UAF CITE Fellows
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UAF CITE Fellows
A collection of links, articles and resources for the UAF Chancellor's Innovation in Technology and eLearning (CITE) Fellows program (http://cite.community.uaf.edu). Not all selections represent the position of UAF eLearning or myself!
Curated by Chris Lott UAF
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The Flipped Classroom: A Course Redesign to Foster Learning

"In 2012, the authors flipped a required first-year pharmaceutics course at the University of North Carolina Eshelman School of Pharmacy. They offloaded all lectures to self-paced online videos and used class time to engage students in active learning exercises. In this article, the authors describe the philosophy and methodology used to redesign the Basic Pharmaceutics II course and outline the research they conducted to investigate the resulting outcomes. This article is intended to serve as a guide to instructors and educational programs seeking to develop, implement, and evaluate innovative and practical strategies to transform students' learning experience.


As class attendance, students' learning, and the perceived value of this model all increased following participation in the flipped classroom, the authors conclude that this approach warrants careful consideration as educators aim to enhance learning, improve outcomes, and fully equip students to address 21st-century health care needs."

Chris Lott UAF's insight:

An interesting study documenting some solid gains from moving to a flipped classroom model. In my opinion, the most significant hurdles facing teachers considering the move to a flipped classroom are the time investment for creating lectures, fear that it won't work and questions about using "that much" time without lecturing.


In this article the authors share the activities that they generally used each class period:


  1. Audience response and open questions
  2. Pair and share
  3. Student presentations/discussion
  4. Individual and/or paired quizzes
  5. 1-3 minute microlectures


In addition to the better outcomes, the improvements being made by the authors at the time of writing the article are useful to consider (and not just because they are working to improve their practice)...some of them sound powerful and all fit well with my/our thoughts on sound pedagogy.


[FULL TEXT AVAILABLE AT THE LINK]


McLaughlin, J. E., Roth, M. T., Glatt, D. M., Gharkholonarehe, N., Davidson, C. A., Griffin, L. M., ... & Mumper, R. J. (2013). The Flipped Classroom: A Course Redesign to Foster Learning and Engagement in a Health Professions School. Academic medicine: journal of the Association of American Medical Colleges.
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The Myth of Passion and Motivation: How to Stay Focused When You Get Bored Working Toward Your Goals

The Myth of Passion and Motivation: How to Stay Focused When You Get Bored Working Toward Your Goals | UAF CITE Fellows | Scoop.it
We all have goals and dreams, but it can be difficult to stick with them.
Chris Lott UAF's insight:

The Buffer blog posts consistently good stuff. A bit on passion and motivation that is particularly timely...

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Stepping back to see the big picture: when obstacles elicit global processing

"Can obstacles prompt people to look at the "big picture" and open up their minds? Do the cognitive effects of obstacles extend beyond the tasks with which they interfere? These questions were addressed in 6 studies involving both physical and nonphysical obstacles and different measures of global versus local processing styles. Perceptual scope increased after participants solved anagrams in the presence, rather than the absence, of an auditory obstacle (random words played in the background; Study 1), particularly among individuals low in volatility (i.e., those who are inclined to stay engaged and finish what they do; Study 4). It also increased immediately after participants encountered a physical obstacle while navigating a maze (Study 3A) and when compared with doing nothing (Study 3B). Conceptual scope increased after participants solved anagrams while hearing random numbers framed as an "obstacle to overcome" rather than a "distraction to ignore" (Study 2) and after participants navigated a maze with a physical obstacle, compared with a maze without a physical obstacle, but only when trait (Study 5) or state (Study 6) volatility was low. Results suggest that obstacles trigger an "if obstacle, then start global processing" response, primarily when people are inclined to stay engaged and finish ongoing activities. Implications for dealing with life's obstacles and related research are discussed."

Chris Lott UAF's insight:

A fascinating study. A few takeaways:


  • constraints can be thought of as obstacles and those obstacles tended to spur creative responses
     
  • people who were told to approach the obstacles as something to overcome--rather than as distractions--were more effective and creative in their problem solving

  • obstacles/constraints have a strong influence on global processing, meaning their effect crosses over into unrelated task (confirming the intuitive knowledge creative folks have about creativity and "irrelevant" activities) 

 

Citation: Marguc, J., Förster, J., & Van Kleef, G. A. (2011). Stepping back to see the big picture: When obstacles elicit global processing. Journal of personality and social psychology101(5), 883.

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Clayton Christensen: Why online education is ready for disruption, now.

Clayton Christensen: Why online education is ready for disruption, now. | UAF CITE Fellows | Scoop.it

'Christensen tells me how the University of Phoenix is spending about $200 million every year on making their teaching better. “That’s $200 million every year just on making their teaching better,” he repeats. “Do you know how much money Harvard spends every year to make its teaching better? Zero.” The reason is that Harvard defines research as creating new knowledge, while The University of Phoenix defines it as finding new ways to provide knowledge. “It blows the socks off of us in their ability to teach so well,” he says.'

Chris Lott UAF's insight:

Of course this isn't wholly true: Harvard supports faculty development, including teaching, and that is real money. But the amount is small.


The question is: how do we recognize and embrace eLearning (not just distance learning) in a reasonable, rich and coherent way without becoming a University of Phoenix?


One popular answer that keeps cropping up but will never work: burying our heads in the sand and pretending nothing's changing.


(and, yes, I know this article is from 2011)

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Stepping back to see the big picture: whe... [J Pers Soc Psychol. 2011] - PubMed - NCBI

PubMed comprises more than 23 million citations for biomedical literature from MEDLINE, life science journals, and online books. Citations may include links to full-text content from PubMed Central and publisher web sites.
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7 Myths and Facts About Online Learning

7 Myths and Facts About Online Learning | UAF CITE Fellows | Scoop.it

The number of online learning students is close to 7 million....we'd say now's the time to dispel some of those online learning myths and get at the 'click into school' truth!

Chris Lott UAF's insight:

Some elearning myths are only myths if the elearning is done right...by teachers and learners.

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Creativity: How Constraints Drive Genius

Creativity: How Constraints Drive Genius | UAF CITE Fellows | Scoop.it

"It’d be easy to assume that a man considered to be one of the most brilliant minds in modern architecture loves nothing more than a project without boundaries, lawless creativity, and unrestricted options. However, if you ask Architect Frank Gehry, best known for building the Guggenheim Museum in Bilbao, Spain, and the Disney Concert Hall in Los Angeles, what really inspires his work, he may give you an unexpected answer: limitations and constraints."

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