A colleague shared an excellent but not yet published paper on the syllabus. It got me thinking as this is the time most of us are revisiting these venerable documents. Oh, I know, some of you finished yours back in May when the semester ended.
Do you pass back exams, a set of papers or grades on some other student project and offer generic comments on what the class did and didn’t do well on the assignment? Most of us do, and for good reasons.
Donald McCabe’ s 2005 article “Cheating Among College And University Students: A North American Perspective” is often cited for its sobering statistics regarding the prevalence of cheating in higher education.
Twenty-first Century research is increasingly becoming reliant on information and communication technologies to address systemic and distinct educational problems through greater communication, interaction, and inquiry.
Nik Peachey: Over the last few years I've done a lot of work developing writing and redeveloping online courses and course materials.
In the initial rush to get learning online many organisations got themselves a Moodle platform and then attached a whole load of PDFs and .docs, added some forums and the odd video clip and called it an online course. It's no surprise then that drop out rates for online learning courses have been so high.
"The designer of the format, David Penrose, insists that in online education 'tiny bursts can teach just as well as traditional lectures when paired with assignments and discussions.' The microlecture format begins with a podcast that introduces a few key terms or a critical concept, then immediately turns the learning environment over to the students."
Are you ready to bring social networking to your classroom? If you’re looking to make your classroom more relevant, connected, and meaningful to your students, it’s the best place to start. Study after study has confirmed the benefits of networking.
At a recent workshop at the University of Wisconsin, Eau Claire, I asked participants to identify the one thing about participation they would most like to change in their classrooms. From a variety of items mentioned, we decided to focus on three.
I suspect that the main reason many teachers don’t transfer their knowledge and actively seek answers to their questions about tech is that they simply aren’t very interested in learning it. The key to David Warlick’s statement is that people can leverage the internet to learn anything they want to learn. But let’s put that aside for now and assume for the sake of argument that teachers need to learn how to use tech whether they want to or not. Why do they often profess helplessness and state that they can’t learn it without PD?
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