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Tuesday, September 4, 2012

EduDemic: Online vs In-Person Learning: Which Is Actually Better? & MORE!

www.edudemic.com



Posted: 03 Sep 2012 01:00 PM PDT
learning
When students were asked who they turn to first for trustworthy academic advice, a whopping 61 percent said it was a professor. When asked who their college mentor is, 46 percent said it was also a professor. It looks like students put a lot of trust in their instructors, but do students take their advice on study and research?

Posted: 03 Sep 2012 10:30 AM PDT
jaws-3-D
It's like the stuff from the Back to the Future movies. When I hear the term 'augmented reality,' images of Marty McFly running around the futuristic world of the year 2015 (I think we're going to fall short of expectations, by the way) pop into my head. But in reality (pardon the pun), there are apps that let you add a digital layer to what you see around you.

Posted: 03 Sep 2012 05:15 AM PDT
dd_social
The world of edtech is abuzz this week thanks to a smattering of exciting news. First, we had Stanford creating an entirely new position and office for online learning. Now something that signals a seismic shift in the edtech world.


 

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ICCAT' 2013 & ICCMA' 2013 COMMITTEE - Winter Conferences CALL FOR PAPERS


Winter Conferences Announcement
&
Call For Papers
ICCMA' 2013
International Conference on Computer Medical Applications  
ICCMA'2013 , January 20-22
Sousse,Tunisia
 
ICCMA 2013 Computer Medical Applications discusses the latest developments in the field of computational medicine, biomedical informatics and related fields. ICCMA' 2013 is concerned with bioengineering research, featuring a unique concentration of several scientific, cultural and educational events. ICCMA 2013 Program Committee encourages the submission of original unpublished work. The conference accepts two forms of submissions, Full Papers or short papers. Authors should submit their work by November 1st, 2012. ICCMA 2013 will consist of regular sessions with technical contributions reviewed and selected by an international programme committee, as well as keynote talks and tutorials given by leading experts in their fields. The conference provides a mechanism for the exchange of ideas and technologies between academics and industrial scientists, and attracts a worldwide audience. Regular and special track presentations will cover a broad range of issues, visit http://iccma.net/CFP.htm .for details.
ICCAT' 2013
International Conference on Computer Applications Technology
ICCAT'
2013 
January 20-22
Sousse,Tunisia
 
 
ICCAT 2013 Computer Applications Technology is the effective use of information and communication technologies (ICTs) in an end-user environment in order to provide solutions to real-life situations. Computer Applications Technology comes from and forms part of the broader knowledge domain of ICTs.
ICCAT 2013 Program Committee encourages the submission of original unpublished work describing research, technologies and experiences in all fields related to Computer Applications Technology. The conference accepts two forms of submissions, Full Papers or Abstracts. Authors should submit Abstracts or Full papers by November 1, 2012. Papers will be peer reviewed, and acceptance will be based on quality, relevance and originality. For the list of topics visit http://iccat2013.org/CFP.htm . 
 
Conferences Organizing Committee
Sousse, 4012

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Diverse Issues in Higher Education: Obama Courts College Students Returning to Campus

 
 

August 29, 2012
by Julie Pace and Ken Thomas

As college students return to campus, President Barack Obama's campaign will be there waiting for them.

Obama aides sees college campuses as fertile ground for registering and recruiting some of the more than 15 million young people who have become eligible to vote since the 2008 election. As Republicans hold their party convention in Florida this week, the president will make a personal appeal to college voters in three university towns: Ames, Iowa; Fort Collins, Colo.; and Charlottesville, Va.

Obama's victory four years ago was propelled in part by his overwhelming support among college-aged voters, and polls show him leading Republican rival Mitt Romney with that group in this year's race.

But the president faces an undeniable challenge as he seeks to convince young people that he is the right steward for the economy as they eye a shaky postgraduation job market.

Seeking to overcome that economic uncertainty, Obama's campus staffers and volunteers are touting the president's positions on social issues, like gay rights, that garner significant support among young people. Obama has stressed his effort to freeze the interest rates on new federal student loans, a pitch he personalizes by reminding voters that he and the first lady were once buried under a "mountain" of student loan debt after law school.

They also see a fresh opportunity to court students and their parents following Romney's pick of Paul Ryan as his running mate. Democrats say Ryan's budget would cut funding for Pell Grants, the federal need-based program for students, and Obama's campaign is running television advertisements in battleground states trying to link Romney to that plan.

Campaigning last week at Capital University in Ohio, Obama told students that Romney's economic plan "makes one thing clear: He does not think investing in your future is worth it. He doesn't think that's a good investment. I do."

Obama was scheduled to speak Tuesday at Iowa State University and Colorado State University. The University of Virginia rejected his campaign's request to hold an event on campus Wednesday, saying it would cause the cancellation or disruption of classes on the second day of the semester. The event was instead being held at an off-campus pavilion in Charlottesville.

White House and campaign officials were closely monitoring Tropical Storm Isaac as it barreled toward the Gulf Coast, but as of late Monday, there were no plans to cancel the president's trip.

Romney's campaign sees an opportunity to cut into the president's support among young people by pushing a three-pronged economic argument focusing on the nation's high unemployment rate, the soaring cost of college and the national debt.

"These kids haven't even entered the workforce and they already owe the government a bill for the debt Obama has rung up," said Joshua Baca, the Romney campaign's national coalitions director.

Obama campaign officials say the start of the new school year is a particularly crucial time to ramp up college registration and make sure those new voters get to the polls. In many of the battleground states, about 50 percent of the college students register to vote on campus after Labor Day, according to the campaign. And even those who are already registered may need to change their address or other personal details after moving to new dorms.

At the University of Dayton, Daniel Rajaiah encourages his fellow Democrats to carry voter registration forms to class, to parties and around campus in case they find someone who hasn't yet registered. Members of the College Democrats set up tables in the middle of campus a few days a week to catch students walking to class or to the cafeteria.

"Our game plan this fall is to hit voter registration very hard," said Rajaiah, who is president of the College Democrats of Ohio.

Obama's campaign said it registered 10,000 voters on college campuses in Ohio last week and signed up 300 new volunteers at colleges in Iowa.

Four years ago, Obama won two-thirds of the vote among 18- to 29-year-olds, compared with just 32 percent for his Republican opponent, Sen. John McCain, according to exit polls.

An Associated Press-GfK poll released last week showed Obama again holding a broad advantage among younger voters, with 54 percent of registered voters under 35 saying they would vote for Obama and 38 percent backing Romney.

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Call for Proposals: American Association of Blacks in Higher Education - 2013 National Conference on Blacks in Higher Education

 

                                                                                
                                               Loews Midtown Hotel
                             
Atlanta, Georgia
                        
February 28-March 2, 2013

Please find attached the American Association of Blacks in Higher Education Call for Proposals--2013 -- Pathways to Success within Higher Education.   This year’s conference will focus on the following the following strands:

STRAND 1: Pathways to Leadership – Strategic leadership enables Black professionals to obtain the advantages necessary to succeed and advance in the competitive world of higher education for faculty, staff and administrators. Strategic leadership encourages collaboration and innovation; and helps to “navigate the complexities inherent in institutional change and organizational politics in higher education” which include mentoring and professional opportunities.

STRAND 2: Pathways to Publishing/Research – Engaging in research and other forms of scholarship and disseminating work through peer reviewed publications is a critical factor for a successful academic career. Although teaching and service are important responsibilities for an academic career, the scholarship recognized by peers through publications weighs heavily. The challenge for many academicians is balancing teaching and service while creating opportunities to produce scholarly publications. This strand seeks proposals which illustrate successful strategies for publishing and examples for producing publishable manuscripts from various academic activities (e.g., teaching, research, service.)

STRAND 3: Pathways to Health/STEM – Provide avenues to support, promoting the successful pursuit of studies and careers in STEM fields. This includes the health, natural, physical and social sciences (S) technology (T), engineering (E) and mathematics (M). Various strategies have been implemented to promote awareness and interest, enhance educational preparedness and decrease barriers (financial, social and structural) as a means of increasing the volume and capacity of the educational pipeline into these fields. This strand seeks to explore the success and challenges of past and current strategies as well as provide an opportunity to discuss emerging innovative approaches to increase the number of blacks in all STEM fields and promote their long term success.

STRAND 4: Pathways to advance Diversity/African American Studies – A changing world demands a changing university, curriculum and academic research environment. Proposals are encouraged in two basic areas. First, proposals are encouraged that address best practices, model programs or excellent examples of diversity programs that increase African American enrollment, retention or improve campus life for African Americans on our campuses. Second, proposals are encouraged that address changes in the academic content: e.g. practices that advance African American/Black/Pan African Studies curricula, or programs of research, scholarship or creative productions that are drawn from and deeply serve our community’s needs. Proposals may come from diversity officers, faculty, staff or students addressing transformation in the academic community or canon in the service of African Americans.

STRAND 5: Pathways to the Cultural Arts – Routes to identifying, supporting, promoting, celebrating and documenting the cultural arts through practices and research that stimulate social awareness and honor diverse cultural values. Cultural arts refer to the transformation and collaboration of different art forms. It embodies creative thinking and critique, which encompasses art forms such as visual art, literature, music, theater, film, dance and others. Cultural arts help to explain the world in which we live, and often challenge current ideas, thoughts and practice in higher education and beyond.

Call for Proposals Deadline: September 21, 2012.  For questions contact Jacquelin Gardner gardner@mmc.edu


For guidelines to submit a proposal for the AABHE National Conference go to:
www.blacksinhighered.org


Barbara A. Lofton, Ed.D.

Office of Diversity Programs

Sam M. Walton College of Business

Business Building 343

University of Arkansas

Fayetteville, AR 72701



President of the American Association of Blacks in Higher Education

 

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Sunday, August 26, 2012

CENGAGE Welcome Back to Campus Newsletter August 2012


 
 

 

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Engagement

Breaking the Ice – Introducing Our Newsletter

We're happy to send you Cengage Learning's Welcome Back to Campus newsletter. It is our pleasure to deliver the kind of content and resources you value as educators and librarians, and that we hope will be useful in your daily lives. In this inaugural edition, we're addressing some ideas that can help you prepare for a new season. We hope you'll find some suggestions that will prove helpful as you welcome students back to the classroom or library.
We want to promote an environment where you can share and find new ideas – with us and with each other – and we want you to be a part of our community. Click here to subscribe to this weekly newsletter to continue to receive content that is relevant to today's educators, researchers, and learners.
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Breaking the Ice – in the Classroom

Building a community within your classroom is an ideal way to promote student interaction and engagement, but it's often easier said than done.
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Identifying — and Managing — Students' Expectations

When students enter your classroom or library for the first time, they bring with them their concerns about their future experiences, as well as their high hopes for positive outcomes.
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Steps for Maintaining a Healthy Attitude

Read eight tips to help students cultivate a healthy attitude and set them on a path toward positive personal achievement.
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Share Your Experiences

Have some valuable insights about teaching and leading in the classroom or library setting? Click here to continue the discussion and share your thoughts!
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Friday, August 24, 2012

Faculty Focus: What Did We Learn about PowerPoint and Student Learning?



What Did We Learn about PowerPoint and Student Learning?

August 22, 2012

By: in Teaching Professor Blog

http://www.facultyfocus.com/articles/teaching-professor-blog/what-did-we-learn-about-powerpoint-and-student-learning/

The recent post on PowerPoint use generated a healthy response. That’s encouraging, but blog exchanges can seem like conversations without conclusions. There is no summary, no distillation, and no set of next questions. And when there are many comments, I worry that those who respond first don’t return to read what follows and those who check in later don’t have time to read all the comments. So for my benefit and yours (hopefully), here’s how I would summarize our exchange on using PowerPoint.
One of the points made in the post was affirmed in the commentary. PowerPoint is a tool and that means how it affects learning depends on how it’s used. Tim H. said it clearly and succinctly, “Any statement you can make about PowerPoint, good or bad, can also be made about any other presentation method—chalkboard, overhead projector, etc. PowerPoint is only a tool.”
Most folks who commented use PowerPoint and they do for a number of different reasons. A Guest pointed out that it’s “crucial” in making information “accessible” for students with learning challenges or for whom English is not their first language. Jana M. elaborates in a different direction: “PowerPoint is excellent for the introverted, visual and to some degree auditory learner. However, the tactile, extroverted, verbal learners will quickly become bored and lose the desire to learn.” J. Hardy noted what is repeated in a number of comments, “PowerPoint is an effective tool for showcasing schematic models or diagrams or presenting pictures of key features. . . .” Laurel writes, “Lecturers can often forget to emphasize the ‘four most important points’ as they teach, and all of us learners want to know what those are and why. Creating a good PowerPoint reinforces that information for everyone.” LAB offers a particularly pithy summary. He/she uses PowerPoint “to show my students pictures of places and processes they’ve never encountered.”
Some commented that using PowerPoint benefits the teacher. I hadn’t thought of that before. Dave P. explains. “Preparing PowerPoint slides may be a useful exercise for faculty members because it forces them to think about, organize, and prioritize the material to be covered in a particular lesson.” Dave T said, “Some of the best teaching ideas come as one is preparing a PowerPoint presentation.” Follow-up question: How do we balance these teacher benefits against giving students the opportunity to learn how to organize material on their own? And how do we avoid Bernd S.’s concern that using slides can increase “presentation speed to unacceptable levels”?
A number of comments correctly noted that my post omitted discussing the many other PowerPoint enhancements beyond bulleted points and other forms of texts—enhancements like video clips, websites, blogs, polls, clickers, hot links and various forms of animation used by teachers. Dave L. writes “PowerPoint. . . used as more than a projector for ‘words’ or ‘organization’ promotes interest and should assist learning.” 45Doc70 notes that PowerPoint “gives faculty an incredible amount of creativity.”
Fewer comments decried the use of PowerPoint but those that did listed objections like these. Christopher H. wrote, “Intended or not, PowerPoint is an instrument of faculty control in the classroom. It inhibits interaction, squashes student creativity and inquisitiveness, interferes with faculty responsiveness, and reduces students to passive consumers of knowledge. . .” Keith D. has observed a “depressing number of professors who have no idea how to use such programs. I have seen slides with up to 75 to 100 words on them. . .hour and a half lectures with 50 or 60 slides.” Jana M notes that when there are too many slides “students sit back like they are watching a movie instead of taking notes and asking questions.” Joanne A. shared a comment from a student who loved PowerPoint “because he didn’t have to do anything.”
It was a good exchange with folks doing what I had hoped: revisiting their use of PowerPoint—what they do and why they do it. Thanks to all who contributed! It would be equally useful for students to revisit (or maybe visit for the first time) the role of PowerPoint in their efforts to learn. What does it contribute? When is it a crutch? What learning skills does it develop? It would be interesting for faculty to then ponder students’ perspectives.


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Faculty Focus: Teaching Critical Thinking: Are We Clear?



November 30, 2011

Teaching Critical Thinking: Are We Clear?

http://www.facultyfocus.com/articles/teaching-professor-blog/teaching-critical-thinking-are-we-clear/

I’ve been thinking about critical thinking. I just finished reading Stephen Brookfield’s new book on the topic, Teaching for Critical Thinking. (Side note: Stephen is a prolific author, writing on a variety of teaching-learning topics and his work has generated a number of classics including The Skillful Teacher, Discussion as a Way of Teaching, co-authored with Stephen Preskill, and Becoming a Critically Reflective Teacher. If you don’t know his work, by all means add it to your reading list). My recent journal reading contained a couple of interesting articles on critical thinking as well.
Critical thinking seems like such an abstract, even elusive, concept to me. I know, there are all sorts of concrete definitions for it, but the way it influences our pedagogical thinking and classroom practice is not very precise. Part of the problem may be all those different definitions. As the authors of one of the articles note, “critical thinking can include the thinker’s dispositions and orientations; a range of specific analytical, evaluative, and problem-solving skills, contextual influences; use of multiple perspectives; awareness of one’s own assumptions, capacities for metacognition; or a specific set of thinking processes or tasks.” (Stassen, Herrington, and Henderson, p. 127)
The second article points out that many political science faculty (I think this could be said of most faculty in general) offer pretty generic advice on assignments where students are expected to show evidence of critical thinking. “Most suggestions for critical thinking assignments offer vague advice: allow students to discuss matters, tell students they need to think critically, ask them to rewrite.” (Fitzgerald and Baird, p. 624) The article then proposes a variety of assignment designs that promote the development of critical thinking skills related to evidence assessment. Most of the designs are pretty discipline-specific, but I thought several points in the article were excellent. We aren’t as purposeful as we should be in designing assignments that promote critical thinking, however we define it, and if we have come up with creative activities and assignments that are effective (meaning we have assessed how well they work), we don’t share those much beyond a few favorite colleagues.
Brookfield offers something useful in his book that I hadn’t seen before—a list of times in a course when critical thinking (defined as “clarifying and checking assumptions by viewing material from different perspectives” p. 79) is particularly important.
  • When skills and knowledge have to be applied in the real world
  • When independent judgment is needed
  • When alternative interpretations and perspectives are possible
  • When actions and decisions need to be informed
  • When rapid judgments are called for
  • When students are encouraged to see themselves as knowledge generators
The various points made in these articles and by Brookfield reminded me of a metaphor offered by Tim van Gelder in a highly useful article that offers six cognitive science lessons for teaching critical thinking. His first lesson is that critical thinking is hard. “Humans are not naturally critical. Indeed, like ballet, critical thinking is a highly contrived activity … ballet is something people can only do well with many years of painful, expensive, dedicated training. Evolution did not intend us to walk on the ends of our toes, and whatever Aristotle might have said, we were not designed to be all that critical either.” (p. 42)
Despite being hard, critical thinking is terribly important. The political science authors wonder if it isn’t even so more today in “an information environment characterized by a fragmented media establishment, blurb-driven news coverage, and an increasingly polarized political system.” (p. 619) We can’t leave the development of critical thinking skills to chance, hoping students will pick them up by virtue of being around folks who are good thinkers and who assign them logically coherent things to read. We must be clear about what we mean by critical thinking and purposeful in the activities and assignments we use to promote its development.

References:
Brookfield, S. D. Teaching for Critical Thinking. San Francisco: Jossey-Bass, 2011.
Fitzgerald, J. and Baird, V. A. (2011). Taking a step back: Teaching critical thinking by distinguishing appropriate type of evidence. PS, Political Science and Politics, (July), 619-624.
Stassen, M. L., Herrington, A., and Henderson, L. Defining Thinking in Higher Education. In Miller, J. E. and Groccia, J. E., eds. To Improve the Academy, 30. San Francisco: Jossey-Bass, 2011.
Van Gelder, T. (2005). Teaching critical thinking: Some lessons from cognitive science. College Teaching, 35 (1), 41-46.
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