LogoActivities: Schedulermod_schedulerMaintained by Picture of Henning Bostelmann Henning BostelmannAn appointment scheduler for planning face-to-face meetings between teachers and students. Teachers can set up time slots, and students can choose one of these on Moodle.
via Moodle plugins directory: Scheduler.
The only problem is that most classrooms are set up to promote metacognition in the teachers, not the students. To succeed, you need to think about your own thinking (How did I learn this? How have I taught this before? What worked and didn’t work?) as well as your students’ thinking (What do they know? What will keep them engaged?). However, it’s far too easy for your students to kick back, disengage, and wait for you to simplify the material for them. You’re like a personal trainer who says, “I’m going to help you meet all your fitness goals. Now sit back and watch me lift all the weight.” Teaching is hard work — you have to be constantly engaged and aware of your process and how to improve it. That’s exactly what makes an expert learner. So share the wealth! If you really want your students to be better learners, then let them walk a mile in your shoes.That’s exactly what Eric Mazur decided to do. As a professor of physics at Harvard, Mazur was working with some of the most educated undergraduates in the world and yet, as he discovered, their lack of understanding was truly shocking. Mazur decided he needed to force his students to think more, so he made them teach each other. The change was astounding. His peer instruction approach has since grown into the flipped classroom movement, and research shows that it consistently produces better results than traditional lecture-based classrooms. No wonder! Flipping the classroom shifts the metacognitive balance toward the students. We want our students to do as much thinking as possible, and that’s why the world’s greatest teachers actively avoid teaching.
via Hands-Off Teaching Cultivates Metacognition | Edutopia.
9 Google Drive Tips You’ll Wish You Knew All Along
Written by Lindsay Kolowich | @lkolo25
If you asked me to name the sites and applications I use every single day, Google Drive would be near the top of the list. At work, I use it to take notes during meetings and create surveys for blog posts. At home, I use it to calculate vacation expenses and track workouts with my gym buddies. It’s one of those web tools that’s so useful and so all-encompassing, I can hardly remember life without it.
That’s why it’s easy to forget that Google Drive is actually less than three years old — and its predecessor, Google Docs, was launched less than ten years ago in 2006. Back then, the app was a web-based competitor to Microsoft Office Suite. Now, Google Drive is a cloud-based app used for file creation, storing, sharing, collaboration, and a whole lot more.
via 9 Google Drive Tips You’ll Wish You Knew All Along.
Five Steps to Improving Online Group Work Assignments
By: Gregory Wells in Online Education
Online Group Projects — Yikes! You can hear the moans and groans of students echoing through your computer monitors as you start the first week of your online course. The reasons for requiring a group project vary from one discipline to another, but there are educational and career motives for requiring group projects. Students will have an opportunity to develop team skills, improve communication skills, and leverage their own personal interests and experiences to contribute to a group project.
The skills learned by participating in a group project are applicable to nearly any career that a student is currently interested in or will be interested in at a future date. It is rare in today’s global economy that an individual will work independently on a project. Therefore, it is important that opportunities are provided to students to not only learn content, but to apply that content in a practical, near real-world environment.
via Five Steps to Improving Online Group Work Assignments | Faculty Focus.
Teaching with Infographics: Practicing New Digital Competencies and Visual Literacies
Sidneyeve Matrix, Queen’s University, Canada & Jaigris Hodson, Ryerson University, Canada
This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students’ visual digital literacies.
via Teaching with Infographics: Practicing New Digital Competencies and Visual Literacies – Journal of Pedagogic Development.
Home » Documents » Classroom Response System (“Clickers”) Bibliography
Classroom Response System (“Clickers”) Bibliography
by Derek Bruff, Director, Vanderbilt Center for Teaching
Below is a bibliography of articles on classroom response systems (CRSs). Most of the articles present some form of research on the effectiveness or impact of CRSs on student learning. The first group of articles are not discipline-specific; the later articles are grouped by discipline.
[295 entries as of March 25, 2014.]
Introductions to Clickers
Research on Student Perceptions
Vendor Comparisons & Adoption Issues
Mobile Devices (Cell Phones, etc.)
Miscellaneous (but Interesting!) Articles
via Classroom Response System (“Clickers”) Bibliography | Center for Teaching | Vanderbilt University.
Improving online discussions
posted: June 4, 2012 by Stephanie Chasteen
I’d like to write today about a topic that is rather pertinent, as I’m gearing up to embark on teaching an intensive summer class: How do you facilitate effective, online discussions?
via The Active Class » Blog Archive » Improving online discussions.
This post is a test of the link I’ve set up between my WP blog and my moodle2 site