tag:blogger.com,1999:blog-37763607478061123982024-03-20T19:24:06.067-07:00University Teaching: strategies and techniquesThe First Principle: less teacher talk = more time for learningDeborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.comBlogger37125tag:blogger.com,1999:blog-3776360747806112398.post-47295760755578034842014-11-16T14:23:00.001-08:002014-11-16T14:23:40.790-08:00Feedback strategies: quick, but good
<span style="font-family: Calibri;">The provision of good feedback is important. It’s one area
of teaching where students are never satisfied (and they tell us so in their
responses to student satisfaction surveys). While this seems counter-intuitive
to those teachers who know that students often don’t collect assignments at the
end of semester, it is so.</span><br />
<br />
<span style="font-family: Calibri;">The thing is that students seem to be distinguishing between
feedback that explains their mark, and feedback designed to assist them to
complete future tasks more successfully. They aren’t so interested in the
former, but they are very interested in the latter. So … that’s the trick …
make sure you tell them that all the feedback you provide will assist them to
do better in the future – either in the current course / subject, or in a later
course or subject.<o:p></o:p></span><br />
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="font-family: Calibri;">You might also try some of the following techniques to speed
up the process and increase student engagement with the feedback you do provide
for them.<o:p></o:p></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379761"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">Dedicated
Improvement and Reflection Time (DIRT)</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">Give students time
in class to reflect on their work, and to make improvements to it. You can do
this in a variety of ways, one of which is to set up a peer review process that
includes a session in class where they sit with their peers and go through
draft assignments. You might have set up a previous activity where they have
had time to share their drafts and work through the work of their colleagues,
making comments and suggestions. The class time then gives them room to discuss
those suggestions with each other.<o:p></o:p></span></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379762"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">Symbols,
not comments</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">This technique
works very well with errors and mistakes that are made by the majority of the
class. Rather than write the same comment over and over again on assignment
after assignment, create a key to common problems. Use the symbols when you are
marking assignments, and provide students with a written explanation of the
meaning of each symbol (returned with their assignments), and a follow-up
session in class, where you go over each error or mistake and give them an
opportunity to clarify their understanding. For example, the symbol # might be
used to indicate “lack of evidence”. In your feedback session, you could then
provide an overview of how to use evidence to support an argument. Remember,
learning is a conversation. Students need to check with you that they have
understood your feedback. <o:p></o:p></span></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379763"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">The Dot
Round</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">As students are
working in groups, do some quick quality feedback in class. That is, check
their work. Where they have made mistakes or could improve things, mark their
work with a dot. Don’t tell them what is wrong, just that something is not
quite up to scratch. Their job then is to reflect on that particular section
and work out how to improve it. You could also use this technique with draft
submissions.<o:p></o:p></span></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379764"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">Assess in
colour</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">In preparation for
a DIRT session (see above) you or peer markers can draw green boxes around the
best parts of someone’s draft assignment and red boxes around the bits that are
not up to scratch. The reasons for these assessments can then be discussed in
the DIRT session.<o:p></o:p></span></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379765"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">Self-assessment
before teacher assessment</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">Provide students
with a detailed marking rubric. Go through the rubric in class, ensuring – as
far as possible – that students understand the criteria. Make it a requirement
of submission that students provide a self-assessment of their assignment
against the marking rubric. When you mark the work, use the same marking
rubric, and concentrate on pointing out the differences between your assessment
of their work, and their own assessment of their work.<o:p></o:p></span></span></div>
<br />
<h3 style="margin: 12pt 0cm 0pt;">
<a href="https://www.blogger.com/null" name="_Toc403379766"><span style="mso-fareast-language: EN-AU;"><span style="color: #4f81bd; font-family: Cambria; font-size: small;">One-to-one
time in class</span></span></a><span style="mso-fareast-language: EN-AU;"><o:p></o:p></span></h3>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="mso-fareast-language: EN-AU;"><span style="font-family: Calibri;">Where and when you
can, provide students with opportunities to ask you questions about the written
feedback you have provided. Learning is a conversation.<o:p></o:p></span></span></div>
<br />
<h4 style="margin: 10pt 0cm 0pt;">
<em><span style="color: #4f81bd;"><span style="font-family: Cambria;">Reference<o:p></o:p></span></span></em></h4>
<br />
<div class="MsoNormal" style="margin: 6pt 0cm;">
<span style="font-family: Calibri;">For more information on these and other techniques, visit </span><a href="http://www.huntingenglish.com/category/teachinglearning/"><span style="mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><span style="color: blue;">http://www.huntingenglish.com/category/teachinglearning/</span></span></a><span style="font-family: Calibri;">
<o:p></o:p></span></div>
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-79897989097621869202014-06-02T18:34:00.000-07:002014-06-02T18:34:27.511-07:00An alternative to classroom clickers<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">Today, I'm listening to A/Prof Manju Sharma of the University of Sydney's Physics Department, who is speaking at the latest ANU College of Science Teaching and Learning Colloquium. She is demonstrating a teaching strategy that draws on <a href="http://university-teaching.blogspot.com.au/2012/03/mazurs-peer-instruction.html" target="_blank">Eric Mazur</a>'s work, replacing classroom clickers with a free online application (<a href="http://socrative.com/">Socrative.com</a>).</span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><br /></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">Perhaps the most interesting aspect of her presentation is the way in which she draws on known or frequent errors or common misunderstandings she has observed In previous classes. She uses this experience and knowledge to create the challenge questions that she puts to students in class. These challenge questions ensure that students have acquired threshold concepts and that blocks to future learning in the course and the discipline have been removed early on in a novice's induction to the knowledge of the discipline.</span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><br /></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">Like Mazur before her, she has collected considerable data which demonstrates the effectiveness of the technique.</span></div>
<br />
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">Interestingly, comments from students show that they are picking on on her language about learning in giving their feedback about the course: concepts, "hands-on, minds-on".</span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><br /></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">The tool, Socrative.com, is the kind of generic online tool that could be used in face-to-face classes to encourage deep learning, or in an online environment to replace some aspects of workshops and tutorials.</span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><br /></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;">It's worth a look.</span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><br /></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><b>Reference</b></span></div>
<div style="font-family: Helvetica; font-size: 12px;">
<span style="font-size: 12pt;"><b><br /></b></span></div>
<a href="http://socrative.com/" style="background-color: rgba(255, 255, 255, 0);"><span style="color: black;">Socrative.com</span></a>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com7tag:blogger.com,1999:blog-3776360747806112398.post-63905455170639321512014-05-29T00:02:00.004-07:002014-05-29T00:02:45.522-07:00The flipped classroomThere's a lovely description of the flipped classroom on the University of Queensland's <a href="http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html" target="_blank">website</a>. It draws on material from a website maintained by <a href="http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/" target="_blank">Vanderbilt University’s Center for Teaching</a>.<br />
<br />
The authors of the site explain:<br />
<blockquote class="tr_bq">
<blockquote class="tr_bq">
In essence, “flipping the classroom” means that students
gain first exposure to new material outside of class, usually via reading or
lecture videos, and then use class time to do the harder work of assimilating
that knowledge, perhaps through problem-solving, discussion, or debates. In
terms of Bloom’s revised taxonomy (2001), this means that students are doing
the lower levels of cognitive work (gaining knowledge and comprehension)
outside of class, and focusing on the higher forms of cognitive work
(application, analysis, synthesis, and/or evaluation) in class, where they have
the support of their peers and instructor. This model contrasts from the
traditional model in which “first exposure” occurs via lecture in class, with
students assimilating knowledge through homework; thus the term “flipped
classroom.”<o:p></o:p>
</blockquote>
<br /></blockquote>
<h4>
Key characteristics of the flipped classroom</h4>
<ol>
<li><strong>First exposure to new material: </strong>Students are provided with an opportunity to gain their first exposure to the content of their course prior to class. Often, this is via a web-based resource, but it could be simply through readings set by the lecturer to be read in advance of the face-to-face learning event.</li>
<li><strong>Preparation for class: </strong>Students are often given an incentive to prepare for class. Vanderbilt recommends giving them marks for the pre-class activities. It would work equally well with many cohorts to ensure that those students who are properly prepared have a better in-class experience.</li>
<li><strong>Checking understanding: </strong>Lecturers do need to monitor how well students have completed this preparatory work. Formative assessment strategies work well in this context, as do short summative strategies, like quizzes. There are a range of strategies described throughout this blog that can be adapted for this purpose. These strategies for monitoring student understanding are probably best implemented online before class, or in the early stages of the face-to-face class.
Without comprehension of the material, students won't be able to engage in the face-to-face activities well, and they won't gain the most from them.</li>
<li><strong>Applying, analysing, synthesizing, and evaluating: </strong>Finally, provide in-class activities that focus on higher level cognitive activities, that give students opportunity to deepen their understanding and increase their skills in drawing on their new knowledge and applying it to solve authentic disciplinary problems. These problems don't have to be new to the discpline, but they ought to be new to the students. They may provide a gateway to the next block of disciplinary knowledge to which students are introduced.</li>
</ol>
The Vanderbilt University site provides a range of suggested readings for those interested in exploring these ideas further.<o:p></o:p><br />
<br />
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-26208778478067545082014-05-28T20:14:00.001-07:002014-05-28T23:30:36.700-07:00Academic Controversy: a cooperative way to debateCame across a paper recently (see below for the full reference) which outlines a very useful technique to manage classroom discussions.<br />
<br />
The technique is called Academic Controversy by the author, George Jacobs.<br />
<br />
He writes:<br />
<blockquote class="tr_bq">
"... one criticism of debate is that it creates a situation of negative interdependence among students, i.e. those on each side of the debate attempt to defeat those on the other side. Thus, what hurts one group helps the other."</blockquote>
The technique and the variations outlined in his paper are designed to promote "positive interdependence" and a deeper understanding of the topics in question. <br />
<br />
<h4>
The Technique</h4>
<ol>
<li>Divide students into groups of four, divided into pairs. Assign each pair a position on a controversial topic. Give students limited time to prepare their argument.</li>
<li>Each pair presents their assigned view, while the other pair listens and takes notes.</li>
<li>Each side takes turns to rebut the arguements presented by the other side, and to defend their own position.</li>
<li>Students exchange positions, and repeat the first three steps, taking the opposing view. During this stage, each pair will build on the work of the first pair; they won't merely be repeating the arguements already presented.</li>
<li>As a group of four, participants "attempt to forge a common position, which could be one of the two positions assigned earlier" or an entirely different position. </li>
<li>The group of four presents this final common position to the class.</li>
</ol>
<h4>
Variations</h4>
<ul>
<li>Use turn-taking procedures to ensure that each pair or group is given equitable amounts of time.</li>
<li>Give students time to prepare slides or visual representations of their arguments, e.g. mind maps.</li>
<li>Provide students will scaffolding materials to assist them to prepare their arguments.</li>
<li>Involve students in the selection of topics.</li>
<li>Encourage students to use a variety of modes to present their arguments, e.g. role play, poetry, song, etc.</li>
<li></li>
</ul>
<h4>
Reference</h4>
Jacobs, G. (2010). Academic Controversy: a cooperative way to debate. <em>Intercultural Education</em>, 21(3), 291-296.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-41193511969744618912014-05-28T18:09:00.002-07:002014-05-28T18:10:03.204-07:00Questions a critical thinker asks<div class="separator" style="clear: both; text-align: left;">
Here's another little gem from James Meek's collection. Click on the image to get a larger version of it.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzAVnh7GxNL6qufmW0sBu2VX6HL5A1CijO-oypiQQBAgWTkrexxNXO2z1DSh7zLgndolWZm8cOfSDrKTwoWdw6FayqZcByp9aStDj7-Ih7MOBdu00luWNe7_YeiHSUIUB-Mak_ULqdiN4/s1600/Critical_Thinking_Infographic-e1345139343418.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzAVnh7GxNL6qufmW0sBu2VX6HL5A1CijO-oypiQQBAgWTkrexxNXO2z1DSh7zLgndolWZm8cOfSDrKTwoWdw6FayqZcByp9aStDj7-Ih7MOBdu00luWNe7_YeiHSUIUB-Mak_ULqdiN4/s1600/Critical_Thinking_Infographic-e1345139343418.jpg" height="320" width="160" /></a></div>
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<br />Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-82282210417464050652014-05-28T18:04:00.005-07:002014-05-29T00:05:09.307-07:00The art of asking questionsJames Meek, currently at Macquarie University, has passed on one of his useful resources - a piece by Maryellen Weimer, PhD.<br />
<br />
She writes: <o:p></o:p><br />
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
"At one time or another, most of us have been disappointed by the
caliber of the questions students ask in class, online, or in the office. Many
of them are such mundane questions: Will material from the book be on the exam? How long should the paper be? Can we use Google to find references? Would you repeat what you just said? I didn’t get it all down in
my notes. Rarely do
they ask thoughtful questions that probe the content and stir the interest of
the teacher and other students.<o:p> </o:p></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
So, how do we get them to ask better questions? What if we start
by asking them the kinds of questions we hope they will ask us? Here are some
suggestions that might help us model what good questions are and demonstrate
how instrumental they can be in promoting thinking, understanding, and
learning.<o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Prepare questions </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Too often we ask questions as they come to
us. Allen and Tanner write in an excellent article on questioning, Although many teachers carefully plan test questions used as
final assessments, ... much less time is invested in oral questions that are
interwoven in our teaching. (p. 63) How
many questions of the kind that generate discussion and lead to other questions
come to us as we are teaching? Would more of those thought-provoking questions
come to us if we thought about questions as we prepare and contemplate the
content for class?<o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Play with the questions </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Questions promote
thinking before they are answered. It is in the interstices between the
question and the answer that minds turn. In that time before answers, questions
can be emphasized by having them on a PowerPoint or on the board and by
encouraging students to write the question in their notes. Maybe it’s a
question that opens class and doesn’t get answered until the end of class.
Maybe it’s a question that gets asked repeatedly across several class sessions
with any number of possible answers entertained before a good or right answer is
designated. <o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Preserve good questions </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
If a question does
generate interest, thoughtful responses, and good discussion, that’s a question
to keep in some more permanent way than simply trying to remember it. Good
questions can be preserved along with the course materials for that day.
Finding them there next semester enables us a revisit and possibly improve
them. Do we need to be reminded that probing questions about the content, not
only encourage students to think, they are good grist for the mill of our own
thinking?<o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Ask questions that you don’t know the answer to </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Students tend to think
that teachers have all the answers. Could that be because we answer all their
questions? Marshall makes a point worth remembering. Typically we ask students
questions that we already know the answer to and if any of you are like me,
while the student is answering, I’m quietly thinking how much better my answer
is and how I will quickly deal with the students answer so I can then give my
answer. Asking a question you don’t know the answer to lets students know that
you still have things to learn. Asking students those questions and then thoughtfully
attending to their answers also indicates that you just might be able to learn
something from a student. Could this be a way to motivate them to ask better
questions?<o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Ask questions you can’t answer </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
These questions are
different from those you don’t know the answer to. It’s possible to find
answers to those questions. These are the questions currently being confronted
within the field or area of study that haven’t yet been answered. As of this
moment, the answers are unknown. A question that can’t be answered is
inherently more interesting than one that can be answered. Are there theories
or research findings that suggest answers? Are some of those more likely than
others? Could the answer be something totally unexpected? What if a student
thinks she might have an idea about a possible answer?<o:p> </o:p></div>
<br />
<h4 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Don’t ask open-ended questions when you know the answer you’re
looking for </h4>
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Sometimes students offer
answers but they aren’t the ones the teacher wanted to hear. If you aren’t
getting the answer you want, don’t play the “try to guess the answer I have in
mind” game. It reinforces the idea that the question has one answer that the
teacher thinks is the right or best answer. If the teacher has the answer,
students are quick to conclude it’s the definitive right answer, and that makes
it an answer that they won’t spend any time thinking about. <o:p> </o:p></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
We ask questions to get students interested, to help them
understand, and to see if they do. We’d like for our questions to promote
lively discussions during which thoughtful perspectives are exchanged,
different views presented and new ideas are born. To accomplish that goal we
need to plan and use question in more purposeful ways. If questions start
playing a more prominent role in our teaching, the reward may be students
asking questions we’d find interesting to answer and they’d find more
interesting to discuss. <o:p></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Shouldn’t an article on questioning end with one? It should, and
Allen and Tanner have a great one: What would
you predict would happen in your classroom if you changed the kinds of
questions that you ask? (p. 63)<o:p></o:p></div>
<br />
<h3 class="MsoNormal" style="margin: 0cm 0cm 0pt;">
References
<o:p></o:p></h3>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Allen, D. and Tanner, K. (2002). Approaches to cell biology
teaching: Questions about questions. <em>Cell Biology Education</em>, 1, 63-67.
<o:p></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Marshall, G. (2006). From Shakespeare on the page to Shakespeare
on the stage: What I learned about teaching in acting class. <em>Pedagogy</em>, 6 (2), 309-325. <o:p></o:p></div>
<br />
<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
Reprinted from <a href="http://www.facultyfocus.com/newsletters/the-teaching-professor/?ET=facultyfocus:e36:437823a:&st=email">The Teaching Professor,</a> 27.3 (2013):
5. © Magna Publications. All Rights Reserved."</div>
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-25714909576619581012013-11-18T16:38:00.000-08:002014-05-28T18:06:56.829-07:005 content archetypes<!--[if gte mso 9]><xml>
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Here’s something that appeals to me, mainly because it seems
like a very useful taxonomy. It comes to me via Stephen Downes’ website,
OLDAILY, and he has re-posted it from David Armano’s page. Armano is a
marketer, but his categories are useful for those focussed on education, I
think. </div>
<br />
He writes about five content archetypes:<br />
<ul>
<li>Curated</li>
<li>Co-created</li>
<li>Original</li>
<li>Consumer-generated (Downes recasts this as “student-generated”)</li>
<li>Sponsored (recast by Downes as “board or department”)</li>
</ul>
From the perspective of the disciplines, these are important
ways to think about content and how it is presented, e.g. via an LMS, for
students.<br />
<br />
<h4>
Curated</h4>
One of the most difficult decisions a university teacher
makes is the selection of materials that are listed in the reading list for a
particular course. The question here is this: Which previously-published
material (scholarly writing, web-based material, mass media) does my class need
to consume to achieve the learning outcomes I have set for the course? Student
time is precious. The selection of readings set for the course must be precise
and on topic. If tangential material is included, make sure that students know
it isn’t essential reading for the course.<br />
<br />
<h4>
Co-created</h4>
Learning is a constructivist activity, even in the
positivist disciplines. The co-creation of content – through projects, online
discussions, group work, or even peer mentoring – engages students in the act
of learning.<br />
<br />
<h4>
Original</h4>
Sometimes, a teacher just has to write new material to get
the point across.<br />
<br />
<h4>
Student-generated</h4>
In completing formative and summative tasks, students learn.
No argument there.<br />
<br />
<h4>
Sponsored</h4>
University learning happens under the umbrella of the
institution, and at times, the institution has announcements. Class management
requires announcements. This too is content.<br />
<br />
These categories of information can, I think, help in
thinking through how an LMS site might be organized.
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com1tag:blogger.com,1999:blog-3776360747806112398.post-86190487699138916122013-09-12T20:22:00.000-07:002013-09-12T20:22:11.513-07:003-minute thesis<!--[if gte mso 9]><xml>
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This week, my university is running the 3-Minute Thesis
Competition. This requires participants to provide a 3-minute summary of their
research thesis. The presenters have no guarantee that members of their
audience know anything about their discipline or their topic. It’s tricky – and
many of them can’t do it.</div>
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My advice to them is to imagine that they have only a few
minutes to describe their project to a friend of their grandmother’s at the
Christmas Party.</div>
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<br /></div>
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This is a technique that could work as a classroom activity
for large assignments or projects. It will force students to be very clear
about what they are writing about.</div>
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<br /></div>
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For more information about the 3-minute thesis competition, go here: <a href="http://cbe.anu.edu.au/news-events/cbe/news/2013/3mt/">http://cbe.anu.edu.au/news-events/cbe/news/2013/3mt/</a>. </div>
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-71625882310969011872013-09-12T20:19:00.001-07:002013-09-12T20:19:27.168-07:00Group work in unsuitable spaces<!--[if gte mso 9]><xml>
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Quite often, I hear my academic colleagues say that it is
too difficult to run learning activities in a tiered lecture theatre or some
other horrible teaching space foisted upon them. This strategy requires only
that each person is within earshot of three other people.</div>
<br />
Try this one: Think, Pair, Square, Share.
<br />
<ol>
<li>Pose a question.</li>
<li>Give students 2-3 minutes to think about their answers
(think).</li>
<li>Get students to turn to the person next to them to talk
about their conclusions (pair) for 5 minutes.</li>
<li>Get each pair to join another pair to continue the
discussion (square).</li>
<li>Have each square report on their discussions (share).</li>
</ol>
Don’t let each square report everything they said. Start
with one group of four: “Report on one thing you discussed”. Ask each
subsequent group to report on something from their conversation <b style="mso-bidi-font-weight: normal;">which has not already been mentioned</b>.
Once there are no groups with any new points to mention (or you have run out of
interesting points to report), end the sharing part of the activity.
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-54088373582168492102013-09-12T20:15:00.000-07:002013-09-12T20:15:09.590-07:00Korpi’s Rules<!--[if gte mso 9]><xml>
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<br />
Today, in a discussion about engaging learning activities in
the university classroom, an academic colleague introduced me to Korpi’s Rules.
Walter Korpi is a Norwegian academic and past president of the Research
Committee for the International Sociological Association. He developed a
workshop-style meeting format for his peers which forces the presenter of new
research to be very clear about the work.<div class="MsoNormal">
<br /></div>
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It works like this:</div>
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<li>A paper for discussion at the conference is selected and
circulated.</li>
<li>A member of the group other than the author of paper (the
discussant) presents the paper, based only on written material supplied by the
author. No oral briefing or interaction between presenter/discussant and author
precedes the presentation to the group.</li>
<li>Following the presentation, the author takes questions about
the paper.</li>
<li>Finally, the group engages in a general discussion about the
paper.</li>
</ol>
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“… accepting a place on the [conference] program entails a
commitment to complete the paper in time for others to read it and to come
prepared to discuss papers. Equally, participants may expect to serve as
discussant for another paper, and to open the floor with an incisive and fair
assessment of its strengths and weaknesses.”</div>
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I can see this technique working as a classroom learning
event. Not only does it force good, clear writing, it introduces social science
students to a practice used by their more senior discipline-based colleagues.</div>
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<![endif]-->Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com2tag:blogger.com,1999:blog-3776360747806112398.post-82792664875269266242013-08-13T19:39:00.002-07:002014-06-02T18:38:56.647-07:00Web-based tools for teaching<!--[if gte mso 9]><xml>
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<br />
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Here are a few free
applications that might be of interest.</div>
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<br /></div>
<b style="mso-bidi-font-weight: normal;">Padlet</b> (<a href="http://padlet.com/">http://padlet.com/</a>): This provides users with a
blank “wall” to which anyone logged in at the same time can post comments – “digital
post-its”. It’s good for collaborative brainstorming and the like.<br />
<div class="MsoNormal">
<br /></div>
<b style="mso-bidi-font-weight: normal;">Voicethread</b> (<a href="http://voicethread.com/">http://voicethread.com</a>): This is a fantastic
tool, but it isn’t free. The company sells Single Instructor, Department, and
Site Licences. It allows users to upload, share, and discuss documents,
presentations, images, audio files, and videos. Comments can be made (recorded
and shared) using a microphone, a webcam, in a text file, by phone, or as an
audio-file upload.<br />
<div class="MsoNormal">
<br /></div>
<b style="mso-bidi-font-weight: normal;">mQlicker</b> (<a href="http://www.mqlicker/">http://www.mqlicker</a>): This is a web-based audience
response application that provides “clicker” functionality in the classroom.
Rather than using hand-held audience response devices, participants use their
mobile devices (phones, tablets, laptops). Participants do need to be able to
log on to the Web in the teaching space for the system to work.<br />
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<br /></div>
<b style="mso-bidi-font-weight: normal;">Poll Everywhere </b>(<a href="http://www.polleverywhere.com/">http://www.polleverywhere.com/</a>): This
is another audience survey tool. The lecturer asks students a question using
the Poll Everywhere app, students answer in real time using their phones,
Twitter, or web browsers, and the responses are reported graphically on the web
or in a PowerPoint or Keynote presentation.<br />
<div class="MsoNormal">
<br /></div>
<b style="mso-bidi-font-weight: normal;">Infographics</b>: The
web loves infographics. Sources for good infographics are becoming easier to
find: one such source is <a href="http://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start/">http://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places-to-start/</a>.
Tools to create infographics abound (e.g. any graphic design program). Here are
a couple of other useful tools to create simple infographics: <b style="mso-bidi-font-weight: normal;">Tagxedo</b> (<a href="http://www.tagxedo.com/">http://www.tagxedo.com</a>) is a tool that allows
you to create word cloud in a certain shape and <b style="mso-bidi-font-weight: normal;">SimpleDiagrams</b> (<a href="http://www.simplediagrams.com/">http://www.simplediagrams.com</a>)
is a tool that helps the user create … well, simple diagrams. It’s nice.<br />
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<br /></div>
<b style="mso-bidi-font-weight: normal;">Edmodo</b> (<a href="https://www.edmodo.com/">https://www.edmodo.com/</a>): This is a secure
micro-blogging tool.<br />
<br />
<b style="mso-bidi-font-weight: normal;">Presentation tools</b>:
I’ve mentioned <b style="mso-bidi-font-weight: normal;">Prezi</b> (an alternative
to PowerPoint and Keynote, found at <a href="http://prezi.com/">http://prezi.com/</a>)
in a previous post. I’ve come across two others since then: <b style="mso-bidi-font-weight: normal;">Glogster</b> (<a href="http://www.glogster.com/">http://www.glogster.com/</a>), <b style="mso-bidi-font-weight: normal;">LiveBinders</b> (<a href="http://www.livebinders.com/">http://www.livebinders.com/</a>), and <b style="mso-bidi-font-weight: normal;">SimpleBooklet</b> (<a href="http://simplebooklet.com/">http://simplebooklet.com/</a>) all useful
sites/tools.<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Of course, these tools are only as useful as you make them ... and that takes imagination. </div>
Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com1tag:blogger.com,1999:blog-3776360747806112398.post-5455142646816574492013-06-03T18:57:00.000-07:002013-06-25T21:44:56.165-07:00Exam wrappers<span style="background-color: rgba(255, 255, 255, 0);"><strong>This description of "exam wrappers" is taken from an online newsletter hosted by Stanford University and edited by Rick Reis: Tomorrow's Professor. For more information, visit </strong><a href="http://mailman.stanford.edu/mailman/listinfo/tomorrows-professor"><strong>http://mailman.stanford.edu/mailman/listinfo/tomorrows-professor</strong></a><strong>. </strong></span><br />
<span style="background-color: rgba(255, 255, 255, 0);"><br /></span><span style="background-color: rgba(255, 255, 255, 0);">What are Exam Wrappers?<br /><br />Exam wrappers are short activities that direct students to review their performance (and the instructor's feedback) on an exam with an eye toward adapting their future learning. Exam wrappers ask students three kinds of questions: How did they prepare for the exam? What kind of errors did they make on the exam? What could they do differently next time? Each of the question types is discussed next.<br /><br />1. How students prepare for the exam. Asking students to reflect on how they prepared for the exam forces them to confront the choices, explicit or implicit, they made about their studying. This prompts students to consider issues such as whether they studied enough or sufficiently in advance. Similarly, asking students which of various study strategies they employed (e.g., reviewing notes, solving practice problems, rereading the textbook) highlights that there are many options they could have taken. It also presents various study strategies that students might not have even considered and thus suggests some new possibilities for how they might prepare differently next time.<br /><br />2. What kind of errors students made. Once they have received a grade, students do not always think carefully about their performance on an exam. If they did well, they might mark it as a success without much further thought; if they did poorly, there's strong temptation to leave the painful event behind. Thus, the second set of questions posed in exam wrappers is designed to encourage students to analyze their performance in greater depth, giving students something constructive to do with feedback and graded exam offers. One way to do this is to identify the critical components or stages of the tasks on the exam and have students estimate their degree of difficulty (e.g., how many points they lost) with each component. For example, did they read the question carefully, did they have trouble "setting up" the problem, did they fail to understand the concepts involved, or did they make mistakes on the required arithmetic or algebra? Focusing students' reflection at this level informs their analysis of their own performance. Moreover, the labels for the different possibilities provide a concrete language for students to use when assessing their own performance. Note that this part of the exam wrapper is a natural place for instructors to tailor the questions to their own needs. Instructors may also want to adapt these labels to include specific misconceptions or difficulties that have been revealed in their course by past students. Or, they may want to include more general issues that impact students' exam performance. For instance, an instructor I worked with recently was concerned about test anxiety adversely affecting her students' exam performance, so she incorporated this issue into her exam wrapper.<br /><br />3. How students should study for the next exam. Students can use their responses to the first and second types of exam-wrapper questions to think about how they should approach the next exam. A key goal of the third type of question exam-wrapper question is to help students see the association between their study choices and their exam performance so they can better predict what study strategies will be effective in the future. One way to do this task is to ask students to look back at their responses to the first two parts of the wrapper and then to list specific ways they might prepare differently for the next exam to improve their performance. Another option is to prompt students to attribute their various difficulties (from part two of the wrapper) to specific study strategies (from part one) they did or did not employ. Rather than merely telling students to "study harder" or "do more practice problems before the exam", this third type of exam-wrapper question helps students discover effective study strategies on their own. In effect, exam wrappers are asking students to give their future selves advice.<br /><br />Why Exam Wrappers Work<br /><br />The earlier section on design considerations described five constraints that a metacognitive intervention should satisfy to be practical and effective. Understanding the ways in which exam wrappers satisfy these constraints helps explain why they work.<br /><br />1. Impinge minimally on class time. Exam wrappers require only a few minutes and are completed at a time when students arguably are somewhat distracted anyway. Moreover, instructors can eliminate even this minimal impact on class time by giving exam wrappers as part of homework.<br /><br />2. Be as easily completed by students within the time they are willing to invest. With typically only one page of questions, none of which requires much writing, exam wrappers take relatively little student time.<br /><br />3. Be easily adaptable. As we have seen, exam wrappers include three main question types, and these question types can be applied to almost any course, as long as it has exams. In addition, this general approach can be applied to any type of graded assignment. </span><br />
<span style="background-color: rgba(255, 255, 255, 0);">4. Be repeatable yet flexible. The core questions being in an exam wrapper do not diminish in value when asked repeatedly. At the same time, it is easy to adjust the details of exam wrappers so as to keep the exercise fresh. Instructors can easily vary the specific content of exam wrapper questions, add new questions, and tailor the questions to their particular instructional situation. </span><br />
<span style="background-color: rgba(255, 255, 255, 0);"><br />5. Exercise the skills instructors want their students to learn. The reflections required to complete an exam wrapper leads students to assess their own strengths and weaknesses, evaluate their performance, identify which strategies work for them, and generate appropriate adjustments. These are key metacognitive skills that many instructors want to promote.<br /><br />How to Use Exam Wrappers<br /><br />Here I describe a basic recipe for how to use exam wrappers, along with variations and options instructors may find useful.<br /><br />Step1: Students prepare for and take the exam using their typical study strategies. No special intervention is need for this first exam.<br /><br />Step 2: The instructor gives students the exam wrapper instrument when the graded exams are returned and asks students to complete the exam wrapper as soon as possible upon seeing their exam performance. Ideally, this is done right then in class and need only take 10 minutes of class time. But there are other possibilities. Students can complete the exam wrapper as homework, submitting their responses by a specified deadline. Or students can complete the exam wrappers online as a nongraded assignment (e.g., within a course management system or online instructional environment or with an online survey system).<br /><br />Step 3: The instructor collects the exam wrappers. Although exam wrappers are not graded activities, it is important to collect them because (a) the exam wrapper will need to be returned to students at a later point (see Step 4) and this prevents them from getting lost, and (b) the instructional team may want to review students' responses to gain insight into their students' learning that they otherwise might not be able to obtain. In particular, the instructor or teaching assistants can skim students' responses to see whether there are patterns in how students analyzed their strengths and weaknesses or in how students described their approach to studying for the exam. For example, instructors may be surprised to learn the amount of time students spent studying (either how much or how little), when students chose to start their studying (e.g., <a href="x-apple-data-detectors://15/" x-apple-data-detectors-result="15" x-apple-data-detectors-type="calendar-event" x-apple-data-detectors="true">2 a.m.</a> the night before), or how students spent their study time (e.g., memorizing formulae rather than solving practice problems). The instructional team can also consider the additional instructional support students said they would like to receive and possibly provide something along these lines. A wide variety of adjustments may be suggested based on what the instructional team learns from the exam wrappers about students? strengths and weaknesses, and study strategies.<br /><br />Step 4: At the time when students should begin studying for the next exam, the instructor returns the completed exam wrappers (from the previous exam) to students. The idea here is that students review their own recommendations for how to study more effectively, given their own past experiences, strengths, and weaknesses. Depending on the class format and the time available, there are many variations on this step that instructors can use. </span><br />
<span style="background-color: rgba(255, 255, 255, 0);"><br />Step 5 (optional, but desirable): Repeat steps 2 through 4 for subsequent exams.<br /><br />When an instructor provides exam wrappers regularly across multiple exams, students get repeated practice in applying the skills of self-regulated learning. This helps students build a habit of mind to monitor their own learning, reflect on their study strategies, and make appropriate adjustments. For reasons mentioned earlier, it can be useful to include nontrivial variation in the structure of subsequent wrappers while still prompting the desired metacognitive processes. For example, an exam wrapper used for an exam later in the semester can be streamlined compared to the first exam wrapper. Having the wrapper still gets students to engage in reflection and analysis, but fading the scaffolding encourages students to take on more of the responsibility for this process.<br /><br />These five steps are easy to implement, take relatively little time, and are very flexible. The metacognitive practice from using wrappers in a course offers substantial benefits. And when multiple instructors do this across different courses, students can learn metacognitive skills in multiple contexts, thereby increasing their likelihood of transferring the skills to new learning situations in the future. This is exactly what we did at Carnegie Mellon University, implementing wrappers in several introductory math and science courses, as described in the next section.</span>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com1tag:blogger.com,1999:blog-3776360747806112398.post-52747590124546055402012-12-02T22:28:00.002-08:002012-12-02T22:29:31.838-08:00Techniques for formative assessmentHere are a couple more tools you can use for formative assessment (activities that provide you with information about how to design future learning activities).<br />
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<strong>Analogy Prompt</strong><br />
Occasionally, when you are eliciting information from students about how well they understand the material you are teaching, get them to complete this sentence: "(a designated concept, principle, or process) is like ___ because ___."<br />
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<strong>3-minute Pause</strong><br />
The 3-minute Pause gives students an opportunity to stop and reflect on new knowledge recently acquired. Get them to complete the following statements:<br />
<ul>
<li>I changed my attitude about ... because ...</li>
<li>I became more aware of ...</li>
<li>I was surprised by ...</li>
<li>I felt ...</li>
<li>I empathized with ...</li>
</ul>
<br />
<strong>Ticket to Leave</strong><br />
This is a closing activity where students respond in writing or verbally to short assignments before they leave the room.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-53835234120171408072012-12-02T22:19:00.001-08:002012-12-02T22:30:11.714-08:00Formative assessment: index card summariesDistribute index cards in class if your are teaching face-to-face, or set up a bulletin board discussion if you are teaching online.<br />
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Instructions to students:<br />
Side 1 / Question 1: Based on our study of (topic), summarise one of the main ideas you have encountered as a single sentence statement.<br />
Side 2 / Question 2: In one sentence, identify something about (topic) that you do not yet fully understand.<br />
<br />
Collect and read the material and use it to provide students with extra learning resources, or to guide their future learning.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-57138737322192940052012-12-02T21:58:00.001-08:002012-12-02T21:58:39.456-08:00Web-based tools for teaching<div class="MsoNormal" style="margin: 0cm 0cm 10pt;">
<span style="font-family: Calibri;">There are a range of tools available that facilitate collaborative and group work on the web. Perhaps surprisingly, they are often free. </span><span style="font-family: Calibri;">Here are some I have come across recently. These can be used in online classes, but are equally useful in supporting face-to-face teaching.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Titan Pad</span></b></div>
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<a href="http://titanpad.com/"><span style="color: purple; font-family: Calibri;">http://titanpad.com/</span></a></div>
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<span style="font-family: Calibri;">This a tool that provides for multiple writers and editors on the same document. Updates happen in real time, there is an infinite undo button, and each contributor gets his or her own colour.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Crocodoc</span></b></div>
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<a href="https://crocodoc.com/"><span style="color: purple; font-family: Calibri;">https://crocodoc.com/</span></a></div>
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<span style="font-family: Calibri;">Crocodoc isn’t free, but you can sign up for an evaluation account. Crocodoc is a tool designed to convert Microsoft Office and PDF documents to HTML5. These documents can be embedded in any web or mobile application using iFrame or Javascript. The application has a range of commenting and mark-up tools, so that multiple authors can comment, highlight, and drawing on the document in creation.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">iResponse</span></b></div>
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<a href="http://www.itate-solutions.com/edu-solutions/iresponse-classroom-responder-system/"><span style="color: purple; font-family: Calibri;">http://www.itate-solutions.com/edu-solutions/iresponse-classroom-responder-system/</span></a></div>
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<span style="font-family: Calibri;">iResponse is two iPhone/iPad apps – one for the teacher and one for the students. It allows students to use their mobile devices as classroom clickers, responding to multiple-choice, true-false, yes-no, and survey questions. The teacher can view the class results on a Mac. It’s a pretty nifty Mac application that means that institutions can get students to use their phones and tablets to replace the hand-held classroom response devices that have been around for several years.</span></div>
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<strong><span style="font-family: Calibri;">VotApedia</span></strong></div>
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<a href="http://www.urvoting.com/">http://www.urvoting.com/</a></div>
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VotApedia is an audience response system that makes use of mobile phones. You can set up surveys, questionnaires, quizzes, anonymous texting, identified texting, and ranking, e.g. of conference presentations. It's a great tool: free, and invented up the road from me by the CSIRO.</div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Lino It<o:p></o:p></span></b></div>
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<a href="http://en.linoit.com/"><span style="color: purple; font-family: Calibri;">http://en.linoit.com/</span></a></div>
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<span style="font-family: Calibri;">Lino It is a “free sticky and canvas service that requires nothing but a web browser”. Those who have access can post a sticky note to their canvas from anywhere at any time. The canvas can be shared by several people.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Wallwisher</span></b></div>
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<a href="http://wallwisher.com/"><span style="color: purple; font-family: Calibri;">http://wallwisher.com/</span></a></div>
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<span style="font-family: Calibri;">Wallwisher is similar to Lino It. It’s a free shared web-based notice board that allows you to make noticeboards, teach, bookmark sites, discuss things, moderate discussions, brainstorm, send messages, plan events, keep notes, make lists, watch and share videos, and collect feedback.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Webspiration<o:p></o:p></span></b></div>
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<a href="http://www.mywebspiration.com/"><span style="color: purple; font-family: Calibri;">http://www.mywebspiration.com/</span></a></div>
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<span style="font-family: Calibri;">This one isn’t free, but you get a 30-day trial of the application, which is a tool to help students to write. It looks pretty good.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Quizlet</span></b></div>
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<a href="http://quizlet.com/"><span style="color: purple; font-family: Calibri;">http://quizlet.com/</span></a></div>
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<span style="font-family: Calibri;">A tool to make online quizzes.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Quia<o:p></o:p></span></b></div>
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<a href="http://www.quia.com/"><span style="color: purple; font-family: Calibri;">http://www.quia.com/</span></a></div>
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<span style="font-family: Calibri;">Another tool for making online quizzes.</span></div>
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<b style="mso-bidi-font-weight: normal;"><span style="font-family: Calibri;">Voicethread</span></b></div>
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<a href="http://voicethread.com/"><span style="color: purple; font-family: Calibri;">http://voicethread.com/</span></a></div>
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<span style="font-family: Calibri;">This certainly isn’t free, but it looks like a great tool. Here’s what they say they do:</span></div>
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<span style="font-family: Calibri;">“With VoiceThread, group conversations are collected and shared in one place from anywhere in the world. All with <span style="mso-bidi-font-weight: bold;">no software to install</span>.</span></div>
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<span style="font-family: Calibri;">“A VoiceThread is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to navigate slides and leave comments in 5 ways - using voice (with a mic or telephone), text, audio file, or video (via a webcam). Share a VoiceThread with friends, students, and colleagues for them to record comments too.</span></div>
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<span style="font-family: Calibri;">“Users can doodle while commenting, use multiple identities, and pick which comments are shown through moderation. VoiceThreads can even be embedded to show and receive comments on other websites and exported to MP3 players or DVDs to play as archival movies.”<o:p></o:p></span></div>
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<o:p><span style="font-family: Calibri;"> If you are using something along these lines, post a comment and a link.</span></o:p></div>
<!-- /245 --><!-- /950 --><!-- /content_center_second -->Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com1tag:blogger.com,1999:blog-3776360747806112398.post-30639973241371496992012-05-14T19:48:00.003-07:002012-05-15T20:36:58.413-07:00Formative assessment in action<span style="line-height: 115%;"></span><br />
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<span style="line-height: 115%;">University teachers tend not to be explicit about the formative assessment techniques they use. In fact, there are many who don't use the term at all when describing their practice.</span></div>
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Formative assessment is any learning activity that will assist the teacher to identify deficiencies in student learning to date, design future learning tasks to address these deficiencies, and provide students with feedback that will assist them to improve their performance in summative assessment activities. Formative assessment may be marked, but that mark will not count towards a final grade. It's one of the most useful strategies employed by effective teachers in any part of the sector. It helps teachers to monitor their own effectiveness, and to monitor the progress of their students.</div>
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<span style="line-height: 115%;"></span>So, if you've ever reached the end of a teaching session - a lecture, a tutorial, a seminar, a class, or some other form of lesson - and wondered whether your students have actually grasped the points you intended them to learn, you need to introduce some formative assessment. Here are a few techniques that will give you feedback on your teaching and on how well students have learnt the lesson you were teaching. You might discover that some quite unexpected things are happening in your class - both inspirational and horrifying. It's always best to know.</div>
<ol>
<li><strong>The Minute Paper</strong>: Towards the end of the session, ask students to spend five minutes answering two questions:</li>
<ul>
<li>What was the most important thing you learnt during this class?</li>
<li>What important question remains unanswered?</li>
</ul>
<li><strong>The Muddiest Point</strong>: Towards the end of the session, or at the end of a section, ask students to spend five minutes answering the question "What was the muddiest point in ___ ?". </li>
<li><strong>RSQC2</strong>: Students write brief statements that recall, summarize, question, connect, and comment on key points from a session.</li>
<li><strong>Pro & Con Grid</strong>: Students list the pros/cons, costs/benefits, or advantages/disadvantages of an issue or question in a two-column format.</li>
</ol>
Collect the papers on occasion, and respond to them at the beginning of your next session with the students, in whatever way seems appropriate. At other times, simply invite students to make brief comments themselves at the beginning of the next class before moving on.<br />
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Variations on these techniques can be found in a range of different texts.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-86787436746090057372012-05-14T02:05:00.000-07:002012-05-14T02:05:05.541-07:00Directed ParaphrasingThis is a technique I encountered in an old booklet called <em>Class Assessment Techniques: a handbook for faculty</em>, by K. Patricia Cross and Tom Angelo, and have adapted slightly for this posting.<br />
<br />
The activity is designed to test "the degree to which students have understood and internalized a given lecture or reading by [evaluating] their ability to summarize and restate the lesson in their own words". That sounds a bit bland, but think further on this later comment by the authors: "much of a student's eventual success depends on his or her ability to first internalize rather specialized and often complex information and then effectively communicate it". Are you the kind of person who understands something better once you have taught it to someone else? Me too.<br />
<br />
This is a very authentic learning activity which mirrors the kinds of skills that students will need once they enter the workplace.<br />
<br />
So here's what you do.<br />
<ol>
<li>Select a point in your course - perhaps after a major reading assignment, lecture, or seminar.</li>
<li>Decide on an appropriate audience for the students, and how much speaking time they will need. Choose a non-expert audience. For example, if they are psychology students, they might be asked to describe a counselling technique to a group of teachers; if they are accountants, they might be asked to describe a change in the tax law to a client; and if they are medical students, they might be asked to describe a surgical technique to the parents of a child about to undergo an operation.</li>
<li>Provide the audience with feedback sheets. Each feedback sheet should include the following:</li>
<ul>
<li>an overall rating presented as a set of boxes to tick: </li>
<ul>
<li>confusing</li>
<li>mininally understandable</li>
<li>adequately outlined</li>
<li>excellent explanation</li>
</ul>
<li>space for members of the audience to record comments about the <strong>best</strong> aspects of the presentation</li>
<li>space for members of the audience to record comments about the <strong>worst </strong>aspects of the presentation</li>
</ul>
<li>If you have time, for each presentation, put the speaker in a group with his or her audience, and give them time to talk about the best and worst aspects of the presentation. You might need to provide guidance on the best way to provide useful feedback without destroying confidence. Alternatively, you as teacher can collect these evaluation sheets, go through and summarize them, add your own comments, and return them to the speaker.</li>
</ol>
Make sure that students do present the material in the role they have been allocated (and that they don't merely read out a pre-prepared script from a cheatsheet or a PowerPoint slide). Encourage them to use metaphor and examples, to draw on the board or on a piece of paper, and to check understanding with their audience to ensure that the main points are getting across.<br />
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Further reading:<br />
<br />
Cross, K. Patricia & Angelo, Thomas A. (1988). <em>Classroom Assessment Techniques: a handbook for faculty</em>. Michigan: National Center for Research to Improve Postsecondary Teaching and Learning.<br />
<br />
I found a copy on the web at <a href="http://eric.ed.gov/PDFS/ED317097.pdf">http://eric.ed.gov/PDFS/ED317097.pdf</a>, courtesy of my University's libary database subscriptions, but more recent and much more beautiful editions can be purchased from all the usual places.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com37tag:blogger.com,1999:blog-3776360747806112398.post-7488325723816694442012-04-03T21:46:00.000-07:002012-04-03T21:46:23.626-07:00The Mini-conference<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">In a traditional face-to-face teaching environment where students are assessed partly on an oral presentation, the lecturer usually puts up a list of the available spots and students (or groups of students) sign up for a spot.<span style="mso-spacerun: yes;"> </span>Some go for the earliest spots, so that they can get it over and done with early. Others sign up for later spots, so that they can see what others do before them. Either way, marks have to be tweaked to take the schedule into account.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Here’s an alternative, suggested to me by my colleague James Meek: the mini-conference.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Instead of holding oral presentations every week for the 13 weeks of the semester, bring the students together towards the end of the semester for a whole day (or two), and run the day like a mini academic conference, complete with plenaries, discussion panels, streamed presentations, and opportunities for informal networking.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">This works equally well for traditional semester-long courses, intensively-delivered courses, online courses (except here you run it like an online conference, e.g. <a href="http://www2.le.ac.uk/departments/beyond-distance-research-alliance/festival" target="_blank">Follow the Sun: Online Learning Futures Festival</a>), and short courses.</span></span></div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com2tag:blogger.com,1999:blog-3776360747806112398.post-53279351800100917572012-03-29T21:54:00.000-07:002012-04-02T00:06:41.568-07:00Crosswords<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">In some disciplines, the vocabulary (and spelling of specialist language) is extremely important. If this is so for your discipline, you might think about developing a number of crossword puzzles to use as stimulus or starter activities at the beginning of class, to fill in those minutes when the latecomers are drifting in. This will give your students practice at spelling the language of the discipline (and becoming familiar with the meanings of the words).</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">There are a number of websites that offer free software and more that offer more sophisticated, paid applications. Here’s a crossword I generated using one of these </span><a href="http://www.puzzle-maker.com/"><span style="font-family: inherit;">free online puzzle makers</span></a><span style="font-family: inherit;">, and the answer sheet.</span></span><br />
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<span style="font-family: inherit;"><br clear="all" /></span> </div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com2tag:blogger.com,1999:blog-3776360747806112398.post-41449579981545468382012-03-29T17:48:00.002-07:002012-04-01T17:53:59.546-07:00Small Groups<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Small group discussions can work very well, but you need to have quick, easy ways of grouping and re-grouping the students.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Here are some methods.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">First, count the number of students in the class on the day.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Decide how many people you want in each group. Say you have 20 students in the group, and you want them in groups of five.</span></span></div>
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<li class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">DIY</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;">: “Divide yourself up into groups of five.” If you do it this way, they will sit with their friends. This works in some situations, but not in others.</span></span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">Count them off</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;">: Once all the students are in the room, count them off around the room: 1, 2, 3, 4; 1, 2, 3, 4, … etc. Sit all those numbered 1 together, all those numbered 2 together and so forth.</span></span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">Aye, Captain</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;">: Pick four “captains” and allow them to choose four others to join their group.</span></span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">Mixed abilities</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;">: Create lists of team members before you get into the room, based on ability. In each group, put one from the highest-achieving five, one from the lowest-achieving five, and three from the middle of the pack.</span></span></li>
<li class="MsoNormal" style="margin: 0cm 0cm 0pt; mso-list: l0 level1 lfo1;"><span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">Similar abilities</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;">: Rank the students, and then make up the groups by allocating them in order: the five top-achievers are in Group A, the next five in Group B and so on. </span></span></li>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">These are their Home Groups.</span></span></div>
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<span style="font-family: inherit;"><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">Beadle’s Jigsaw</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;"></span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">So, you’ve grouped the students and set each group a different (but related) set of on-topic questions. Keep the list of questions short. They discuss the topic and questions in their Home Group.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">While they are talking, go around, and put stickers on their upper arms. (You will have pre-prepared stickers that will sort the students into four Expert Groups, each of five students.) Stop the first discussion. </span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Direct the students to stand and re-group according to the stickers: all those in Expert Group 1 sit together, and so on.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">In the Expert Group discussions, each student reports on discussions and conclusions from his or her Home Group.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">If necessary, move them back into their Home Groups and begin all over again with a different topic.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">To read more about Phil Beadle’s tips on teaching, read his book: Beadle, P. (2010). <i style="mso-bidi-font-style: normal;">How to teach</i>. UK & USA: Crown House Publishing.</span></span></div>
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<br /></div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-33426098837766179722012-03-29T16:46:00.002-07:002012-04-01T17:56:01.344-07:00Thinking Aloud as a Problem is SolvedThis idea is from a site that focuses on <a href="http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/DCL1.asp" target="_blank">collaborative learning</a>. <br />
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The strategy is this.<br />
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Divide the class into pairs. If you have one student left over, add that student to one of the pairs as an extra listener, or listen to him/her yourself.<br />
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Present the pairs with the problems they are to solve. The first person in the pair takes the role of Solver for the first problem. He/she reads the problem aloud, and talks through the solution, making notes when necessary. The second person in the pair is the Listener. He/she listens carefully, but <strong>does not guide</strong> the first person to the solution. Rather, the Listener's role is to catch any errors (pointing out that an error has been made, but not identifying it or providing correction), question the Solver about any gaps or leaps in logic, and ask for clarification when the Solver's explanation becomes unclear.<br />
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To read the author's explanation of the theory behind the strategy, go to the <a href="http://www.wcer.wisc.edu/archive/cl1/cl/doingcl/tapps.htm" target="_blank">Doing CL website</a>.Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-77159951573695681092012-03-28T20:54:00.001-07:002012-03-28T20:54:05.815-07:00Building Student Communities<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US"><span style="font-family: inherit;">Most tertiary sector institutions use a </span><a href="http://deborahvenessassociates.moodlesites.com/mod/glossary/showentry.php?courseid=4&eid=16&displayformat=dictionary" title="Educational jargon explained- a glossary: Learning Management System"><span style="color: windowtext; text-decoration: none; text-underline: none;"><span style="font-family: inherit;">Learning Management System</span></span></a><span style="font-family: inherit;"> (</span><a href="http://deborahvenessassociates.moodlesites.com/mod/glossary/showentry.php?courseid=4&eid=16&displayformat=dictionary" title="Educational jargon explained- a glossary: Learning Management System"><span style="color: windowtext; text-decoration: none; text-underline: none;"><span style="font-family: inherit;">LMS</span></span></a><span style="font-family: inherit;">) these days. It might have a local name, but sitting behind that cutely named online learning environment is usually one of the vendor-supported applications</span></span><span style="font-family: inherit;"><span lang="EN-US" style="color: #212121;"> </span><span lang="EN-US">(e.g. <a href="http://www.desire2learn.com/" target="_blank"><span style="color: windowtext; text-decoration: none; text-underline: none;">Desire2Learn</span></a>) or one of the two main English language open-source <a href="http://deborahvenessassociates.moodlesites.com/mod/glossary/showentry.php?courseid=4&eid=16&displayformat=dictionary" title="Educational jargon explained- a glossary: Learning Management System"><span style="color: windowtext; text-decoration: none; text-underline: none;">LMS</span></a> applications (<a href="http://moodle.org/" target="_blank"><span style="color: windowtext; text-decoration: none; text-underline: none;">Moodle</span></a> or <a href="http://sakaiproject.org/" target="_blank"><span style="color: windowtext; text-decoration: none; text-underline: none;">Sakai</span></a>). This isn’t about <a href="http://deborahvenessassociates.moodlesites.com/mod/glossary/showentry.php?courseid=4&eid=16&displayformat=dictionary" title="Educational jargon explained- a glossary: Learning Management System"><span style="color: windowtext; text-decoration: none; text-underline: none;">LMS</span></a> applications, though, it’s about a couple of lovely little (externally-hosted) tools called ELGG and Ning.</span></span></div>
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<span lang="EN-US"><a href="http://www.elgg.org/"><span style="font-family: inherit;">ELGG</span></a><span style="font-family: inherit;">: According to the company website, ELGG “is an award-winning open source social networking engine that provides a robust framework on which to build all kinds of social environments”. It’s a bit like an LMS, but not really. It’s reason for being is to facilitate social learning and sharing of resources and ideas.</span></span></div>
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<span lang="EN-US"><a href="http://ca.ning.com/"><span style="font-family: inherit;">Ning</span></a><span style="font-family: inherit;">: The Ning website says: “</span></span><span style="font-family: inherit;"><span style="mso-ansi-language: EN-AU; mso-bidi-language: AR-SA; mso-fareast-language: EN-AU;">Hit the ground running to engage and grow your community (big or small). Organize events. Use member profiles to bring faces to names. Get everyone talking through groups, forums, chats and activity stream. Plus more (lots more).</span><span lang="EN-US">”</span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">Have a look … I am sure you will find uses for them. Free versions are available.</span></span></div>
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<br clear="all" /> </div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-89428229762533560212012-03-28T20:52:00.005-07:002012-03-28T20:52:41.682-07:00K-W-L<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">The K-W-L technique is a very useful little tool to have in the kitbag, and could be used for a range of purposes.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">In essence, it is a tool for reflection. Students are asked to reflect on three things:</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">In the beginning:</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Throughout the course and at the end:</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">So, how could it be used? Here are three examples that spring to mind.</span></span></div>
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<span style="font-family: inherit;"><b><span lang="EN-US" style="mso-fareast-language: EN-AU;">Diagnostic</span></b><span lang="EN-US" style="mso-fareast-language: EN-AU;"> </span><b style="mso-bidi-font-weight: normal;"><span lang="EN-US">assessment</span></b></span></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="mso-fareast-language: EN-AU;">On the first day of class, with a new cohort from diverse backgrounds, the teacher using the technique for diagnostic purposes would ask students to answer the first two questions. This information would be used to shape teaching </span><span lang="EN-US">and learning activities and decisions about whether or not to provide “catch-up” material for those students who aren’t fully prepared</span><span lang="EN-US" style="mso-fareast-language: EN-AU;"> for the class, and to assist students to make decisions about how best to expend their energies and time on their own </span><span lang="EN-US">learning activities</span><span lang="EN-US" style="mso-fareast-language: EN-AU;">. At the end of the course, they would be asked to reflect on the success of the experience in improving their learning.</span></span></div>
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<span style="font-family: inherit;"><b><span lang="EN-US" style="mso-fareast-language: EN-AU;">Building a Community of Learners</span></b></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">The technique could be woven into the pattern of the class. At the beginning of each new topic or module, students would complete the first two questions in groups and share their responses. They could then pair up, based on the pre-existing knowledge each participant is bringing to the course. At the end of each module, each group or small community of learners would compete the third reflective question and report back to the whole class. In this way, the technique would help students to begin to identify their most effective learning strategies.</span></span></div>
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<span style="font-family: inherit;"><b><span lang="EN-US" style="mso-fareast-language: EN-AU;">Learning blogs</span></b></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Where students are keeping learning journals or learning blogs, they could be directed to use this technique in their first entry, completing the first two questions at the beginning of the course, and adding material throughout the course to answer the third question, finishing with a final blog / journal entry that revisits their first entry and summarizes their learning throughout the course.</span></span></div>
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<br /></div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-77829946723018699962012-03-28T20:51:00.003-07:002012-03-28T20:51:26.462-07:00Create your Own Comic Strip<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">It's tempting to use other people's comic strips, but generally not a good idea without seeking permission. (That #@*** copyright legislation ... it just gets in the way ...)</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">However, with the Stripgenerator tool, you can create your own.</span></span></div>
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<span lang="EN-US" style="mso-fareast-language: EN-AU;"><span style="font-family: inherit;">Here's one I made earlier:</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglPM02y-gkEMJqcXp3K-RdgTEYdZR1aOYch1SGGPYc9JwK4M7iDXg5t_nl5MsHJSWzNfGkMrOpunAx_NsbXbNpUg_VsjRzRyHT6owMkehpSMN-P11LigFHxLIv-2GTKjQjRojY50vKljI/s1600/guilt+as+relaxation.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" dea="true" height="251" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglPM02y-gkEMJqcXp3K-RdgTEYdZR1aOYch1SGGPYc9JwK4M7iDXg5t_nl5MsHJSWzNfGkMrOpunAx_NsbXbNpUg_VsjRzRyHT6owMkehpSMN-P11LigFHxLIv-2GTKjQjRojY50vKljI/s640/guilt+as+relaxation.png" width="640" /></a></div>
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<span style="font-family: inherit;"><span lang="EN-US" style="color: #212121; mso-bidi-font-size: 5.5pt; mso-fareast-language: EN-AU;">To create your own, go to </span><span lang="EN-US"><a href="http://stripgenerator.com/"><span style="mso-bidi-font-size: 5.5pt; mso-fareast-language: EN-AU;">Stripgenerator</span></a></span><span lang="EN-US" style="color: #212121; mso-bidi-font-size: 5.5pt; mso-fareast-language: EN-AU;">.</span></span></div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com0tag:blogger.com,1999:blog-3776360747806112398.post-75381315813751518572012-03-28T20:45:00.002-07:002012-03-28T20:45:38.803-07:00Fake Your Own Newspaper Clipping<div class="MsoNormal" style="margin: 0cm 0cm 0pt;">
<span lang="EN-US"><span style="font-family: inherit;">There are a range of little tools on the internet that allow you to personalize and create images and animations that you can use to stimulate student engagement. One of my favourites is freely available from </span><a href="http://www.fodey.com/generators/newspaper/snippet.asp"><span style="font-family: inherit;">fodey.com</span></a><span style="font-family: inherit;">. It allows you to create very realistic looking newspaper clippings.</span></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">Here’s one I made earlier.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1VWZ8yAw_4D42ypevKNbruM2FixREbBUm4JH3Z6PDh5oaPayLIIaS2mi4pHj_YA2otBQgtj86lGRJkPicmRDUOI0FGa8IdYHksVzRfxGA66eX_SuFX7yaSkyRzcyAZV3xP6ApY-9j9Ao/s1600/Fodey.com+clipping.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" dea="true" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1VWZ8yAw_4D42ypevKNbruM2FixREbBUm4JH3Z6PDh5oaPayLIIaS2mi4pHj_YA2otBQgtj86lGRJkPicmRDUOI0FGa8IdYHksVzRfxGA66eX_SuFX7yaSkyRzcyAZV3xP6ApY-9j9Ao/s320/Fodey.com+clipping.jpg" width="320" /></a></div>
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<span lang="EN-US"><shapetype coordsize="21600,21600" filled="f" id="_x0000_t75" o:preferrelative="t" o:spt="75" path="m@4@5l@4@11@9@11@9@5xe" stroked="f"><span style="font-family: inherit;"><stroke joinstyle="miter"></stroke><formulas><f eqn="if lineDrawn pixelLineWidth 0"></f><f eqn="sum @0 1 0"></f><f eqn="sum 0 0 @1"></f><f eqn="prod @2 1 2"></f><f eqn="prod @3 21600 pixelWidth"></f><f eqn="prod @3 21600 pixelHeight"></f><f eqn="sum @0 0 1"></f><f eqn="prod @6 1 2"></f><f eqn="prod @7 21600 pixelWidth"></f><f eqn="sum @8 21600 0"></f><f eqn="prod @7 21600 pixelHeight"></f><f eqn="sum @10 21600 0"></f></formulas><path gradientshapeok="t" o:connecttype="rect" o:extrusionok="f"></path><lock aspectratio="t" v:ext="edit"></lock></span></shapetype></span></div>
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<span lang="EN-US"><span style="font-family: inherit;">Fake clippings like this can be used to start conversations, decorate slides, or just for fun.</span></span></div>
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<br /></div>Deborah Venesshttp://www.blogger.com/profile/15433545287538459952noreply@blogger.com2