Blogging As Pedagogic Practice Across the Curriculum
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Discussion and research on blogs and teaching and learning often focuses on them as a technological tool. This presentation looks at the use of blogging as a way to address traditional writing practices such as e-portfolios, audience, publishing, copyright and plagiarism, authentic writing, and writing in a digital age in varied disciplines. more information at http://dl.njit.edu/serendipity/index.php?/archives/1337-Blogging-as-Pedagogic-Practice-Across-the-Curriculum.html
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Problem Solving: A Few Examples
Dimostrazione is considered one of the character traits that made Leonardo da Vinci one of the most influential geniuses in history. It is one approach to problem solving.
It means a commitment to test knowledge through, experience, persistence, and a willingness to learn from mistakes. Some might call it "trial and error" and consider it a poor way to solve a problem.
Problem Based Learning - PBL, an introduction
Problem-based learning (PBL) is an instructional strategy where students learn through the experience of problem solving. It uses real world scenarios and relies on small collaborative groups guided by a facilitator. Students take responsibility for their own learning by identifying learning needs and researching the topics. The instructor guides the process without directly teaching, and scenarios are used to help students build skills like clinical reasoning. PBL has been shown to help students develop integrated knowledge and better acquire and retain information for fields like medicine that see rapid changes.
Technical Writing Across Disciplines
This presentation looks at how a technical writing course can emphasize a research approach and problem solving unlike the academic writing done for most classes. Students learn to do audience analysis, work in collaborative environments and gain familiarity with tools used for writing digital modes. While designing professional documents, such as proposals, they become familiar with the cultural and ethical concerns of a global workplace. The writing tasks are all based on the content of their majors.
Rubrics: Transparent Assessment in Support of Learning
Rubrics provide concise descriptions of criteria for evaluating student work or performance. They define multiple levels of quality for each criterion from excellent to poor. Rubrics benefit both students and teachers by making clear expectations, providing transparency and consistency in grading, and giving effective feedback to improve learning. Teachers can create rubrics for assignments, assessments, or course materials. Rubrics can be holistic, evaluating work as a whole, or analytic, separately rating each criterion. Moodle has a rubric tool to create and apply rubrics for grading assignments.
Engagement in a Disengaged Age
The popular media tells us that we live in an age of disengagement. 21st century professors are told they need to design curriculum to support student success and create an engaging classroom whether it is face-to-face, online, or in a blended learning environment. Creating engaging learning environments with technology will be essential to embrace 21st century learners and their ever evolving learning styles. Information Technology is dedicated to this philosophy and embraces varying technologies and learning concepts with other institutions and with our own faculty to generate innovation with technology and learning engagement in tandem. Information Technology invites the Stevens community to explore how educators can use some of the tools such as apps, clickers, open education resources, mobile learning, collaborative learning platforms from Google Hangouts to Massive Open Online Courses, and embrace the engagement strategies of social media
Academia and the MOOC
The New York Times said that 2012 was “the year of the MOOC”
EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.”
Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?
There's an App for That: Educating in an App World
This keynote presentation was given at the 8th Annual Faculty Technology Showcase at Bloomfield College in New Jersey, January 2012.
This presentation addressed the then-current advertising tagline that "There's an app for that" which has moved into education as a possible solution for many software needs. Apps – small, easy to download software for mobile devices – are changing how students use technology. It is also changing the way colleges design and deploy software. How are schools reacting to this app world? This presentation examines how mobile and web apps are currently being developed and used, and the ways educators can implement them for teaching and for campus-wide initiatives.
2013: The Beginning of the End of the University
This presentation looks at some of the issues and trends in technology that have emerged this year that some are saying will lead to the end of the traditional university and/or the traditional degree. Is 2013 the beginning of the end of the university, or the starting place for University 2.0?
This was a plenary session at Rutgers University's OIRT’s 2012 Technology in Learning Showcase on December 12, 2012, sponsored by the Office of Instructional and Research Technology.
It's the End of the University As We Know It
It’s the End of the University As We Know It (and I feel fine)" was presented as an "Ignite" session at the 9th Annual NJEDge.Net conference (November 2012, New Jersey). It comes out of my ideas about how the next ten years will transform universities in ways that will be frightening for anyone hoping to hold onto the university model that has existed for almost 900 years. It is very likely that, powered by technology, movements such as open educational resources, MOOCs, big data, non-degree programs and alternatives to a traditional university degree will lead to the end of University 1.0. What will be the tipping point that brings about not only University 2.0 but also a broader School 2.0?
Poetry like bread
An assignment for the Stanford University "Crash Course in Creativity" as offered in the fall of 2012. The assignment asked students to consider the value of a loaf of bread in a creative way.
Life After Composition: Improving Student Learning with Writing
The Writing Initiative at Passaic County Community College developed over five years a program of student and faculty support and collaboration across disciplines at the general education course level. The Writing Initiative, which received a Diane Hacker 2012 Award, solidifies a targeted approach to student success by focusing on reforming curriculum, providing ample academic support, and creating opportunities for faculty professional development.
Unintended Consequences: Faculty Buy-in to Using Technology
A report on a 5-year initiative at Passaic County Community College to use technology to improve writing instruction.
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Blogging As Pedagogic Practice Across the Curriculum
- 1. Blogging as Pedagogic Practice Across the Curriculum Ken Ronkowitz Bloomfield College Faculty Technology Showcase January 2009
- 8. WHEN
- 13. WHAT
- 20. HOW
- 22. Many Styles & Templates Offered
- 23. WHO
- 26. BLOGGING FOR DOLLARS: AN ENGAGING STUDENT ACTIVITY by Jonathan Goodman, FDU
- 31. WHERE
- 35. CONTACT Ken Ronkowitz [email_address]