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Keith Hamon

"Fresh Thinking" in General Education | Reacting to the Past - 0 views

reacting.barnard.edu/...fresh-thinking

RTTP writing social networking

shared by Keith Hamon on 23 Mar 11 - No Cached
  • Keith Hamon on 23 Mar 11
     
    This project seeks to explore how "Reacting" might be employed as an alternative approach to fulfill the broader objectives of a liberal arts education.  The success of the "Reacting" pedagogy in engaging undergraduate students has been confirmed by faculty reports, student evaluations and formal double-blind assessment studies (Stroessner, 2009).  The latter studies show that "Reacting" students, when compared with those enrolled in other general education courses, improved in certain salient categories associated with learning, including the development of an appreciation of multiple points of view on controversial topics and a belief in the malleability of human characteristics over time and across contexts.  Speaking skills also improved substantially.
Keith Hamon

Concurrent Session: WAC 2.0: Rethinking Writing Across the Curriculum in the Age of the... - 0 views

educause.mediasite.com/...Default.aspx

Alfred Weiss Robert Baird wac Web 2.0 writing Education 2.0

shared by Keith Hamon on 22 Mar 11 - Cached
  • Keith Hamon on 22 Mar 11
     
    WAC has become more timely and valuable within participatory Web 2.0 environments. This presentation highlightsinnovative teaching examples from UIUC that engage students within Web 2.0 by applying WAC principles:
Keith Hamon

Interactive teaching methods engage students, study finds - 0 views

www.ottawacitizen.com/...story.html

Carl Wieman elearning social networking Education 2.0 connectivism collaboration flipped classroom

shared by Keith Hamon on 26 May 11 - No Cached
  • Keith Hamon on 26 May 11
     
    Students learned more than twice as much in the new "interactive" classes than they did in the lectures by the tenured prof with more than 30 years of experience, according to a report on the experiment to be published in the journal Science on Friday.
Keith Hamon

Gamifying Homework - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...28407

Jason B. Jones gaming elearning play Education 2.0

shared by Keith Hamon on 25 May 11 - No Cached
  • Keith Hamon on 25 May 11
     
    structuring learning experiences around frustration/reward dynamics can lead to engaged learners.
Keith Hamon

Wired Campus - The Chronicle of Higher Education - 0 views

chronicle.com/...32898

Marc Parry elearning social networking Education 2.0 Web 2.0 PLN

shared by Keith Hamon on 01 Sep 11 - No Cached
  • Keith Hamon on 01 Sep 11
     
    While the next online model remains unclear, Southern New Hampshire's president, Paul J. LeBlanc, has sketched out one possible blueprint. … The vision is that students could sign up for self-paced online programs with no conventional instructors. They could work at their own speeds through engaging online content that offers built-in assessments, allowing them to determine when they are ready to move on. They could get help through networks of peers who are working on the same courses; online discussions could be monitored by subject experts. When they're ready, students could complete a proctored assessment, perhaps at a local high school, or perhaps online. The university's staff could then grade the assessment and assign credit. … The whole model hinges on excellent assessment.
Keith Hamon

Extreme Makeover, Syllabus Edition « Tona Hangen - 1 views

www.tonahangen.com/...syllabus-makeover

Tona Hangen Syllabus writing

shared by Keith Hamon on 05 Sep 11 - No Cached
  • Keith Hamon on 05 Sep 11
     
    I've been tweaking the content of the syllabus for a couple of years now, but was looking for a way to arrange or present it that was less linear, less text-y, more visually engaging, more like a magazine or a website.
Keith Hamon

Mapping Novels with Google Earth - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...32528

Erin Sells novels mapping Google Earth literature data visualization writing Web 2.0

shared by Keith Hamon on 11 Apr 11 - No Cached
  • Keith Hamon on 11 Apr 11
     
    The use of models and other abstract forms in literary study has recently seen a revival in a digital age that puts data and sophisticated data management systems in the hands of the literary scholar, teacher, and student. Pedagogical applications of these abstract models are rich with possibility for the literary classroom, and offer exciting opportunities for engaging non-English majors and non-traditional learners in the advanced study of literature, as well as challenging students to verbally articulate visual and spatial knowledge.
Stephanie Cooper

Six Trends That Will Change Workplace Learning Forever - 2010 - ASTD - 1 views

www.astd.org/...1210_ketter.htm

trends mobile learning social networking

shared by Stephanie Cooper on 25 Apr 11 - No Cached
  • “Historically, the learning community has stayed away from informal learning and social learning, and that is where most of the learning is taking place,” ASTD CEO Tony Bingham said during an interview promoting his new book, The New Social Learning, with co-author Marcia Conner. “We now have the tools, and the catalysts, to engage [employees] with that kind of learning. I think that is going to help the learning community take it to the next level.”  
  • An ASTD and Institute for Corporate Productivity study made a strong business case for using social media to enhance productivity. Millennials found social media tools more helpful in terms of learning and getting work done than Generation X workers or Baby Boomers. More organizations dabbled in social media during 2010, using shared workspaces, social networks, and wikis to deliver learning and development.   “The next generation of workers coming into organizations will demand the ability to work in ways they’ve already found to enable success,” wrote Jeanne Meister and Karie Willyerd in a July 2010 T+D article. “If the learning function does not step up to the task, some other department in the organization will, and the learning function will become irrelevant.”
  • As Daniel Pink wrote in The New Social Learning foreword, social learning will not replace training and employee development, “but it can accomplish what traditional approaches often cannot … [It] can supplement instruction with collaboration and co-creation, and in doing so, blur the boundary between the instructor and the instructed. … It can bring far-flung employees together into new communities in which they can not only learn from one another, but also fashion new offerings for customers. In short, social media can change the way your company works.”  
  • ...4 more annotations...
  • The greatest technology growth of 2010 came with mobile devices, and thus, one of the biggest changes in workplace learning came via smartphones. Mobile phones have become an extension of the workplace and have made the world of work a 24/7 reality, but how have they changed learning?  
  • An IBM study, published in the January 2010 issue of T+D, highlighted two main purposes for mobile phone use: in-field performance support and access to current, just-in-time information that is relevant to a specific project or task. But an even more important reason to venture into the world of mobile learning is that newer workers in the workforce, the Millennials, are demanding it.  
  • The need to make social media and mobile learning a part of the workplace to attract, engage, and retain the younger generations is forcing learning professionals to explore new and innovative ways to deliver learning on these inexpensive devices, anytime and anywhere.  
    • Stephanie Cooper
      Stephanie Cooper on 25 Apr 11
       
      This also applies to professors.  Since mobile learning is becoming a reality in the workplace, students need to be prepared for it.  
  • Morgan Stanley estimates that by 2015, more users will connect to the Internet via mobile devices than by desktop PC. “Our world,” Jeanne Meister and Karie Willyerd wrote in a July T+D article, “will turn into three-minute learning vignettes.” GPS sensitivity, according to Meister and Willyerd, will help new hires find checkpoints so they can learn the company and its history, and could alert us when we are near an expert in a topic of our choice. “Perhaps the future role of learning is to find, organize, and enable the experts,” Meister and Willyerd wrote.   Learning is trending toward the user and the moment of need. Workplace learning and performance professionals need to redefine the role that mobile learning will play in their learning initiatives because if they don’t, they risk being left behind in this new workplace paradigm.  
Keith Hamon

For More Students, Working on Wikis Is Part of Making the Grade - NYTimes.com - 0 views

www.nytimes.com/...02iht-educSide.html

Sonia Kolesnikov-Jessop wikis writing elearning social networking PLN Web 2.0 Education 2.0

shared by Keith Hamon on 04 May 11 - No Cached
  • students’ learning improved when they embarked on wiki projects. “Rather than trying to read a textbook and regurgitate it for an exam, in order to write coherent segments, you have to actually intellectually understand it and be able to craft your own words, and that is a higher level of learning challenge,” he said. “All the research on learning theory suggests this is in fact a better way to learn.”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      Writing is an integral part of participating in a wiki, and writing is what ASU's QEP is all about.
  • “It’s not something that we’re used to,” said Stuart Lee, an undergraduate who took Mr. Netzley’s class and helped create a wiki page on digital media in Japan. “We usually see the professor as the gatekeeper of information.”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      So this is part of what happens when we teachers cease acting as gatekeepers and begin to act as concierges and curators.
  • “The notion of saving face really complicates the learning process,” he said, “because how do you learn if you’re not able to make mistakes and get feedback?”
    • Keith Hamon
      Keith Hamon on 04 May 11
       
      When will we move beyond the drive to the right answer and all the anxiety and mental illness that surrounds that drive?
  • Keith Hamon on 04 May 11
     
    Although wikis, with their collaborative approach and vast reach online, have been around for at least 15 years, their use as a general teaching tool in higher education is still relatively recent. But an increasing number of universities are now adopting them as a teaching tool. As part of that trend, a handful of Singapore universities are using the wiki platform as a way to engage students.
Keith Hamon

The Sociology of Academic Networks - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...34691

Lincoln Mullen networks social networking connectivism

shared by Keith Hamon on 14 Jul 11 - No Cached
  • Keith Hamon on 14 Jul 11
     
    Collins … theorizes about the rituals by which people interact with others, from large groups, to person-to-person relationships, to the imaginary conversations that a person engages in his or her mind. … When people interact their shared attention trains each other to be in a group with a shared purpose.
Keith Hamon

Don't show, don't tell? - MIT News Office - 1 views

web.mit.edu/...teaching-children-0630.html

Pedagogy Emily Finn education critical thinking

shared by Keith Hamon on 05 Jul 11 - No Cached
  • Keith Hamon on 05 Jul 11
     
    Explicit instruction makes children less likely to engage in spontaneous exploration and discovery. A study by MIT researchers and colleagues compared the behavior of children given a novel toy under four different conditions, finding that children expressly taught one of its functions played with the toy for less time and discovered fewer things to do with it than children in the other three scenarios.
Stephanie Cooper

32 Habits That Make Thinkers - 2 views

www.teachthought.com/...32-habits-that-make-thinkers

critical thinking thinkers learning higher education thinking education

shared by Stephanie Cooper on 14 May 14 - No Cached
  • So below are 32 habits–or strategies, actions, or behaviors–that can lead to that critical shift that moves students from mere students to learners who are able to think critically for themselves.
  • Stephanie Cooper on 14 May 14
     
    Very interesting thoughts.  How many of these traits do you have?  This might be an interesting introductory class activity that can help students determine how engaged they are with their studies and the world.  
Keith Hamon

How 'Flipping' the Classroom Can Improve the Traditional Lecture - Teaching - The Chron... - 2 views

chronicle.com/...130857

flipped classroom JiTT Dan Berrett Education 2.0

shared by Keith Hamon on 21 Feb 12 - No Cached
  • Keith Hamon on 21 Feb 12
     
    As its name suggests, flipping describes the inversion of expectations in the traditional college lecture. It takes many forms, including interactive engagement, just-in-time teaching (in which students respond to Web-based questions before class, and the professor uses this feedback to inform his or her teaching), and peer instruction. But the techniques all share the same underlying imperative: Students cannot passively receive material in class, which is one reason some students dislike flipping. Instead they gather the information largely outside of class, by reading, watching recorded lectures, or listening to podcasts.
Stephanie Cooper

Looking for "Flippable" Moments | Flip It Consulting - 0 views

www.flipitconsulting.com/...looking-for-flippable-moments

flipped classroom pedagogy hybrid elearning Education 2.0 education

shared by Stephanie Cooper on 28 Feb 13 - No Cached
  • For me, the FLIP is when you “Focus on your Learners by Involving them in the Process”
  • This is the moment when you stop talking at your learners and “flip” the work to them instead.  This is the moment when you allow them to struggle, ask questions, solve problems and do the “heavy lifting” required to learn the material.
  • Students can look up the content on their own and find the answer to a question within a matter of seconds.  What they can’t always do on their own is analyze, synthesize, and experience the process of engaging in higher levels of critical thinking. This is when they need to do the messy work of learning, evaluating, and critiquing. This is when they need your structure and guidance, but not your answers. They have to make meaning for themselves. This is a “flippable moment.”
    • Stephanie Cooper
      Stephanie Cooper on 28 Feb 13
       
      This is what Oprah would call an "aha" moment.  I've always wondered EXACTLY how to utilize the lecture-free time during class.  This puts it into perspective.
  • Stephanie Cooper on 28 Feb 13
     
    Great advice and tips for using the "Flipped" model
Nicolette Elzie

From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning... - 0 views

www.amazon.com/...1118633938

traditional learning lecture nontraditional balanced classrooms environments

shared by Nicolette Elzie on 22 Nov 13 - No Cached
  • Nicolette Elzie on 22 Nov 13
     
    Author David Thornburg explores the importance of a balanced learning environment. An article by The Atlantic sums up his main ideology. http://www.theatlantic.com/education/archive/2013/11/lectures-didnt-work-in-1350-and-they-still-dont-work-today/281514/
Thomas Clancy

The 21st-Century Digital Learner: How Tech-Obsessed iKids Would Improve Our Schools| Th... - 2 views

www.committedsardine.com/blogpost.cfm

shared by Thomas Clancy on 10 Jun 10 - Cached
  • 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."
    • Stephanie Cooper
      Stephanie Cooper on 10 Jun 10
       
      Stone's definition of "continuous partial attention" hits the whole philosophy behind connectivism and rhyzomes on the head!
    • Thomas Clancy
      Thomas Clancy on 11 Jun 10
       
      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.
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
Keith Hamon

Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views

www.mguhlin.org/...gitizing-writing-workshop.html

writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0

shared by Keith Hamon on 03 Aug 10 - No Cached
  • Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is a big part of the intrinsic, and fun, motivation for writing online.
  • Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
  • You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
  • ...8 more annotations...
  • reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      One of our tasks in QEP is to devise tools and strategies to make the instructor's job easier, not more difficult. Technology can help, and we want to explore how.
  • Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
  • Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Perhaps we could build a mini-lesson space on the Writing Labs wiki?
  • VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
  • GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
  • As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      Fostering this kind of online conversation is key to QEP. It's what we are about, but we recognize that most of our students are unaccustomed to conversing about academic issues among themselves. We want to teach them to talk college.
  • Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This is an excellent entry point into many different kinds of exercises: group editing, group writing, group brainstorming, group illumination (adding images and video). I like this.
  • Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
    • Keith Hamon
      Keith Hamon on 03 Aug 10
       
      This could be a wonderful strategy for moving our QEP Writing Labs into the online world, enabling writing specialists to engage student writing, and offer useful feedback, online.
  • Keith Hamon on 03 Aug 10
     
    This article is about 5 steps you can take, as a writing teacher, to digitize your writing workshop. There are many more, though, so "stay tuned" for future articles!
Keith Hamon

YouTube - Scott Moore : Using Technology and Collaboration to Engage Students (Part 1) - 1 views

www.youtube.com/watch

Scott Moore PLN collaboration writing critical thinking elearning Web 2.0

shared by Keith Hamon on 01 Oct 10 - No Cached
  • Keith Hamon on 01 Oct 10
     
    Nice video that explores many of the techniques we use in QEP to promote student connectivity, PLNs, and collaboration.
Keith Hamon

Successful Use of Various Social Media In A Class - AEJMC Hot Topics - 1 views

www.aejmc.com/...1303

Ronald A. Yaros writing elearning PLN social networking Education 2.0 Web 2.0

shared by Keith Hamon on 12 Nov 10 - No Cached
  • there are no written exams for those who successfully complete the weekly assignments of regular social media engagement.
  • Keith Hamon on 13 Nov 10
     
    This course, with 36 undergraduates, was one of twenty-five new interdisciplinary courses approved by my institution to address "new problems" facing society and to experiment with new teaching and learning strategies. The goals of the class are to use and evaluate various social media in the contexts of information production, sharing, consumption, teaching, and learning. Since the course is open to all majors, one of my goals as a journalism professor is to tap a diverse group of students to gain a better understanding of how digital information and social media are utilized in different disciplines. This "hybrid" course combines class meetings with the use of more than ten different social media tools during the 12-week semester. Some tools take the place of more traditional teaching methods such as papers and written exams.
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