### The Myth Of Student Engagement

http://inservice.ascd.org/education-resources/the-myth-of-student-engagement/

**Teaching and Learning: The Chicken and the Egg**

the heart of the student engagement myth: that adding or changing classroom elements, doing a new project, or exposing a student to a new technology or method of instruction will magically transform apathy into a white-hot fire of curiosity.

True engagement comes when a teacher knows a student’s strengths and interests beyond the classroom and uses that knowledge to deepen relationships. If we go into our rooms each day to teach but not connect, we can’t expect students to care beyond a test score, if that.

Can you answer these questions about your students? If you can, how do you apply that knowledge to connect with them?

*What home issues are affecting their work?

*Do they have a non-academic passion?

*What are their favorite shows, games, songs, or books?

*Do they have a preferred learning style?

*What is their hidden talent?

*What goals do they have for themselves in the future?

**My note**: easily said then done; if the instructor is overloaded with 4 classes 100 students per class, the suggestion above is rendered useless.

https://www.brainfuse.com/home/peers.asp

http://www.magazine.utoronto.ca/life-on-campus/donny-ouyang-online-peer-tutoring/

https://peers.aristotlecircle.com/page/1-to-1-in-home-tutoring

http://study-guide-services-review.toptenreviews.com/what-is-peer-to-peer-tutoring.html

http://www.azcentral.com/news/arizona/articles/20130426education-nation-peer-tutoring-gets-high-tech-makeover.html

http://jobs.aol.com/videos/job-search/rayku-p2p-online-tutoring-program-startup-presentation/517175995/

Peer reviewed (please consider LRS online dbase to retrieve):

Westera, W., De Bakker, G., & Wagemans, L. (2009). Self-arrangement of fleeting student pairs: a Web 2.0 approach for peer tutoring. *Interactive Learning Environments*, *17*(4), 341-349. doi:10.1080/10494820903195249

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http://ascilite.org.au/ajet/ajet26/mcloughlin.html

http://www.sciencedirect.com/science/article/pii/S036013150600090X

http://www.sciencedirect.com/science/article/pii/S0740818807000448

http://www.sciencedirect.com/science/article/pii/S8755461507000734

http://www.tandfonline.com/doi/abs/10.1080/02602930410001689144#.U1J_MvldWSo

Interesting conference proceedings:

Gaofeng, R., & Yeyu, L. (2007). An Online Peer Assisted Learning Community Model and its Application in ZJNU.*Online Submission*,

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A model to consider, if you have a higher ed instution in the vicinity and replace freshman students with K12 ones. I like how the authors further classified the tutors into 3 categories:

De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. *Computers & Education*, *50*207-223. doi:10.1016/j.compedu.2006.05.001

http://eds.b.ebscohost.com.libproxy.stcloudstate.edu/eds/detail?vid=4&sid=2fae304e-fee9-4a4f-8119-386670956bbb%40sessionmgr111&hid=106&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=edselp&AN=S036013150600090X

This is the foundation, which the startup companies from Sillicon Valley are using to make money:

Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2013). Cognitive load and knowledge sharing in Learning Networks. *Interactive Learning Environments*, *21*(1), 89-100. doi:10.1080/10494820.2010.548068

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this is old, but you can take the concepts and apply them right toward your research of using CAI

Dewey, D. P., & Cannon, A. E. (2006). Supporting technology instruction through peer tutoring, discussion boards and electronic journals. *IALLT Journal Of Language Learning Technologies*, *38*(2), 17.

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this one goes towad

Mengping, T. (2014). Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities.*Journal Of Educational Technology & Society*, *17*(1), 115-127.

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Tsuei, M. (2012). Using Synchronous Peer Tutoring System to Promote Elementary Students’ Learning in Mathematics. *Computers & Education*, *58*(4), 1171-1182.

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A former SCSU faculty asked me to help her with literature regarding online learning; she is applying to teach complete online somewhere in the South.

Hey Plamen, Do you have any reading suggestions regarding teaching online? I am applying for a job at ?????? and the program is completely online. I want to be current with the literature if I happen to get an interview.

Hey ???,

It is a simple question, with ever growing complex answer. 2013 was announced as the “MOOC” year and that term literally killed the tag “online education.” Most of the literature on online teaching now is subdued one way or another under MOOC.

However, there are still authors, who are widely cited as “foundational.” E.g.: Susan Ko, Paloff and Pratt

Ko, S., & Rossen, S. (2010). *Teaching Online: A Practical Guide*. Taylor & Francis.

Palloff, R. M., & Pratt, K. (2010). *Collaborating Online: Learning Together in Community*. John Wiley & Sons.

Palloff, R. M., & Pratt, K. (2009). *Assessing the Online Learner: Resources and Strategies for Faculty*. John Wiley & Sons.

Moore, M. G., & Kearsley, G. (2005). *Distance education: A systems view* (2nd ed.). Belmont, CA: Thomson/Wadsworth. http://isites.harvard.edu/fs/docs/icb.topic541040.files/Moore%20Theoretical%20Basis%20for%20Distance%20Education.pdf

Moore, M. G. (2013). *Handbook of Distance Education*. Routledge.

There is a long list of articles, which I am collecting through the years. You can peruse them and choose any further readings, if you want…

Adolphus, M. (2009). USING THE WEB TO teach information literacy.* **Online, 33*(4), 20-25.

Andersen, M. H. (2011). The world is my school: Welcome to the era of personalized learning.* **Futurist, 45*(1), 12-17.

Borja, R. R. (2004). New player in online school market pursues profits.* **Education Week, 24*(15), 8-8.

Brooks-Kirkland, A. (2006). Podcasting for learning.* **School Libraries in Canada (17108535), 25*(4), 44-48.

Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study.* **Computers & Education, 55*(2), 554-565.

Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study.* **Computers & Education, 55*(2), 554-565.

Ćukušić, M., Alfirević, N., Granić, A., & Garača, Ž. (2010). e-learning process management and the e-learning performance: Results of a european empirical study.* **Computers & Education, 55*(2), 554-565.

de Freitas, S., & Veletsianos, G. (2010). Editorial: Crossing boundaries: Learning and teaching in virtual worlds.* **British Journal of Educational Technology, 41*(1), 3-9.

Department of education report: Its importance, one year later. (cover story).(2010). *Distance Education Report, 15*(12), 1-7.

Falloon, G. (2010). Using avatars and virtual environments in learning: What do they have to offer?* **British Journal of Educational Technology, 41*(1), 108-122.

Hrastinski, S., Keller, C., & Carlsson, S. A. (2010). Design exemplars for synchronous e-learning: A design theory approach.* **Computers & Education, 55*(2), 652-662.

Karagiorgi, Y., & Symeou, L. (2005). Translating constructivism into instructional design: Potential and limitations.* **Educational Technology & Society, 8*(1), 17-27.

Keengwe, J., Schnellert, G., & Miltenoff, P. (2011). Technology and globalization in higher education., 2535-2538.

Ketelhut, D. J., Nelson, B. C., Clarke, J., & Dede, C. (2010). A multi-user virtual environment for building and assessing higher order inquiry skills in science.* **British Journal of Educational Technology, 41*(1), 56-68.

Kim, P., Ng, C. K., & Lim, G. (2010). When cloud computing meets with semantic web: A new design for e-portfolio systems in the social media era.* **British Journal of Educational Technology,41*(6), 1018-1028.

Kolowich, S. (2009). MIT tops world ranking of university web sites.* **Chronicle of Higher Education, 55*(24), A15-A15.

Leach, J. (2008). Do new information and communications technologies have a role to play in the achievement of education for all?* **British Educational Research Journal, 34*(6), 783-805.

Levine, A., Levine, A., & Dean, D. R. (2012). *Generation on a tightrope : A portrait of today’s college student*. San Francisco: Jossey-Bass.

Mangu-Ward, K. (2010). Teachers unions vs. online education.* **Reason, 42*(4), 44-50.

Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses.* **Computers & Education, 55*(2), 663-672.

Ramig, R. (2009). Social media in the classroom.* **Multimedia & internet@schools, 16*(6), 8-10.

Ramig, R. (2009). Social media in the classroom.* **Multimedia & internet@schools, 16*(6), 8-10.

Schiller, K. (2009). Augmented reality comes to market. (cover story).* **Information Today, 26*(11), 1-46.

Šumak, B., Heričko, M., & Pušnik, M. (2011). A meta-analysis of e-learning technology acceptance: The role of user types and e-learning technology types.* **Computers in Human Behavior, 27*(6), 2067-2077.

Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research.* **Review of Educational Research, 76*(1), 93-135.

Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research.* **Review of Educational Research, 76*(1), 93-135.

Tallent-Runnels, M., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., et al. (2006). Teaching courses online: A review of the research.* **Review of Educational Research, 76*(1), 93-135.

Wang, H., & Shao, M. (2008). Desire2Learn for quality matters., 1335-1339.

1. Green room at cCETL

podcasts, live streaming

3 is the magic number, having 3 students

mavtube on kaltura as YouTube channel

how does it help faculty? hi end lecture capture. Collaboration for two experts, they can use the green screen. Use the background.

How decisions are made. Is faculty involved. This center is one time deal, money spent on production. Innovative technology for $40K. It might be more. No time to survey people what they want. There are other technologies which people can try out and then expand on them.

Bunch of smart boards, but not sure if people are. Using them. Software and apps only here at the CETL, not on the. Rest of the campus. People will try but get stuck with that technology Only.

staffing snow students.

#pm #techworkshop #LectureCApture http://ow.ly/i/4ex06 http://ow.ly/i/4ex0v

web page and linkedin are the social media they are using

the CETL is housing people with different bosses. Closes collaboration is technology and CETL, not research yet. D2l specialist and hardware people are coming to CETL. StarID conversion is hosted in CETL. Library had to give up spaceto CEyl and like at Scsu problematic.

Assessment certificate. Sustainability and budget.

Summer money for class redesign. Cohort of people who can focus on that. flipped classroom study abroad etc as themes.

New provost wants decisions to be data driven. Is there an office like institutional research. Use only quantitative data but thinking about qualitative interviews.

generation on a tightrope

http://www.amazon.com/Generation-Tightrope-Portrait-College-Student/dp/0470376295

working with the librarians took time also. make aware librarians of the lecture capture for instructional purposes.

Focus is student learning.

Curiculum maPiping speaker and CETL is asking how can follow up.

**24 Good iPad Math Apps for Elementary Students**

http://www.educatorstechnology.com/2013/12/24-good-ipad-math-apps-for-elementary.html

1- **Motion Math**

Feed your fish and play with numbers! Practice mental addition and subtraction with Motion Math: Hungry Fish, a delightful learning game that’s fun for children and grownups.

2- **Geoboard**

The Geoboard is a tool for exploring a variety of mathematical topics introduced in the elementary and middle grades. Learners stretch bands around pegs to form line segments and polygons and make discoveries about perimeter, area, angles, congruence, fractions, and more.

3- **Math Vs Zombies**

The world is overrun with zombies. You are a part of a squad of highly trained scientists who can save us. Using your math skills and special powers you can treat infected zombies to contain the threat.

4- **Mystery Math Town**

It’s part math drills, part seek and find game and totally engaging. Kids ages five and up should find this both fun and challenging. Parents should rejoice that finally there is a way to get kids to want to do more math. – Smart Apps for Kids

5- **Montessori Numbers**

Montessori Numbers offers a sequence of guided activities that gradually help children reinforce their skills. Each activity offers several levels of increasing complexity

6- **Free Kids Counting Game**

FREE and fun picture math games for kids designed by the iKidsPad team. This free iPad math app dynamically generates thousand of beginning counting games with different themes and number levels. Great interactive and challenging games helps young children build up basic counting skills and number recognition.

7- **Math Puppy**

Math Puppy will take you on a journey of educational fun like never before!

From toddlers to grade school, for Children of all ages – Math Puppy is the perfect way to build up your math skills. Your child will be able to enjoy a constructive, supportive, interactive fun filled environment while mastering the arts of basic math.

8- **Mathmateer**

While your rocket is floating weightlessly in space, the real fun begins! Play one of the many fun math missions. Each mission has touchable objects floating in space, including stars, coins, 3D shapes and more! Earn a bronze, silver or gold medal and also try to beat your high score. Missions range in difficulty from even/odd numbers all the way to square roots, so kids and their parents will enjoy hours of fun while learning math.

9-** Math Ninja**

Use your math skills to defend your treehouse against a hungry tomato and his robotic army in this fun action packed game! Choose between ninja stars, smoke bombs, or ninja magic – and choose your upgrades wisely!

10- **Everyday Mathematics**

The Equivalent Fractions game by McGraw Hill offers a quick and easy way to practice and reinforce fraction concepts and relationships. This game runs on the iPad, iPhone, and iPod Touch.

11- **Elementary School Math**

Based on the classroom hit Middle School Math HD, Elementary School Math HD is a stunningly beautiful and powerfully engaging application built for today’s technology-driven elementary school classroom. Emphasizing game-playing and skill development, the eight modules in Elementary School Math HD have been carefully designed by classroom teachers to provide the perfect balance between fun and the practice of fundamental skills

12- **Math Tappers**

MathTappers: Multiples is a simple game designed first to help learners to make sense of multiplication and division with whole numbers, and then to support them in developing fluency while maintaining

accuracy.

13- **Ordered Fractions**

Two Player Bluetooth Math Game! You can use two devices and play competitively or cooperatively with your classmates or parents. Ordered Fractions provides a comprehensive tool that offers an innovative method of learning about comparing and ordering fractions.

14- **SlateMath**

SlateMath is an iPad app that develops mathematical intuition and skills through playful interaction. The app’s 38 activities prepare children for kindergarten and first grade math. SlateMath forms the foundation of numbers, digit writing, counting, addition, order relation, patterns, parity and problem solving.

15- **NumberStax**

Number Stax is a puzzle game to test your number skills! Drop numbers and operators in the correct places to match the number or expression shown at the top of the screen to score. You can’t remove tiles but you can swap them around. You can freeze the game at any time, but remember to watch the clock! Eliminate tiles, score points, and earn bonuses and achievements for as long as possible until your grid is full! Remember, the longer you play the faster it gets. Share with your family and friends to see who can get the highest score.

16- **Grid Drawing**

With a sheet of paper, a grid and a template, your children will be able to draw 32 drawings on iPad, 16 on the iPhone in the Lite version, more than 120 (60 on iPhone) in the full version.

17- **Motion Math**

Developed at the Stanford School of Education, Motion Math HD follows a star that has fallen from space, and must bound back up, up, up to its home in the stars. Moving fractions to their correct place on the number line is the only way to return. By playing Motion Math, learners improve their ability to perceive and estimate fractions in multiple forms.

18- **5th Grade Math**

Splash Math is a fun and innovative way to practice math. With 9 chapters covering an endless supply of problems, it is by far the most comprehensive math workbook in the app store.

19- **Sushi Monster**

Meet Sushi Monster! Scholastic’s new game to practice, reinforce, and extend math fact fluency is completely engaging and appropriately challenging.

20- **Math Monsters**

Math Monsters Bingo is a new, fun way to master math on your iPhone, iPad and iPod touch. The game lets you practice math anytime and anywhere using a fun Bingo styled game play.

21- **Grid Lines**

Grid Lines is a Battleship-style math game used to teach students the coordinate plane by plotting points in all four quadrants.

22- **Marble Math**