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Has online learning lost its way?

Has online learning lost its way? | Articles about Teaching | Scoop.it
2013 was a rocky year for MOOCs, but 2014 might find them rebalancing.
USFCTE's insight:

Where do you think online learning is headed?

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Rescooped by USFCTE from Teaching strategies for the college classroom
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A Quiz Design that Motivates Students

A Quiz Design that Motivates Students | Articles about Teaching | Scoop.it

Many faculty members use quizzes to keep students prepared and present in class. The approach often tends to be punitive, however, motivating students by extrinsic means. Karen Braun and Drew Sellers, who teach beginning accounting courses, wanted to use quizzes in the usual ways—to get students coming to class having done the reading, to arrive in class on time, and to participate in class discussion, but they wanted their quizzes to be more about intrinsic motivation and less about assessment. How did they achieve that objective? They incorporated a number of “motivational” design features into their use of quizzes.


Via Faculty Focus
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Rescooped by USFCTE from Teaching Politics and International Relations
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Study Game Plans: Do Students Know What and How to Study? - Faculty Focus | Faculty Focus

Study Game Plans: Do Students Know What and How to Study? - Faculty Focus | Faculty Focus | Articles about Teaching | Scoop.it
RT @facultyfocus: Do Students Know What and How to Study? (Pulled from the archives just in time for midterms) http://t.co/4htLKqeW9R

Via Chris Goldsmith
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Something to think about as we are in the midst of midterms.

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Rescooped by USFCTE from Voices in the Feminine - Digital Delights
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Teaching and Learning in Digital Contexts: Undergraduates’ Perceptions of Themselves and Their Professors Collaborating in a “Participatory Culture"


Via Ana Cristina Pratas
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Ana Cristina Pratas's curator insight, October 4, 2013 3:39 AM

Abstract

As digital technologies proliferate, so do programs for supporting faculty and students in their use. And since students seem to have more knowledge and experience with technology, numerous programs position students as mentors to faculty and their peers for effective applications of technology for learning purposes. At times, however, faculty and students come together in collaborations involving technology and learning outside of formal mentoring programs. Yet, our knowledge of these informal, ad-hoc collaborations involving digital matters is limited. In particular, we need to learn more about how students experience these partnerships with faculty members — collaborations that cross traditional roles and responsibilities.



This article explores undergraduates’ perceptions of themselves and their professors collaborating in a partnership similar to a “participatory culture” (Jenkins, 2009) that evolved as faculty and peer mentors, in dyads, engaged in informal curriculum planning for enhancing student learning. To provide a context for this exploration, I begin with a brief discussion of the digital landscape in terms of its possibilities and limitations for participation and comment on college students’ differing technological proficiencies as they participate in the digital arena. I follow with literature reviews concerning students as technology mentors for their peers, students as technology mentors for faculty, and students as pedagogical partners with faculty. I then describe a qualitative study of technology-proficient undergraduates working in a peer-mentoring program who became “ad-hoc,” informal co-collaborators on curriculum matters with their faculty supervisors. In my analysis I use the notion of “participatory cultures” (Jenkins, 2009) as a template for examining students’ experiences working alongside, and with, faculty in unplanned collaborations. The insights gained from this study have implications for how we might support or facilitate such collaborations in more intentional ways in teaching and learning in higher education.

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The Future of E-learning in Higher Education

The Future of E-learning in Higher Education | Articles about Teaching | Scoop.it

Academic Paper on the use of YouTube in learning


Via Rebecca Petersen
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Rescooped by USFCTE from teaching with technology
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Using iBooks Author to Create Digital Course Materials - Center for Instructional Technology

Using iBooks Author to Create Digital Course Materials - Center for Instructional Technology | Articles about Teaching | Scoop.it

Via Louise Robinson-Lay
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Louise Robinson-Lay's curator insight, July 6, 2013 8:13 PM

A guide to creating a course using iBooks Author. I have been impressed by the clear structure of the courses I have undertaken using this software and wanted to know how to create my own course. This forms a part of that research.

Rescooped by USFCTE from Teaching strategies for the college classroom
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Giving Students a Choice in Assignments Can Boost Creativity and Motivation | Faculty Focus

Giving Students a Choice in Assignments Can Boost Creativity and Motivation | Faculty Focus | Articles about Teaching | Scoop.it

Teaching to students’ strengths and interests can promote creative and critical thinking. But requesting creative responses often engenders the exact opposite of creativity. “Just tell me what you want me to do and I’ll do it.” “How many words does it need to be?” “What should I write about to get a good grade?” “I’m not creative.” Often these comments are accompanied with sighs, groans, or no responses at all (in the case of online students), indicating just how much students resist when asked to be creative. And these responses are even more prevalent in required and prerequisite courses. So how do we overcome the resistance and encourage creative ideas and thinking from our students?


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How Orwell and Twitter Revitalized My Course

How Orwell and Twitter Revitalized My Course | Articles about Teaching | Scoop.it

As of this writing we are five weeks into the semester, and I can echo Eyler's sentiment that this assignment has produced levels of connection and engagement among my students that I have never experienced before. We begin every class period by taking a quick look at the tweets that have been posted since the last meeting. That means every class begins with a brief discussion of connections they are seeing and forging.


Via Faculty Focus
USFCTE's insight:

We love reinventing classes in a way that meets the students everyday interests. If you are tech savvy enough, Twitter is a great way to do it!

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Rescooped by USFCTE from Multimedia Learning
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What Is A Flipped Classroom? - Edudemic

What Is A Flipped Classroom? - Edudemic | Articles about Teaching | Scoop.it
Flipped classrooms are one of the more popular trends we've seen since Edudemic was created, and it is certainly one of the most long- lasting.

Via Mathew Mitchell
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Rescooped by USFCTE from Into the Driver's Seat
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Growing Creativity

Growing Creativity | Articles about Teaching | Scoop.it

Excellent beginning point for the study of how to foster creativity from the Center for Excellence in Teaching and Learning at Iowa State University.


Via Jim Lerman
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Rescooped by USFCTE from Innovations in College Teaching
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How Learning Changes When Students Become the Teachers

How Learning Changes When Students Become the Teachers | Articles about Teaching | Scoop.it

This past year, I embarked upon a teaching experiment in my online History of Photography class ...


Via Michelle Pacansky-Brock
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Rescooped by USFCTE from Digital Pedagogy, Critical Pedagogy, Hybrid Pedagogy, #digped
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How Do Learners Experience Open Online Learning? | Open Education | HYBRID PEDAGOGY

How Do Learners Experience Open Online Learning? | Open Education | HYBRID PEDAGOGY | Articles about Teaching | Scoop.it

Learner Experiences with MOOCs and Open Online Learning is an e-book in which student authors describe and reflect upon their open online learning experiences. Current conversations around educational innovations in general, and MOOCs in particular, lack student voices. This book enables learners to share their stories, thus contributing to our understanding of open online learning.


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Introduction to Contemplative Higher Education | Omega

Introduction to Contemplative Higher Education | Omega | Articles about Teaching | Scoop.it

Educators and academic professionals at colleges and universities nationwide are integrating contemplative practices into a variety of programs and courses, in disciplines from literature to physics to architecture. At this weekend workshop, Mirabai Bush (Founding Director, the Center for Contemplative Mind in Society), Rhonda V. Magee (Professor of Law, University of San Francisco), and Harold D. Roth (Professor of Religious Studies and East Asian Studies and Director of the Contemplative Studies Initiative, Brown University) will introduce contemplative practices, review the related neuroscience research on meditation and learning, give examples of successful courses, and engage participants in thinking about the role of contemplation in their own work.

 

USFCTE's insight:

This 3-day workshop promises to be amazing, and not just because our co-director, Rhonda Magee, is one of the presenters. Sign up today!

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Rescooped by USFCTE from EdTech Tools
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Using Classroom Assessment Techniques: A Proactive Approach for Online Learning | Faculty Focus

Using Classroom Assessment Techniques: A Proactive Approach for Online Learning | Faculty Focus | Articles about Teaching | Scoop.it
Classroom Assessment Techniques can be used to check for student understanding prior to summative assessment within the online classroom.

Via Patty Ball
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