Group items matching
in title, tags, annotations or urlA Rubric for Evaluating Student Blogs - ProfHacker - The Chronicle of Higher Education - 1 views
-
I developed a simple 5-point scale, which rates each post according to the level of critical thinking and engagement displayed in the post. The rubric is quick and easy and in roughly 1–2 minutes I know what to rate any given blog post:
-
gideonburton - September 27, 2010 at 12:13 pm
Successful Use of Various Social Media In A Class - AEJMC Hot Topics - 1 views
-
there are no written exams for those who successfully complete the weekly assignments of regular social media engagement.
-
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.
Blogging Rubric | Remote Access - 0 views
Enhancing Teaching & Learning @ BGSU: Rubrics to Evaluate Classroom Blogging - 0 views
"Fresh Thinking" in General Education | Reacting to the Past - 0 views
-
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.
TeachPaperless: Why Teachers Should Blog - 10 views
-
Because to blog is to teach yourself what you think.
-
This is what Keith and Tom have been preaching! LOL I like the way this guy discusses the pros of blogging and refers to the students who "don't get it."
-
It's interesting that there are no cons about blogging.
-
Blogging provides the opportunity for a teacher to express his or her ideas, too. (A teacher sometimes requires his or her students to blog, so the teacher should gain experience as well.) As a blogger, I want to restrict my comments; I do not want everyone to have access to my thoughts.
-
Yeah, there are no cons, except what economists would call "opportunity cost." That is, every one of us only has so much (or so little) time. My colleagues and I are doing the annual faculty evaluation this week. I looked at the evaluation formular and could not find how blogging can add points for me and help me get tenure. Everything said in this article is right, and I agree. But everyone knows where his or her priority is, right?
-
-
Because to face one's ill conclusions, self-congratulations, petty foibles, and impolite rhetoric among peers in the public square of the blogosphere is to begin to learn to grow.
-
I do understand a need to grow as professionals, but I'd like to keep some 'growth spurts' personal.
-
Yes, but no blogger automatically posts everything that comes to mind. One aspect of reflection is to think carefully about what you are writing and the wisdom of sharing it. For instance, I think it's worthwhile to post this.
-
-
I think both are achieved through the crucial practice of critical thinking and earnest self-analysis. And no where, if sincerely met with daily conviction, can both be better employed than in the practice of blogging.
-
I agree that self analysis and critical thinking go together, though it may come only after lots of practice and perseverance. I am still not convinced that blogging is the only way, could be one of the ways, not for me. Nevertheless blogging opens any one to a larger group of people which may help in sharing your thoughts, opinions etc..
-
Blogging is just one mechanism. There are many tools for reflection.
-
- ...1 more annotation...
DSpace at Open Universiteit: Stimulating reflection through engagement in social relationships - 0 views
-
Reflection on one's own behaviour and practice is an important aspect of lifelong learning. However, such practice and the underlying assumed principles are often hidden from the learner's vision, and are therefore difficult to evaluate. Social interactions with others stimulate the learner to re-asses and reflect on the nature of the learner's own behaviour and practice, such as in professional networking contexts and intercultural encounters. This paper describes the prerequisites of learning from these interactions and the possibilities of technological support. It presents one approach to providing support for developing the required skills, with the example of the CEFcult tool, which supports intercultural communicative competence building.
The Writers' Workshop at Work - Advice - The Chronicle of Higher Education - 0 views
-
When I run a workshop, no one—including me—is allowed to say "I want" about someone else's writing. It's not about what you want. That might be an entirely different essay. It's about what the writer is trying to do and how you can help.
-
I think the writers' workshop is an appropriate model for academics who want to make their manuscripts better. Creative writers have been "workshopping" each other's stuff for a long time. The workshop model can lead to tears, to bruised egos, and, occasionally, to black eyes. But the right group can produce better work.
Looking for "Flippable" Moments | Flip It Consulting - 0 views
-
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.”
Forsyth's Teaching Resources - 0 views
-
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...
Learning through Reflection - 1 views
-
Strategies for Fostering Reflection Hatton and Smith (1995) reported four activites that in in the process of reflection: Action Research Projects Case and cultural studies Practical experiences Structured curriculum tasks: Reading fiction and non-fiction Oral interviews Writing tasks such as narratives, biographies, reflective essays, and keeping journals. However, although these strategies have the potential to encourage reflection, there is little research evidence to show that this is actually being achieved. Obviously "fact" questions do not promote reflection (e.g., What are the functional areas of an air base?). But posing hypothetical situations produced similarly disappointing results (e.g., Assume you have inherited a significant sum of money and wish to buy land in an environmentally sensitive area on which to build. What factors will go into your decision and why?). In contrast, the most successful probe asked learners to write a one page letter to a parent, sibling or other significant person in their lives.
-
Extending evaluative feedback might have even more powerful effects. Providing probes may cause the learner to continue to think about the topic, such as: "Have you thought about how a skilled operator might do this?" "But how much does safety really get compromised when you don't use safety shoes?" Pointing out other possibilities may also result in additional thinking about relationships among factors not previously considered, such as: "Another factor you might consider is how many different tools will be required if you use different size bolts in the design?" "But what if the rate of water flow is doubled?" Although such feedback may be provided via written comments, they are probably most powerful when used interactively in interpersonal dialogue. Carrying on a dialogue with one or more learners about the work they have submitted is probably the ultimate in promoting reflection via feedback. But the logistics of doing so and having discussion leaders who are skilled in the content and possess good interpersonal skills may be beyond the capacity of the system to provide; unless it is computer mediated in some way. Other hints for encouraging reflection include: Seek alternatives. View from various perspectives. Seek the framework, theoretical basis, underlying rationale (of behaviors, methods, techniques, programs). Compare and contrast. Put into different/varied contexts. Ask "what if. . . ?" Consider consequences.
ACU Connected Blog » Class Blogs as a Mobile Hub - 2 views
-
Ideas to Get You Started Here are a few basic strategies for integrating student voices into your class blog this semester. Comments – Obviously the most familiar way to add student voices to a class blog is adding comments to a post. At the beginning of the week, the instructor or TA would create a post that includes a discussion question or prompt. Then during or between classes students would stop by to add comments to the main question or reply to the comments of others. Question Queue: create a standing post where students can raise questions they would like to discuss in class. Rapid Response: ask students, individually or in pairs, to contribute a 3-4 sentence position statement they will then defend or debate. Student Posts – One way students can master new concepts is by having to teach them to others. Most blog software provides user roles for secondary contributors, so with a little preparation, students can have their own dashboard and post content as a full author to the blog. If you imagine student work more like a short essay than a single observation, then allowing students to make full posts may communicate higher expectations and value of their work. Reading Journal: ask students to post a summary of preliminary research or more formal abstract to the blog for peer comments and critique. Media Mashup: have students analyze appearances of course concepts in popular media by embedding a YouTube clip and then evaluating its relevance. Post by Email – A final feature we found in many mobile blogging tools was post by email. For students and faculty with mobile devices, this provided us a simple way to share content quickly back to the class hub. Since most native apps on the iPhone offered email sharing of photos, links, and media, post by email become the common avenue connecting mobiles to the blog. (At ACU, this feature is built on a Gmail account associated with each blog and the Postie WordPress plug-in described below.) Webliography: early in a survey course, ask students to construct a bibliography of useful study materials and web sites by emailing links with annotations to the blog. Photo Shoot: send students into the community (or out onto the web) to capture images that reflect social attitudes toward a common topic then email them to the blog for discussion. (New iPhone or iPod touch users may not know they can tap and hold on a web image to copy it before pasting it into an email. Remind them to cite the original source of the image, or better yet copy and paste the URL as well.)
-
WPtouch – An essential plugin for mobile blogging via WordPress is WPtouch (now standard on all WordPress.com blogs). Once installed, the plugin makes reading and commenting on mobile posts and pages easy. Simple to install and MU compatible.
-
CONS: essential links from sidebar widgets in a desktop theme must be added to the WPtouch menu manually.
From Degrading to De-Grading - 0 views
-
Grades tend to reduce the quality of students’ thinking. Given that students may lose interest in what they’re learning as a result of grades, it makes sense that they’re also apt to think less deeply. One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades. The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded. Providing students with comments in addition to a grade didn’t help: the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).
-
what grades offer is spurious precision – a subjective rating masquerading as an objective evaluation
-
Grades spoil students’ relationships with each other. The quality of students’ thinking has been shown to depend partly on the extent to which they are permitted to learn cooperatively (Johnson and Johnson, 1989; Kohn, 1992). Thus, the ill feelings, suspicion, and resentment generated by grades aren’t just disagreeable in their own right; they interfere with learning.
- ...4 more annotations...
-
Grades tend to reduce the quality of students' thinking. Given that students may lose interest in what they're learning as a result of grades, it makes sense that they're also apt to think less deeply. One series of studies, for example, found that students given numerical grades were significantly less creative than those who received qualitative feedback but no grades. The more the task required creative thinking, in fact, the worse the performance of students who knew they were going to be graded. Providing students with comments in addition to a grade didn't help: the highest achievement occurred only when comments were given instead of numerical scores (Butler, 1987; Butler, 1988; Butler and Nisan, 1986).
-
The spurious nature of grading seems particularly true in the case of writing. Most any piece of writing can, and often does, receive any grade.
The Importance of Teaching Technology to Teachers - TheApple.com - 0 views
-
Because technology has increased the intensity and complexity of literate environments, the twenty-first century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies—from reading online newspapers to participating in virtual classrooms—are multiple, dynamic, and malleable. As in the past, they are inextricably linked with particular histories, life possibilities and social trajectories of individuals and groups. Twenty-first century readers and writers need to: > 1. Develop proficiency with the tools of technology > 2. Build relationships with others to pose and solve problems collaboratively and cross-culturally > 3. Design and share information for global communities to meet a variety of purposes > 4. Manage, analyze and synthesize multiple streams of simultaneous information > 5. Create, critique, analyze, and evaluate multi-media texts > 6. Attend to the ethical responsibilities required by these complex environments
-
Teachers are hungry to use technology in their classrooms. But they don’t. While part of this lack of usage stems from problems with education reform that emerges from administrators and education boards not fully understanding the technologies themselves, another part of teachers not using technology in the classroom comes from the simple fact that they don’t know how to use the technologies, let alone how to incorporate these technologies into their classrooms. In some cases, the teachers don’t know about the technologies at all.
-
How in god’s name can we talk seriously about 21st Century skills for kids if we’re not talking 21st Century skills for educators first? (URGENT: 21st Century Skills for Educators (and Others) First )
- ...1 more annotation...
Connectivism - 2 views
-
Early research results aren’t surprising: - Students are heavy users of computers, but not for education. - Teachers make limited use of computers and other technologies in class - Parents are limited computer users - Teacher training is lacking in utilizing computers effectively in classrooms
-
At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
-
Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
-
This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
-
- ...9 more annotations...
Learning or Management Systems? « Connectivism - 1 views
-
Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.
-
Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
-
Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
- ...5 more annotations...
-
The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
-
The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changing our society | Technology, children, schools and families - 0 views
-
Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
-
Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
-
Web logs, or blogs
- ...26 more annotations...