|Intro: New online
environment for social & collaborative learning/teaching worldwide
Posted: 30 May 2012 02:43 PM PDT
CN (CourseNetworking; theCN.com) is a very new (still "beta") online environment that emphasizes and supports social and collaborative learning and teaching - worldwide. CN has begun to enable teachers AND LEARNERS to use online tools and resources that support teaching and learning. CN facilitates continuing interaction among diverse participants - participants who may live in different parts of the world, be different ages, be prepared for different levels of responsibility for teaching and learning: for sharing information, for guiding the learning of others, and for managing their own learning. TheCN activities often begin around course-like initiatives.
Shortcut to this posting: tlt.gs/CN12
More about CN - excerpts from http://www.coursenetworking.com/pages/?p=about :
"TheCN is an online tool that complements classroom teaching and learning practices. It is not another Learning Management System (LMS). It is a new conceptual framework that empowers learning through social networking and is totally free throughout the world. Through theCN, learners and teachers can share information and educational materials through posting and other communication and collaboration tools."
"...first social network focused solely on improved learning in a fun, interesting environment in the cloud that is designed to engage and connect students around the world.
"... social network that goes beyond the students in one class. The system opens the world to any member, suggesting and encouraging connections with peers interested in or engaged in similar coursework and subjects to allow for sharing of notes, posting comments, asking questions, recommending books and articles, writing blogs, assisting with homework and more. Instructors can also share their lecture resources, such as slides, homework, recommended reading, etc.
"Over the last 15 years, Prof. Ali Jafari and IUPUI have initiated, developed, and commercialized a series of successful technology solutions and systems designed for the improvement of teaching and learning. The first project was Oncourse, known to be the first enterprise learning management system. The second project, ANGEL Learning, was seed-funded by Indiana University, was acquired by Blackboard in May, 2009...The third partnership was the Epsilen Environment, majority-owned by the New York Times Company. TheCN is the fourth and most recent innovation.
Above quotes are excerpted from:
Call for Proposals for Lilly Conf on College & Univ Teaching Sept 20-23 2012 Traverse City, MI tlt.gs/lillyTC12
Posted: 30 May 2012 11:31 AM PDT
Proposals due June 3 - but if you need an extension contact Todd Zakrajsek firstname.lastname@example.org
Copy of reminder email with more info:
Please note the Call for Proposals for Lilly Traverse City, Michigan will be closing this coming Sunday. If due to travel schedules or summer course load you need a few extra days to complete your submission, please let me know ASAP.
CALL FOR PROPOSALS CLOSING SOON.....
Please consider submitting your scholarly work on enhancing student learning.
The 13th Annual Lilly Conference on College and University Teaching - TC will be held in Traverse City, Michigan at the Park Place Hotel, September 20 – 23.
Proposal submission will close June 3, 2012.
The overall conference theme is Evidence Based Teaching and Learning, and includes four subthemes: Engaged Learning; Promoting Social Responsibility; E-Learning; and Creating Communities of Learners.
An integral part of the Lilly Conferences on Teaching and Learning is the number of high-quality presentations by faculty from throughout the United States and abroad. Come share what has been successful in your classes and what you have discovered about facilitating student learning.
For more information about the Lilly - TC Conference:
We hope you'll join us and experience firsthand why "Lilly Conferences" are remarkable opportunities to network and share information with colleagues who are passionate about good teaching and student learning.
Todd Zakrajsek, Conference Director
Deb Van Etten, Conference Coordinator
IMAGE selected by Steve Gilbert 20120530
Photo of "Red school house at Funspot...11 July 2010...Author Found5dollar"
By Found5dollar (Own work) [CC-BY-SA-3.0 (www.creativecommons.org/licenses/by-sa/3.0) or GFDL (www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons
"I, the copyright holder of this work, hereby publish it under the following licenses: This file is licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license."
Monday, June 4, 2012
|Print vs Digital
Books: New Study Helps Teachers Decide
Posted: 30 May 2012 01:16 PM PDT
Let's say you've decided to buy a single iPad or (lucky you) a classroom full of iPads... what kind of books should you be using? Should highly visual and interactive books be used? What about simple e-books that are just text? If you're a textbook author or someone who wants to use iBooks Author, then these questions are even more important.
Posted: 30 May 2012 05:30 AM PDT
You probably already have a few pretty good ideas about text messaging. For instance, you know walking while texting can be tricky, and you know texting in your college courses has a negative impact on your grades. You didn't need a study to tell you so, but researchers went ahead and did them anyway. But not all the research done on the subject can be filed under "Obvious." Here are 15 scholarly facts about texting that you may not have suspected.
I’m pleased to announce the third annual volume of the AAUP Journal of Academic Freedom. In this volume, we make good for the first time on our pledge to publish essays that carry on a debate with one another. The 2011 volume of JAF opened with two essays highly critical of the pedagogy, philosophy, and politics of the growing assessment and accountability movement—John Champagne’s “Teaching in the Corporate University: Assessment as a Labor Issue” and John W. Powell’s “Outcomes Assessment: Conceptual and Other Problems.” I suggested then that I would welcome a quality counter-argument, and now we are pleased to publish Dave Porter’s thoughtful “Assessment as a Subversive Activity.” In the intervening year, of course, the federal government has proposed to become far more heavily involved in evaluating college teacher training programs, so the relevance of all three essays has increased. We invite you to read the three essays as a group as an aid in thinking through a trend of mounting influence.
The other essay in dialogue with an earlier JAF publication is Ward Churchill’s “In Response to Ellen Schrecker’s ‘Ward Churchill at the Dalton Trumbo Fountain.’” Schrecker’s piece appeared in our 2010 inaugural issue. Churchill’s essay appears here in combination with a highly detailed “Report on the Termination of Ward Churchill” coauthored by three members of the Colorado state conference of the AAUP. Given that a significant number of scholarly essays have already been published on the Churchill case, Schrecker’s among them, it may surprise some to find that both Churchill’s essay here and the Colorado conference report contain considerable new information that has not appeared in print before. Churchill’s is the most prominent—and, with its multiple reviews by the university and the courts, probably the most complex—political firing of a tenured faculty member in more than a generation, and it is likely that it will continue to be a subject of debate and
Several other essays continue traditions established in our previous issues. Curtis J. Good’s “The Dismissal of Ralph Turner: A Historical Case Study of Events at the University of Pittsburgh” investigates a historical example of a fundamental violation of academic freedom and shared governance. We have been lucky to have a comparable historical study in each of our issues. We believe such research is among the most valuable kinds we can publish. Jeff Dyche’s “The US Air Force Academy: Elite Undergraduate College?” on the other hand evaluates a contemporary institution, an equally challenging and necessary JAF tradition. And Stephen Aby and Dave Witt contribute “Negotiating Academic Freedom: A Cautionary Tale,” another in a series about collective bargaining. The story they tell is but one of a series of challenges to academic freedom that have arisen at the bargaining table in a variety of states.
Finally JAF branches out in two new directions. First, a multiple author report offers a system-wide evaluation of how California’s budget cuts are impacting curriculum, opportunity, and academic freedom, in “Cooking the Goose That Lays the Golden Eggs.” Then Ramola Ramtohul’s “Academic Freedom in a State-Sponsored African University: The Case of the University of Mauritius” and Malika Rebai Maamri’s “Academic Freedom in Principle and Practice: The Case of Algeria” take JAF for the first time to consideration of academic freedom abroad. Readers will note both similarities and differences between Africa and the US in the ways the essays’ authors negotiate the relationship between academic freedom as a social contract and a principle of university governance.
We welcome your essay submissions, which should be directed to email@example.com. Except for supporting documents reproduced as PDFs, contributions to JAF should not ordinarily be longer than 20,000 words each.
This will be my last volume as editor of the AAUP Journal of Academic Freedom, though I look forward to continuing my association with the journal as a member of the editorial board. As my term as editor draws to a close, a search for a new editor is getting underway. Please check out the position description and spread the word!
Editor, Journal of Academic Freedom
is an electronic newsletter of the American Association of University
Professors. Learn more about the AAUP. Visit us on Facebook. Follow us on Twitter.
We proudly announce that the International Conference on Computer Related Knowledge ICCRK' 2012 is now technically sponsored by IEEE
The Legal Side of the Creative Classroom
June 8, 2011 at 2:00 pm ET - free to all.
Guest: Stephen E. Kaufman, Information Technology, Ashland University, and Matthew J. Evins, Advanced Learning Technologies, Miami University
But, did you have permission from the publisher? Did you know that you needed permission? This session will cover the Fair Use Act, TEACH Act, and how they pertain to your learning activities. Open up the creativity in your classroom by knowing what rules you have to play by, which ones you can bend, and even ones you can break.
Note: We are not copyright lawyers, so while we can answer many of your questions regarding Fair Use and the TEACH Act, we may not be able to answer your specific question regarding your specific use.
NOTE: Login instructions for the session will be sent in the Registration Confirmation Email. Please check your Junk folder as sometimes these emails get trapped there. We will also send an additional login reminder 24 hours prior to the start of the event.
More information and online registration: FridayLive! June 8 The Legal Side of the Creative Classroom
Hope you can join us!
The TLT Group, A Non-Profit Organization 301-270-8312