InforMedia Services (IMS)

Technology Instruction for St. Cloud State University

Archive for the 'learning styles' Category

student evaluations

Posted by Plamen Miltenoff on 19th May 2015

twitter post stud evals

A defense of student evaluations: They’re biased, misleading, and extremely useful.

The answer requires us to think about power. If you look hard at the structure of academia, you will see a lot of teachers who, in one way or another, lack power: adjuncts and term hires (a large population, and growing); untenured faculty (especially in universities like mine); faculty, even tenured faculty, in schools where budget cuts loom; graduate students, always and everywhere. You might see evaluations as instruments by which students, or administrators, exercise power over those vulnerable employees. But if you are a student, and especially if you are a student who cares what grades you get or who needs recommendations, then teachers, for you—even adjuncts and graduate teaching assistants—hold power.

Chairmen and deans also need to know when classroom teaching fails: when a professor makes catastrophically wrong assumptions as to what students already know, for example, or when students find a professor incomprehensible thanks to her thick Scottish accent. My note: indeed, when chairmen and deans KNOW what they are doing and are NOT using evaluations for their own power.

Student Course Evaluations Get An ‘F’ : NPR Ed : NPR

Philip Stark is the chairman of the statistics department at the University of California, Berkeley. “I’ve been teaching at Berkeley since 1988, and the reliance on teaching evaluations has always bothered me,” he says.

Stark is the co-author of “An Evaluation of Course Evaluations,” a new paper that explains some of the reasons why.

Michele Pellizzari, an economics professor at the University of Geneva in Switzerland, has a more serious claim: that course evaluations may in fact measure, and thus motivate, the opposite of good teaching. Here’s what he found. The better the professors were, as measured by their students’ grades in later classes, the lower their ratings from students.

“Show me your stuff,” Stark says. “Syllabi, handouts, exams, video recordings of class, samples of students’ work. Let me know how your students do when they graduate. That seems like a much more holistic appraisal than simply asking students what they think.”

Posted in evaluation, learning styles, teaching | No Comments »

grading

Posted by Plamen Miltenoff on 16th May 2015

Game-Changing Grading Changes

http://www.techlearning.com/blogentry/9149

Grade the Product AND the Process

With Revision History, I’ve seen students work just two hours on a paper the night before it’s due and others spend considerable time and effort on a paper. Whatever the case may be, I can identify and address what I see in Revision History with a student to help them grow. My note: use wiki or Google Apps to be able to track changes in revision

Use Kaizena for Effective Feedback – Many teachers have discovered the awesome benefits of filming themselves and their lessons, but what about recording feedback? My note: use audio recording for feedback. a more positive place to learn because my students could now hear the intonation and inflection in my voice when I delivered feedback, not have their hearts broken by red ink. They could hear the positivity with which I reviewed their work and provided feedback.

Rethinking How We Grade Group Work

I had students submit group contracts which clearly stated when and where they would meet and who was responsible for completing what, when. This contract was used in our post-project meetings. By having clearly defined tasks and roles, each student was held accountable. Make them be specific. Instead of Tina will do research by Friday get them as close  to Tina will find five usable sources for the project and get them to Tom on the shared planning Doc by 3pm Friday.

Remember Revision History? It’s great for group projects because a Revision History is created for every person the Doc is shared with. Revision History can help a teacher see who contributed to group work and when because on any shared item in Google Drive, each individual is assigned their own color and timestamp. We can now better see how much each group member has contributed to an assignment. We can take this into consideration when grading, or, better yet, be proactive and intervene when a group’s shared planning Doc looks like one person is doing all the work

1) After a project, I gave students a Google Form where they could provide anonymous feedback on their peers efforts during the project. The Form also allowed students to grade these efforts using a rubric. I would then average the grades for each individual student and share the anonymous feedback at the post-group meetings. I would give them an opportunity to reflect on the feedback as a group and speak to the fairness of their averaged grade. Through this process we would come to an agreement on an individual grade for the project and a list of takeaways the could use to improve for next time.

Posted in collaboration and creativity, instructional technology, learning styles | No Comments »

when reorganization starts

Posted by Plamen Miltenoff on 18th March 2015

reorganization done the old fashion way and reorganization done differently

Linda Hill: How to manage for collective creativity

so,

Posted in learning styles | No Comments »

college plagiarism

Posted by Plamen Miltenoff on 5th March 2015

[Infographic] Plagiarism in College – How to Avoid the Trap

http://edtechreview.in/news/1735-plagiarism-in-college-how-to-avoid-the-trap

 

 

plagiarism

Posted in information literacy, learning, learning styles | No Comments »

Minecraft for Math

Posted by Plamen Miltenoff on 15th December 2014

6 Minecraft lesson ideas for your Common Core math class

http://www.eschoolnews.com/2014/12/01/minecraft-lesson-ideas-243


Minecraft EDU – Part 3: Mathematics on the Farm

http://www.classthink.com/2014/01/24/minecraft-edu-part-3-mathematics-farm/

Engage NY Module 3 Area and Perimeter Minecraft Math activity

http://www.teacherspayteachers.com/Product/Engage-NY-Module-3-Area-and-Perimeter-Minecraft-Math-activity-1570866

Mathematica Minecraft

http://mathematica.stackexchange.com/questions/19669/mathematica-minecraft

 

Posted in educational technology, gamification, gaming, learning styles | No Comments »

Interactive Marketing and Social Media

Posted by Plamen Miltenoff on 2nd December 2014

Interactive Marketing and Social Media

deCesare, Gina, Miltenoff, Plamen

Section 5, T/TH – 11:00am – 12:15pm and, Section 7, T – 6:oopm – 9:00pm

http://media4.stcloudstate.edu/scsu

  1. Introduction. Who am I, what I do:

http://lrts.stcloudstate.edu/library/general/ims/default.asp
http://web.stcloudstate.edu/pmiltenoff/lib290/

  1. What is the purpose of the meeting today: Interactive Marketing and Social Media
  • Define top 3 questions on your mind and be ready to share

Jerry Seinfeld’s 5 Tips On Social Media Etiquette
http://blog.stcloudstate.edu/ims/2014/06/26/social-media-netiquette-fun-with-jerry-seinfeld/

Social Media: do you use it and how?…
https://www.youtube.com/watch?v=MLNWWZN8BAA

  1. PPT, e.g. slide 27, by sharing with the students resources (most of them are infographics,) about best time when to apply social media marketing.

Social Media Examiner has plenty to say about it:
http://blog.stcloudstate.edu/ims/2014/10/01/social-media-management/

 

  1. Ideas and directions:
    Peruse over the 3 groups of directions and ideas and choose one. Study it. Outline what do you anticipate being useful for your future work. Add at least 3 more ideas of your own, which complement the information from this group of information sources.

 

 

http://blog.stcloudstate.edu/ims/2014/09/21/social-media-cocktail/
time-saving social media tools
http://blog.stcloudstate.edu/ims/2014/09/19/time-saving-social-media-tools/
30 Little-Known Features of the Social Media Sites
http://blog.stcloudstate.edu/ims/2014/09/19/social-media-features/
26 Creative Ways to Publish Social Media Updates
http://blog.stcloudstate.edu/ims/2014/08/28/26-creative-ways-to-publish-social-media-updates/
How to Write a Social Media Policy to Empower Employees
http://blog.stcloudstate.edu/ims/2014/07/01/social-media-how-to-write-a-social-media-policy-to-empower-employees/
How to Create Awesome Online Videos: Tools and Software to Make it Easy
http://blog.stcloudstate.edu/ims/2014/06/24/social-media-how-to-create-awesome-online-videos-tools-and-software-to-make-it-easy/

 

 

 

 

Posted in Digital literacy, learning styles, Library and information science, media literacy, mobile learning, social media, technology literacy | No Comments »

Five Apps To Test Your Physics Skills

Posted by Plamen Miltenoff on 28th October 2014

Beyond Angry Birds, Five Apps That Test Your Physics Skills

http://blogs.kqed.org/mindshift/2014/01/beyond-angry-birds-five-apps-that-test-your-physics-skills/

1. Crayon Physics Deluxe worldofgoo

2.  World of Goo                  coaster_crafter

3. Coaster Crafter               602196_434936999916746_2105602860_n-1

4. Amazing Alex                  tinkerbox

5. Tinkerbox

All the above games have physics in common but they’re also all in 2D. If students love these games, consider challenging them with 3D and even 4D games that put physics knowledge to the test. Valve’s Portal series is a great choice, or look into the equally mind-bending first-person games Antichamber or Quantum Conundrum, both of which go beyond the boundaries of Newtonian physics and Euclidean geometry.

Posted in Digital literacy, gamification, gaming, learning styles, mobile apps, mobile devices, mobile learning | 1 Comment »

Early Learners’ Tech Use

Posted by Plamen Miltenoff on 16th October 2014

‘Screen Time’ Alone Too Limited a Gauge of Early Learners’ Tech Use, Report Says

http://blogs.edweek.org/edweek/DigitalEducation/2014/10/screen_time_early_learners_RAND.html

screen time as the sole measure of what’s OK for children is no longer adequate, the RAND researchers argue that screen-time limits shoudn’t go the way of the VCR:

Limits on screen time may remain important in restricting use that is passive, sedentary, or noneducational, and they may also prove useful in ensuring that children engage in a balanced combination of activities.

However, a more-comprehensive definition of developmentally appropriate technology use will empower ECE providers and families to make better decisions about the ways in which young children use technology–and help maximize the benefits young children receive from this use.

my note: information on Pinterest still goes the other direction. E.g.:
http://www.pinterest.com/pin/284923113897755173/
screen time

Posted in digital identity, digital naitives, instructional technology, learning, learning styles, online learning, technology literacy | No Comments »

learning styles

Posted by Plamen Miltenoff on 2nd October 2014

learning styles and study tips

http://www.educatorstechnology.com/2014/10/new-interesting-visual-on-learning.html

learning styles and study tips

Posted in learning, learning styles | No Comments »

Comics in Education

Posted by Plamen Miltenoff on 9th September 2014

http://www.comiclife.com/

http://chogger.com/

http://www.bitstripsforschools.com/

Posted in e-learning, gaming, instructional technology, learning, learning styles, media literacy, mobile apps, Multiple intelligences | No Comments »