Book igloo — from thisiscolossal.com
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Massive theater converted into magnificent bookstore — from mymodernmet.com posted by Katie Hosmer
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Addendum on 4/13/12:
- Curl tables by Constanze Schweda — from design-milk.com
On 12/08/2011,
in digital learning, digital storytelling, digital textbooks, education technology, emerging technologies, library / librarians, reading, social learning / networks, social media,
by Daniel Christian
From DSC:
I originally saw this at:
- Readmill goes public: is the future of books social? — from gigaom.com by Bobbie Johnson
Tour of the Bible, part 5: the Minor Prophets — from Bible Gateway.com
Excerpt:
Last month we revived our Tour of the Bible series to examine the Major Prophets. Today, we’ll take a look at the so-called Minor Prophets—and we’ll conclude our tour of the Old Testament while we’re at it. In case you missed them, here are the previous installments of our Tour of the Bible:
On 01/07/2011,
in adjunct faculty, faculty, languages and translation, organizational change, writing,
by Daniel Christian
On 04/28/2010,
in blogs / blogging / vlogging, library / librarians, lifelong learning, writing,
by Daniel Christian
Quizzes in an age of course management software — from profhacker.com
Most days, students in my literature classes will have accessed Moodle, and will have taken a multiple-choice quiz on the day’s reading.
…
The secret sauce to the quizzes is, frankly, the course management system. Here’s why:
- The online delivery means that the quizzes take zero minutes of class time (emphasis DSC). I usually teach the MWF (50-minute) schedule, and I can’t be wasting time on quizzes.
- The online delivery also means that students can look at the questions before they read (emphasis DSC), which, if I’ve thought about the questions enough, can help frame the reading a bit.
- Because the quizzes are multiple choice, Moodle grades ‘em (emphasis DSC). I’ll repeat that: THE CMS GRADES THE QUIZZES! This is awesome for lots of reasons: 1) the student knows, right away, how they’re doing. 2) I know before class starts whether the class has understood the assigned reading. And, 3) I don’t have to grade them. I’m never behind on them.
- It turns out that the quizzes, easy as they are, reductive as they are, do usefully predict student performance. They’re terrible at differentiating between A/B range students, but they do an awesome job at sorting students who are at risk (emphasis DSC). Over the course of the semester, there are so many questions that if you miss 1 or 2, it’s no big deal. But if you’re *always* missing 2 out of 5 questions, then it will eventually dawn on you that you’re doing D-level work.