Searching for "assessment"

MOOC and peer pressure

reference bias in peer assessment. MOOCs

Rogers, T., & Feller, A. (2016). Discouraged by Peer Excellence: Exposure to Exemplary Peer Performance Causes Quitting. Psychological Science, 27(3), 365–374. http://doi.org/10.1177/0956797615623770
exposure to exemplary peer performances can undermine motivation and success by causing people to perceive that they cannot attain their peers’ high levels of performance. It also causes de-identification with the relevant domain.

http://www.wired.com/insights/2014/08/moocs-are-dead-long-live-the-mooc/

pedagogy can be easily overlooked for convenience or cost.

as educators I think it is in our best interest to realize that just because one modality provides better instructional or assessment models than another, doesn’t mean people won’t sacrifice out of need. As my favorite boss used to say, products and services are all about Time, Money, and Quality… pick two. Progress updates work.

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Piech, C., Huang, J., Chen, Z., Do, C., Ng, A., & Koller, D. (n.d.). tuningPeerGrading.pdf. Retrieved March 25, 2016, from http://web.stanford.edu/~cpiech/bio/papers/tuningPeerGrading.pdf

tech lib conference 2016

http://2016libtechconference.sched.org/event/69f9/come-on-down-gaming-in-the-flipped-classroom#

avatar for Angie Cox

Angie Cox

Instruction and Liaison Librarian, University of Northern Iowa
games and gamification. the semantics are important. using the right terms can be crucial in the next several years.

gamification for the enthusiasm. credit course with buffet. the pper-to-peer is very important

gaming types

affordability; east to use; speed to create.

assessment. if you want heavy duty, SPSS kind of assessment, use polldaddy or polleverywhere.
Kahoot only Youtube, does not allow to upload own video or use Kaltura AKA Medispace, text versus multimedia
Kahoot is replacing Voicethread at K12, use the wave

Kahoot allows to share the quizzes and surveys
Kahoot is not about assessment, it is not about drilling knowledge, it is about conversation starter. why do we read an article? there is no shame in wrong answer.

the carrot: when they reach the 1000 points, they can leave the class

Kahoot music can be turned off, how short, the answers are limited like in Twitter

Quizlet

screenshot their final score and reach 80%

gravity is hard, scatter start with. auditory output

drill game

Teach Challenge.

1st day is Kahoot, second day is Team challange and test

embed across the curriculum

gaming toolkit for campus

 

what to take home: have students facing students from differnt library

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http://sched.co/69f2

Putting it all together: a holistic approach to utilizing your library’s user data for making informed web design decisions 

In the age of Big Data, there is an abundance of free or cheap data sources available to libraries about their users’ behavior across the many components that make up their web presence. Data from vendors, data from Google Analytics or other third-party tracking software, and data from user testing are all things libraries have access to at little or no cost. However, just like many students can become overloaded when they do not know how to navigate the many information sources available to them, many libraries can become overloaded by the continuous stream of data pouring in from these sources. This session will aim to help librarians understand 1) what sorts of data their library already has (or easily could have) access to about how their users use their various web tools, 2) what that data can and cannot tell them, and 3) how to use the datasets they are collecting in a holistic manner to help them make design decisions. The presentation will feature examples from the presenters’ own experience of incorporating user data in decisions related to design the Bethel University Libraries’ web presence.

http://tinyurl.com/jbchapf

data tools: user testing, google analytics, click trakcer vendor data

  1. user testing, free, no visualization, cross-domain, easy to use, requires scripts
    qualitative q/s : why people do what they do and how will users think about your content
    3 versions: variables: options on book search and order/wording of the sections in the articles tab
    Findings: big difference between tabs versus single-page. Lil difference btw single-page options. Take-aways it won’t tell how to fix the problem, how to be empathetic how the user is using the page
    Like to do in the future: FAQ and Chat. Problem: low use. Question how to make it be used (see PPT details)
  2. Crazy Egg – Click Trackers. not a free tool, lowest tier, less $10/m.
    see PPT for details>
    interaction with the pates, clicks and scrollings
  3. scroll analytics
    not easy to use, steep learning curve
    “blob” GAnalytics recognize the three different domains that r clicked through as one.
  4. vendor data: springshare
    chat and FAQ
    Libguides

questions:

is there a dashboard tool that can combine all these tools?
optimal workshop: reframe, but it is more about qualitative data.
how long does it take to build this? about two years in general, but in the last 6 months focused.

artificial-intelligence engine https://www.technologyreview.com/s/600984/an-ai-with-30-years-worth-of-knowledge-finally-goes-to-work/,
Doug Lenat

competency-based education

TCC 2016 cordially invites you to join a FREE special pre-conference webinar on competency-based education (CBE).

Unpack CBE
During this session, Diane Singer from Bandman University, and Susan Manning from the University of Wisconsin at Stout, discuss the meaning and processes behind CBE, with a specific eye to how the assessment and recognition of competencies benefit various stakeholders, including business and industry.

Date & time:

March 16, 2:00 PM Hawaii; 6:00 PM Mountain; 8:00 PM Eastern

March 17, 9:00 AM Tokyo & Seoul; 11:00 AM Sydney, Feb. 26

 

Other timezones:

http://bit.ly/tcc16precon2-unpackCBE

 

Full information:

http://2016.tcconlineconference.org/unpacking-cbe/

RSVP for this FREE session!

If you wish to participate, please RSVP. A reminder will be sent a few days prior along with instructions to sign-in.

http://bit.ly/tcc2016precon2-rsvp

The 21st Annual TCC Worldwide Online Conference: April 19-21, 2016
TCC, Technology, Colleges and Community, is a worldwide online conference attended by university and college personnel including faculty, academic support staff, counselors, student services personnel, students, and administrators.

More on competency-based learning in this IMS blog:
https://blog.stcloudstate.edu/ims/?s=competency+based+learning&submit=Search

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webinar archived recording:

http://2016.tcconlineconference.org/make-the-future/

Make the Future! Create a Virtual Makerspace

Join us as we explore hosting a virtual makerspace. During this session, we explain and discuss makerspaces and how to leverage the maker movement in online education.Do you have an activity, project, creation or game that you’d like to share? Show your ideas and creations by sharing your links, favorite tools, and wonderful stories.

Recorded on February 25, 2016

Presenter

Dr. Cynthia Calongne
CTU Doctoral Program | ccalongne@ctuonline.edu
Twitter and Skype: @lyrlobo

badges for teachers

start with the teachers, not with the students

OPINION So You Want to Drive Instruction With Digital Badges? Start With the Teachers

https://www.edsurge.com/news/2015-10-31-so-you-want-to-drive-instruction-with-digital-badges-start-with-the-teachers

Participating teachers advance through a series of inquiry-based professional development modules. Teachers are awarded a digital badge for the successful completion of each 10-hour module. To accomplish this, they must complete the following steps: 1) study module content, 2) participate in a focused discussion with peers working on the same module, 3) create an original inquiry-based global lesson plan that incorporates new learning, 4) implement the original lesson plan in the classroom, 5) provide evidence of classroom implementation and 6) reflect on and revise the lesson created.

The final product of every module is a tested, global lesson plan that articulates learning objectives, activities, assessments, and resources for each stage of inquiry. Upon completion, teachers may publish finalized lessons in a resource library where they can be accessed by other educators. As designed, the HISD badging system will be a four-year, 16-badge approach that equates to 160 hours of professional learning for teachers.

five key features that taken together increase significantly the likelihood that the learning experience for a teacher will lead to results in the classroom for students — which, after all, is the point of professional development:

 

  • Badging requires demonstrating understanding and implementation of a target content or skill. 
  • Badging provides recognition and motivation. 
  • Badging allows for knowledge circulation among teachers. 
  • Badging can be tracked and assessed. 
  • Badging is a scalable enterprise. 

 

differentiated instruction in project-based learning

6 Strategies for Differentiated Instruction in Project-Based Learning

http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller

1. Differentiate Through Teams
2. Reflection and Goal Setting
3. Mini-Lessons, Centers, and Resources
4. Voice and Choice in Products
5. Differentiate Through Formative Assessments
6. Balance Teamwork and Individual Work

rubrics variety

Rubrics: An Undervalued Teaching Tool

February 15th, 2016

http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

Here are five different ways to apply the same rubric in your classroom.

1. A Rubric for Thinking (Invention Activity)

2. A Rubric for Peer Feedback (Drafting Activity)

3. A Rubric for Teacher Feedback (Revision Activity)

4. A Rubric for Mini-Lessons (Data Indicate a Teachable Moment)

5. A Rubric for Making Grades Visible (Student Investment in Grading)

How often have we heard that students believe grades to be arbitrary or capricious? Repeated use of a single rubric is good for both students and instructors. Switching roles between author and editor results in students’ increased familiarity with the process and the components of good writing. Over the course of the semester, students will synthesize the rubric’s components into effective communication. The instructor, too, will shift from “sage on the stage” to “guide on the side,” answering fewer questions (and answering the same question fewer times). In other words, students will gain greater independence as writers and thinkers. And this is good for all of us.

For more detailed information, go to the full version of the article: http://www.facultyfocus.com/articles/effective-teaching-strategies/rubrics-an-undervalued-teaching-tool/

More on rubrics in this blog

https://blog.stcloudstate.edu/ims/?s=rubrics&submit=Search

 

Luther Rotto

For what it’s worth, here’s something I used ‘long ago’ on rubrics:
http://web.stcloudstate.edu/LRotto/im4-522/assignments/rubrics.htm

Links to information about rubrics:

Creating Rubrics
The folks at TeacherVision.com weigh in on rubrics.
http://www.teachervision.com/lesson-plans/lesson-4521.html
How to create a Rubric
The Chicago Public Schools page on writing rubrics from scratch
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Create_Rubric/create_rubric.html
The Rubric Bank
The Chicago Schools again with a list of rubrics for various subject areas
http://intranet.cps.k12.il.us/Assessments/Ideas_and_Rubrics/Rubric_Bank/rubric_bank.html
Rubrics Resources – Westfield (MA) Public Schools
A links page to many other sources about using rubrics to improve instruction.
http://www.k12.westfield.ma.us:591/technology/pdev/rubric_resources.htm
Kathy Schrock’s Guide for Educators – Assessment Rubrics
Kathy Schrock’s links listing for rubrics – examples and about them
http://school.discovery.com/schrockguide/assess.html
Rubric How-To’s – MidLink’s Teacher Resource Room
Caroline McCullen’s (a multimedia teacher) page about rubrics with links to other sources on the topic
http://www.ncsu.edu/midlink/rubrics/
Rubrics by Bernie Dodge
The Master details how rubrics and WebQuests dovetail nicely.
http://webquest.sdsu.edu/rubrics/weblessons.htm
RubiStar site
An example of a web-based tool that can generate rubrics at the click of a button.
http://rubistar.4teachers.org/index.shtml
TeAch-nology.com’s Teacher Rubric Makers
Yet another example of a web-based tool that promises to generate rubrics.
http://www.teach-nology.com/web_tools/rubrics

student engagement in online classes

per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:

Here some names who are well regarded in the community of online learning as specialists in online discussions:

  1. Susan Ko
    https://mplus.mnpals.net/vufind/Record/007248228
  2. Palloff and Pratt:
    https://www.goodreads.com/author/show/159169.Keith_Pratt (not sure if you are a goodreads user, I am)
    https://mplus.mnpals.net/vufind/Record/007494813

the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:

http://scsu.mn/1W6Y7wF

and about 20 articles from the link above with the general search:

Record: 1

A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)

Database:

ERIC

Record: 2

A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC

Database:

ERIC

Record: 3

Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC

Database:

ERIC

Record: 4

Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 5

Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC

Database:

ERIC

Record: 6

Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)

Database:

ERIC

Record: 7

Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)

Database:

ERIC

Record: 8

HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.

Database:

EBSCO MegaFILE

Record: 9

Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.

Database:

EBSCO MegaFILE

Record: 10

Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)

Database:

ERIC

Record: 11

Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC

Database:

ERIC

Record: 12

On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC

Database:

ERIC

Record: 13

Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC

Database:

ERIC

Record: 14

Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.

Database:

EBSCO MegaFILE

Record: 15

Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 16

Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC

Database:

ERIC

Record: 17

Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.

Database:

EBSCO MegaFILE

Record: 18

The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.

Database:

EBSCO MegaFILE

Record: 19

The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC

Database:

ERIC

Record: 20

The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)

Database:

ERIC

Record: 21

The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC

Database:

ERIC

======================================================

More on “Classroom Discussion and Students Participation” in this IMS blog entry:
https://blog.stcloudstate.edu/ims/2016/01/29/classroom-discussion-and-students-participation/

honors and shame

221 HONORS.
The Honor System:
A Comparison Between the U.S. South and the Mediterranean World

Plamen Miltenoff, MLIS, Ph.D.

Meeting Times & Places

5:00 pm – 7:30 pm Wednesdays Miller Center 206

  • Asynchronous interaction:
    • Most of the discussions will occur asynchronously in the D2L “Discussion” area.
    • Use of Web 2.0 tools such as blogs and wikis is strongly encouraged.
    • Use of Web 2.0 tools such as social networking sites (e.g., Facebook) only after consultation with the instructor

Contact Information

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The best way to contact me is through email, but you can use any of the options below.

Email: pmiltenoff@stcloudstate.edu
Phone: 320-308-3072
Web Site: http://web.stcloudstate.edu/pmiltenoff/faculty
Office Location: Miller Center, 204-J

Course Description:

The Honor system is a phenomenon well known in many cultures across the globe and strongly presented in cultures since Ancient Greece and Rome. The concepts of honor and shame have long been associated with cultures in the Mediterranean region mostly because the first scholars to study the social impact of these concepts did so in Southern Europe. Honor has two fundamental components: birth and morality. People could gain or lose their honor by the morality of their conduct. Despite the scholarly emphasis on the Mediterranean, the concept of honor influenced social systems all over the world, and historians are beginning to detect its traces in places as different as China and Africa. The Southern Honor system can firmly be traced back in the European roots and determined to a great degree the American history of the 19th century.

This course will study the geography, history, sociology and religions, cultural and political systems of two worlds and learn to compare the findings. Based on those comparisons, lessons in gender, culture and politics will be drawn.

  1. What is Honor and Shame system and why is it so important to know about it and recognize it
  2. What is the connection between the Honor system in the Mediterranean and in the American South
  3. How does the knowledge of the Honor system aim our daily actions and our global perspective

Course Goals

Students in this course will

  • Practice research methods and ability to find and evaluate information as well as select reliable information technologies.
  • Explore applications and technologies for communication and creative collaboration.
  • Gain practical, hands-on experience with a wide variety of research and online communication tools.
  • Students will demonstrate ability to research and find academically reliable information from peer-reviewed sources in the online databases, which SCSU is subscribed. Students will demonstrate ability to find and evaluate information from the Internet.
  • Students will demonstrate competencies in creation of textual and multimedia narratives in individual and collaborative environment.
  • Students will demonstrate competencies in application of technology toward creation and dissemination of textual and multimedia materials.

Attendance/Discussion Requirements

  • Attendance is required. If you cannot attend class, it is required to alert the instructor in advance. If the reason for the absence is an emergency, it is expected to approach the instructor and provide an explanation thereafter about the character of the emergency.
  • Discussion are expected. If you are shy and are hesitant to participate in class, you must compensate with the use of other communication tools (e.g., D2L Discussion List).

Assignment Descriptions

  • Discussions. You are expected to contribute to each class session with your ideas and your responses to the ideas of your peers. Your comments are expected in class and in between class sessions (using, e.g., D2L discussion list). Your comments must go beyond “yes, I agree,” and “no, I disagree” and provide analysis and synthesis of your thoughts.
  • Readings – you will be expected to contribute to each class sessions with bibliographical findings on your own.
  • Written responses – you will be expected to deliver four written responses to peer-reviewed articles related to topics discussed in the class sessions.
  • Final project – you will be expected to write and present a final project. The written part of the project will be in the realm of 4-5000 words; will adhere to academic research and style; will include a bibliography with at least 2/3 of the sources being peer-reviewed and outside of the 5000 words. The presentation can be of any multimedia form, whereas it will be peer-evaluated, but my (instructor’s) preference will be given to advance multimedia presentations (beyond PPT and using e.g. Prezy, iMovie/Moviemaker movie and/or audio narration)

Course Policies

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Late Assignment Policy

All assignments should be submitted by midnight of the date on which they are due. Ten percent of an assignment’s point value will be removed for each day an assignment is late. This policy will be adjusted on a case-by-case basis if emergencies prevent you from submitting an assignment on time. In these situations, contact me as soon as is reasonable to determine how this policy can be adjusted in a way that meets your needs and is still fair to other students.

Grading

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The grade book in D2L will be used to show detailed information about grades in this course. The table below shows the value of each assignment and the total number of points available.

  Overall Grade
94% – 100% = A
90 % – 93.99% = A-
86% – 89.99% = B+
83% – 85.99% = B
80% – 82.99% = B-
70% – 79.99% = C
60% – 69.99% = D
59.99% or lower = F

 

Assignments Schedule

WEEK 1. August 28
Reading[s]:
Peruse through all articles in the D2L content area. Choose one article to your liking and be ready to reflect on it.Assignment[s]:
1. complete entry survey. 2. Prepare to present in coherent and concise manner your understanding of Honors and Shame and discuss the goals for this course. 3. Enter a short essay in the D2L discussion on how do you see applying the knowledge from this course in your future studies, research and work
Introduction.  Orientation, class parameters and familiarizing with the syllabus. Questions and issues. Course goals What is an/the Honor System? Entry Interview (D2L survey is completed and analyzed). Why explore this topic and these vastly different geographic entities (US South and the Mediterranean). Define interest in this class and interest for a project; how this class can help your studies? Your career? All over as a human being?
WEEK 2.Sept 4

Reading[s]:
BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson.   http://tinyurl.com/qdvc499. (p. 24-26).
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Assignment[s]: 1. Find an article on Honor and Shame. 2. Outline in two paragraphs the content of one of the three articles and in a third paragraph compare to your findings; use academic style to log your responses. If you have hesitation about your style, please check with the Write Place, your peers and me.

Why research? Work on the reading material for class

Find articles for the course.

What is academic research? What is a peer-review article? When and how research the Internet. How do I access and keep track of resources.
RefWorks versus Zotero and Mendeley
What is an academic paper. How do I write an academic paper. The Write place.
Making plans: final project
WEEK 3. Sept 11

Reading[s]:
Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2
Smith, A. (2004). Murder in Jerba: Honour, Shame and Hospitality among Maltese in Ottoman Tunisia. History and Anthropology Routledge, 15(2), 107–132.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your first written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a historical perspective Do we have a robust theory/notion about the Honor/Shame system through the centuries? Do you think tracking that model through centuries helps in the 21st century? If yes, how and if no, why?
WEEK 4. Sept 18

Reading[s]: Fernand Braudel (http://en.wikipedia.org/wiki/Fernand_Braudel) and the Annales School
Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2). (footnote p. 200).
Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.
Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Assignment[s]:
Your second written response is due in the D2L dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a geographic perspective Is there a “southern” connection (Mediterranean is the European South)? Can be Annale School be right (geography and relief determines history)? To what degree geography and geographical conditions determine such models (Honor/Shame)?
WEEK 5. Sept 25

Reading[s]: Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499 (p. 22)
Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Assignment[s]:
Your third written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a cultural perspective. Gender roles, Masculinity Does the Honor/Shame model help understand gender roles, social status, masculinity etc.?
WEEK 6. Oct 2

Reading[s]:
Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611. (p. 593)
Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499. (p. 26-27; p. 30-33).
Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.
Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Assignment[s]:
Your forth written response is due in the D2L   dropbox. Your response must adhere to the requirements of an academic paper, including in-text citation and bibliography.

Honors and Shame from a political and social perspective Can Honor/Shame be connected with the current political situation in Egypt, Syria, Turkey? Did Honor/Shame system influence decision in American history?
WEEK 7. Wednesday Oct 9

Assignment[s]: final project details

Start working on the final project Present and discuss your final project: 1. Finalized title 2. Outline 3. Plan 4. Clear work distribution among group members 5. Clear way for peer assessment.
 WEEK 8. Wednesday Oct 16
Assignment[s]: details on final project
Final brainstorming and start working on the project Meeting as a whole: 1. Present group’s plan to class. 2. Share group’s ideas with class. 3. Share technology 4. Share sources 5. Share means for peer assessment
WEEK 9. Wednesday Oct 23

Assignment[s]: draft of bibliography

Class as a whole: peer review and brainstorming Meeting as a whole: 1. Are sources reliable? 2. Are sources of academic origin (peer-reviewed)? 3. Is the bibliography adhering correctly to the formats (APA, Chicago, ALA)
WEEK 10. Wednesday Oct 30

Assignment[s]: details on presentation

Work on the final project Meeting as a whole: 1. Presentation format 2. Share technology 3. Share ideas
WEEK 11. Wednesday Nov 6
Assignment[s]: paper draft due in D2L dropbox
Work on final project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 12. Wednesday Nov 13
Assignment[s]: paper draft and presentation
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 20
Assignment[s]: paper draft due in D2L dropbox
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Nov 27
Work on project Meeting as a whole: share group’s progress and seek other group’s feedback
WEEK 13. Wednesday Dec 4
Assignment[s]: paper final draft due in D2L dropbox
presentations Class presentations of the final projects
WEEK 13. Wednesday Dec 11
presentations Class presentations of the final projects

 

BIBLIOGRAPHY:

Bertram Wyatt-Brown. (n.d.). Retrieved from http://personal.tcu.edu/swoodworth/Wyatt-Brown.htm

Brayford, S. A. (1999). TO SHAME OR NOT TO SHAME: SEXUALITY IN THE MEDITERRANEAN DIASPORA. Semeia, (87), 163.

BUSATTA, S. (2006). Honour and Shame in the Mediterranean. Antrocom, 2(2). 75-78. Retrieved March 19, 2013, from http://www.academia.edu/524890/Honour_and_Shame_in_the_Mediterranean

Cohen, D. (n.d.). Insult, Aggression, and the Southern Culture of Honor: An “Experimental Ethnography.” Journal of Personality and Social Psychology, 70(5), 945–960.

Crook, Z. (2009). Honor, Shame, and Social Status Revisited. Journal of Biblical Literature, 128(3), 591–611.

Culture of honor (Southern United States). (n.d.). Retrieved from http://en.wikipedia.org/wiki/Culture_of_honor_(Southern_United_States)

Dussere, E. (2001). The Debts of History: Southern Honor, Affirmative Action, and Faulkner’s Intruder in the Dust. Faulkner Journal, 17(1), 37–57.

Esmer, T. U. (n.d.). Honor in Ottoman and Contemporary Mediterranean Societies: Controversies, Continuities, and New Directions. conference announcement. Retrieved from http://www.h-net.org/announce/show.cgi?ID=196551

Family, Patronage, and Social Contests.pdf. (n.d.).

Hall, J. L. (1907). Half-hours in southern history. B. F. Johnson publishing co.

Harrell, L. A. (2009, December 4). It’s an honorable choice: Rebellions Against Southern Honor in William Styron’s The Confessions of Nat Turner. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/2614

Harris, J. W. (2002). Honor, Grace, and War (But Not Slavery?) in Southern Culture. Reviews in American History, 30(1), 1–7. doi:10.2307/30031707

Hellerman. (n.d.). Reconstructing Honor in Roman Philippi. Cambridge University Press.

Herzfeld, M. (1980). Honour and Shame: Problems in the Comparative Analysis of Moral Systems. Man, 15(2), 339–351. doi:10.2307/2801675

Honor, Shame, and Social Status.pdf. (n.d.).

honor-04-Antrocom_Honour and Shame in the Mediterranean_S.pdf. (n.d.).

Honors and Shame and the Unity of the Mediterranean. (n.d.). Retrieved from http://www.jstor.org/stable/3317790

Honour and shame (Anthropology). (n.d.). Retrieved from http://what-when-how.com/social-and-cultural-anthropology/honour-and-shame-anthropology/

Lever, A. (1986). Honour as a Red Herring. Critique of Anthropology, 6(3), 83–106. doi:10.1177/0308275X8600600305

Manly Honor Part V: Honor in the American South. (n.d.). The Art of Manliness. Retrieved August 15, 2013, from http://www.artofmanliness.com/2012/11/26/manly-honor-part-v-honor-in-the-american-south/

Moxnes, V. (1996). Honor and Shame. In R. L. Rohrbaugh (Ed.). The Social Sciences and New Testament Interpretation (pp. 19-40). Peabody, Mass.: Hendrickson. http://tinyurl.com/qdvc499

Murder in Jerba_ Honour, Shame and.pdf. (n.d.).

Osiek, C. (2008). Women, honor, and context in Mediterranean antiquity, 64(1), 323–337. doi:10.4102/hts.v64i1.2

Peoples and Cultures of the Mediterranean. (n.d.). Retrieved March 19, 2013, from http://www.academia.edu/2437701/Peoples_and_Cultures_of_the_Mediterranean

Rabichev, R. (n.d.). The Mediterranean concepts of honour and shame as seen in the depiction of the biblical women. Retrieved from http://prophetess.lstc.edu/~rklein/Doc6/renata.htm

Santos, N. F. (2008). Family, Patronage, and Social Contests: Narrative Reversals in the Gospel of Mark. S&J, (2).

Slavery and Southern Honor. (n.d.). StudyMode. Education. Retrieved from http://www.studymode.com/essays/Slavery-Southern-Honor-72644.html

Smith, A. (2004). Murder in Jerba: Honour, Shame and  Hospitality among Maltese in Ottoman  Tunisia. History and Anthropology Routledge, 15(2), 107–132.

Stewart,, Y. (n.d.). Mursi: A Study in Honor-Shame dynamics. CATEGORY ARCHIVES: HONOR-SHAME CULTURE. Retrieved from http://www.theaugeanstables.com/category/honor-shame-culture/

TO SHAME OR NOT TO SHAME_ SEXUALITY IN THE MEDITERRANEAN DIASPORA..pdf. (n.d.).

Weir, D. (n.d.). Honour and Shame. Islam Watch. Retrieved from http://www.islam-watch.org/Others/Honour-and-Shame-in-Islam.htm

Women, honor, and context in Mediterranean antiquity.pdf. (n.d.).

Wyatt-Brown, B. & Milbauer, Richard J. (2004). Honor, Shame, and Iraq in American Foreign Policy. In Note prepared for the Workshop on Humiliation and Violent Conflict, Columbia University,  New York, November 18-19, 2004. Presented at the Workshop on Humiliation and Violent Conflict, Columbia University,  New York,. Retrieved from http://www.humiliationstudies.org/documents/WyattBrownNY04meeting.pdf

 

 

 

ICEEEL 2017

ICEEEL 2017 : 19th International Conference on e-Education and e-Learning

https://www.waset.org/conference/2017/04/boston/ICEEEL/home

Apr 24-25, 2017
2016-12-04 00:00:00
2016-11-04 00:00:00
2016-10-04 00:00:00

e-Education: Systems, Design and Technologies
practices and cases in e-education
systems and technologies in e-education
applications and integration of e-education
e-learning evaluation and content
campus information systems
e-learning technologies, standards and systems
mobile learning
computer aided assessments
knowledge management
virtual learning environments
multimedia in e-learning
marketing and promoting e-learning
social benefits of e-learning
organization learning
technology adoption and diffusion of e-learning
other relative topics

e-Learning: Systems, Design and Technologies
e-Learning platforms
portals and Virtual learning
environments
Course design
Emerging and best practices
Partnerships in e-Learning
Evaluation of e-Learning
Cross-cultural
education
e-Learning strategies
Social benefits of e-Learning

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