.
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Social networks have highlighted the complexity of privacy, which is no longer a personal, individual issue (an issue of protecting personal data); rather, privacy is now an issue of the appropriate, value-added interplay between an individual and her environment. I think privacy has always been the negotiation of this interplay, but social networks have made it obvious.
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Privacy is fundamentally about both context and networks.
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People may not like having their privacy violated or being in situations where they're being surveilled, but they will always choose social status and community over privacy. They would rather be vulnerable to more people and deal with institutions than to feel disconnected from their peers and loved ones.
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I'm completely baffled by the persistent assumption that social norms around privacy have radically changed because of social media. This rhetoric is pervasive and is often used to justify privacy invasions. There is little doubt that the Internet is restructuring social interactions, but there is no radical shift in social norms because of social media. Teenagers care _deeply_ about privacy. But they also want to participate in public life and they're trying to find ways to have both. Privacy is far from dead but it is definitely in a state of flux.
Andrew Cullison » Grade Student Papers Using Google Forms - 0 views
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If you can break down what you're looking for in a good paper into a set of categories and assign a numerical value to each category, then you should definitely consider using Google Forms to help you grade. I just developed a quick and easy way to do this. Here's what I do.
Networked learning, CoPs and connectivism « Jenny Connected - 1 views
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"The first Networked Learning Conference Hotseat with Peter Goodyear has attracted a lot of interesting discussion. Most of the discussion has centred on what is meant by networked learning and there seem to be as many definitions as there are people in the forum."
How to 'Gamify' Your Class Website - ProfHacker - The Chronicle of Higher Education - 1 views
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When Jason B. Jones wrote about "Gamifying Homework" in November, I felt inspired to try something new with one of my courses this spring. As an avid World of Warcraft player used to completing silly tasks for nothing more than a badge of completion, I definitely believe that motivation through achievements and other rewards systems works. But implementing these types of elements in a class can be a challenge.
Ideas for Writing Assignments - 2 views
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n this course, you will write a substantial research essay (6+ pages in MLA Style) on a topic of your own choice that relates to some aspect of the course material. In order to combat the procrastination (I-work-better-under-pressure) syndrome, this assignment has several steps all of which you must complete to achieve the best possible result.
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I like how this assignment was broken down into several steps. The part where they have to share their paper with their classmates is great. This means that they will actually have to do some thinking to be able to answer questions about the topic. This would definitely help with critical thinking skills, thus preventing most opportunites for plagiarism.
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I agree, Steph. That's what I'm trying to help our faculty see--their assignments in steps or phases that students can easily accomplish within a short lab visit.
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It seems natural to assume that students in upper level courses will know the difference between a good term paper and a poor one. I've learned the hard way that this is an unwarranted assumption! My first attempts to use term paper assignments in my psychology courses were disappointing. The failure was partly my fault because I was not very specific in stating my expectations and the characteristics of good writing. Term paper assignments should be used as an opportunity to clearly demonstrate the differences between good and poor writing by communicating practices to avoid in the course assignment.
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The following is a term paper assignment that I use in my Biopsychology course. The trend that you will notice in this assignment is that the expectations are very clear. For example, acceptable topics and information that should be covered within a topic are stated. In addition, classic space wasters such as huge direct quotes, long bulleted lists, large margins, and oversized fonts are illustrated as practices to avoid. As for the sources, the assignment clearly states that academic or peer reviewed sources are preferred whereas information from encyclopedias is considered unacceptable. These specific expectations help to clearly delineate the differences between good and poor writing practices.
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The 21st-Century Digital Learner: How Tech-Obsessed iKids Would Improve Our Schools| Th... - 2 views
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I've heard some teachers claim that this is nothing new. Kids have always been bored in school. But I think now it's different. Some of the boredom, of course, comes from the contrast with the more engaging learning opportunities kids have outside of school. Others blame it on today's "continuous partial attention" (CPA), a term coined by Linda Stone, who researches trends and their consumer implications. Stone describes CPA as the need "to be a live node on the network," continually text messaging, checking the cell phone, and jumping on email. "It is an always-on, anywhere, anytime, anyplace behavior that involves an artificial sense of constant crisis," she writes. "We pay continuous partial attention in an effort not to miss anything."
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Stone's definition of "continuous partial attention" hits the whole philosophy behind connectivism and rhyzomes on the head!
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The sub-text here, forgive the pun, is that the primacy of the textbook in class (and a lecture derived from the textbook) is deadly. As an out-of-class reference, ok, but as the focus of a class period, NO.
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May, 1998, From Now On - 1 views
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it is reckless and irresponsible to continue requiring topical "go find out about" research projects in this new electronic context. To do so extends an invitation (perhaps even a demand) to "binge" on information.
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I agree that too many research assignments encourage plagiarism. Stopping plagiarism begins with crafting better research assignments.
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True. This definitely needs to be addressed at the beginning of our workshop as a "what not to do."
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Little thinking is required. This is information gathering at its crudest and simplest level.
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An assignment that requires little thinking will encourage plagiarism.
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Students become producers of insight and ideas rather than mere consumers.
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This is the key to avoiding plagiarism: providing students with a real situation (writer's role, reader's need, real-world problem) that demands the student be a producer of information rather than a repackager and redistributor of information.
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Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
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Under the old system of "go find out about" topical research, it took students a huge amount of time to move words from the encyclopedia pages onto white index cards. The New Plagiarism requires little effort and is geometrically more powerful.
When Teaching the Right Answers Is the Wrong Direction | Edutopia - 0 views
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Step off the soapbox, tone down that direct teaching, and become wondrous and inquisitive right along side your students. Take a break from what you are expert at and delve into unknown territory with new content, activities, or a concept. Here are ways to get started:
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In QEP terms, this means ceasing to be THE content deliverer and become a co-content explorer and generator with your students.
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Begin and end a lesson, unit, or project with an essential question or two. These are overarching questions that do not have a definitive answer
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Take every opportunity to express to your students that you have no idea about an answer, even if you have to fake it a little.
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Students are all too often on a quest for the Correct Answers, which has little to do with critical-thinking development. Our schools are about competition, merits, awards, and how to earn the Golden Ticket -- giving the right answers. And this focus often starts as early as kindergarten. … Studies show that getting answers wrong actually helps students learn.
Designing Effective Online Assignments - Do Your Job Better - The Chronicle of Higher E... - 1 views
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This is a good goal.
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Be sensitive to both what you are looking for from the student and what they may be bringing to their approach to the assignment. It may depend on the level of the course or the student and his experience with writing in general.
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When it's possible
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