Archive of ‘teaching’ category

free digital tools for students engagement

15 Free Digital Tools to Boost Students’ Engagement Online

A review of digital tools and ideas for teachers to support formative assessment in online classrooms

https://medium.com/the-faculty/digital-tools-for-online-student-engagement-2faafbbd0b44

1. Diigo

2. Evernote

3. Notion

4. Hypothes.is

5. Mural

6. Miro

7. Kahoot

8. Sli.do

9. Factile

10. Wakelet

11. Flipgrid

12. Slack

13. Padlet

14. Zoom

15. BigBlueButton

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more on engagement in this IMS blog
https://blog.stcloudstate.edu/ims?s=engage

peer to peer curation

Peer-to-Peer Curation Activities Boost Higher-Order Thinking

https://www.kritik.io/resources/peer-to-peer-curation-activities-boost-higher-order-thinking

Most professors we hear from want to assess their students on higher levels and that if current assessments kept student at the lowest level of Bloom’s Taxonomy, they wouldn’t feel rewarded as educators.

However, assessment is by far the most labour-intensive part of teaching. Assessment plans and rubrics must be prepped. Test questions must be written. Every student needs a mark, personalized feedback and a road-map for improvement. The larger the class, the more work for the instructor. Add in formative assessments like weekly assignments and exercises that precipitate subtle, ongoing tweaks to the syllabus and it’s easy to see why many faculty opt to stick with what they know: An accumulation of easy-to-grade summative assessments that almost inevitably rely upon memorization and the most basic understanding of concepts

Curation Activities can be one of the most effective teaching strategies to help students compare what they’re learning in the classroom with real-world examples, and gain insight into how they can relate to each other.

Curation Activities can apply to all disciples, such as Business, Arts, or Sciences.

When students explain what they’ve learned to other students, they help consolidate and strengthen connections to those concepts while simultaneously engaging in active learning Find more project ideas here.

By actively engaging with their classmates and applying their own evaluative skills to feedback they’re delivering to their peers, students are developing lifelong critical thinking and creative analysis skills. Additionally, peer assessment is proven to be effective in getting students faster feedback from diverse sources, increases meta-cognition, independence and self-reflection, and improves student learning. These are all important skills that provide value far beyond the classroom. More details on the benefits of peer assessment here.

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more on curation in this IMS blog
https://blog.stcloudstate.edu/ims?s=curation

Shield vs Mask

What is better: face shield or face mask?

faculty discussion on the issue can be found here:
https://www.facebook.com/groups/onlinelearningcollective/permalink/621278065169562/
If you don’t have FB account and/or more info needed, please contact us.

Here more information:

‘Only those with plastic visors were infected’: Swiss government warns against face shields

July 15, 2020
https://www.thelocal.ch/20200715/only-those-with-plastic-visors-were-infected-swiss-government-warns-against-face-shields

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Face Mask vs Face Shield: Which Is More Effective Against Coronavirus?

https://www.ibtimes.com/face-mask-vs-face-shield-which-more-effective-against-coronavirus-3013922

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Is a Face Shield Better Protection Against the Coronavirus Than a Face Mask?

May 28, 2020

https://www.health.com/condition/infectious-diseases/coronavirus/face-shield-coronavirus

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June 29, 2020

hybrid in the fall of 2020

the HyFlex model for the fall… reflects a rift between administrators and professors, who are raising alarms over the health risks of teaching in person, and about the logistical, technical, and pedagogical complications of the model itself. Search HyFlex on Facebook and Twitter and you’ll come across comments like this one: “Whoever the hell thought of this is a bean counter, not an educator, and an idiot.”

Teaching experts and others familiar with hybrid teaching say that HyFlex can work, but it requires effective technology, careful planning, instructional support, and creative course design.

“If HyFlex is part of the plan, it has to be done with will faculty participation,” says Brian Beatty, an associate professor of instructional technologies at San Francisco State, who created the model. “Otherwise, if it’s top down and the administration is saying, We’re doing this, then the faculty are saying, But why are we doing this?”

Much of what bothers professors about the push for HyFlex is that so many details about its mechanics remain ill defined. And assumptions about its value seem rooted in a particular idea of teaching, one where the professor stands at the front of a classroom and lectures.

We are the ones holding the bag if this does not work, or if it’s chaos,” says Michelle Miller, a psychology professor at Northern Arizona University and author of Minds Online: Teaching Effectively With Technology.

Miller is a fan of the original HyFlex model from San Francisco State, but says that colleges need to be mindful that the conditions under which it’s now being adapted — quickly, at scale, and without giving students much choice — will limit its effectiveness.

To work effectively, she says, hybrid teaching requires a lot of support, such as having teaching assistants help manage the complexities of working simultaneously with two different audiences. Otherwise it risks becoming a “lecture-centric, passive consumption view of learning.” That goes against years of hard work faculty members have been doing to make their classrooms more inclusive, active, and engaged.

To help think through pedagogical challenges, faculty groups are testing out teaching strategies, some departments meet weekly to discuss course design, and a student-leadership team is providing feedback and creating online tools to help their peers learn effectively online. Even so, the process has been challenging and frustrating at times for faculty members. Professors are both looking for templates and wanting to maintain control over their courses, which inevitably creates tension with the administration.

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more on hyflex in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex

depersonalization of teaching

https://www.edsurge.com/news/2020-06-16-what-a-forgotten-instructional-fad-from-the-60s-reveals-about-teaching

Back in the 1960s, an experimental form of teaching made a big splash at colleges. It was called PSI, or the Personalized System of Instruction. https://en.wikipedia.org/wiki/Keller_Plan

http://www.nwlink.com/~donclark/hrd/history/psi.html

https://www.researchgate.net/publication/26468339_The_Personalized_System_of_Instruction_Review_and_Applications_to_Distance_Education

the case that colleges should do more to professionalize teaching, which might help reduce the number of fads that emerge. But he also acknowledges that there are risks. “If you start creating elaborate bureaucracies to measure and judge [teaching], might you actually depersonalize it? Might you take some of the charisma, idiosyncrasy and serendipity out of it?”

HyFlex model

“A well-designed HyFlex class, with effective alternative participation modes
that all lead to the same learning outcomes, can provide meaningful learning opportunities for all students.” Brian Beatty

https://library.educause.edu/resources/2020/7/7-things-you-should-know-about-the-hyflex-course-model

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more on the HyFlex model in this IMS blog
https://blog.stcloudstate.edu/ims?s=hyflex

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