For-profit colleges have been targeted by government officials, including President Obama and California Attorney General Kamala Harris, who claim these schools take advantage of low-income students, burdening them with student debt and limited job prospects upon graduation (if they graduate at all). Yet, these same officials are unfairly aiming their [...]
As always I do this by looking through eLearning Learning and related sites like Communities and Networks Connection. I looked at Virtual Classroom, Distance Learning, ILT, Teaching Distance Learning. I also did some quick searches for various kinds of things and added them into eLearning Learning (via delicious). So together, I’ve collected a bunch of resources pretty quickly. That said, there’s so much already out there on this – I’m at this point not quite sure what the real question was/is. Certainly a lot of this is already findable. I hope this is useful. But I think the problem at this point might be something else. Still here are 60 great resources.
by Thijs van Vugt and Preben Sperling We have previously explored how commercial practices are making their way into higher education. Increasingly, for-profit institutions are actively selling education and it directly influences how other institutions recruit students. Higher education is becoming a business and we must apply commercial practices in our daily operations and interaction with our students… our customers.
Here’s a great resource: the Teaching Practices Inventory. It’s an inventory that lists and scores the extent to which research-based teaching practices are being used. It’s been developed for use in math and science courses, but researchers Carl Wieman and Sarah Gilbert suggest it can be used in engineering and social sciences courses, although they have not tested it there. I suspect it has an even wider application. Most of the items on the inventory are or could be practiced in most disciplines and programs
In the beginning, about 125 years ago, there was the correspondence degree. Correspondence programs, pioneered in higher education by the University of London in the mid-19th century, reached mainstream America in the 1890s. Over the next century, while various universities played with other modalities including radio and television-based distance learning [...]
Professor J.S. Zerbe and his "multi-plane" in 1910, the same decade that aircraft was one of the most common words in patent literature (Wikimedia Commons) One night in the the spring of 1983, the scientist Kary Mullis was driving with his...
Infographics are a visual representation of data. When students create infographics, they are using information, visual, and technology literacies. This page includes links to help you develop formative or summative assessments that have students creating infographics to showcase their mastery of knowledge.
Critical thinking. We all endorse it. We all want our students to do it. And we claim to teach it. But do we? Do we even understand and agree what it means to think critically?
According to Paul and Elder’s (2013a) survey findings, most faculty don’t know what critical thinking is or how to teach it. Unless faculty explicitly and intentionally design their courses to build their students’ critical thinking skills and receive training in how to teach them, their students do not improve their ski
The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as a public resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the pedagogical practice of online/blended teaching faculty, depicts this strategy with artifacts from actual courses, and is aligned with findings from research or professional practice literature.
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