Education Commons^™

Teacher Voices Activity .Pptx, Lynell Hodge

Lynell Hodge, EdD

A Tale Of Two Teachers.Pptx, Marquis Grant

Marquis C. Grant, Ed.D

Unpacking Mooc Scholarly Discourse: A Review Of Nascent Mooc Scholarship, Maureen Ebben, Julien Murphy

Maureen Ebben

The rapid rise of MOOCs (Massive Open Online Courses) signals a shift in the ways in which digital teaching and learning are engaged in and understood. Drawing upon a comprehensive search of nine leading academic databases, this paper examines the initial phase of MOOC scholarship (2009–2013), and offers an analysis of these empirical studies that conceptualizes themes in MOOC scholarship and locates them within a chronological framework. Two key phases of scholarship about MOOCs are identified, each with associated research imperatives and themes.

Session A-2: Lincoln And Douglas: The Debates, The Background And Why What You Say Matters, Lee Eysturlid

Lee W. Eysturlid

This presentation will get at the important meanings and usages of the famous debates for the Senate that took place between Lincoln and Douglas in the state of Illinois. Attendees will gain a working knowledge of the event and explore ways to make use of it in class. Finally, the session will align the materials presented with the Common Core standards dealing with the "integration of knowledge and ideas" as well as "reading and writing for literacy".

Media And Communications, Joel M. Drotts Esq.

Joel M. Drotts Esq.

The media theories project.

This Is How We Video It: Creating, Finding, And Implementing Videos In F2f, Online, And Hybrid Classes, Kim Read

Kim Read

Simulations In Prisons, Kim Read

Kim Read

Meeting Patrons At The Point Of Need: Envisioning A Just-In-Time Repository For Oregon Libraries, Kim Read, Lori Wamsley

Kim Read

Tutoring Across Boundaries: When An Esol Student Becomes A Writing Tutor, Ying-Bei Wang

Ying-bei Wang

This presentation shares my experiences as a writing tutor working with ESOL students and focuses on the role cultural differences play in shaping how writers from different cultural backgrounds think and write.

Tutoring Across Boundaries: When An Esol Student Becomes A Writing Tutor, Ying-Bei Wang

Ying-bei Wang

This presentation shares my experiences as a writing tutor working with ESOL students and focuses on the role cultural differences play in shaping how writers from different cultural backgrounds think and write.

Student Perspectives Of Service Learning With Older Adults, Karen Brown, Carol Bashford

Karen Brown

The presenters will describe the findings of a mixed-methods research study designed to explore students’ perspectives of skills and knowledge gained through engaging with older adults with physical and/or cognitive limitations living in a continuing care retirement community (CCRC). Participants in the study included students enrolled as juniors and seniors in a baccalaureate nursing program. Community partnerships with several CCRCs provided the opportunities for students to interact with elders. During the service-learning course, students developed and implemented evidence-based health promotion activities directed towards enhancing the elders’ cognitive, physical, and psychosocial functioning. Additionally, students were paired, one-to-one, with an elder-partner in …

Speed Dating In History: Fostering Critical Thinking, Patricia L. Rieman

Patricia L Rieman

When students role-play, their learning is personalized (Joyce & Calhoun, 2014). Add the challenge of finding compatible partners, and students are fully engaged as they infer the connections between themselves and their “dates”. Mix in the final element of limiting the opportunity to interact with potentially compatible partners, and students must quickly determine importance, synthesize, and then verbalize the details of their personas. Additionally, students must analyze their partner’s message to identify connections to their own, infer hidden identities, and describe their cognitive processes. In this session on using speed-dating to teach history, all of these actions come together to …

Online Tutorials: Design, Development, And Pedagogy, Kim Read

Kim Read

No abstract provided.

Mobile Modeling: Using And Creating Ipad And Ipod Apps To Shape Students With Disabilities, Carolyn Wicks, Amanda J. Rockinson-Szapkiw, Justin M. Tucker

Carolyn J. Wicks

Modeling is a technique that is often used to teach new skills to students with disabilities. Modeling is effective for teaching communication, social, and functional living skills to students with emotional, behavioral, and cognitive disorders (Werts, Caldwell, & Wolery, 1996). Video modeling and audio prompts can be as effective as live modeling (Murzynski & Bourret, 2007; Rehfeldt, Dahman, Young, Cherry, & Davis, 2003). In fact, some researchers have suggested that video modeling results in more rapid acquisition of skills than live modeling and may even be more generalizable across environments (Charlop & Milstein ,1989). With the introduction of mobile devises, …

Technology And Supervision: Implementing An Online 360 Evaluation, Oscar T. Mcknight, Gregory Pollock

Oscar T McKnight Ph.D.

Program introduces and discusses the process and implementation of an online 360-Degree evaluation for counseling interns. This evaluation process employs feedback from the counseling intern’s immediate work circle: for example, the supervisor; clients; staff; and referral sources. In addition, the counseling intern evaluates their own services. Learning outcomes include, but not limited to knowledge of how to construct a 360-Degree evaluation; how to interpret the data; how to present outcomes to the counseling intern; and the pros/cons of such an evaluation. Program introduces a special discussion on how to turn qualitative information into testable quantitative data.

Driving Mobility In Your Institution [Powerpoint Slides], Shelley Kinash

Professor Shelley Kinash

Using Learning Objects To Enhance Distance Or Blended Learning, Susan A. Ariew, Maryellen Allen

Susan A. Ariew

The USF Tampa Library has been creating learning objects to enhance instruction and reference since YouTube came into its own in 2006. Over that period of time, the need for more expertise in creating quality learning objects that can be embedded in course management systems or on the library web site created a shift in priorities and leadership. In 2012 the USF Library hired an Assistant Director for Instruction and a Blended Librarian to provide a new direction for the instruction program, one that would include more online learning components. Both of these experts have helped transform teaching and learning …

Assessing Curriculum For College Success, Oscar T. Mcknight, Rod Lake, Mark Fortner, David Silverberg, Eugene Linton

Oscar T McKnight Ph.D.

Massillon City Schools and Ashland University assessed a project designed to strengthen the curriculum and improve student learning potential. Results suggest that assessing student learning potential can predict standardized testing outcomes (i.e., ACT/SAT scores) and college success (Entrance/Graduation). Incorporated are suggestions for implementing a standards-based curriculum and how-to predicting student outcomes using the Student Success Survey. The Student Success Survey can be found online at: http://scientificlegalservices.com/survey_update/index.php

A Qualitative Research For Interlanguage Strategies-, Grace Hui Chin Lin

Dr. Grace Hui Chin Lin 林慧菁 英語教學 語文學哲學博士 886 933 503 321

The major purpose of this qualitative research was to find out how the Taiwanese university EFL learners felt about learning the five communication strategies of reduction and achievement sets. Besides displaying their teachability (Maleki, 2007; Ogane, 1998) in university classrooms, this study collected qualitative data about students’ feelings and their reflections as they learned the five communication strategies. The samples of this training were twenty-four Taiwanese university students, none of whom majored in English in a Freshman Non-English Majors’ class. The results showed, for the reduction set of communication strategy, seven respondents tended to feel topic avoidance was an applicable …

New Wine Into Old Wineskins?: Adding The Visual To Information Literacy Instruction, Carol Leibiger, Alan Aldrich

Carol A Leibiger

Images are significant information carriers in new technologies. Scrutinizing the written word ignores communication work done by images. Intermediality, or information literacy understood as metaliteracy, suggests ways to assess images using many of the same criteria for evaluating verbal content, with added visual-literacy criteria. The presenters combine visual and textual literacy into a holistic critical-thinking approach, which enriches interpretation when learners apply rigorous rhetorical criteria to texts, regardless of their media. Suggestions for such instruction will be provided in a LibGuide.

How Can We Nurture And Develop Creativity In First Year Design Students?, Kerry Meakin

Kerry Meakin

This research paper investigates the perceptions of first year third level design students in regards to their creative thinking and use of creative strategies, while studying a first year design based curriculum in an Institute of Technology in Dublin. The research aimed to question students in a three-phase, sequential project. The first phase, questioned twenty seven students by issuing anonymous questionnaires to gather data on their methods of incubating design ideas, if they experienced any levels of anxiety when doing so, and their satisfaction levels in their design and creative abilities. Literature was reviewed to discover the attributes of those …

Learning And Teaching : Aims, Goals And Objectives, John Wade

John Wade

[Extract] AIM – to think critically about the concepts of educational ‘AIMS’. GOAL – to be able to write aims, goals and objectives of courses at different levels of specificity and to understand the historic advantages and disadvantages of this process. OBJECTIVE – for each participant to write; within the next week; a list of at least 10 aims, goals, and objectives, ranging from general to very specific, and distribute it, and discuss it, for at least 15 minutes with students in the next course taught.