Apparently, yes, really! ProfHacker at the online Chronicle of Higher Ed lays out a nifty set of ideas and guidelines (and links to other resources) for using Twitter to facilitate out-of-class discussion threads, micro-journaling, and other forms of low-stakes writing that might be applied to a wide range of disciplinary and classroom contexts.
Rather than reproduce the article here, I'll just post the link, as there's lots of visuals that I can't migrate over here. So just check it out!
Thursday, August 26, 2010
Thursday, August 19, 2010
Take it slow, Joe!
I must be all about correctives today... but here's another online Chronicle piece, this one from the ProfHacker columns, on how to introduce tech innovations into the classroom gradually, rather than in one fell swoop. The key:
As many of you will know from your own experiences with kids, we were told to introduce different foods slowly, one type at a time, leaving several days in between each type of new food. Because our boys tried each new food separately, if they had experienced any negative consequences—such as an allergic reaction—we and their doctors would have had a good idea of just what food caused the bad reaction.Click the link to the Chronicle page, for a version of the article with links to loads of ProfHacker suggestions for tech in the classroom. The full post, after the jump:
Another country heard from...
At our faculty retreat on Tuesday, during a session on the possibillities for blended learning I was leading, a colleague who teaches literature expressed concern that using extensive pre-class online student work with couurse material before the in-class lesson might lead students to draw ill-prepared conclusions, and that the lecture time in class was really valuable to set up the discussion to follow. There are several ways to address that concern, but one my BLI colleagues made at the time was that the decision to use technology inn a pedagogical blend needs to be driven by the goals and needs of the class... and it's not always useful, or even appropriate.
Now comes a piece from today's online Chronicle that addresses just such a point -- featuring the voices of teachers who argue that a low-tech pedagogy can have unique value, and in some cases might be superior to a blend with online technology.
I agree... it's key to remember that our initiative is being driven not by the imperative to use tech because, or by the need to compete with online educators. Rather, this excerpt from the piece sums it up nicely:
The article, after the jump:
Now comes a piece from today's online Chronicle that addresses just such a point -- featuring the voices of teachers who argue that a low-tech pedagogy can have unique value, and in some cases might be superior to a blend with online technology.
I agree... it's key to remember that our initiative is being driven not by the imperative to use tech because, or by the need to compete with online educators. Rather, this excerpt from the piece sums it up nicely:
Mr. James is not antitechnology—he said he had some success in his composition courses using an online system that's sold with textbooks. But he is frustrated by professors and administrators who believe that injecting the latest technology into the classroom naturally improves teaching. That belief was highlighted in my College 2.0 column last month, in which some professors likened colleagues who don't teach with tech to doctors who ignore improvements in medicine.
Many low-tech professors were extremely distressed by that charge of educational malpractice. (They told me so in dozens of comments on the article and in e-mail messages.)So, if we keep the objective of effective student learning outcomes in a liberal arts context at the forefront (which isn't a fad, but has been what most of us have always done), then we can consider the possibilities of when online tech can enhance and transform our in-class pedagogy -- and when it might not.
After interviewing a few of them this month, it seems to me the key debate between the tech enthusiasts and tech skeptics is really over broader changes in colleges, and anxieties about the academy being turned into just another business.
The article, after the jump:
Wednesday, August 18, 2010
Examples of shifting lectures online
Well, loyal readers, after some hiatus, I'm back. Greetings to those of you checking this out for the first time after the Augustana Faculty Retreat yesterday! How timely -- this article from the "Wired Campus" section of the online Chronicle of Higher Education describes three examples of faculty across the country who are shiting their lecture content online so that they can spend more time in-class on active learning pedagogies. These are primarily big universities, but you can imagine how the method might be tailored for our small campus environment... the concept and processes are still the same, and our ability to interact actively with smaller class sections is even better.
The article, after the jump.
The article, after the jump.
Monday, August 9, 2010
Implementing a case-base e-learning environment in a lecture-oriented anesthesiology class: Do learning styles matter in complex problem solving over time?
Choi, Ikseon, Sand Joon Lee, and Jeongwan Kang. “Implementing a Case-Based E-Learning Environment in a Lecture - Oriented Anesthesiology Class: Do Learning Styles Matter in Complex Problem Solving Over Time?” British Journal of Educational Technology 40.5 (2009): 933-47.
Choi, I., Lee, S. J., Kang, J. (2009). Implementing a case-based e-learning environment in a lecture-oriented anesthesiology class: Do learning styles matter in complex problem solving over time. British Journal of Educational Technology, 40(5), 933-947.
Abstract
This study explores how students’ learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with sensing-intuitive, visual-verbal, sequential-global) did not influence students’ learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students’ performance graph and further analysis with a liberal approach implied that the active-reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implantation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students’ transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.
Summary
Choi, I., Lee, S. J., Kang, J. (2009). Implementing a case-based e-learning environment in a lecture-oriented anesthesiology class: Do learning styles matter in complex problem solving over time. British Journal of Educational Technology, 40(5), 933-947.
Abstract
This study explores how students’ learning styles influence their learning while solving complex problems when a case-based e-learning environment is implemented in a conventional lecture-oriented classroom. Seventy students from an anesthesiology class at a dental school participated in this study over a 3-week period. Five learning-outcome tests and two course-satisfaction surveys were implemented during the case-based instruction using a blended approach (online and face-to-face). The results of one-way ANOVAs with sensing-intuitive, visual-verbal, sequential-global) did not influence students’ learning experience and learning outcomes during the implementation of case-based e-learning. However, the pattern of the students’ performance graph and further analysis with a liberal approach implied that the active-reflective learning style may influence learning outcomes slightly at an earlier time during the case-based learning implantation; however, as time passed, this learning style no longer influenced their learning at all. Thus, learning styles may be considered important or may be considered only during the early stages of instructional implementation in order to facilitate the students’ transition to the new case-based learning environment. It is more efficient to encourage students to adapt to different learning environments than to design adaptive systems in order to embrace diverse learning styles.
Summary
How student satisfaction factors affect perceived learning
Lo, Celia C. “How Student Satisfaction Factors Affect Perceived Learning.” Journal of the Scholarship of Teaching and Learning 10.1 (2010): 47-54.
Lo, C. C. (2010). How students satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47-54.
Abstract
Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the roles of student, instructor, and policy. The study showed all of these satisfaction factors to be associated with higher rates of perceived learning, measured via students’ expectations of academic success. The finding’ implications for practice are briefly discussed.
Summary
Lo, C. C. (2010). How students satisfaction factors affect perceived learning. Journal of the Scholarship of Teaching and Learning, 10(1), 47-54.
Abstract
Data from students in two sections of a general education course offered at a research university in spring 2009 were used to explore whether student satisfaction factors are associated with perceived learning as rated by students. A list of 22 elements in the learning environment was explored. The 22 were used in creating 3 satisfaction factors related to the roles of student, instructor, and policy. The study showed all of these satisfaction factors to be associated with higher rates of perceived learning, measured via students’ expectations of academic success. The finding’ implications for practice are briefly discussed.
Summary
Tuesday, August 3, 2010
Blended Librarians?
From yesterday's online Chronicle of Higher Education, an article on "blended librarians" and the use of information technology to enhance information literacy pedagogy for librarians who reach out to students, especially those who aren't future librarians.
The expanded duties of the librarian discussed in the article reminded me a lot of our wonderful ranks of librarians at Augustana... so the uses of software and Web applications might be potentially valuable for their explorations in blended learning to enhance the ways they interface with students in particular classes as well as outside of the classroom.
The article references a website called The Blended Librarian, which describes itself thusly in their FAQ section:
The article itself, after the break:
The expanded duties of the librarian discussed in the article reminded me a lot of our wonderful ranks of librarians at Augustana... so the uses of software and Web applications might be potentially valuable for their explorations in blended learning to enhance the ways they interface with students in particular classes as well as outside of the classroom.
The article references a website called The Blended Librarian, which describes itself thusly in their FAQ section:
What is Blended Librarianship?
Here is the definition from our C&RL News article:
An academic librarian who combines the traditional skill set of librarianship with the information technologist's hardware/software skills, and the instructional or educational designer's ability to apply technology appropriately in the teaching-learning process.
What can I learn from the LearningTimes Network online community?
What takes place there is the exchange of information. This takes the form of online chats, webcasted events, the sharing of resources materials, discussion forums, and it facilitates librarians with shared interests and goals connecting with one another.
The article itself, after the break:
Harmonizing technology with interaction in blended problem-based learning
Donnelly, Roisin. “Harmonizing Technology with Interaction in Blended Problem-Based Learning.” Computers & Education 54.2 (2010): 350-359.
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Internet, 54(2), 350-359.
Abstract
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weakness. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analyzed to provide research-based information about the realities of delivering a PBL program using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach is this module could result in the coherent and comprehensive provision of training support and research throughout higher education institutions.
Summary
Donnelly, R. (2010). Harmonizing technology with interaction in blended problem-based learning. Computers & Internet, 54(2), 350-359.
Abstract
This paper discusses the harmonizing role of technology and interaction in a qualitative study on blended problem-based learning within the context of academic development in higher education. Within this setting, and as both designers and tutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in face-to-face and computer-mediated environments that take advantage of the strengths of each and avoid their weakness. A qualitative study of the lived experiences of 17 academic staff participants in a blended problem-based learning module was considered likely to provide a much-needed analysis of current thinking and practice on the potential of interaction in this form of professional academic development in higher education. Specific aspects of interaction (technical, peer, content and the learning experience) within blended problem-based learning tutorials are analyzed to provide research-based information about the realities of delivering a PBL program using technology. The study argues that the intersection of PBL and learning technologies can offer different ways of teaching and learning that require exploration and reflection of pedagogy and technology as in integrated approach that must work effectively together. The synergy from the collaborative blended PBL approach is this module could result in the coherent and comprehensive provision of training support and research throughout higher education institutions.
Summary
Transforming traditional lectures into problem-based blended learning: challenges and experiences
Dalsgaard, Christian and Mikkel Godsk. “Transforming Traditional Lectures into Problem-based Blended Learning: Challenges and Experiences.” Open Learning 22.1 (2007): 29-42.
Dalsgaard, C. & Godsk, M. (2007). Transforming traditional lectures into problem-based learning: Challenges and experiences. Open Learning, 22(1), 29-42.
Abstract
This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human-computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem-based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.
Summary
Dalsgaard, C. & Godsk, M. (2007). Transforming traditional lectures into problem-based learning: Challenges and experiences. Open Learning, 22(1), 29-42.
Abstract
This paper presents our experiences and the challenges identified in transforming traditional lecture-based modules at a university into problem-based learning within a social constructivist approach. Our experiment was, among other factors, motivated by an urgent need to meet new curriculum requirements by reducing the lecturing time in a graduate course on the subject of human-computer interaction. The results indicate that it is possible successfully to transform traditional modules into problem-based blended learning using a social constructivist approach, and moreover reduce lecturing time, support repetition and support educational differentiation.
Summary
Monday, August 2, 2010
OpenScholar: A free tool for academic website building
As profiled in an online Chronicle blog post, OpenScholar is a free, open-source tool that enables academics with limited technical savvy to build websites for personal, research and teaching uses.Besides being potentially useful for blended learning classes (e.g., source for downloading podcasts; collaborative tools for student research teams), this tool might be really useful for faculty wanting to build portfolios of their teaching, scholarship and service for tenure and promotion reviews...?
Only thing I'm not sure about is the server issue -- better for the individual to host with a PC that has the requisite hardware and software reqirements, or should this be hosted by the institution's servers? Something for ITS to explore?
Anyway, Sophia Li's profile of the tool and the project that created it after the jump:
Only thing I'm not sure about is the server issue -- better for the individual to host with a PC that has the requisite hardware and software reqirements, or should this be hosted by the institution's servers? Something for ITS to explore?
Anyway, Sophia Li's profile of the tool and the project that created it after the jump:
Tools for Lecturecasting from ProfHacker
From the ProfHacker column in the online Chronicle of Higher Education, a description of five software and hardware tools that one lecture vodcaster/podcaster uses to put together his productions. Quick observations after the jump:
Subscribe to:
Posts (Atom)