Carnegie authors featured in ISSOTL Journal
Carnegie is well represented in the Fifth Anniversary Issue of the International Journal for the Scholarship of Teaching & Learning.
On 01/15/2011,
in flipping -- inverted learning, pedagogy,
by Daniel Christian
Nothing is Off the Table — from The Future of Education by Jesse Moyer
Excerpt re: Inverted Learning
Inverted learning involves students accessing and listening to teachers’ lectures outside of the classroom, think homework, and using the time in the classroom to apply those lessons. Teachers quoted in the eSchool News article entitled “Teachers Turn Learning Upside Down,” believe this new style of instruction allows students to focus on the class, not the teacher, while in the classroom. Says one forward thinking educator, “Students can absorb the material as homework and then practice what they’ve learned with guided help from the teacher if they need it. This new learning style not only makes class time more productive for both teachers and students, but also increases student engagement, increases achievement, and caters to all forms of personalized learning.”
From DSC:
This “flips” the lecture/lesson to outside the classroom, and moves the homework and other types of activities to the classroom setting where one can instantly get help if one needs it.
On 01/15/2011,
in A/V -- audio/visual, education technology, learning spaces, pedagogy, smart classrooms, teaching & learning,
by Daniel Christian
What can I do with a document camera? — from NspireD2
From DSC:
By the way, great picture from the archives here:
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General techniques
- Show a flat document, like a magazine
- Show a more substantial object, such as an archaeological artifact
- Zoom in on fine print or a small object – product label, postage stamp, fossil, insect, leaf, etc.
- Project a ruler or coin along with other objects to convey a sense of scale
- Point the camera away from the stand to show a large object or capture students at work
- Project a kitchen timer or watch to help with time management
- Start from a blank page or graph paper, lined, music staff, etc.
- Capture still pictures for later use
- Send an image to a “guest” during a videoconference
Show students how to …
- Draw or paint
- Operate a camera
- Dissect a fish
- Read a scientific instrument
- Use an iPhone app
- Graph with a compass and protractor
Have students …
- Work out a math problem
- Annotate a text
- Manipulate a room layout design using pieces of paper
- Fill in country names on an outline map
- Sign a song from sheet music
- Act out a scene with clay figures, finger puppets, or tiny dolls
More objects you might project
- Flat documents
- Newspaper, or dictionary
- Clipping – chart from USA Today or editorial cartoon
- Photo – loose or in a coffee table book
- Student work
- Other objects
- Circuit board, thermometer or calculator
- Work of art
- Prism or magnet
- Toy or board game
- Model rocket
- Handheld game or DVD player
More resources from NspireD2:
On 01/13/2011,
in blogs / blogging / vlogging, education technology, higher education, instructional design, pedagogy, web-based collaboration,
by Daniel Christian
Can blogging make a difference? — from CampusTechhnology.com by Denise Harrison featuring the work of Todd Ide, a Michigan State University doctoral student
Excerpt:
Positive Results
Students reported positive results, with benefits such as “providing an outlet for thinking about things we talked about in class.” Students began almost immediately as a result to make more interesting observations online than in class or in papers. In collaboration with peers they extended the analysis beyond the obvious, building arguments carefully yet succinctly, often by synthesizing the postings preceding theirs. “They made a real attempt to communicate something about which they felt strongly,” said Ide.
Other positive results included:
- The class was only held once a week, and blogging proved to be effective for extending the discussion during the days in between;
- When a student encountered something interesting pertaining to the subject, he or she didn’t have to wait an entire week to share that information with the rest of the class;
- Blogging also provided a way for students reluctant to share in a classroom setting to find their voices and express themselves in a less intimidating setting. One student thought it was “cool that she was interested enough in the subject to post about it”;
- The blogging aspect of the class helped some students overcome a sense of isolation;
- The blogging helped create more intimacy with fellow students, leading to a greater sense of community;
- The exposure of their posts to meaningful audiences, including other students, and a potential global audience, encouraged careful reflection and articulation of the subject;
- Blogging helped students direct their own learning;
- Blogging increased the sense of engagement in the course material, providing the scaffolding necessary to support student learning.
Challenges of Incorporating Blogs into Curricula
“While the students reported positive experiences with blogging overall, that’s not to say this technology is without its problems,” said Ide. [Article here.]
On 01/06/2011,
in adjunct faculty, digital audio, digital learning, digital video, faculty, higher education, instructional design, multimedia, online learning, pedagogy, teaching & learning,
by Daniel Christian
Example excerpts from 2010 University of Nevada, Reno
Best Practices
When asked to identify three best practices achieved by this course, one course reviewer wrote: “In all honesty this course is so well done that choosing three is like saying you have a favourite child. I really can’t do it.”
Organized and intriguing layout
- The overall layout of the course is great. Students should not have any difficulty with navigation.
- The content is provided in appropriate chunks in both text and as narrated presentations with a text transcript. I think this would appeal students of all learning styles.
- Overall organization and consistent,uniform design of modules makes the progression of learning intuitive and exciting. The modules include introductions and objectives, a variety of media, self-checks, and multiple assessments.
- Each unit is clearly defined with goals and objectives. The instructor does a very nice job connecting one unit to the next by providing a welcome at the beginning of each unit which recaps the previous unit and introduces the new unit.
Innovative use of technology
- The extensive use of video and screencasts is wonderful.
- The active use of the Voiceboard tools is fantastic.
- The use of voice chats and voice boards make interaction and collaboration more effective than the usual discussion boards.
- This course strategically places these tools where they can best be utilized to meet the objectives – this course not only uses great technology, but also uses it in a pedagogically sound manner.
- The Soapbox Moment blog is a wonderful tool that allows the instructor to voice his/her viewpoints in the most appropriate place, helping him/her to remain neutral in other discussions and let his/her students’ thoughts flow freely. The soapbox uses current issues that are directly related to the course and allows students to apply what they have learned to real-world situations.
Interesting content
- The Getting Started Activities, including a course tour and the use of Camtasia for the first week Assignment, were a really great idea.
- The orientation is execellent. The instructor does a great job explaining the course goals and objectives as well as taking time to make students feel comfortable. In the orientation you get the sense that this instructor is available and accessible for students.
- The self check exercises and varied assessments are appealling. The proctored exams ensure the integrity of the course.
- The interactions and outcomes, reflected in student testimonials, show a community at work!
- The inclusion of guest speakers is a wonderful design practice. Students can gain some real world experience by interacting with subject matter experts, who have experience in particular content areas.
- I enjoyed the final discussion project, which incorporates the use of peer-review. Students are given the opportunity to engage with classmates, receiving and providing feedback.
The Benefits of Blended Learning Explained — from Faculty Focus
When talking to administrators, point out that blended learning…
- impacts the entire institution.
- offers a learner-centered pedagogy.
- may integrate with the strategic plan.
- improves classroom utilization.
- can help match delivery to academic need.
- can help fill under-enrolled courses and programs.
When talking to faculty, point out that blended learning….
- gives them access to new resources.
- introduces them to online learning.
- is an opportunity for faculty development and lets them experiment with new pedagogies and techniques.
- helps meet student expectations and build student skills.
- allows for more flexible scheduling.
- retains the face-to-face aspect faculty may cherish.
When talking to students, point out blended learning…
- meets their expectations for utilizing technology.
- develops independent learning skills.
- offers increased flexibility and convenience.
- provides better access to those with job, family, or distance barriers.
- helps reduce educational costs.
On 12/10/2010,
in 21st century, 24x7x365 access, digital learning, education technology, elearning, innovation, K-12 related, online learning, pedagogy, personalized/customized learning, tools, vendors,
by Daniel Christian
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I particularly like the last slide of this presentation; it asserts that:
Clayton Christensen, a Harvard Business Professor writes in his book titled, “Disrupting Class” that, “Like all disruptions, student-centric technology will make it affordable, convenient, and simple for many more students to learn in ways that are customized for them.” (p. 92)
Based on trends Christensen points to research which points out that, “In the subsequent six years, technology’s market share will grow from 5 percent to 50 percent. It will become a massive market. And based on further business forecasts, 80 percent of courses taken in 2024 will be online in a student-centric way.”
On 12/10/2010,
in assessment, instructional design, pedagogy, teaching & learning, UK,
by Daniel Christian
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Simon Lebus, Group Chief Executive, Cambridge Assessment
Welcome and introductory remarks
Video
PodcastProfessor Paul Black, King’s College London
Keynote address: Problems with formative and summative assessment: can a theory of pedagogy help?
Video
PodcastParallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
VideoParallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jannette Elwood, Queen’s University Belfast
VideoParallel discussion session A: ‘Governments come and go’
Educational reform and strategy in schools and colleges
Professor Jo-Anne Baird, University of Bristol
Professor Jannette Elwood, Queen’s University Belfast
PodcastParallel discussion session A: Qualifications, skills and employability: a peculiarly British obsession?
Dr. Geoff Hayward, University of Oxford
Video
PodcastParallel discussion session B: Why teacher assessment is not enough
Professor Peter Tymms, University of Durham
PodcastParallel discussion session B: Meeting the challenges of change in assessment systems: A Maltese perspective
Professor Frank Ventura, University of Malta
PodcastQuestions and discussion: Parallel session B
Podcast
Panel discussion chaired by Mike Baker, former BBC Education Editor.
Featuring: Dr Mary Bousted, Association of Teachers and Lecturers Professor Richard Daugherty, Cardiff University Isabel Nisbet, Ofqual Lord Sutherland of Houndwood Delegates are invited to submit questions prior to the conference and questions will also be taken on the day. To submit a question please email us: thenetwork@cambridgeassessment.org.uk.
Video
PodcastDr Philip Davies, Oxford Evidentia Limited
Hitting the target but missing the point
Video
PodcastTim Oates, Director, Assessment Research & Development, Cambridge Assessment
Closing remarks
Video
PodcastDelegates’ reaction
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For another item related to assessment, see: Tests get high marks as a learning tool — from Anne McIlroy
On 12/09/2010,
in mobile technologies, pedagogy,
by Daniel Christian
Clickers: mobile technology that will work in classes — Donald Clark
Seven uses and advantages include…
On 12/06/2010,
in education reform, K-12 related, leadership, pedagogy, strategy, student-related,
by Daniel Christian
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From Michelle Rhee
Our mission is to build a national movement to defend the interests of children in public education and pursue transformative reform, so that America has the best education system in the world.
America’s schools are failing our kids. On this point, the data is clear. While some people blame the kids, or simply want to throw more money at the problem, we know that real change requires a better system — one that puts students’ needs before those of special interests or wasteful bureaucracies.
…
Also see:
Eight strategies for using blogs in a course — from nspired2
On 11/18/2010,
in education technology, engagement / engaging students, pedagogy, teaching & learning,
by Daniel Christian
Some excerpts:
Though the technology is relatively new, preliminary studies at Harvard and Ohio State, among other institutions, suggest that engaging students in class through a device as familiar to them as a cellphone — there are even applications that convert iPads and BlackBerrys into class-ready clickers — increases their understanding of material that may otherwise be conveyed in traditional lectures.
The clickers are also gaining wide use in middle and high schools, as well as at corporate gatherings. Whatever the setting, audience responses are received on a computer at the front of the room and instantly translated into colorful bar graphs displayed on a giant monitor.
Professor White acknowledged, though, that the clickers were hardly a silver bullet for engaging students, and that they were just one of many tools he employed, including video clips, guest speakers and calling on individual students to share their thoughts.
“Everyone learns differently,” he said. “Some learn watching stuff. Some learn by listening. Some learn by reading. I try to mix it all into every class.”
Many of Professor White’s students said the highlight of his class was often the display of results of a survey-via-clicker, when they could see whether their classmates shared their opinions. They also said that they appreciated the anonymity, and that while the professor might know how they responded, their peers would not.
Teaching strategies that help students learn how to learn — from FacultyFocus.com by Sara Coffman