MILI 2007-2008   MY STORY
“ A Fence or an Ambulance” by Joseph Malins argues    that it is better to spend one’s efforts    on  preventing   an unwi...
 
Plagiarism-proof assignments  don't just happen --     They are a work of . . .
 
Is it Authentic?
Does the assignment . . . <ul><ul><li>Ask real questions? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Offer choices? </...
Does it facilitate the    research process?
Are the students guided to . . . <ul><ul><li>Develop & Refine a question? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>L...
How does the assignment . . . <ul><ul><li>Encourage reflection & improvement? </li></ul></ul><ul><li>  </li></ul><ul><ul><...
Is it well-supported    by the teacher?
Does the teacher . . . <ul><ul><li>State goals for what students will learn about research? </li></ul></ul><ul><li>  </li>...
Credit to     Pace University Library   Alison Head   Doug Johnson   Colorado State University Libraries   Research Projec...
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Karen Eidem's Mili Story

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Karen Eidem's Mili Story

  1. 1. MILI 2007-2008   MY STORY
  2. 2. “ A Fence or an Ambulance” by Joseph Malins argues   that it is better to spend one’s efforts   on preventing an unwise action   (building a fence on the top of the cliff)   than to spend one's efforts   cleaning up afterwards   (providing an ambulance at the bottom of it)
  3. 4. Plagiarism-proof assignments don't just happen --     They are a work of . . .
  4. 6. Is it Authentic?
  5. 7. Does the assignment . . . <ul><ul><li>Ask real questions? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Offer choices? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Encourage students to think critically & creatively? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Have a real audience? </li></ul></ul>
  6. 8. Does it facilitate the   research process?
  7. 9. Are the students guided to . . . <ul><ul><li>Develop & Refine a question? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Locate & Evaluate information? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Summarize & Cite their information? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Develop communication skills? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Evaluate what they are doing? </li></ul></ul><ul><li>  </li></ul>
  8. 10. How does the assignment . . . <ul><ul><li>Encourage reflection & improvement? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Encourage use of the library? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Encourage the responsible use of technology? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Encourage a collaborative research community? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Encourage original work rather than plagiarism? </li></ul></ul>
  9. 11. Is it well-supported   by the teacher?
  10. 12. Does the teacher . . . <ul><ul><li>State goals for what students will learn about research? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Describe & set expectations for quality research? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Have parts of the process due at intervals? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Model quality research? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Give ample time? </li></ul></ul><ul><li>  </li></ul><ul><ul><li>Evaluate the research product AND process? </li></ul></ul>
  11. 13. Credit to   Pace University Library   Alison Head   Doug Johnson   Colorado State University Libraries   Research Project Calculator    
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