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Stephanie Cooper

The Electric Educator: Using Google Calendar for Lesson Planning - 1 views

electriceducator.blogspot.com/...oogle-calendar-for-lesson.html

google educator lesson plan googlecalendar

shared by Stephanie Cooper on 30 Mar 10 - Cached
  • A new feature currently in calendar labs adds the ability to attach a Google Doc to a calendar event. This makes using Google Calendar for lesson planning a powerful tool. After create a lesson or unit, you can share your calendar and relevant documents with other teachers in your building or district, fostering collaboration.
  • Stephanie Cooper on 30 Mar 10
     
    This site has a "how-to" video for using Google calendar to create and share lesson plans. This might be something useful for our QEP faculty to learn.
Keith Hamon

Using E-Portfolios to Support an Undergraduate Learning Career: An Experiment with Acad... - 0 views

www.educause.edu/...219102

Helen L. Chen Thomas C. Black eportfolio engagement

shared by Keith Hamon on 16 Mar 11 - No Cached
  • The concept of an e-portfolio is multifaceted — it is a technology, a pedagogical approach, and a process, as well as a product. Its purpose can range from tracking development within a program to finding a job or monitoring performance.
    • Keith Hamon
      Keith Hamon on 16 Mar 11
       
      ePortfolios are so much more than mere repositories of academic work. They are the students identity on the Net, the space that says, "This is who I am, and this is what I know how to do."
  • a culture of folio thinking, a pedagogical approach that focuses on designing structured opportunities for students to create e-portfolios and reflect on their learning experiences.
    • Keith Hamon
      Keith Hamon on 16 Mar 11
       
      Folio thinking is very QEP-oriented: providing opportunities for reflection, rationale building, and planning.
  • Instead of prioritizing e-portfolio technology, folio thinking addresses the adoption and integration of e-portfolio praxis in existing contexts as a critical first step toward a successful implementation that can lead to wider scalability and longer-term sustainability of the e-portfolio initiative.
    • Keith Hamon
      Keith Hamon on 16 Mar 11
       
      We must be careful to focus NOT on the tools for building ePortfolios, but on the practice of building them. The tool should be the choice of the student. After all, we don't dictate which brand of pen they should use.
  • ...1 more annotation...
  • While introducing the e-portfolio in academic advising is a natural starting point for first-year and transfer students, the success of a broader and longer term e-portfolio implementation depends on the integration of e-portfolios into the Stanford curriculum and in other activities related to milestones of the undergraduate learning career.
    • Keith Hamon
      Keith Hamon on 16 Mar 11
       
      To be successful, ePortfolios must integrate across an entire program with specific links to each course.
  • Keith Hamon on 16 Mar 11
     
    E-portfolio efforts at Stanford have focused on capturing and documenting students' learning and engaging in reflection, rationale building, or planning, contributing to a culture of folio thinking. In fall 2010, Stanford initiated a pilot introducing e-portfolios to assist with the advising of students in their first two years prior to declaring a major, to learn from students and advisors how e-portfolios and folio thinking can enhance their face-to-face interactions. The pilot will explore the possibility that persistence can be improved through the active involvement of others (mentors, alumni, family, peers) in the lives of students as facilitated through the medium of e-portfolios.
Keith Hamon

Planning a Class with Backward Design - ProfHacker - The Chronicle of Higher Education - 1 views

chronicle.com/...33625

Mark Sample Grant Wiggins Jay McTighe instructional design Education 2.0

shared by Keith Hamon on 01 Jun 11 - No Cached
  • For example, they offer a three-stage diagram of the backward design process that looks deceptively simple: Identify desired results Determine Acceptable Evidence Plan Learning Experiences
    • Keith Hamon
      Keith Hamon on 01 Jun 11
       
      Starting with the results is often a fine way to achieve those results.
  • Keith Hamon on 01 Jun 11
     
    In their excellent book Understanding by Design, Grant Wiggins and Jay McTighe call the process of designing courses around learning goals "the backward design process."
Keith Hamon

Community Building- Powerful Learning Indeed « 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...lding-powerful-learning-indeed

Sheryl Nussbaum-Beach elearning social networking PLN connectivism Web 2.0 Education 2.0

shared by Keith Hamon on 13 Sep 10 - Cached
  • Keith Hamon on 13 Sep 10
     
    You need a plan. Just because you build doesn't mean in online communities they will come. Rather you need to understand who your audience is and why you are together. You also need to have a common language about what a community is and what it isn't.
Keith Hamon

5 Tools for Building a Next-Generation 'Hybrid' Class Website - ProfHacker - The Chroni... - 0 views

chronicle.com/...33529

Web 2.0 LMS elearning Nicholas C. Martin

shared by Keith Hamon on 25 May 11 - No Cached
  • To build the module, we used a rapid e-learning authoring tool called Adobe Captivate. Some other popular programs for this kind of rapid authoring are Articulate and Lectora. Captivate is great for building interactive self-guided simulations and branching scenarios.
    • Keith Hamon
      Keith Hamon on 25 May 11
       
      We should explore how to add external tools to ASU's Moodle so that we can gather info about our students.
  • We created our unit in PearlTrees by adding links to all the web-based readings, videos and articles for the course and then embedded it into our LMS.
  • We decided used Prezi to create a Case Study Library with six categories (Health, Education, etc.) to introduce our students to the tools organizations are using to address different elements of the peacebuilding and international development spectrum.
  • ...2 more annotations...
  • Our LMS had a built-in functionality for users to submit links and tag them, but other options include setting up a class Diigo account with one class username and password. If the majority of participants are already on Facebook and Twitter, other options include creating a dedicated course Facebook group to share content, or setting up a class hashtag (ex. #AU1234) for Twitter to categorize and easily reference all class tweets. (Read further ProfHacker reflections on teaching with social media.)
  • This course was just the beginning of our attempt at TechChange to go beyond what industry leaders like Blackboard and others currently provide to find and implement the most effective technologies and platforms to support dynamic learning. The feedback from the participants was remarkably positive, and the model is something that can easily scale with the right tools and training.
  • Keith Hamon on 25 May 11
     
    The tools we discuss below can be embedded into any open source LMS and down the road we plan to revisit other platforms.
Stephanie Cooper

Seven Bad Writing Habits You Learned in School | Copyblogger - 3 views

www.copyblogger.com/bad-writing-habits

writing teaching education

shared by Stephanie Cooper on 11 Apr 12 - Cached
  • Stephanie Cooper on 11 Apr 12
     
    This guy has some very interesting thoughts, but can teachers really afford to follow some of his advice??  
  • Mary Ann Scott on 12 Apr 12
     
    His sense of audience is ridiculous. I'm all about creativity, even in academic writing. My students have a variety of creative opportunities, but the fact remains that they need to learn how to put thoughts together effectively. I just looked at two essays that had absolutely no coherent point, even though they featured personal experiences. He made a comparison between essays and novels. Dude! They are two completely different forms of writing. They have different goals and different parameters. Yes, the 5-paragraph essay is a stilted, inauthentic form of writing and it is largely on its way out, but at the secondary level, it is the training wheels some students need to learn how to organize their thoughts coherently. No matter how they write, they still have to say SOMETHING.
  • Thomas Clancy on 15 Apr 12
     
    He does exaggerate for effect, e.g. his claim that students are told to write in a style similar to classic literature--ridiculous! No one is told to copy any writing style previous to 1950, unless it is graduate students being told to mimic the horrible jargon of academic journals, but I think that's a different "bad" than what he means here. He avoids what should be his real topic--truly bad writing; I mean incompetent, to the point of being an effort to follow, poorly structured writing. We see this writing from the strongest cases of ESL students and from students who seem to have skipped several grades in school or who have never read a great deal in their school years. He leaves off the most important tool for teaching writing, and that is frequency. Anyone who only writes by email, Facebook, and twitter, and only writes something for a class once or twice a semester, will never break into a "conversational" form of writing (with complete sentences and paragraphs) that will be recognized as literate, normal, and natural. We recommend starting with short, non-graded writing and, by writing 2-3 times a week, working up to something more substantial. If teachers can do that, then college student writing will improve, but the plan requires patience and consistency from the teacher.
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

U.S. Plans Major Changes in How Students Are Tested - NYTimes.com - 0 views

www.nytimes.com/...03testing.html

elearning critical thinking

shared by Thomas Clancy on 13 Sep 10 - Cached
  • Thomas Clancy on 13 Sep 10
     
    New testing rationale -- in line with QEP.
Keith Hamon

When Teaching the Right Answers Is the Wrong Direction | Edutopia - 0 views

www.edutopia.org/sson-planning-inquiry-modeling

Rebecca Alber critical thinking Inquiry writing education edutopia constructivism connectivism

shared by Keith Hamon on 07 Sep 10 - Cached
  • 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:
    • Keith Hamon
      Keith Hamon on 07 Sep 10
       
      In QEP terms, this means ceasing to be THE content deliverer and become a co-content explorer and generator with your students.
  • 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
  • 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.
  • ...4 more annotations...
  • Dwindle down those teacher sentences that start with "This means" and replace them with, "I wonder," "What if," and "How might?"
  • Give students plenty of think time. When you stop rushing, students may seem a bit shocked and may even believe it to be some sort of trick or hidden tactic.
  • Be mindful of your tone. Try replacing a flat, authoritative, expert-sounding one with -- and this might sound corny -- a singsong intonation, the one we use when we are whimsically curious.
  • Make your classroom a place of wonderment.
  • Keith Hamon on 07 Sep 10
     
    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.
Stephanie Cooper

Powerful Learning Practice, LLC » PLP Overview - 1 views

plpnetwork.com/plp-overview

shared by Stephanie Cooper on 05 Apr 10 - Cached
  • Global, online learning communities offer an unprecedented opportunity for teachers and students to follow and connect around their passions. But they also challenge almost every aspect of traditional schooling as we know it. The Powerful Learning Practice cohort model offers a unique approach to introducing educators to the transformative online technologies that are challenging the traditional view of teaching and learning. A PLP cohort for professional development is an ongoing (7-8 month), job-embedded opportunity built around emerging social Web technologies. Each cohort connects: 20 school or district teams from around the state (or world) 5 educators (administrators/teachers) from each school 10- PLP Fellows (Champions) selected from participating districts Within these cohorts, participants are supported in an intensive community building process online and in person by an passionate team of experienced educators. Outcomes for participating Administrators and Teacher Leaders By participating, you can expect your team and your leadership to gain: Knowledge: An understanding of the transformative potential of emerging technologies in a global perspective and context and how those potentials can be realized in schools Pedagogy: An understanding of the shifting learning literacies that the 21st Century demands and how those literacies inform teacher practice. Connections: The development of sustained professional learning communities and networks for team members to begin experimenting, sharing and collaborating with each other and with online colleagues from around the world. Sustainability: The creation of long term plans to move the vision forward in participating districts at the end of the program. Capacity: An increase in the abilities and resources of individuals, teams and the community to manage change.
    • Stephanie Cooper
      Stephanie Cooper on 05 Apr 10
       
      This sounds mighty close to the aims of our QEP program. We might be able to get some ideas from this blog.
Keith Hamon

Donald Clark Plan B: Recording can improve a bad lecture! 7 surprising facts about reco... - 1 views

donaldclarkplanb.blogspot.com/...can-improve-bad-lecture-7.html

Donald Clark lectures Education 2.0 Web 2.0 flip teaching flipped classroom

shared by Keith Hamon on 02 Nov 11 - No Cached
  • Keith Hamon on 02 Nov 11
     
    You don't have to know much about the psychology of learning to realise that a series of once-only, delivered lectures is pedagogic nonsense. We learn next to nothing from once-only experiences like unrecorded lectures. Indeed, everything we know about learning shows that repeated access to content is necessary for learning.
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