McKinsey had been awarded $18.6 million for the project, but the watchdog wrote in an April 2018 report that it had been able to find just one piece of related work product: a 50-page report on the economic potential of the city of Herat.
hahahahahaha
agricultural industry
lmao
identify small and medium-size businesses to nurture so that they could employ Afghans, providing an attractive alternative to joining the Taliban while fueling economic growth.
Protecting and nurturing the Opium trade!`
“I had protested the Iraq war,” Mr. Buttigieg said in an interview with The Times. “But I also believed that it was important to try to do my part to help have good outcomes there.”
THE ONLY GOOD OUTCOME TO THE WAR WAS TO END IT.
At Harvard, his senior thesis had drawn parallels between the United States’ seeking to “save” Vietnam from “godless Communism,” and the 17th-century Puritan ministers who had come to America to civilize “savage lands.”
It is honestly amazing how these idiots will write, get a passing mark and then go off to make the exact same mistakes and fucked up decisions they are supposedly writing about.
The idea was to provide employment for men who might otherwise join the insurgency against the American-led occupation.
They effectively lowered the minimum wage in Iraq to near 0, so this was just a way to exploit the Global South in the midsts of an occupation and upcoming (already developing) civil war.
McKinsey’s focus in Iraq during the latter part of George W. Bush’s presidency and the early years of Barack Obama’s was to help the defense department identify Iraqi state-owned enterprises that could be revived.
The amount of ink, blood, and cash that has been spilled in Iraq to fund NGOs and other corporate ghouls makes this clearly a horrible fucking move.
will make up for their lack of M.B.A.s from traditional recruiting grounds like Harvard Business School.
What a great sign
But interviews with six people who were involved in projects that Mr. Buttigieg worked on at McKinsey, along with gleanings from his autobiography, fill in some of the blanks.
It just goes to show that deciding not to step in front of this has been his worst move. Letting people fill in and speak for him, makes it all sound much much worse. Fucking idiot. This is who they want in power?!
Just this week, ProPublica, copublishing with The Times, revealed that McKinsey consultants had recommended in 2017 that Immigration and Customs Enforcement cut its spending on food for migrants and medical care for detainees.
Ghoulish fascist shit
The firm has long advocated business strategies like raising executive compensation, moving labor offshore and laying off workers to cut costs.
Neoliberal policies that make american workers objectively poorer.
Speaking in Waterloo, Iowa, that evening, Mr. Buttigieg reiterated his request for McKinsey to release him from the nondisclosure agreement.
You are running for President dude, what are they gonna do? Merc you?
As Mr. Buttigieg explains it, that is not a matter of choice. For all of his efforts to run an open, accessible campaign — marked by frequent on-the-record conversations with reporters on his blue-and-yellow barnstorming bu
He refuses to let journalists in his billionaire fundraisers, but sure.
References
further reading
Furthermore, someone who has just learned something is often better at helping someone else learn it, than is someone who learned it long ago. In addition to older students teaching slightly younger ones, peers can learn from each other in collaborative projects, and they can also serve as peer tutors.
This definitely supports my idea of peer mentors
Third, it is often said
who says this?
Second, to prepare the student for lifelong learning, the teacher helps each student to become a self-directed and self-motivated learner.
One of the things that future courses could do is develop strategies for students to keep track of their drawing progress, self-evaluate, etc.
the teacher is a facilitator of the learning process
demonstrate and show ways to do something. Indicate how to think, how to observe, how to behave.
First, the teacher is a designer of student work (Schlechty, 2002). The student work includes that which is done in both the project space and the instructional space
one of the things the instructors at NMA might want to think of is what sort of exercises you would assign your students to repeat for a given number of times.
For application (skills), tutorials with generality, examples, practice, and immediate feedback are most effective (Merrill, 1983; Romiszowski, 2009).
Art skills, investigative skills, writing, etc.
Finally, much learner time can be wasted during PBI
A video or lesson preceding the problem based instruction. Blended or flipped classroom.
This makes it difficult for them to learn to use the skill in the full range of situations in which they are likely to need it in the future. Many skills require extensive practice to develop to a proficient or expert level, yet that rarely happens in PBI.
spaced and interleaved practice of skills.
Studying information or practicing problems over sessions that are spaced in time (A1....A2.....A3) results in better learning than if the sessions are grouped together into a single session or closely timed sessions (A1A2A3). Studying related concepts in an interleaved fashion so that a problem is followed by a different problem type (A1B1C1B2C2A2C3A3B3) leads to higher learning gains than if practicing problems grouped by types (A1A2A3B1B2B3C1C2C3). Although spacing and interleaving can be separated into two different interventions, interleaving results in the spacing of the same problem types. Therefore, interleaving and spacing practice are linked and often used together (A1B1C1....B2C2A2....C3A3B3). Although spacing and interleaving can mean slower initial learning, they result in both increased retention and better ability to descriminate problem types.
criterion-referenced assessment
Criterion referenced assessment (CRA) is the process of evaluating (and grading) the learning of students against a set of pre-specified qualities or criteria, without reference to the achievement of others (Brown, 1998; Harvey, 2004). ... Thus, CRA is assessment that has standards which are 'referenced' to criteria.
https://www.teaching-learning.utas.edu.au/assessment/criterion-referenced-assessment
Participation in other arts forms,such as dance or visual arts, also lends itself to the development of thinkingskills, as evidenced in these examples, which also ask the question whethersuch skills transfer to other subjects
Observational skills, spatial thinking skills, abstract understanding of light and how it works.
Based on these findings, the compendium has identified six major typesof benefits associated with study of the arts and student achievement:141. READING AND LANGUAGE SKILLS2. MATHEMATICS SKILLS3. THINKING SKILLS4. SOCIAL SKILLS5. MOTIVATION TO LEARN6. POSITIVE SCHOOL ENVIRONMENT
Opening to a possible sales pitch
In schools across the country, opportunities for students to participate in high-quality arts instruction and activities are diminishing, the result of shifting priorities and budgetcuts. Poor, inner-city and rural schools bear a disproportionateshare of the losses. Studies show children from low-incomefamilies are less likely to be consistently involved in arts activitiesor instruction than children from high-income families
A good opportunity to open up a site license process where students can get supplemental or wholesale learning from NMA.art
Mehdiabadi, A. H. & Li, J. (2016). Understanding talent development and implications for human resource development: An integrative literature review. Human Resource Development Review. 15(3), 263-294. DOI: 10.1177/1534484316655667
further reading
Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Bloomington, IN: Association for Educational Communications & Technology.
further reading
Principles of Multimedia Learning
read later
Bruce D. Homer, Jan L. Plass, and Linda Blake. 2008. The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior 24.3, 786-797
further reading
Tim N. Höffler and Detlev Leutner. 2007. Instructional animation versus static pictures: A meta-analysis. Learning and Instruction 17, 722–738
further reading
Philip J. Guo, Juho Kim, Rob Rubin. 2014. How video production affects student engagement: an empirical study o f MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference, 41-50.
further reading
we had presented the deep dives in a separate section of the courseware from the lecture videos. We hypothesized that this organization sent the message to learners that the deep dives were less important than the lecture video
Spoiler did this not affect watching rate.
We found no correlation between video segment length and completion rate in either run of the course. Moreover, in disagreement with the literature, we observe no drop off in learner engagement at 6 minutes of video length.
Interesting point.
For example, Richard Mayer has developed a set of principles for multimedia learning that takes into account factors such as minimizing extraneous cognitive load to optimize the effectiveness of multimedia
Further reading:
https://ctl.learninghouse.com/principles-of-multimedia-learning/
Among Mayer’s principles are that audio and visual should work seamlessly together, and that on-screen text should be minimal and in close proximity to the graphics [1]
keep visuals clean, mostly. audio should not distract.
Thus, our model is that learners with a higher degree of knowledge about the subject matter may feel that they do not need to complete the deep dive videos, while they feel the lecture videos are valuable.
Why not create adaptive release rules that show these videos only to students who are underperforming?
As the deep dives take pains to follow evidence-based best practices and are more labor-intensive to make, further study of this difference in viewer retention would inform future course development decisions
One could tie those deep dives to high stakes activities?
Criteria for Video Engagement in a Biology MOOC
One of the things I ought to be doing is creating citations as soon as I get into a new paper. Save me time if I decide to use them. What would be the possibility of Hypothes.is also working as a citation machine as well?
Jonathan Meador watched the transition from his position loading boxes into big rig trailers. The robots at the Tracy warehouse were so efficient that humans could barely keep up. Suddenly, the pickers and packers were expected to move more products every minute, and more boxes shot down the conveyor belt toward Meador.
Karl Marx Capital, Chapter 15
“And they will not waste time hanging on to people who can’t perform,” he said.
Extraction of surplus value is PARAMOUNT. This falls under the category of relative surplus value. As Amazon is the most aggressive of the lot, they cannot waste time, as it is only a matter time until other logistic and supply chains catch up to them, to the detriment of everyone involved.
The root of Amazon’s success appears to be at the root of its injury problem, too: the blistering pace of delivering packages to its customers.
They could easily hire more people!
Table 2
Table 2 is relevant to our interests.
Brower, 2003; Dennen, 2005; Hostetter & Busch, 2006; Xie, Debacker, & Ferfuson, 2006
further research
Learning activities focused ex-tensively on readings and discussion boards might become a chore, rather than motivating students to actively learn and interact, if the quality of in-teractions is not guaranteed (Dennen, 2008)
Important aspect and something we want to avoid going forward.
Even if the amount of course content is large, chunking it into smaller units may help reduce students’ cognitive load and better pace their learning (Cheon, Crooks, & Chung, 2014)
Looking into chunking content each week or over several days per week. Might be helpful for students to learn better.
students might have felt less stressed being assessed on their performance multiple times.
case in point
erhaps, small-er chunks of assignments (e.g., module quizzes and reading summaries) would have been more effective than fewer and bigger assignments (e.g., mid-term and final projects
this supports the idea of formative assessments with only one or two summative assessments to reduce stress when the student completes them or doesn't do so well.
This does not indicate that every course should have the exact same design; nonetheless, a certain level of consis-tency in exterior design and organization across a program may establish a program’s identity as well as help students who take multiple online courses at a time by reducing confusion and time spent on figuring out each course’s design every semester (Machado & Tao, 2007; Selim, 2007)
argument for consistency in each program.
Even within an academic program, it was difficult to find consisten-cy in design that might contribute to the program’s identity or easy navi-gation throughout multiple courses within the program.
this could be anything from uniformity in navigation menus or just aesthetic appeal. The college of business does this very well!
Only a few instructors attempted to incorporate new technology tools or different learning activities other than reading, discus-sion, or content presentation for both graduate and undergraduate courses.
we are looking to implement new technology tools that allow for discussion while readings.
We found that other course elements, such as module’s learning ob-jectives, instructor’s self-introduction, quizzes, group projects, Q/A space, number of discussion forums and instructor’s postings, had no significant relationship to students’ course satisfaction, as shown in Tables 4 and 5.
That said, this is still a crucial aspect of design and openness for the students.
urthermore, the number of modules ranged from 3 to 17 modules (an overall mean of 9.7 modules per course) across 90 courses.
I'd recommend a module/unit per week of the semester, with about 16 weeks +/- course entry page, user resources, etc.
Inconsistent Organization of LMS
Or the case for a better default course template.
It was revealed that nearly half of the in-structors provided a rubric or feedback on assignments.
So that's a surprisingly low amount of faculty in 90 courses, using rubrics.
case studies, presentations, or term papers were associated with group project
Important aspect of classes nowadays is collaboration and group participation.
exams
there's an actual type of assessment for exams and quizzes. So I'm annoyed they are not making a distinction here.
visual mapping, research papers, and pre-sentations
these can be submitted using the assignment type in blackboard.
quizzes
essay quizzes or are they referring to just multiple choice and the student submits them by assignment type.
case studies
case studies as an assignment would be to analyze and reflect on the issue at hand.
The most com-monly used assignment type was essays, summaries, and reports
writing used to express understanding and an organization of ideas in such a way it makes sense.
Czerkawski & Lyman III, 2016; Koehler, Mishra, Hershey, & Peruski, 2004
research on promoting inquiry and interaction in online environments.
Brindley, Blaschke, & Walti, 2009; Brower, 2003; Hostetter & Busch, 2006; Leeds et al., 2013; Young & Norgard, 2006
further research
International Jl. on E-Learning (2019)18(2), 147-164Assuring Student Satisfaction of Online Education: A Search for Core Course Design Elements
So using QM rubric guidelines they look at the design elements that appear to increase student satisfaction and hopefully make them part of core course design.
instructional development
what is instructional development?
Edwards-Groves, Christine Joy. 2011. “The multimodal writing process: changing practices in contemporary classrooms.” Language and Education 25, no. 1: 49-64. https://eric.ed.gov/?id=EJ910840 Huang, Cheng-Wen and Arlene Archer. 2017. “’Academic literacies’ as moving beyond writing: Investigating multimodal approaches to academic argument.” London Review of Education, 15, no. 1: 63-72. https://eric.ed.gov/?id=EJ1160035 Wahleithner, Juliet Michelsen. 2014. “The National Writing Project’s Multimodal Assessment Project: Development of a framework for thinking about multimodal composition.” Computers and Composition 31, no. 1: 79-86. https://doi.org/10.1016/j.compcom.2013.12.004
check these out
Multimodal assignments and assessments offer faculty and students the opportunity to flex their creative muscles, engage with emerging forms of media, and complete work in areas where they feel confident.
Think about the future of communication for students. Youtube channels like Philosophy Tube, Contrapoints, IdeaChannel, etc. These all use multimodal processes to script, pick images, and edit things to make a concise video essay.
Another option is to offer specific criteria that hold across any type of assignment: an introduction with a clear argument, 6-8 pieces of scholarly evidence, analysis of at least 2 data points, etc.
having rigorous criteria regardless of whether they are written or a video is important.
The McElroy Brothers
comedians and podcasters - hence the new media-, they made a name for themselves with adventure zone, my brother my brother and me, etc.
Gaggle Knows Everything About Teens And Kids In School
bookmark
The encrypted messaging app Telegram serves as the town hall for the support network, with dozens of channels that match volunteers to those in need.
encrypted communication, managing networks.
How do you manage a network of volunteers?
Webinar: Research on Annotation in English and Composition
bookmark
For some of them the struggle of learning is more consistently satisfying and rewarding than their previous achievements. There is a struggle in being a student, a struggle in creation, and perhaps that is a gift of meaningful work.
People are meant to be learning and developing. We are not built to be only experts on one thing.
He noted that although income in the Western world has tripled since the 1950’s there was no corresponding rise in the percentage of people who describe themselves as happy- leading him to believe it is something other than the size of our income which makes the difference.
the wealth has also gone disproportionately to the people at the top.
A healthy personality can be grim and constantly challenging themselves to move beyond their comfort level.
the ability to cope with failure, resilience, discipline?
Ok, so now that stuff is out of the way, let’s talk pedagogy. The $85 dollars that I saved for each of my students seemed to be the least of what was exciting to me about the open anthology (and that was pretty exciting, given that many of my students struggled to afford our previous book– to the point that it often took them weeks to raise enough funds to get their own copy)
Teaching Naked author Jose Bowen mentioned in a presentation that if you make the book immediately available you reduce the amount of Ds and Cs in class substantially.
Karen Johnson
HR training
Aleshia Hayes
VR, Augmented Reality, etc.
gamified Learning Technology tools for commercial and military partners.
Booooooo
DEMETRIA LORYN ENNIS-COLE
CV read more deeply
Neural Networks, Internet, and Human Development.
Ooooh Neural Networks
Research Interests Dr. Cox's areas of research interest include message design in support of organizational learning, project-based learning, career education, and supply chain management in learning organizations.
message design sounds interesting
1CURRICULUM VITAERHONDA WALKER CHRISTENSEN
Read CV
Rhonda Christensen
New? Research interests says TBA.
Research Interests Dr. Baker’s research interests include financial forecasting of workplace learning investments, impact of career and technology education, management techniques and statistical applications for operations and performance improvement, economic analysis, occupational forecasting, benchmarking, survey and evaluation design, evaluation of training outcomes, training needs assessment, and job task analysis.
sounds like the logistical aspect of managing a learning technologist team.
Research Interests Dr. An's research interests include digital game-based learning, gamification, constructionist gaming (game design by students), scaffolding complex problem solving in virtual/augmented environments, learner-centered technology integration, and teacher professional development.
Always curious about gamification done right.
social presence
social presence doesn't have to always be involved media like voicethread or other elaborate multimedia, it can sometimes be messages for students opened through adaptive release. It can be messages from the instructor by using the retention center.
Research Interests Dr. Tyler-Wood's research interests include assessing and determining the appropriate curriculum for special needs populations.
interesting
1Critical Inquiry in a Text-Based Environment:Computer Conferencing in Higher Education
read
H. Micheal Tarver
historian that has written about Vzla
Venezuelan Revisionist Political History, 1908-1958: New Motives and Criteria forAnalyzing the Past
thinking of doing a podcast on Venezuela, My life, and American history.
However, animations can be designed to reduce cognitive overload (Ayres & Paas, 2007) by visually cueing important information (e.g., de Koning, Tabbers, Rikers, & Paas, 2007), presenting related information before animations (e.g., Mayer, Mathias, & Wetzell, 2002), or dividing animations into segmented pieces (e.g., Mayer, 2009; Spanjers et al., 2010).
Plan animations better, present the info before the animation (text/reading, then demo), break the animation into segments.
animations are not always superior to static graphics, because they may impose additional cognitive load (Hegarty, Kriz, & Cate, 2003; Mayer, Hegarty, Mayer, & Campbell, 2005; Phan,2011; Spanjers, Wouters, van Gog, &van Merriënboer, 2011; Tversky, Morrison, & Betrancourt, 2002
how fast is the animation? Is the student being "WOWed" or the animation is required? could this be done with a static image?
We are misunderstood. Many of us (about 62%) feel as though our role is not understood by others in our institutions (Rubley, 2016). This means that our help is often not sought or, worse yet, ignored.
yep, happens at uhd as well.
Instructional designers are a diverse group, and we wear many hats. In addition to designing courses, we manage projects, train others on technology, conduct research, and teach pedagogy (Intentional Futures, 2016).
all of this is pretty much a thing.
Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students
main gist of this research paper is the use of both solved problems and faded worked examples, especially for students that are under-prepare. It might be difficult to define who is underprepared unless they are marked as remedial students, take an exam before entering the system, or your class happens to be remedial.
MY Recommendation would be to have a pre-assessment that measures, in a few questions, some basic skills students ought to be familiar with. Analyze student results. The result being used to set up adaptive release for under-performing students.
You can also make those assignments or worked and faded examples available for everyone as a way to level the playing field. Make the class easier for everyone.
www.ccsenet.org/hes Higher Education Studies Vol. 5, No. 6; 2015 43 Figure 4. Average number of correct responses in mutiple choice questions and open ended questions on final exam 4. Discussion
continue here
faded worked example
primary focus of this research article is calculation heavy assignments. What of things like writing and reading intensive courses?
Figure 2. A general representation of a series of faded worked examples where blank steps are completed
A faculty could have a couple of worked examples, a couple of faded work examples and lastly a set of blank practice assignments. You could set up an adaptive release to scaffold and support their use depending on the student's learning capability and course performance.
aded worked examples has been introduced, where worked steps are faded out and instead completed by the student with an explanation of procedural importance of the step
definition and explanation
aded worked examples
reference, worked example below
Worked Examples
When non-experts learn new concepts, it is more effective for them to study step-by-step solutions to solved problems (worked examples) than to attempt solving problems. Worked examples are effective only when learners self-explain the solutions and when multiple, varied worked examples of the same concept are provided. Worked examples are most effective for non-experts (i.e. most of our students most of the time). Experts benefit more from attempting to solve problems than from studying worked examples.
Provide learners fully worked examples and require them to self-explain solutions through asking students follow-up questions (ex: ‘Why was this strategy used?’, ‘What principle is being applied and why?’), annotating solutions, identifying an error in a solution or asking students to compare solutions of two contrasting examples. As learners become more expert with a concept, fade support by asking them to solve more and more steps within a problem.
https://openlearning.mit.edu/mit-faculty/research-based-learning-findings/worked-and-faded-examples
The worked-example effect is a learning effect predicted by cognitive load theory (Sweller, 1988). Specifically, it refers to the learning effect observed when worked-examples are used as part of instruction, compared to other instructional techniques such as problem-solving (Renkl, 2005) and discovery learning (Mayer, 2004). According to Sweller: "The worked example effect is the best known and most widely studied of the cognitive load effects" (Sweller, 2006, p. 165).
Worked-examples improve learning by reducing cognitive load during skill acquisition, and "is one of the earliest and probably the best known cognitive load reducing technique" (Paas et al., 2003). In particular, worked-examples provide instructions to reduce intrinsic cognitive load for the learner initially when few schemas are available. Extraneous load is reduced by scaffolding of worked-examples at the beginning of skill acquisition. Finally, worked-examples can increase germane load when prompts for self-explanations are used (Paas et al., 2003).
Renkl (2005) suggests that worked-examples are best used in "sequences of faded examples for certain problem types in order to foster understanding in skill acquisition," and that prompts, help system, and/or training be used to facilitate the learners' self-explanations. This view is supported by experimental findings comparing a faded worked-example procedure and a well-supported problem solving approach (Schwonke et al., 2009). https://en.wikipedia.org/wiki/Worked-example_effect
concept mapping, reading approaches, the study cycle, distributed practice, peer instruction and group problem solving (Boylan & Saxon, 2005; Hoffman & McGuire, 2010; Rickey & Stacy, 2000)
concept mapping is an assignment at the start of the semester where you lay out in a graphical way, all of the concepts you understand.
Reading approaches, like annotations, the cornell study method.
At a larger level, universities that do not adequately address college-readiness experience a decrease in retention rates for students (Chan, 2013)
We should be looking into how we address student readiness and experience for first time students.
Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material
so the problem examples are faded out using javascript?
faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course
I assume the students would be tested to measure their entry level knowledge?
In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies
so videos or guides on how to solve problems, cool.
Several adaptive systems have been designed and developed in order to accommodate learner individual differences. Examples of such systems include AHA! (Stash, Cristea, & de Bra, 2006) and INSPIRE (Papanikolaou, Grigoriadou, Kornilakis & Magoulas, 2003) which adapts instruction based on student learning styles; ELM-ART II which adapts instruction based on knowledge levels and student preferences (Weber & Specht, 1997); INTERBOOK (Brusilovsky, Eklund, & Schwarz, 1998) which adapts instruction based on knowledge level; and AES-CS (Triantafillou, Pomportsis, & Georgiadou, 2002) which adapts instruction based on student cognitive style.
List of adaptive systems of education (?)
Although web-based environments offer many advantages such as the ability to offer more interactivity, personalized instruction, and more independent learning (Brusilovsky, Sosnovsky, & Yudelson, 2009; Inan, Flores, Ari, & Arslan-Ari, 2010),
you can . create more assignments. In the lms you can refine rules for showing material. There's the ability to guide them without being constantly near them.
which individualized instruction based on student motivation and prior knowledge, were being met (i.e. knowledge gains and motivation gains) and to identify weak or problematic areas, in terms of usability, where the tutorial could be improved.
so we would create assessments, pre-tests, to tackle prior knowledge assessment. This is probably a 2-3 semesters set of data accumulation (?)
Research-Based Learning Findings
Reference/bookmark
IBM
shocking!
Howard Tinberg
look up his work
I asked them to “read a page” of a difficult text in class aloud and then, in dialogue with other students and with my guidance, to highlight, annotate, and discuss their reasons for selecting key passages from the text
something that can be done in perusall as well
Institute for Reading and Writing Pedagogy
https://readingandwritingproject.org/services/institutes/summer-institutes is this it?
another resource:
I. A. Richards’ view of reading as active exploration, knew full well that reading, like writing, amounts to an act of “constructing,” a creative act of the mind.
more references
It seems odd, does it not, to describe readers as “activists.” After all, reading is a private act, done mostly in silence and apart from others.
doesn't have to be the case.
routinely re-enact the practice of curating the information that comes their way.
how can we curate information?
we must regard the act of reading—reading deeply
what does it mean to read deeply?
Literature as Exploration,”
Patrick Sullivan, Sheridan Blau, Ellen Carillo and others have taken up the refrain. Louise Rosenblatt
Also look up their work
Alice Horning, Mariolina Salvatori, and David Joliffe
look up their work
Cheon, J., & Grant, M. M. (2009). Are pretty interfaces worth the time? The effects of user interface types on Web-based instruction. Journal of Interactive Learning Research, 20(1), 5-33.
another interesting one.
Grant, M. M., & Cheon, J. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3), 211-226.
interesting topic
Cheon, J., & Grant, M. M. (2012). The effects of metaphorical interface on germane cognitive load in web-based instruction. Educational Technology Research and Development, 60(3), 399-420.
cognitive load, also interesting.
Areas of Expertise
I'm interested about mobile learning, multimedia theory of development, visual learning and technology integration.
Jongpil Cheon, Ed.D. Associate Professor of Instructional Technology Educational Psychology and Leadership
Look into a few of his papers.
Faculty
read more over the next few days
College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application.
I have this as well.
M.Ed.: Resume, Applicant Statement, 2 Professional Recommendations.
I have all of these.
Critical analysis of research, trends and issues related to the field of instructional technology.
Another one of my favorites.
Evaluation of programs, projects, and materials
This would be good to know.
Management of technologies, resources and development for instructional purposes
not quite sure on this one.
Utilization of processes and resources to promote learning;
So more learning on how to learn.
Development of instructional materials
I would like to increase the pace at which I create and development instructional materials.
Theories and models of instructional design;
One of my favorite subjects. But we gotta think about who has been the focus here in these theories.
guided research annotated bibliographies of the research literature, guided group discussion, term projects, class presentations, and the implementation of innovative software design or technologies.
All of these are aspects I'm interested in. I think the research aspect, term projects and implementations are going to be very cool.
research, curriculum, and teaching skills with an emphasis in instructional design, and educational technology
I like to do research. I want to increase my teaching skills specially around instructional design, and I know my ed. tech.
who are committed to respecting diversity among people, and who ascribe to the highest of ethical standards and practice in the field of instructional technology.
I think I would be very aware of this aspect.
knowledge and skills in design, development, utilization, management, and evaluation of materials, processes, and resources to enhance learning in educational and business settings
primary goal. Yes. I would like to be able to provide a more knowledgeable opinion while suggesting or evaluating resources for learning.
few IT programs incorporate needs assessment & evaluation methods throughout each phase of the curricula
interested that they are eating their own dog food? Or that they are keeping in mind that needs can change every semester.
His published book Falling Down
look into it.
Dr. Kelly's main research interest is using the integration of technology to enhance the educational and employment outcomes of at-risk and underrepresented student populations in a STEM context.
interesting aspect.
Flores, R., Ari, F. M., Inan, F. A., Arslan-Ari, I. (2012). The Impact of adapting content for students with individual differences. Journal of Educational Technology & Society,15(3), 251–261.
interesting sounding as well.
Flores, R. & Inan, F. A. (2014). Examining the impact of adaptively faded worked examples on student learning outcomes. Journal of Interactive Learning Research, 25(4), 467-485.
this one sounds interesting.
His research interests are adaptive learning systems, individual differences, and technology integration.
I like adaptive learning systems.
A House antitrust panel wrote to Apple recently to demand executive communications relating to iPhone default apps. The lawmakers want to learn about the company’s policies on whether iPhone users can set non-Apple apps as defaults in categories including web browsers, maps, email and music.
You can delete mail, and set up any other app. You can delete notes and so on.
After the activity, have the students discuss their reasoning and follow up quickly with individual connections to the new material
Look into naive activities, read Van Orman 2018
In doing so, begin each week with an engaging, naïve task which centers on the course topic but requires no prior knowledge (Van Orman, 2018)
a quick reading assignment? a vocabulary list for students to go through.
ampos writes, “A major factor driving increasing costs is the constant expansion of university administration. According to the Department of Education data, administrative positions at colleges and universities grew by 60 percent between 1993 and 2009, which Bloomberg reported was 10 times the rate of growth of tenured faculty positions.”
You could cut coaches from the staff list and your budgets would look reasonable.
ers. Much of this work has focused on both personal characteristics of these students (such as motivation, self-discipline, or self-efficacy) andtheir level of computer experience or access to technology,and has found that students’ motivation and self-discipline predict success in online courses (
so what can annotations tools do for discipline and self-efficacy?
Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997). Self-efficacy reflects confidence in the ability to exert control over one's own motivation, behavior, and social environment.
https://www.apa.org/pi/aids/resources/education/self-efficacy
There's the motivating factor of not falling behind in homework, if the annotations are a required aspect. Of helping to contribute to the rest of the class, by answering questions or providing context to other students. Perhaps?
Results of this study found that while online students reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly correlated with course performance than learning strategies, particularly for online courses.
interesting for online course students to have less motivation.
The students were encouraged to watch an instructional video as a prerequisite to taking the online quizzes.This video briefly summarized the benefits of active recall and spaced retrieval on long-term retention and advised the students to learn the material in advan
So providing advice on effective learning strategies.
Learning Analytics to Inform the Learning Design: Supporting Instructor’s Inquiry Into Student Learning in Unsupervised Technology-Enhanced Platform
Very obvious iterative and cyclical design.
heycan monitor learning behaviors and intervene by timely and meaningful feedback to support metacognitive awareness among students(Black & Wiliam, 2009; Black & Wiliam, 1998a; Govaerts, Verbert, Duval, & Pardo, 2012; Kaendler, Wiedmann, Rummel, & Spada, 2015).
One class I need to come up with is related around activity tracking, or using previous data from other semesters to try and predict student behavior.
rs through mindful designand implementation of formative assessments (Knight & Sydney, 2018; Wise & Shaffer, 2015)
i'd hope these articles have examples?
The metacognitive awareness among learners assumes special importance in higher education,where students have to take an autonomous and active role in learning outside classrooms, such as self-directed environments where there is less guidance from instructors(Bjork et al., 2013; McMahon, 200
Definitely becomes an issue as faculty take a more hands off approach. So there has to be encouragement from the faculty, and hopefully, guidance.
Feedback fromexternal sources,such as an instructor,can play a vital role in encouragingthe use ofeffective learning strategiesamong students who have poor metacognitive awareness
Self-monitor, and feedback about learning how to learn.
However, the majorityof students may lack metacognitive awareness regarding the benefits of effective learning strategies (Bjork et al., 2013; Karpicke, Butler, & Roediger, 2
One of the things we don't see often is faculty teaching people how to learn.
e study strategies like active retrieval of information via self-testing and distributed or spaced practice of information (Bjork, Dunlosky, & Kornell, 2013).Robust evidencefrom cognitive psychology literature confirmsthat learning strategies like active retrieval of information and spaced practiceenhancelong-term retentionwhencompared torereading or massed practice of study materia
Retrieval activities can be filling out study questions.
In this study,wedesigned and extracted fivevariables from the Canvas quiz-logdata,whichcan provideinsights into students’learning behaviors.
find similar data in the Blackboard log data
Are You Assigning Too Much Reading? Or Just Too Much Boring Reading?
Who is deciding that the readings are categorically boring?
U.S. Latino/a
Latinx
with many discretely placed extras that explain and augment the novel and poem. You can watch a video of Fiona Shaw performing Eliot’s dense masterpiece; listen to readings by Eliot, Alec Guinness, Jeremy Irons, and others; watch a video of Seamus Heaney speaking about the poem; see the manuscript with Eliot’s handwritten revisions and related photographs; and read the many explanatory notes. Immersion in Shaw’s exquisite performance makes the poem come alive, an inkling of our ancestors’ pleasurable experiences of oral performance.
where to cop
One student told me that pairing such a dynamic medium with the old-fashioned "words on the page" was an obvious recipe for disengagement with the less-dynamic medium
That's an interesting argument, but the instructor should respond with "how would you make it better?"
In effect, they spend more time avoiding literature than it would have taken to read it.
like if you cry evrytiem
I often require students to write three paragraphs of analytical commentary for a reading assignment. Yet rather than actually read and analyze the text, some students instead spend their time combing the internet for summaries and then copying vague language they’ve clearly lifted from online sources. That happens no matter how short the reading.
A lot to unpack here: Are the students given examples for close readings? do they practice in class or are given a guide on how to do it?
The students are asked to do three paragraphs, which they do not know how actually complete, so they have no choice but to look for other people's analysis out on the web.
Some of this also sounds like plagiarism, so a plagiarism checker would be ideal in these situations. Also teaching them how to cite sources is equally important.
I have gradually decreased the length of my reading assignments — from long novels to short stories and poetry — yet students still balk.
Wrong way to do this.
they are increasingly reluctant to engage with course readings.
I personally think they a) do not know how to do it properly, b) procrastinate because of a).
My students’ literary analyses were indisputably enriched by Hypothes.is. It facilitated easy online interaction with a variety of texts and each other, and it required students to anchor their comments rigorously in specific textual passages.
I would be interested in finding a way to review those comments. Perusall does let you download the comments to your computer.
Annotations disappear from the sidebar if their original text ‘anchor’ has been deleted from the page code.
this is why an alternative like Perusall might be helpful, static documents that only change depending on when or why they are provided by the instructor. It looks like this instructor already had pre-determined documents to point students to, and only a few websites as an aside.
Students’ two major problems were not technological but practical. First, they posted to the wrong websites.
I had not thought of this!
No student accepted my offer to confer via Collaborate on Blackboard (through screen sharing) but I will require this in the future.
that kinda sucks.
who were generally well motivated but from diverse disciplinary backgrounds and unfamiliar with online annotation – I have compiled some lessons to consider for future semesters.
again, where to cop?
he staff at Hypothes.is emailed with students, and Jeremy Dean provided a Student Resource Guide and video tutorial.
Where to cop?
Jeremy Boggs has noted three roles for instructors using technology in the classroom: role model; tech support; and cheerleader.1212. ‘Three Roles for Teachers Using Technology’, in Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, ed. by Daniel J. Cohen and Tom Scheinfeldt (Ann Arbor: University of Michigan Press, 2013), DOI: <http://dx.doi.org/10.3998/dh.12172434.0001.001> [accessed 20 May 2016].View all notes
often times all at once!
focused annotation along a number of axes:
Something to think about my future book club assingments: Prompts that focus on historical, linguistic, literary, ethical, multimedia.
For this course, I simply required students to post literary, historical, or ethical annotations, sometimes guiding them with a broad prompt.
The instructor still has an active role by providing guidance.
The students spread out among all the different pages of this site as though wandering through a many-roomed museum.
I like this simile, treating the pages of primary sources as the equivalent of a museum room, and then becoming the curator for your own project. There is an aspect of digital curation here, which I defined as: Adding value to something that already exists by putting it in relation to other things.
In the other assignments, students annotated Victorian texts that had not already been discussed in class, although they were expected to draw upon and refer to knowledge they had gained from the course. These assignments asked students to pull together two to five weeks’ new knowledge to make sense of a difficult new text, acting as capstone assignments at the end of each of the main segments of the course.
Assignments that act as a way to test student retention and recall of facts learned from previous weeks.
In one assignment, the students group-annotated an e-text of George Eliot’s novella The Lifted Veil, an assigned text, which had been discussed in other course materials such as my video lecture and discussion questions. Annotation in Hypothes.is requires students to attach their response to a specific element in the text.
The Lifted Veil is a novella by George Eliot, first published in 1859. Quite unlike the realistic fiction for which Eliot is best known, The Lifted Veil explores themes of extrasensory perception, the essence of physical life, possible life after death, and the power of fate. The novella is a significant part of the Victorian tradition of horror fiction, which includes such other examples as Robert Louis Stevenson's The Strange Case of Dr. Jekyll and Mr. Hyde (1886), and Bram Stoker's Dracula (1897).
Plot summary
The unreliable narrator, Latimer, believes that he is cursed with an otherworldly ability to see into the future and the thoughts of other people. His unwanted "gift" seems to stem from a severe childhood illness he suffered while attending school in Geneva. Latimer is convinced of the existence of this power, and his two initial predictions do come true the way he has envisioned them: a peculiar "patch of rainbow light on the pavement" and a few words of dialogue appear to him exactly as expected. Latimer is revolted by much of what he discerns about others' motivations.
Latimer becomes fascinated with Bertha, his brother's cold and coquettish fiancée, because her mind and motives remain atypically closed to him. After his brother's death, Latimer marries Bertha, but the marriage disintegrates as he recognizes Bertha's manipulative and untrustworthy nature. Latimer's friend, scientist Charles Meunier, performs a blood transfusion from himself to Bertha's recently deceased maid. For a few moments the maid comes back to life and accuses Bertha of a plot to poison Latimer. Bertha flees and Latimer soon dies as he had himself foretold at the start of the narrative.
Jeremy Dean
Director of education at Hypothesis. He does a lot of Web Conferences and conferences.
And I wanted to require students to make links to our assigned Victorian texts. I wanted our tool to anchor students’ analysis in specific words, phrases, passages, and images so they were forced to engage with the language of the period.
Anchoring, the focusing on specific parts of the text, it allows students to debate, discuss, and elaborate on an idea while having the factor that yielded such a response remain at the forefront.
Literature and Medicine: Diseases and Debates, Then and Now
sounds fascinating
students working independently drift into general statements that do not support their claims.
Key word is independently, if there's someone there to push back on the initial claim, a more refined concept can emerge.
in class, we turn to specific pages in a novel and discuss how the words on the page do or do not align with our ideas about the novel.
talking about concepts, ideas, philosophies, while using the text in the novel to see what is and what isn't supported.
Whether through new techniques for visualizing the nuances of a line of text or through our ability to discover the multilayered history of a single word or phrase, literary analysis has reached a new sphere.
On your browser nowadays you can highlight a word or phrase, right click and select "Look up..." on chrome. You will often find wikipedia articles or additional resources almost immediately. Annotation can bring you back from the "rabbit hole" and put that into the text for future reading and context.
close reading
digital reading tools
hypothesis, perusall, even your epub readers have new and helpful features.
Observers of the digital humanities often see them as shifting literary study away from close reading.
Reticent to move into the digital realm as it often feels like you are losing some important aspect from the physical.
Video Annotation Assignment
This can be done with voicethread.
It illustrates the value of social annotation for teaching students to read images as well as text
Annotate images is also pretty important and useful.
Pointing out that commentary is a genre
Genres are sort of the overall structure a writing or movie can follow in its beats and approach to the story or subject they are communicating about. For this comment writing genre's include abstracts, book reviews, commentaries, critiques, etc.
Working in teams, students select passages from the assigned reading that they consider "rich in figurative language, curious in form or otherwise abundant in detail,
Assigned reading: look for figurative language curious in form abundant in detail
How News Genius Silences Writers
https://elladawson.com/2016/03/25/how-news-genius-silences-writers/
By giving student writers the ability to "talk back" collectively to texts, social annotation has the potential to advance a pedagogy committed to questioning authority and asserting democratic ownership of knowledge and culture.
questioning the author, letting students assert themselves from the get go, is good practice.
Online, annotators can build on one another's insights, share contextual knowledge they find through research, and argue with each other as well as the text.
When you offer an interpretation. Another reader can immediately bounce off that idea, or offer an alternative, or point to further research and resources.
One creative writing exercise might be to have students annotate in the voices of a characters from a novel being read.
that's a pretty neat idea.
10. Annotation as Creative Act
Annotations can also be a way of noting who made it to the very end of the article!
Instructional Design in Higher Education3Summary of Findings
Found a cool group of people from reading this document and using hypothes.is.