7 Tools for Creating Multimedia Quizzes Compared in One Chart

http://www.freetech4teachers.com/2016/02/7-tools-for-creating-multimedia-quizzes.html

You can download the chart here or find the Google Docs version here.

Video Tutorials
Riddle – https://www.youtube.com/watch?v=IawWhrykKp0

TinyTap – https://www.youtube.com/watch?v=-S-rGBdv-bE, https://www.youtube.com/playlist?list=PL4kNQUtOflk-qvjAThJW9SiiwMlkkRfm_

Zaption – https://www.youtube.com/watch?v=LghSQjBE1cs

EduCanon – https://www.youtube.com/watch?v=7IVFK7V2nzI

EDpuzzle – https://www.youtube.com/watch?v=FGjP7QrNo7U, https://www.youtube.com/watch?v=SOcKBo-4hpg

Blubbr – https://youtu.be/FSxkQdB_RuE

Google Forms – https://www.youtube.com/watch?v=xUL9j30NYkc, https://www.youtube.com/watch?v=hFZx-zOK46Q,

textbook or not

Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.

https://books.google.com/books?hl=en&lr=&id=ElMJBAAAQBAJ&oi=fnd&pg=PA190&dq=textbook-free+Zaghab&ots=IDuokCrhcq&sig=hpg16tUnRLP00CgHJo9z7fY8uqM#v=onepage&q=textbook-free%20Zaghab&f=false

short link: http://scsu.mn/1XlEcLE

Abstract:

Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.

detachable tablets

iPad Shipments Plummet as Detachable Tablets Double

By David Nagel 02/09/16

Why the sudden popularity of detachables?

According to IDC: “One of the biggest reasons why detachables are growing so fast is because end users are seeing those devices as PC replacements,” said Jean Philippe Bouchard, Research Director, Tablets at IDC.

http://icharts.net/chartchannel/top-5-ww-tablet-vendors-unit-shipments-millions-2015q4_mh7ryshbc

More about tablets and laptops in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=tablet&submit=Search

online collaborative tools

Google+ posting: https://plus.google.com/+TessPajaron/posts/BiDw1cUNvTo

7 Tools for Hosting Online Brainstorming Sessions

http://www.freetech4teachers.com/2016/02/7-tools-for-hosting-online.html#.VrlFHEZa2zB
Simple Surface is a browser-based tool for collaboratively creating outlines and mind maps.To get started with Simple Surface just click on “use for free now,” double click on the surface, and then start typing. To create an additional thought box just double click anywhere on your board. To make sibling and child thought boxes use the enter and tab keys. You can edit the color and size of fonts. Your boxes can be linked to URLs too. Right-click on your surface to open the full menu of editing options.

NoteBookCast is a free whiteboard tool that will work in the web browser on a laptop, iPad, Android tablet, and Windows tablet. NoteBookCast is a collaborative whiteboard tool. You can invite others to join your whiteboard by entering the code assigned to your whiteboard. You can chat while drawing on NoteBookCast whiteboards. While you can create an account on NoteBookCast, it is not a requirement for using the service. You can create a whiteboard by simply clicking “create a whiteboard” then entering a nickname for yourself to use on the whiteboard. If you do create a NoteBookCast account you can save your whiteboards and create whiteboard templates to re-use.

iBrainstorm is a free brainstorming application for the iPad and the iPhone. The app allows you to record brainstorming sessions using a combination of free hand drawings and sticky notes. You can share and collaborate with other users of iBrainstorm. Sharing notes and drawings between users in a local setting is a simple matter of “flicking” an item to another user.

Realtime Board is a platform for hosting online, collaborative brainstorming sessions. Realtime Board is built with HTML5 which means that it works equally well on your laptop and on your iPad or Android tablet. Realtime Board provides a blank canvas on which you can type, draw, and post pictures. You can connect elements on your boards through a simple linking tool. The boards that you create on Realtime Board can be shared publicly or privately. To help you communicate with your collaborators Realtime Board has a chat function built into every board. Realtime Board grants teachers and students access to all premium features for free. In order to get the premium features for free you do need to complete the form here.

Stoodle is an online whiteboard service supported in part by the CK-12 Foundation. Through Stoodle you can quickly create a collaborative whiteboard space. On your whiteboard you can type, draw, and upload images. You can connect Stoodle to your computer’s microphone and talk your collaborators while drawing, typing, or sharing images. Stoodle does not require you to create an account. Stoodle will work in the web browser on your iPad or Android tablet.

More on online collaborative tools in this IMS blog:
http://blog.stcloudstate.edu/ims/2013/10/30/collaborative-cloud-based-tools-to-consider/

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:
http://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

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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

Trends Tomorrow’s Teaching and Learning Environments

Innovating Pedagogy: Which Trends Will Influence Tomorrow’s Teaching and Learning Environments?

Stefanie Panke

In November 2015, the Open University released the latest edition of its ‘Innovating Pedagogyreport, the fourth rendition of an annual educational technology and teaching techniques forecast. While the timelines and publishing interval may remind you of the Horizon Report, the methodology for gathering the trends is different.

The NMC Horizon Team uses a modified Delphi survey approach with a panel of experts.

Teaching and Learning Environments

10 Innovative Pedagogy Trends from the 2015 Edition:

  1. Crossover Learning: recognition of diverse, informal achievements with badges.
  2. Learning through Argumentation: To fully understand scientific ideas and effectively participate in public debates students should practice the kinds of inquiry and communication processes that scientists use, and pursue questions without known answers, rather than reproducing facts.
  3. Incidental Learning: A subset of informal learning, incidental learning occurs through unstructured exploration, play and discovery. Mobile technologies can support incidental learning. An example is the app and website Ispot Nature.
  4. Context-based Learning: Mobile applications and augmented reality can enrich the learners’ context. An example is the open source mobile game platform ARIS.
  5. Computational Thinking: The skills that programmers apply to analyze and solve problems are seen as an emerging trend . An example is the programming environment SCRATCH.
  6. Learning by Doing Science with Remote Labs:  A collection of accessible labs is ilab
  7. Embodied learning: involving the body is essential for some forms of learning, how physical activities can influence cognitive processes.
  8. Adaptive Teaching: intelligent tutoring systems – computer applications that analyse data from learning activities to provide learners with relevant content and sequence learning activities based on prior knowledge.
  9. Analytics of Emotions: As techniques for tracking eye movements, emotions and engagement have matured over the past decade, the trend prognoses opportunities for emotionally adaptive learning environments.
  10. Stealth Assessment: In computer games the player’s progress gradually changes the game world, setting increasingly difficult problems through unobtrusive, continuous assessment.

6 Themes of Pedagogical Innovation

Based upon a review of previous editions, the report tries to categorize pedagogical innovation into six overarching themes:

 “What started as a small set of basic teaching methods (instruction, discovery, inquiry) has been extended to become a profusion of pedagogies and their interactions. So, to try to restore some order, we have examined the previous reports and identified six overarching themes: scale, connectivity, reflection, extension, embodiment, and personalisation.”

  1. Delivering education at massive scale.
  2. Connecting learners from different nations, cultures and perspectives.
  3. Fostering reflection and contemplation.
  4. Extending traditional teaching methods and settings.
  5. Recognizing embodied learning (explore, create, craft, and construct).
  6. Creating a personalized path through educational content.

Further Reading

Follow these links to blog posts and EdITLib resources to further explore selected trends:

full article can be found here:

Innovating Pedagogy: Which Trends Will Influence Tomorrow’s Teaching and Learning Environments?