Archive of ‘teaching’ category

STEAM

Some Very Good STEAM Websites to Use in Your Class

https://plus.google.com/+Educatorstechnology/posts/BTk2UjWECqJ

http://www.educatorstechnology.com/2017/08/some-very-good-steam-websites-to-use-in.html

STEAM (Science, Technology, Engineering ,Art, and Math)  tools to use in your classroom

provide teachers with a handy resource to use with their students to help them develop critical thinking skills and  adopt ‘an engineering or design approach towards real-world problems while building on their mathematics and science base’.

download in PDF format from this link.

Britain US China

LEVERAGING HISTORY What Britain’s Decline and America’s Rise Can Tell Us about China’s Future

https://s3.amazonaws.com/files.cnas.org/documents/CNASReport-LeveragingHistory-final.pdf

Britain
Colonial interests compelled Great Britain to build a complex economic system that funneled resources and wealth to the home islands.  Great Britain’s time as the central organizing great power came to a rapid end, with the United States filling that central role.

the United States can no longer uphold all its commitments to international laws and norms. Gaps in attention to historical American commitments have opened the door for competitor nations, including China, to challenge U.S. leadership at the margins.

p. 17 Does China have a strategic plan to replace the United States as the leader of the world? Some voices suggest that it does; however, it is important to note that they do not suggest that it is modeling its ascent upon the United States’ rise a century ago

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more on history in this IMS blog
http://blog.stcloudstate.edu/ims?s=history

deans on university future

Survey: University Deans Predict Significant Change in the Next Decade

By Rhea Kelly  06/28/17

https://campustechnology.com/articles/2017/06/28/survey-university-deans-predict-significant-change-in-the-next-decade.aspx

new study, “The State of Innovation in Higher Education,” in which 2U and the Academy for Innovative Higher Education (a partnership between Arizona State University and Georgetown University) polled 109 deans across the country about their views on innovation in higher ed. Sixty-one percent of respondents come from public universities and 60 percent have at least five years of tenure in their jobs.

The survey findings reveal a mix of confidence and concern about an uncertain future for U.S. higher education:

  • 83 percent of respondents believe that the higher education system today is the best or one of the best in the world;
  • 61 percent think the higher education system will still be the best or one of the best in the world in 10 years;
  • 91 percent expect the number of online programs at their institution to increase in the next decade;
  • 78 percent said colleges and universities are doing a good, very good or excellent job of fostering academic innovation;
  • A quarter of respondents think the higher education system is heading in the right direction; and
  • A third of respondents said the pace of change at their own institutions is “too slow,” citing lack of money as the biggest hurdle to change.

“We also found that, amid rising tuition prices and student debt, most deans still believe that higher education is a good return on the investment,” added Selingo.

The full report is available here.

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more on administration about university future in this IMS blog
http://blog.stcloudstate.edu/ims/2015/10/20/university-presidents-about-the-university-future/

rebranding assessment

Rebranding Student Learning Assessment

By:

https://www.facultyfocus.com/articles/educational-assessment/rebranding-student-learning-assessment/

Another consideration in rebranding assessment would be to emphasize that assessment “draws from multiple sources” of information. This in turn would encourage faculty to think about assessment not as means of judgment, but rather as a process of evidence gathering. In fact, it helps underscore the idea that to really demonstrate effective learning and instruction, we must collect multiple pieces of evidence. As a result, faculty will be more likely to plan and implement multiple and varied assessment methodologies, which in turn will lead to the collection of more evidence and stronger validity of inferences about the extent of student learning.

 

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more on assessment in this IMS blog
http://blog.stcloudstate.edu/ims?s=assessment

students technology employment

Technology Use Boosts Students’ Confidence in Their Job Prospects [#Infographic]

Graduating seniors believe the technology skills they’ve acquired in college will help them start their careers.

technology career transition

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more on employment and technology in this IMS blog
http://blog.stcloudstate.edu/ims?s=employment+technology

document analysis methodology

document analysis – literature on the methodology

  • Bowen, G. A. (n.d.). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9, 27–40.
    https://www.academia.edu/8434566/Document_Analysis_as_a_Qualitative_Research_Method
    Document analysis is a systematic procedure for reviewing or evaluating documents—both printed and electronic (computer-based and Internet-transmitted) material. Like other analytical methods in qualitative research, document analysis requires that data be examined and interpreted in order to elicit meaning, gain understanding, and develop empirical knowledge(Corbin&Strauss,2008;seealsoRapley,2007).
    Document analysis is often used in combination with other qualitative research methods as a means of triangulation—‘the combination of methodologies in the study of the same phenomenon’ (Denzin, 1970, p. 291)
    The qualitative researcher is expected to draw upon multiple (at least two) sources of evidence; that is, to seek convergence and corroboration through the use of different data sources and methods. Apart from documents, such sources include interviews, participant or non-participant observation, and physical artifacts (Yin,1994).By triangulating data, the researcher attempts to provide ‘a confluence of evidence that breeds credibility’ (Eisner, 1991, p. 110). By examining information collected through different methods, the researcher can corroborate findings across data sets and thus reduce the impact of potential biases that can exist in a single study. According to Patton (1990), triangulation helps the researcher guard against the accusation that a study’s findings are simply an artifact of a single method, a single source, or a single investigator’s bias. Mixed-method studies (which combine quantitative and qualitative research techniques)sometimes include document analysis. Here is an example: In their large-scale, three-year evaluation of regional educational service agencies (RESAs), Rossman and Wilson (1985) combined quantitative and qualitative methods—surveys (to collect quantitative data) and open ended, semi structured interviews with reviews of documents (as the primary sources of qualitative data). The document reviews were designed to identify the agencies that played a role in supporting school improvement programs.
  • Glenn A. Bowen, (2009) “Document Analysis as a Qualitative Research Method”, Qualitative Research Journal, Vol. 9 Issue: 2, pp.27-40, doi: 10.3316/QRJ0902027
    http://www.emeraldinsight.com/action/showCitFormats?doi=10.3316%2FQRJ0902027
  • Document Review and Analysis
    https://www.bcps.org/offices/lis/researchcourse/develop_docreview.html

Qualitative

  • Semiotics (studies the life of signs in society; seeks to understand the underlining messages in visual texts; forms basis for interpretive analysis)
  • Discourse Analysis (concerned with production of meaning through talk and texts; how people use language)
  • Interpretative Analysis (captures hidden meaning and ambiguity; looks at how messages are encoded or hidden; acutely aware of who the audience is)
  • Conversation Analysis (concerned with structures of talk in interaction and achievement of interaction)
  • Grounded Theory (inductive and interpretative; developing novel theoretical ideas based on the data)

Document Analysis
Document analysis is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. A rubric can also be used to grade or score a document. There are three primary types of documents:

• Public Records: The official, ongoing records of an organization’s activities. Examples include student transcripts, mission statements, annual reports, policy manuals, student handbooks, strategic plans, and syllabi.

• Personal Documents: First-person accounts of an individual’s actions, experiences, and beliefs. Examples include calendars, e-mails, scrapbooks, blogs, Facebook posts, duty logs, incident reports, reflections/journals, and newspapers.

• Physical Evidence: Physical objects found within the study setting (often called artifacts). Examples include flyers, posters, agendas, handbooks, and training materials.

As with all research, how you collect and analyse the data should depend on what you want to find out. Since you haven’t told us that, it is difficult to give you any precise advice. However, one really important matter in using documents as sources, whatever the overall aim of your research, is that data from documents are very different from data from speech events such as interviews, or overheard conversations.So the first analytic question you need to ask with regard to documents is ‘how are these data shaped by documentary production ?’  Something which differentiates nearly all data from documents from speech data is that those who compose documents know what comes at the end while still able to alter the beginning; which gives far more opportunity for consideration of how the recepient of the utterances will view the provider; ie for more artful self-presentation. Apart from this however, analysing the way documentary practice shapes your data will depend on what these documents are: for example your question might turn out to be ‘How are news stories produced ?’ – if you are using news reports, or ‘What does this bureaucracy consider relevant information (and what not relevant and what unmentionable) ? if you are using completed proformas or internal reports from some organisation.

An analyse technique is just like a hardware tool. It depends where and with what you are working to choose the right one. For a nail you should use a hammer, nad there are lots of types of hammers to choose, depending on the type of nail.

So, in order to tell you the bettet technique, it is important to know the objectives you intend to reach and the theoretical framework you are using. Perhaps, after that, We could tell you if you should use content analysis, discourse or grounded theory (which type of it as, like the hammer, there are several types of GTs).

written after Bowen (2009), but well chewed and digested.

1. Introduction: Qualitative vs. Quantitative Research?

excellent guide to the structure of a qualitative research

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more on qualitative research in this IMS blog
http://blog.stcloudstate.edu/ims?s=qualitative+research

social media in your course

8 Things You Should Know before Using Social Media in Your Course

Jennifer Rafferty, Director, OLC Institute for Professional Development, 

https://onlinelearningconsortium.org/8-things-you-should-know-before-using-social-media-in-your-course

a variety of available platforms, and many creative ways that faculty are integrating social media into their teaching practice.

  • how the digital medium will foster engagement and enhance learning outcomes.
  • aware of the implications of having students post content on third-party services (those not provided or hosted by your institution).
  • Social media usage in the classroom intersects with both FERPA and Copyright Compliance, so keep this checklist handy as you develop your class activity.

Include details about the activity in your syllabus & course description.

Use contracts.
Link to institutional policies.
Use aliases for social media accounts.
Teach your students to use digital media responsibly.
Know where to provide assignment feedback.
Don’t use personal accounts for university business.
Understand the Terms of Service.

Sources

Classification of Social Media Platforms, DelValle Institute Knowledge Base, Office of Public Health Preparedness. Retrieved on March 24, 2017 from  https://delvalle.bphc.org/mod/wiki/view.php?pageid=65

Copyright Clearance Center, Inc. 2005. Using Digital Content. Retrieved on March 24, 2017 from http://www.copyright.com/Services/copyrightoncampus/basics/teach.html

Educause, Is Your Use of Social Media FERPA Compliant? Retrieved on March 24, 2017 from http://www.educause.edu/ero/article/your-use-social-media-ferpa-compliant

Kind, T., Genrich G. and Chretien, K.(2010)  Social Media Policies at US Medical Schools. Medical Education Online.  Retrieved on March 24, 2017 from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2941429/

Meyer, L., (2015). Six Alternative Social Media Tools for Teaching and Learning, Campus Technology. Retrieved on March 24, 2017 from https://campustechnology.com/Articles/2015/01/07/6-Alternative-Social-Media-Tools-for-Teaching-and-Learning.aspx?Page=4

Orlando, J., 2011. FERPA and Social Media, Faculty Focus. Retrieved on March 24, 2017 from http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-social-media/

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more on social media for teaching practices in this IMS blog

http://blog.stcloudstate.edu/ims?s=social+media+teaching

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