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Full-Text Articles in Education
Teaching For Diversity And Equity: Scholarship And Practice, Elizabeth Mccormack, Esther Chiang, Jancy Munguia
Teaching For Diversity And Equity: Scholarship And Practice, Elizabeth Mccormack, Esther Chiang, Jancy Munguia
Blended Learning in the Liberal Arts Conference
Research has shown that factors such as race, ethnicity, and socioeconomic status can have a significant impact on a student’s ability to complete a college degree. As our classrooms become more culturally and experientially diverse, what can we as faculty do to ensure that all students have the opportunity to succeed? There is a growing body of research that identifies issues that low-income, first-generation, underrepresented minority, and international students face and describes tested strategies for helping students overcome them. Our goal in this workshop is share these findings with faculty and empower them to adapt and integrate relevant strategies into …
Workshop: Enhancing Content For Mixed Skill Classrooms, Lesley Skousen
Workshop: Enhancing Content For Mixed Skill Classrooms, Lesley Skousen
Blended Learning in the Liberal Arts Conference
The explosion of online learning has provided many unbelievable new options for reaching students and engaging them on a personal level. However, so many options make responsible lesson-planning a daunting task. This presentation will explore the best practices of using online platforms for both native speakers and an international audience. Dr. Skousen draws from her experience working with international students and seven years of online course design, teaching, and consulting in order to present various lesson plans that engage students personally. In addition to discussing the creation of modules to facilitate different learning styles, there will also be a practical …
Incorporating Online Materials And Digital Learning/Assessing Tools Into Advanced Chinese Newspaper Reading And News Watching, Ying Wang, Lisha Xu
Incorporating Online Materials And Digital Learning/Assessing Tools Into Advanced Chinese Newspaper Reading And News Watching, Ying Wang, Lisha Xu
Blended Learning in the Liberal Arts Conference
This is the report of a year-long blended learning project designed for advanced Chinese newspaper reading and news video watching. In advanced Chinese learning, newspaper reading and news video watching are considered quite challenging for Chinese language learners for their formal style, large and time-sensitive vocabulary, and limited exposure through traditional ways of learning/teaching. To meet these challenges, we incorporated three blended learning components into the traditional language teaching/learning, including: online video news subtitling, the digital exercises and assessment system, and computerized vocabulary-learning modules tailored to the course materials used for two advanced Chinese classes. The project is carried out …
Objects, Omeka, And The "Oops!" Factor: Two Case Studies Of Collection-Based Projects At Wheaton College, Claire Buck, Leah Niederstadt
Objects, Omeka, And The "Oops!" Factor: Two Case Studies Of Collection-Based Projects At Wheaton College, Claire Buck, Leah Niederstadt
Blended Learning in the Liberal Arts Conference
In Spring 2014, Omeka was first used as part of a course assignment at Wheaton College. Students in Professor Leah Niederstadt’s Introduction to Museum Studies were each asked to conduct provenance research on an object from Wheaton’s Permanent Collection. They shared their research using Omeka, an online content management platform. Throughout the semester, students learned new technology, conducted research using primary and secondary sources, and identified images to support the provenance narratives they discovered. Lastly, they presented their research using Omeka. Assessment was conducted at the start and end of the semester to determine the project’s effect on student learning. …
Fitw Module Demos, Jennifer Spohrer, Hannah Weinstein, Rhonda Hughes, Jia Li
Fitw Module Demos, Jennifer Spohrer, Hannah Weinstein, Rhonda Hughes, Jia Li
Blended Learning in the Liberal Arts Conference
This session is for representatives from partner colleges on the U. S. Department of Education FIPSE's First in the World grant-funded project to develop a just-in-time, blended approach to mathematics fundamentals support in introductory STEM courses. Partner colleges are Allegheny, Bryn Mawr, Denison, Franklin & Marshall, Grinnell, Lafayette, Mills, Oberlin, Smith, St. Olaf, Vassar, and Wellesley. In this session members from the Bryn Mawr team will demonstrate the prototype modules we have developed using Khan Academy and WeBWorK materials. Our goal is to get feedback on these prototypes, partners envision implementing them to support our target courses (introductory calculus, chemistry …
Digital Learning, Blended Courses: Faculty Innovations And Goals For Student Learning At Keuka College, Nicholas Koberstein, Nancy Marksbury, Enid Bryant, Jennie Joiner, Laurel Hester
Digital Learning, Blended Courses: Faculty Innovations And Goals For Student Learning At Keuka College, Nicholas Koberstein, Nancy Marksbury, Enid Bryant, Jennie Joiner, Laurel Hester
Blended Learning in the Liberal Arts Conference
No abstract provided.
Teaching Critical Thinking Through Online Writing And Debate, Douglas Harvey
Teaching Critical Thinking Through Online Writing And Debate, Douglas Harvey
Blended Learning in the Liberal Arts Conference
Establishing an asynchronous learning environment that fosters critical thinking can be difficult due to the constraints of the format. The value of back-and-forth exchange of ideas and points can be muted by the lag time between posts. Students also tend to view forum posting as an individual writing activity, not the debate or discussion that faculty designed such environments to foster. This presentation will examine an attempt during the spring 2015 semester to employ a scaffold approach that supports moving students from individual blogging to debate in an online course. The course content involves the study of the impact of …
Bringing Online Peer Review Into Blended Teaching, Susan White
Bringing Online Peer Review Into Blended Teaching, Susan White
Blended Learning in the Liberal Arts Conference
Motivated by my experience as a student in a MOOC, I have incorporated online peer review of writing assignments into my advanced undergraduate biochemistry courses. Each student submits her review of a course reading or report online, then evaluates work submitted by two or three of her classmates based on a rubric I provide. As peer reviewers, students anonymously assign low-stakes grades and receive credit for their reviews, but they also get an opportunity to write for each other and read their classmate's responses to course topics. Moodle’s Workshop activity was used to manage the submission and review process. I …
Fostering Student Engagement In An Upper-Level, Online Seminar On The History Of Sexuality: Lessons Learned About Pedagogy And Course Design To Deepen Students’ Learning, Kristine Rabberman
Fostering Student Engagement In An Upper-Level, Online Seminar On The History Of Sexuality: Lessons Learned About Pedagogy And Course Design To Deepen Students’ Learning, Kristine Rabberman
Blended Learning in the Liberal Arts Conference
GSWS 422 “History of Sexuality” has been offered for four years in the online summer program at the University of Pennsylvania. The instructor leads advanced undergraduate and graduate students through a highly interactive seminar class in which they learn how to analyze critically works in the history of sexuality, exploring sexual identities, roles and norms from Ancient Greece and Rome, to the United States in the 21st century. Students are required to demonstrate their critical engagement and understanding of central debates and themes, methodological challenges, and issues of change versus continuity. One of the instructor’s goals in teaching the …
Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer
Using Blended Learning To Take Advantage Of Learning Science Research, Jennifer Spohrer
Blended Learning in the Liberal Arts Conference
Why does blended learning work? Some observers have suggested that students simply spend more time with the material in a blended course, but evidence from studies of blended courses is mixed. Learning science research suggests that how learners study also matters, and a blended learning approaches incorporate many tactics shown to be effective, such as formative assessment, repetition at intervals, and metacognitive prompting.
Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer
Keynote: Nglc Blended Learning Study Report And Where Do We Go From Here?, Kimberly Cassidy, Jennifer Spohrer
Blended Learning in the Liberal Arts Conference
Drs. Cassidy and Spohrer will give an update on the Next Generation Learning Challenges Wave I grant-funded study of blended learning, including an overview of preliminary findings from courses taught at our partner colleges over the 2012-2013 academic year. We will also present and discuss possible next steps for 2013-2014.
Project Overview And Research Findings, Kimberly Cassidy, Jennifer L. Spohrer
Project Overview And Research Findings, Kimberly Cassidy, Jennifer L. Spohrer
Blended Learning in the Liberal Arts Conference
Provost Kim Cassidy and Jennifer Spohrer give an overview of the blended learning study funded by the Next Generation Learning Challenges Wave I grant. They explain the origins of the project, introduce some of the blended courses developed to date, and mechanisms for measuring their impact. They will also present preliminary findings from the research done on fall-semester courses and discuss opportunities and support available for faculty at partner institutions who want to develop and teach blended courses in AY2012-2013 as part of the project.