UNB Fredericton: Engaged Learners Initiative
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UNB Fredericton: Engaged Learners Initiative
"Engagement is a state of being willing to do difficult things, to take risks, to think deeply about issues and develop new solutions." ~ Dr. David Rock (NeuroLeadership Institute )
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Educational Mixology -- Sue Hellman's higher education wiki

Educational Mixology -- Sue Hellman's higher education wiki | UNB Fredericton: Engaged Learners Initiative | Scoop.it

This is my first collection of resources and strategies for higher ed educators.

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Teaching Large Classes I & II -- workshop handouts from Finnan and Shaw, Oregon State

(Right click links)

(I) Management ~ http://goo.gl/E1gXmA

(II) Enhancing Learning by Engaging Students ~ http://goo.gl/5OhbSh

 

""Large, lecture classes create a distance between the professors and students where professors do not know their students, students feel little sense of responsibility or accountability in class, and students do not retain the content of the lecture. Furthermore, lecture mode classes are ineffective in fostering knowledge transfer to new situations, higher-level thinking, attitude change, and motivation for further learning."

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Student Engagement Handbook (Jones)

See also by Jones (right click):

~ Strengthening Student Engagement -- http://www.cesdp.nmhu.edu/prof-learning/docs/Teaching%20and%20Learning/Student%20Engagement/Strengthen%20Student%20Engagement%20white%20paper.pdf

~ Student Engagement: Creating a culture of academic achievement -- http://0044760.netsolhost.com/studentEngage.html

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UBC's Digital Tattoo project

UBC's Digital Tattoo project | UNB Fredericton: Engaged Learners Initiative | Scoop.it

Ensure you limit the 'embellishment' of your digital tattoo and also respect others' rights when you use their content in works you create. 

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Student to student project at UBC

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Are badges useful in education?: It depends upon the type of badge and expertise of the learner.

"Findings indicate that badge earning could be driven by learner motivations and that systems with badges could have a positive effect on critical learner motivations. However, badge acquisition patterns were different across learners with different levels of prior knowledge. Different badge types also affected different learners motivation.

 

Additionally, we believe that our findings are compatible with the research finding that extrinsic motivators have a negative influence on learning. The implication for educational badge designers is that they must consider the ability and moti- vations of learners when choosing what badges to include in their curricula."

Sue Hellman at UNB's insight:

If it doesn't appear try this link -- http://link.springer.com/article/10.1007/s11423-013-9289-2

 

You may need to  be working on a campus or in a library that has a Springer subscription to access this article. 

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How Are Happiness and Learning Connected?

How Are Happiness and Learning Connected? | UNB Fredericton: Engaged Learners Initiative | Scoop.it

"There is a large and growing body of research which indicates that people experiencing positive emotions perceive more options when trying to solve problems, solve more non-linear problems that require insight, [and they] collaborate better and generally perform better overall."

Sue Hellman at UNB's insight:

(Source of the subheading quotation)

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Penn State Online

Penn State Online | UNB Fredericton: Engaged Learners Initiative | Scoop.it

Example of a well organized university online website -- creates a real sense of a learning space

Sue Hellman at UNB's insight:

See also their online student orientation page at http://student.worldcampus.psu.edu/new-student-orientation/new-student-orientation-webinar-UG?status=undergraduate

 

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MOOC Students Who Got Offline Help Scored Higher, Study Finds - Wired Campus - The Chronicle of Higher Education

MOOC Students Who Got Offline Help Scored Higher, Study Finds - Wired Campus - The Chronicle of Higher Education | UNB Fredericton: Engaged Learners Initiative | Scoop.it

"For online learners who took the first session of “Circuits & Electronics,” the Massachusetts Institute of Technology’s hallmark MOOC, those who worked on course material offline with a classmate or “someone who teaches or has expertise” in the subject did better than those who did not, according to a new paper by researchers at MIT and Harvard University.

 

The research, published this week by the journal Research & Practice in Assessment, is one of the first peer-reviewed academic studies based on data from a MOOC. Advocates for the massive online courses have cited their potential value as engines of educational research. ...

 

Students referred to the discussion forum frequently when completing homework assignments or tackling examinations. As a resource for students doing graded work, the forum was more popular than the lecture videos, the tutorials, or the recommended textbook."

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Eight Roles of an Effective Online Teacher | Faculty Focus

Eight Roles of an Effective Online Teacher | Faculty Focus | UNB Fredericton: Engaged Learners Initiative | Scoop.it

"Teaching face-to-face and teaching online are both teaching, but they are qualitatively different. In comparison, driving a car and riding a motorcycle are both forms of transportation, but they have enough differences to warrant additional training and preparation when switching from one to the other. The same is true when faculty move from the traditional classroom to the online classroom."

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e-Learning, online learning, and distance learning environments: Are they the same?

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"learner engagement TED" - Google Video Search

"learner engagement TED" - Google Video Search | UNB Fredericton: Engaged Learners Initiative | Scoop.it
Sue Hellman at UNB's insight:

I'm coming back to these to choose the best ones/

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Flexible Learning - UBC Wiki

Flexible Learning - UBC Wiki | UNB Fredericton: Engaged Learners Initiative | Scoop.it

An interesting bibliography examining 'flexibiity' n relationship to"

~ "self-regulated learning strategies"

~ personalized and contextualized learning

~ the level of learning

~ student-centred learning & level of achievement

~ "Lifeplace Learning"

~ "perceived learning and application of learning"

~ & more

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Men Like to Chill, Women Are Engaged

Men Like to Chill, Women Are Engaged | UNB Fredericton: Engaged Learners Initiative | Scoop.it
Colleges confront a gender gap in the ways that male and female students experience their years on campus.

 

~"Women tend to study abroad, volunteer in the community, and spend longer hours preparing for class, some experts have noted. Men spend more time playing video games, relaxing, and watching television. But men have more substantive engagements with their professors, are more likely to do undergraduate research, and tend to major in fields that steer them into better-paying jobs. And although women do many of the things that researchers have identified as positive influences on a college experience, they also report higher levels of stress and lower levels of confidence than men."

 

~"In the 2011 freshman survey, administered each year by UCLA's Higher Education Research Institute, men claimed to be above average at certain skills at rates higher than women—in some cases, much higher. They saw themselves as above average in academic ability, popularity, mathematical ability, physical and emotional health, and in negotiating controversial issues, to name a few. In some cases, the gender disparities were more than 15 percentage points. (Women viewed themselves as "above average" more than men did in only a handful of categories, including artistic ability and "drive to achieve."

 

~"Women may spend more time revising papers and hitting the books, but the impact of academic engagement on students' overall success tends to be stronger for men, Ms. Sax says. 'We know that men spend less time studying. But we know that if we can increase their homework time, they're going to reap greater benefits," she says. "There's something about the academic engagement that's a bit more eye-opening for men than for women when it comes to their thinking about their place in the larger world.' "

 

~"three simple approaches work best: Get men together in small groups to talk and hang out. Employ "pied pipers"—other young men whom male students are likely to look up to—to make those connections. And if figuring out what men need is still a mystery, just ask them."

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Digital Badges - How Do They Work? - portfolio

Digital Badges - How Do They Work? - portfolio | UNB Fredericton: Engaged Learners Initiative | Scoop.it

Shows the workflow of the badge earner.

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Teaching Large Classes I & II -- workshop handouts from Finnan and Shaw, Oregon State

(I) Management ~ http://people.math.sfu.ca/~vjungic/classroom_management.pdf

(II) Enhancing Learning by Engaging Students ~http://umbc.uoregon.edu/eteacher/webskills/material/engaging_students_handout.pdf

 

""Large, lecture classes create a distance between the professors and students where professors do not know their students, students feel little sense of responsibility or accountability in class, and students do not retain the content of the lecture. Furthermore, lecture mode classes are ineffective in fostering knowledge transfer to new situations, higher-level thinking, attitude change, and motivation for further learning."

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Terms And Conditions May Apply | Hyrax Films

Terms And Conditions May Apply | Hyrax Films | UNB Fredericton: Engaged Learners Initiative | Scoop.it

Video that demonstrates in a no-nonsense way the rights we sign away when we agree to the Terms and Conditions of use of common websites and online services.

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Why Online Learners Drop Out (K. Frankola, 2000)

Sue Hellman at UNB's insight:
Sue Hellman at UNB's insight:

Student retention elements include:

~ high interactivity (community or teams)

~ personal feedback from & relationship with instructor

~ not setting unrealistic expectations when recruiting

~ 'concierge' style monitoring and advising 

~ training of online instructorshttps://www.uclaextension.edu/IDP/Pages/General_IDP.aspx

~ use of live sessions

~ university culture in which online learning is highly valued & respected

 
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Recognition and Participation in a Virtual Community

What makes a virtual community successful?

 

"Studies that have examined success factors, commonly focused on trust, anonymity and sense of community. Little research appears to be done on the effect of members’ recognition on participation in a non-commercial virtual community."

Sue Hellman at UNB's insight:

"Having a sense of self-efficacy is important to participation in the group and being recognized for the effort of their past postings spurs them to contribute further since it strengthens their belief that they can make a significant impact on the group." So 'quiet' or inexpert students may not benefit from this effect unless an instructor, taking a global view of participation, fills in these gaps by giving this sort of recognition.

 

If the article doesn't appear -- try this link

~http://pdf.aminer.org/000/243/960/recognition_and_participation_in_a_virtual_community.pdf

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EJEL - Journal home

EJEL - Journal home | UNB Fredericton: Engaged Learners Initiative | Scoop.it

"The Electronic Journal of e-Learning (EJEL) provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives. ... The journal contributes to the development of both theory and practice in the field of e-Learning."

Sue Hellman at UNB's insight:

NOTE-- the picture indicates a book that has a collection of papers from this journal on that topic.

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Concierge Level Support Can Dramatically Impact Student Success | ESM

Concierge Level Support Can Dramatically Impact Student Success ESM’s newly published eBook, which focuses on concierge level help desk support
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Manifesto for learning & development professionals

Manifesto for learning & development professionals | UNB Fredericton: Engaged Learners Initiative | Scoop.it
We, the downtrodden and ignored learning and development professionals of the world, hereby shake off the shackles of convention and obedience and proclaim the arrival of a new order!
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play think learn

play think learn | UNB Fredericton: Engaged Learners Initiative | Scoop.it

"An academic colleague surprised me last week by saying “badges are a terrible idea, they’re for children, my students would think they were back in primary school.” Now this is a colleague who I had seen the evening before taking part in a ‘who can make the best napkin hat’ competition, so I know she’s certainly not averse to games and playfulness. She’s got a point: badges – like game-based learning – won’t appeal to everyone and may demotivate many students, but that’s not a reason to disregard them wholesale, more a call to thoughtfully consider how to use them to best effect."

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Tom Chatfield: 7 ways games reward the brain | Video on TED.com

"We're bringing gameplay into more aspects of our lives, spending countless hours -- and real money -- exploring virtual worlds for imaginary treasures. Why? As Tom Chatfield shows, games are perfectly tuned to dole out rewards that engage the brain and keep us questing for more."

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Designing Courses for Significant Learning| Dee Fink

"Imagine a course in which the teacher says s/he wants students to (a) “learn all the important content” and (b) “learn how to think critically about the subject.” These are the learning goals. But when you examine what actually happens in class, it is a straight lecture course (this is the “teaching/learning activity”). This creates the first problem: the teaching/learning activities are NOT aligned with the learning goals. The students might be able to learn the content from the lectures, but they definitely are not getting practice and feedback in learning how to think critically."

Sue Hellman at UNB's insight:

This is a critical article to work from when planning for greater engagement -- alignment among the learning goals, the activities going on in the classrrom & the assessments.

 

If you want students to learn or be able to do something, you cannot assume they are going to make the leap across the gap of what you are showing and doing (and can do well) and their being able to put this knowledge and skills into practice. 

 

If we want them to be able to do this & are going to assess them on their ability to do this, unless we give them time to practice this in our presence and with our guidance, our expectations are not 'fair'. They are based on the assumption that students can cross the gap between hearing and knowing or seeing and doing on their own.

 

Is that the way you'd teach your son/daugher to drive your car?

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Scientific teaching and engaged learning: building capacity for expert thinking

Scientific teaching and engaged learning: building capacity for expert thinking | UNB Fredericton: Engaged Learners Initiative | Scoop.it
Students do not learn by doing activities. They learn by thinking about what they are doing. ~ Jean Piaget
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Maslow's hierarchy of needs - business community | opensource.com

Maslow's hierarchy of needs - business community | opensource.com | UNB Fredericton: Engaged Learners Initiative | Scoop.it
Opensource.com applies Maslow's hierarchy of needs to business culture, calling for an open source business intelligence approach to company community needs.
Sue Hellman at UNB's insight:

I wonder if there are some levels higher ed does more and less well?

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