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Monday, April 23, 2012
UCD CFD Blog: April 23, 2012
TCU eLearning: Teaching with Blogs
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Teaching with blogs
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In the age of Twitter, is the blog obsolete? Well, I hope not -
we're obviously rather partial to blogs around here!
There is something to be said for the longer form of the blog,
especially as a teaching tool.
Blogs are great spaces for reflection (on the course, an assignment, a site
visit), for experimentation (to try writing in the voice of a character, to
showcase work in progress), and for collaboration (comments, the ability to
easily add and share links). Additionally, blogs can be stand-alone assignments
or used as part of the preparatory writing process
for other course items, like term papers. Of course, blogs aren't the only
places to do any of these things, but - depending on your course, your
objectives, and your learners - they might be a place that makes sense.
This is a nice article about how to get the most out of
student blogs and instructional blogging. As the article points
out, getting comments on blog posts is what elevates them from web pages to
interactive discussions. In order to get discussion going, some professors make
commenting a requirement (similar to the discussion board commenting
requirements may online courses have). Why use a blog, then? According to the
article, students report that "blogs facilitated learning from one another,
and helped them learn new electronic media skills that could be applied in
other settings."
Here is a more concrete step-by-step guide to getting started with blogging with
students. This list outlines the basic steps, but leaves it up
to you to chose the best platform and set the appropriate parameters.
Last, these are some resources for evaluating blogs. We've
written about rubrics before,
but this page has great links to rubrics for blogs and for peer
commenting.
kate marshall | April 17, 2012 at
4:50 pm | Tags: blog, eLearning, highered, rubrics, teaching | Categories: regular
| URL: http://wp.me/p1XeZv-cXep7Z
DU CTLAT Presents: “HOW TO WRITE A SUCCESSFUL GRANT” by Anthony DePass, Ph.D., Long Island University
CENTER FOR
TEACHING, LEARNING
AND
ACADEMIC TECHNOLOGY COMMITTEE
GRANT
WRITING LEARNING COMMUNITY
PRESENTS
“HOW TO WRITE A SUCCESSFUL GRANT”
BY
Anthony DePass, Ph.D.
Assistant Vice President for Research Development
Long Island University
FRIDAY, APRIL 27, 2012
12:00 p.m. – 1:30 p.m.
Kearny Hall, West Wing
Limited Space
Available
Barbara M. Albert
Executive Assistant to the ProvostOffice of Academic Affairs
(504) 816-4216 (office)
(504) 816-4144 (fax)
balbert@dillard.edu
Saturday, April 21, 2012
TLT - SWG: "...e-books and nonlinearity don’t turn out to be very compatible."
Posted:
18 Apr 2012 11:28 AM PDT
Excerpts above and below from "The Mechanic Muse — From Scroll to Screen" by Lev Grossman, NYTimes.com, September 2, 2011; "A version of this article also appeared in print on September 4, 2011, on page BR13 of the New York Times Sunday Book Review with the headline: From Scroll to Screen."
This article provides an intriguing micro-history of reading formats: from scrolls and tablets to books (codexes?) to e-books? I esp. recommend the first image titled "THE READING DEVICE: A SHORT HISTORY" which nicely illustrates some of the article's main points.Full disclosure: I stumbled on this article when I was looking for more info about "Fillory" - the doubly fictitious world introduced in Lev Grossman's fantasy novel The Magicians, which I'm happily reading this week.
"Scrolls were the prestige format, used for important works only: sacred texts, legal documents, history, literature. To compile a shopping list or do their algebra, citizens of the ancient world wrote on wax-covered wooden tablets using the pointy end of a stick called a stylus. Tablets were for disposable text ... At some point someone had the very clever idea of stringing a few tablets together in a bundle. Eventually the bundled tablets were replaced with leaves of parchment and thus, probably, was born the codex.
"... the codex was a powerful form of information technology — compact, highly portable and easily concealable. It was also cheap — you could write on both sides of the pages, which saved paper — and it could hold more words than a scroll. The Bible was a long book.
"...With a codex, for the first time, you could jump to any point in a text instantly, nonlinearly. You could flip back and forth between two pages and even study them both at once. You could cross-check passages and compare them and bookmark them. You could skim if you were bored, and jump back to reread your favorite parts. It was the paper equivalent of random-access memory, and it must have been almost supernaturally empowering. With a scroll you could only trudge through texts the long way, linearly.
"...Over the next few centuries the codex rendered the scroll all but obsolete.
"...Over the first quarter of this year e-book sales were up 160 percent. Print sales — codex sales — were down 9 percent.
"...On the one hand, the e-book is far more compact and portable than the codex, almost absurdly so. E-books are also searchable, and they're green, or greenish anyway
"...But so far the great e-book debate has barely touched on the most important feature that the codex introduced: the nonlinear reading that so impressed St. Augustine.
"...We usually associate digital technology with nonlinearity, the forking paths that Web surfers beat through the Internet's underbrush as they click from link to link. But e-books and nonlinearity don't turn out to be very compatible. Trying to jump from place to place in a long document like a novel is painfully awkward on an e-reader, like trying to play the piano with numb fingers. You either creep through the book incrementally, page by page, or leap wildly from point to point and search term to search term. It's no wonder that the rise of e-reading has revived two words for classical-era reading technologies: scroll and tablet. That's the kind of reading you do in an e-book."
IMAGE selected by Steve Gilbert 20120418
Photo "Self portrait for LinkedIN profile picture. SteveMann with EyeTap"
Date 29 March 2004 ...Author Glogger
http://upload.wikimedia.org/wikipedia/commons/thumb/e/ea/SteveMann_self_portrait_for_LinkedIN_profile_picture_from_dsc372b.jpg/512px-SteveMann_self_portrait_for_LinkedIN_profile_picture_from_dsc372b.jpg
http://commons.wikimedia.org/wiki/File%3ASteveMann_self_portrait_for_LinkedIN_profile_picture_from_dsc372b.jpg
http://upload.wikimedia.org/wikipedia/commons/e/ea/SteveMann_self_portrait_for_LinkedIN_profile_picture_from_dsc372b.jpg
By Glogger (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
EduDemic: 25 Ways To Use iPads In The Classroom by Degree of Difficulty
EduDemic
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Posted:
18 Apr 2012 11:47 AM PDT
So
you've got one or a few iPads that you want to use in the classroom. You could
visit the Apple App Store's education section and peruse the many offerings...
do some Google searches to figure out what's good... or just use this
print-friendly image below to get started!
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Posted:
18 Apr 2012 07:20 AM PDT
We're
chomping at the bit to get our grimy little hands on the new Google Drive. We
wrote about it in our March issue of the Edudemic Magazine, featured it a couple
weeks ago, and now want to start figuring out how the basically-real tool will
help teachers around the planet.
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Complimentary Webinar: Math Curriculum Redesign Powered by Super Adaptive Technology
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Kent
State University
Math Curriculum Redesign Powered by Super
Adaptive Technology
Despite
the widespread use of technology in math departments, many institutions across
the country still struggle with poor outcomes. Therefore, many of these
schools are looking to redesign their math curriculum to
address these issues.
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Research
has shown that ACT scores, as well as other common
methods of math placement often result in over-
or under-placement of incoming students, resulting
in high failure and drop rates.
In this web seminar, Andrew Tonge, Department Chair of Mathematics at Kent State will discuss the institution’s decision to redesign their placement and math curriculum and how the change has yielded impressive improvements in student placement and retention.
Web
Seminar Presented by: Andrew Tonge, Department Chair of Mathematics at Kent
State University
Furthermore,
current so called "adaptive" technology used widely in math departments today
hasn't delivered on the promise of significantly improved outcomes. Kent State
University has taken a fresh approach, using super adaptive technology to make
significant improvements in placement accuracy and course completion rates in
mathematics.
In this web seminar, Andrew Tonge, Department Chair of Mathematics at Kent State will discuss the institution’s decision to redesign their placement and math curriculum and how the change has yielded impressive improvements in student placement and retention.
Join us!
ExLibris [Webinar] Part 3 of the Advanced Discover Series!
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