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"Four active learning trends being driven by the needs of professors. GUEST COLUMN | by Mike Silagadze Faculty members in higher education find themselves caught between two competing realities. On the one hand, colleges and universities have shifted focus and importance away from academic rigor and..." Via Leona Ungerer 
LIGHTING 's comment,
November 27, 2018 5:04 AM
why not using content curation
Leona Ungerer's comment,
November 27, 2018 5:31 AM
Agreed, content curation is important. Fortunately, we have access to some tools to support this process!
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Campus Technology's first-ever Teaching with Technology survey found that faculty have an overwhelmingly positive outlook on tech in the classroom. Via Peter Mellow, Mark E. Deschaine, PhD
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"Issues of definition, copyright, and ease of use are stalling faculty's widespread adoption ..." Via Leona Ungerer
Jill Miller's curator insight,
October 11, 2015 8:44 PM
Re-scooped from Leona Ungerer. Meris Stansbury (2015) reports in this brief article on the reasons faculty don't use OER. Many claim they are unaware of what OER are, and if they do know what OER are, they don't have time or the resources to find them.
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"Faculty aren't using OER—or they are, but just don’t know it, says a new industry report; leading to concerns about definition and copyright understanding ..." Via Leona Ungerer
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Teaching and learning excellence did not exist, because no one measured it. Thankfully, the epoch of unconscious teaching and learning has passed, and Teaching and Learning is now established as a bona fide hyperarticulated discipline with its own floor space, Web presence, and vigilantly guarded photocopier. We at the CTL spread excellence by steering faculty away from their focus on content (who, after all, needs to know the dates of the Civil War?) toward a more universal design model, in which knowledge-delivery systems are systematically delivered. Via Society for College and University Planning (SCUP)
Society for College and University Planning (SCUP)'s curator insight,
May 13, 2014 10:52 AM
As the author concludes, "The possibilities are truly endless." |
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"They spend extended amounts of time together developing online courses. Sometimes, their relationship is filled with tension. Here are ways colleges and universities address and alleviate issues and promote collaboration ..." Via Leona Ungerer
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"I have been actively texting my students for almost a year with great success ..." Via Leona Ungerer
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"Decision making was slow: managers relied on manual sales tallies, compiled weekly or annually ..." Via Leona Ungerer
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"Learning analytics stand poised to benefit students in previously impossible ways. Alongside innovation, however, ethical discussions need probing questions, assessments of possible outcomes, and active disagreement about future developments. Ethical modeling will not achieve these, at least not in a substantive way; principled reflection needs to keep up with the speed of innovation as closely as possible. An inner matrix of tensions will achieve ethical reflection aligned with innovation — or at least get us closer to that goal. When schools or companies build new learning analytics systems, or when schools are deciding between competing products, ethical discussions ought to be in the forefront of outcomes-based commitments. The proposed tensions of utopianism (what is the very best outcome?), ambiguity (are the outcomes knowable?), and nihilism (how are unexpected outcomes handled?) can help institutions and companies fulfill the goal of assisting student success." Via Society for College and University Planning (SCUP)
Society for College and University Planning (SCUP)'s curator insight,
September 9, 2014 8:57 AM
The author, James E. Willis, III is an educational assessment specialist at Purdue University. |
