Archive of ‘teaching’ category
What makes a great leader, explained in eight counterintuitive charts
Shane Snow June 5, 2018
https://work.qz.com/1297375/what-makes-a-great-leader-explained-in-eight-counterintuitive-charts/
Flexible Visionaries
Opinionated Adapters
Ego-Free Fighters
Intellectually Humble
Different And United
Supportive Adversaries
Angelic Troublemakers
Skeptical Optimists
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more on ed leader in this IMS blog
https://blog.stcloudstate.edu/ims?s=ed+leader
more on incompetent leader (absentee leader) in this IMS blog
https://blog.stcloudstate.edu/ims/2018/07/14/incompetent-leader/
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more on leadership on this IMS blog
https://blog.stcloudstate.edu/ims?s=leader
How Universities Can Rethink Support For Growing Number Of Adult Learners
https://www.kqed.org/mindshift/51089/how-universities-can-rethink-support-for-growing-number-of-adult-learners
Anya Kamenetz, April 18, 2018
You’ll hear a reasonable amount of discussion about “new traditional” students today. But the common assumption — in Washington at least — seems to be that they require more vocational education to fill a “skills gap,” particularly in STEM or technical fields. Or that they need quicker, cheaper paths to a degree.
if you ask incoming adult community college students about their educational aspirations, more than 70 percent want to get a bachelor’s or beyond.
The problem finding good hires is actually a jumble of different realities. In some sectors (for instance, advanced, digitally driven manufacturing), innovation has outpaced training, and there is truly a shortage of technically skilled workers. Higher ed needs to work with employers and government in these targeted sectors to fill a real “skills gap.”
In other sectors, employers complain they can’t find workers with communications, problem-solving and other soft skills. The solution to that is more liberal learning, not more technical workforce training.
For most nontraditional students, this dimension of “self-authoring” (in the words of psychologist Marcia Baxter Magolda) is not less crucial, but even more. They often feel that they have failed in some way the customary narrative of high-school-to-college that defines successful adulthood.
The obstacles they face are as diverse as their lives. But here’s one key way of understanding what they share: Adult, nontraditional students have to fit their studies into complex lives with multiple roles and stressors, rather than being able to organize their work and social life around a central role as a college student.
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more on higher ed in this IMS blog:
https://blog.stcloudstate.edu/ims/2018/04/28/disruption-in-higher-education/
4 ways to implement Differentiated Instruction strategies in the classroom
4 ways to implement Differentiated Instruction strategies in the classroom
differentiated instruction and assessment, also known as differentiated learning, is the framework you need to reach students through different avenues of learning.
integrating scaffolding strategies
1. Create a differentiated learning environment – The first differentiation technique changes up the physical layout of the classroom. Organize your classroom into flexible workstations.
2. Prepare thoughtful lessons backed by data – Before you even begin teaching each lesson, you should examine past assessments, collected data, work samples and student observations to identify specific instructional strengths for each student.
3. Tailor assignments based on students’ learning goals – Using differentiation strategies to shake up the end product that students turn in for assignments can also help you reach different learners. Some students are visual learners, while others may be auditory learners or readers. My Note: this has been rejected: see learning styles:
https://blog.stcloudstate.edu/ims/2018/04/05/learning-styles-debunked/
https://blog.stcloudstate.edu/ims/2016/01/01/the-learning-styles-myth/
4. Adjust your lesson content based on student needs – The most apparent way of differentiating the learning process is to change the type of content you use in your lessons.
Exemplary Course Program Rubric
http://www.blackboard.com/resources/catalyst-awards
if problems with the link above, try this one:
/bb_exemplary_course_rubric_apr2017.pdf
Course Design
Course Design addresses elements of instructional design. For the purpose of this rubric, course design includes such elements as structure of the course, learning objectives, organization of content, and instructional strategies.
Interaction and Collaboration
Interaction denotes communication between and among learners and instructors, synchronously or asynchronously. Collaboration is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.
Assessment
Assessment focuses on instructional activities designed to measure progress toward learning outcomes, provide feedback to students and instructors, and/or enable grading or evaluation. This section addresses the quality and type of student assessments within the course.
Learner Support
Learner Support addresses the support resources made available to students taking the course. Such resources may be accessible within or external to the course environment. Learner support resources address a variety of student services.
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more on online teaching in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+teaching
more on rubrics in this IMS blog
https://blog.stcloudstate.edu/ims?s=rubric
- What are my emotional strengths? What are my weaknesses?
- How does my current mood affect my thoughts and decision making?
- What’s going on under the surface that influences what others say or do?
2. You pause.
pausing helps you refrain from making a permanent decision based on a temporary emotion.
3. You strive to control your thoughts.
By striving to control your thoughts, you resist becoming a slave to your emotions, allowing yourself to live in a way that’s in harmony with your goals and values.
4. You benefit from criticism.
When you receive negative feedback, you keep your emotions in check and ask yourself: How can this make me better?
5. You show authenticity.
You know not everyone will appreciate your sharing your thoughts and feelings. But the ones who matter will.
6. You demonstrate empathy.
The ability to show empathy, which includes understanding others’ thoughts and feelings, helps you connect with others. Instead of judging or labeling others, you work hard to see things through their eyes.
Empathy doesn’t necessarily mean agreeing with another person’s point of view. Rather, it’s about striving to understand–which allows you to build deeper, more connected relationships.
7. You praise others.
by sharing specifically what you appreciate, you inspire them to be the best version of themselves.
8. You give helpful feedback.
Negative feedback has great potential to hurt the feelings of others. Realizing this, you reframe criticism as constructive feedback, so the recipient sees it as helpful instead of harmful.
9. You apologize.
Emotional intelligence helps you realize that apologizing doesn’t always mean you’re wrong. It does mean valuing your relationship more than your ego.
10. You forgive and forget.
When you forgive and forget, you prevent others from holding your emotions hostage–allowing you to move forward.
11. You keep your commitments.
12. You help others.
Actions like these build trust and inspire others to follow your lead when it counts.
13. You protect yourself from emotional sabotage.
You realize that emotional intelligence also has a dark side–such as when individuals attempt to manipulate others’ emotions to promote a personal agenda or for some other selfish cause.
And that’s why you continue to sharpen your own emotional intelligence–to protect yourself when they do.
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more on emotional intelligence in this IMS blog
https://blog.stcloudstate.edu/ims?s=emotional+intelligence
Magna Teaching with Technology Conference,
October 5, 2018, St. Louis, MO
https://www.magnapubs.com/teaching-with-technology-conference/plenary-sessions.html
- Thriving Minds: What’s Working, What’s Not, and What’s Next in Teaching with Technology
Michelle D. Miller, director, First Year Learning Initiative, professor of psychological sciences, Northern Arizona University
Educational technology has survived its early challenges—but is it thriving yet?
take a look at some outstanding examples of what evidence-based, engaging, technologically-enhanced teaching can look like in practice. We will then consider approaches, resources, and techniques that could help us push past some of the biggest challenges faced by our movement. These approaches include making students our allies in the fight against distraction and disengagement; explicitly considering cognitive principles when developing, incorporating and evaluating new technologies; and nurturing faculty and instructional designers as an important—perhaps the most important—source of truly useful, truly innovative ideas for teaching and learning with technology.
- What Role does/should the 3T’s of Technique, Tools, and Time Play in Modern Educational Practices?
Dave Yearwood, professor, University of North Dakota
What use are discussions about tools without some understanding about the techniques needed to maximize a tool’s effectiveness in multiple settings? What teaching and learning opportunities can educators and students take advantage of when technological tools are leveraged with proven practices to gain knowledge and understanding about what is possible? Furthermore, what factors should be considered regarding the efficient use of time in task achievement and task completion of identified learning goals in face-to-face and online settings? Tools, Technique, and Time, the 3 triplets of ePedagogy cannot be looked at in isolation. An examination of the 3t’s will be conducted with the intent of revealing through examples how the triplets can be applied/used in a complimentary fashion to help faculty and students achieve their collective identified educational objectives—increased learning and understanding with targeted applications.
- Educators as Designers and the Architecting of Learning
Remi Kalir, assistant professor of information and learning technologies, University of Colorado Denver
design and create learning environments, learning opportunities, and learning technologies.
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more on teaching with technology in this IMS blog
https://blog.stcloudstate.edu/ims?s=teaching+with+technology
success: do the best to improve a situation
https://www.insidehighered.com/system/files/media/2018_Presidents_Survey_Final.pdf
Presidents believe the business models for elite private colleges, elite private liberal arts colleges and public
flagship universities are viable over the next 10 years. They are less likely to think the business model for
community colleges is viable, and relatively few think for-profit institutions and other private nonprofit
institutions have viable business models.
• Nearly all presidents believe that additional colleges will merge or close this year, with 30 percent predicting that
between one and five colleges will close, 40 percent between 6 and 10, and 29 percent more than 10.
• Thirteen percent of presidents say they could see their own college closing or merging in the next five years.
That is higher than the 9 percent of chief business officers who answered that way in an Inside Higher Ed survey
last summer.
Chad, K., & Anderson, H. (2017).
The new role of the library in teaching and learning outcomes (p. ). Higher Education Library Technology.
https://doi.org/10.13140/rg.2.2.14688.89606/1
p. 4 “Modern university libraries require remote access for large numbers of concurrent users, with fewer authentication steps and more flexible digital rights management (DRM) to satisfy student demand”. They found the most frequent problem was that core reading list titles were not available to libraries as e-books.
p. 5 Overcoming the “textbook taboo”
In the US, academic software firm bepress notes that, in response to increased student textbook costs: “Educators, institutions, and even state legislators are turning their attention toward Open Educational Resources (OER)” in order to save students money while increasing engagement and retention. As a result bepress has developed its infrastructure to host and share OER within and across institutions.21 The UMass Library Open Education Initiative estimates it has saved the institution over $1.3 million since its inception in 2011. 22 Other textbook initiatives include SUNY Open Textbooks, developed by the State University of New York Libraries, which has already published 18 textbooks, and OpenStax, developed by Rice University.
p.5. sceptics about OER rapid progress still see potential in working with publishers.
Knowledge Unlatched 23 is an example of this kind of collaboration: “We believe that by working together libraries and publishers can create a sustainable route to Open Access for scholarly books.” Groups of libraries contribute to fund publication though a crowdfunding platform. The consortium pays a fixed upfront fee for the publisher to publish the book online under a Creative Commons license.
p.6.Technology: from library systems to educational technology.The rise of the library centric reading list system
big increase in the number of universities in the UK, Australia and New Zealand deploying library reading lists solutions.The online reading list can be seen as a sort of course catalogue that gives the user a (sometimes week-by-week) course/module view on core resources and provides a link to print holdings information or the electronic full text. It differs significantly from the integrated library system (ILS) ‘course reserve’ module, notably by providing access to materials beyond the items in the library catalogue. Titles can be characterised, for example as ‘recommended’ or ‘essential’ reading and citations annotated.
Reading list software brings librarians and academics together into a system where they must cooperate to be effective. Indeed some librarians claim that the reading list system is a key library tool for transforming student learning.
Higher education institutions, particularly those in Australia, New Zealand and some other parts of Europe (including the UK) are more likely to operate a reading list model, supplying students with a (sometimes long) list of recommended titles.
p.8. E-book platforms (discusses only UK)
p.9. Data: library management information to learning analytics
p.10. Leadership
“Strong digital leadership is a key feature of effective educational organisations and its absence can be a significant barrier to progress. The digital agenda is therefore a leadership issue”. 48 (Rebooting learning for the digital age: What next for technology-enhanced higher education? Sarah Davies, Joel Mullan, Paul Feldman. Higher Education Policy Institute (HEPI) Report 93. February 2017. )
A merging of LibTech and EdTech
The LITA discussion is under RE: [lita-l] Anyone Running Multiple Discovery Layers?
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more on academic library in this IMS blog
https://blog.stcloudstate.edu/ims?s=academic+library