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Full-Text Articles in Education
Teaching Strategies: Blended Learning And Flipped Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Blended Learning And Flipped Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Blended learning refers to a teaching strategy that utilizes both face-to-face classroom meetings as well as technology-enhanced learning outside of the classroom. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Writing Measurable Learning Outcomes, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Writing Measurable Learning Outcomes, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Learning objectives are clear, concise statements that describe what students will know or be able to do by the end of the course or module. Learning objectives usually begin with an action verb and they define something that is measurable (something that can be assessed). Learning objectives are often used interchangeably with the terms outcomes or learning goals. Effective learning outcomes create the foundation for alignment in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Competency-Based Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Competency-Based Instruction, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Competency-based education is an outcomes-based approach to education where the emphasis is on what comes out of post-secondary education—what graduates know and can do—rather than what goes into the curriculum. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Problem-Based Learning And Case-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Problem-Based Learning And Case-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Problem-based learning, or PBL, in its purest form, presents a fully-formed "real-world" problem to students at the outset of a course. Students then experiment and explore to solve the problem, with the instructor acting as a "guide" in the process, offering correction, focus, and assistance to guide inquiry. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Games, Simulations And Gamification, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Games, Simulations And Gamification, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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According to Lewis, Lancaster, Savenye and Haas (2013), “the goal of using games in any learning scenario, whether Civics or Social Studies, Math or Reading, is to engage the learner and provide them motivation to continue exploring the content in a meaningful way” (p. 7).
Teaching Strategies: Service Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Service Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Service learning is a teaching strategy that has two key components: community service and reflection. These components are tied to instruction through the application of class concepts in service to the community at large. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Experiential Education, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Experiential Education, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Experiential education is a teaching strategy with three key components: experience, reflection, and educational objectives. Students “learn by doing” and then reflect on this process towards specific educational goals. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Backward Design, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Backward Design, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Backward design is a process that educators use to design learning experiences and instructional techniques to achieve specific learning goals. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Project-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Project-Based Learning, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Project Based Learning, similar to problem-based learning, is a teaching method by which students explore the content through solving of a problem, challenge, or the completion of some project. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Teaching Strategies: Just-In-Time Teaching (Jitt), Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Just-In-Time Teaching (Jitt), Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Just-in-Time Teaching or JiTT (Novak, Patterson, Gowin, & Christian, 1999) is a pedagogical approach that combines the best features of traditional in-class instruction with the modern communication channels of 21st century technology.
Teaching Strategies: Alignment Mapping Your Course, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Teaching Strategies: Alignment Mapping Your Course, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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What is a course alignment map? A course (alignment) map is a representation of how you intend to teach and assess each student learning objective identified for your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies/
Mnsu Online Exam Security, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Mnsu Online Exam Security, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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The purpose of this working document is to design online exams that inhibit cheating and unauthorized distribution of exams/questions by best practices in the following areas: Question Properties Exam Properties Design Logistics Security Measures https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Assessment And Feedback Strategies: Audio Feedback, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Assessment And Feedback Strategies: Audio Feedback, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Feedback on assignments plays a large role in motivation and learning. Formative feedback can be instrumental in improving the learning experience for the student. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Assessment And Feedback Strategies: Writing Rubrics, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Assessment And Feedback Strategies: Writing Rubrics, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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Analytic rubrics detail the performance criteria and scoring system for a product created by a student. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies/
Learning Theories: Socio-Constructivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
Learning Theories: Socio-Constructivism, Carrie Lewis Miller, Michael Manderfeld, Elizabeth A. Harsma
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The key point of social constructivism is that the locus of knowledge does not lie solely within the individual. Instead, learning and comprehension are inherently social, and collaboration is needed to create deeper understanding for both the individual and the group. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories/
Student Reflection Questionnaire: Part 2, Jacob Wessels, Daniel Houlihan
Student Reflection Questionnaire: Part 2, Jacob Wessels, Daniel Houlihan
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CETL distributed an electronic version of the survey to the entire student body on September 16th. Surveys remained open for a two-week period, asking students to submit their responses by September 25th. The survey included an email invitation to complete the survey. Students who wanted to complete the survey simply clicked on a link embedded in the invitation. The link directed them to the survey. When they opened the survey, participants were informed that: The survey was being used to gather information on their learning experiences and feedback on improvements Responses would be anonymous The survey may be redistributed multiple …
Designing A First-Year Composition Course For Non-Native Speakers, Mary Gustin
Designing A First-Year Composition Course For Non-Native Speakers, Mary Gustin
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A CETL Capstone Project by Mary Gustin on how she used "A Self-Directed Guide to Designing Courses for Significant Learning" by Dr. L. Dee Fink to improve her first year composition course for non-native speakers of English.
Formative Assessment, Minnesota State University, Mankato
Formative Assessment, Minnesota State University, Mankato
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Template and tips for incorporating formative writing into any class.
Faculty And Student Qualitative Analysis Report, Jacob Wessels, Daniel Houlihan
Faculty And Student Qualitative Analysis Report, Jacob Wessels, Daniel Houlihan
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No abstract provided.
Faculty Needs Assessment: Part 2, Jacob Wessels, Daniel Houlihan
Faculty Needs Assessment: Part 2, Jacob Wessels, Daniel Houlihan
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CETL distributed an electronic version of the survey to the entire faculty administration on September 16th. Surveys remained open for a two-week period, asking students to submit their responses by September 25th. The survey included an email invitation to complete the survey. Faculty who wanted to complete the survey simply clicked on a link embedded in the invitation. The link directed them to the survey. When they opened the survey, participants were informed that: The survey was being used to gather information on their teaching experiences in a FlexSync format. Courses should continue to be recorded for students dealing with …