Teaching Philosophy - Web

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  • Saltpot was my “web presence”Didn’t have a web presence before this semester. Signed on to FTS server week before semester started.
  • Really think my teaching philosophy is important. Not sure this would be very encouraging if you were a future employer.
  • Attended Kevin Johnston’s Teaching Philosophy Session 1… got too busy teaching to finish the
  • G- Docs… class dicussion. What do they expect out of an instructor. What words
  • Teaching Philosophy - Web

    1. 1. Teaching Philosophy<br />Andy Saltarelli, CEP 952<br />
    2. 2. Introduction<br />Baby Salts<br />Pregame<br />Why<br />How<br />What<br />Conclusions<br />
    3. 3. Pregame – Web Presence<br />
    4. 4. Pregame – Web Presence<br />
    5. 5. Why – Joining Search in Progress<br />Attended Kevin Johnston’s Teaching Philosophy Session 1… got too busy teaching to finish the second session.<br />
    6. 6. Why – Biosocial Perspective<br />
    7. 7. Why – Thinking on the Fly<br />CEP 260 Class Discussion:<br /><ul><li> Q: What do you expect your instructors to do? What are their core responsibilities?
    8. 8. A: [crickets]
    9. 9. Q: What is one word you could use to describe my role in this class (e.g., transmitter, catalyst).
    10. 10. A: [is this mic on?]
    11. 11. Q: What is a “quality” learning experience for you? What do you hope this class will do for you 5 years from now?
    12. 12. A: [Bueller, Bueller…]
    13. 13. Q: What should we do more of?
    14. 14. A: YouTube, YouTube, YouTube!!!!</li></li></ul><li>Why – These Times are a-Changin’<br />Cause for pause…<br />Information and the Internet –”Post-Gutenberg Revo”<br />Tech-Immersed Learners<br />Albeit “selectively native”<br />Proliferation of Online Learning<br />Computer Supported Collaborative Learning (CSCL)… and the tools to do it<br />Web 2.0 – Cheap, Flexible, Customizable<br />E.g., blogs, wikis, CMS, Video sharing, video conferencing, whiteboards, virtual worlds, free content, mind maps, ETC! <br />
    15. 15. Why – A Question<br />Has the rise of online learning (and CSCL in particular) changed how we look at “teaching philosophy”? Should it?<br />Constructivist vs. Direct Instruction Models<br />Compare 1999-2004 to 2005-2010<br />“Web 2.0” Coined in 2004<br />
    16. 16. Why - Hypotheses<br />H1: The rise of CSCL and Web 2.0 tools has re-focusedthe teaching community to constructivist, collaborative, and semi-directed teaching practices.<br />H1a: There will be less text and more links in the 2005-2010 hits.<br />H1b: There will be more direct instruction words used in 1999-2004 and more constructivist words used in 2005-2010.<br />
    17. 17. How – Two Ways<br />1) Page Descriptives:<br /># Words in Code<br /># Characters in Code<br /># Words in Page<br /># Characters in Page<br /># Links on Page<br />2) Content Analysis:<br /><ul><li># Times Words Used:
    18. 18. Constructivism
    19. 19. Guide
    20. 20. Explore
    21. 21. Collaborate
    22. 22. Direct Instruction
    23. 23. Educate
    24. 24. Disseminate
    25. 25. Knowledge</li></li></ul><li>How – Google (of course)<br />Date Page was First Crawled by Google<br />~ 5 years Each<br />Analyze Top 15 Hits for Each Search<br />
    26. 26. How – Lots of Keyboard Shortcuts<br />Follow URL + U + A + C + Tab + V + MS Word Count = # Txt/Char in Code<br />
    27. 27. How – Lots of Keyboard Shortcuts<br />Tab +V + TextWrangler + F + href = #Links<br />
    28. 28. How – …and TextWrangler<br />
    29. 29. What – Lots of Raw Date<br />
    30. 30. What – The Descriptives: Means<br />Averages Over Top 15 Hits for Each Time Period <br />
    31. 31. What – The Links<br />Average # of Links Over the 15 Hits for Each Time Period<br />
    32. 32. What – The Words<br /># of Times Word is Used Across the 15 Hits<br />
    33. 33. Conclusions <br />H1a: There will be less text and more links in the 2005-2010 hits.<br />No, YES!<br />H1b: There will be more direct instruction words used in 1999-2004 and more constructivist words used in 2005-2010.<br />Yes, perhaps would play out over larger sample<br />
    34. 34. Conclusion – The Future<br />How to mine this data more efficiently?<br />Apply more sophisticated statistical techniques to control for variables and increase validity.<br />Use qualitative analysis to glean themes from the text of the pages.<br />Write my own stinkin’ teaching philosophy.<br />

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