Ken Walsh, Civil and Environmental Engineering
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Ken Walsh, Civil and Environmental Engineering - Technology for Interacting with Construction and Culture
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![The course ,[object Object],[object Object],[object Object],Cultural context of construction, emphasizing its centrality in the evolution and expansion of built environments as expressions of ethical and historical value systems. Relationship between culture, geography, construction materials, and built expressions of cultural legacy. Interdependence of built environment and society.](https://image.slidesharecdn.com/construction-and-culture-walsh-1208208115445084-8/85/Ken-Walsh-Civil-and-Environmental-Engineering-1-320.jpg)
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Reljic
This document discusses the importance of instructor immediacy, or communication behaviors that enhance closeness and interaction, in virtual environments like Second Life. It outlines different nonverbal communication channels like clothing, gestures, eye gaze, and posture that can be used through an instructor's avatar to increase immediacy. The document provides suggestions for implementing immediacy, such as choosing an appropriate virtual world, personalizing an avatar, and emphasizing voice to engage students.
Formative evaluation of student learning and course design made simple: Fevat...
Formative evaluation of student learning and course design made simple: Fevat...Course Design Institute and pICT SDSU
This document discusses formative assessment tools that can be used to gather feedback from students to continuously improve course design and the learning experience. It introduces key questions about bringing an inquiry mindset to course design and deciding what type of feedback to seek. Several tools are presented, including the Student Assessment of their Learning Gains (SALG) survey and Community of Inquiry survey to collect data on outcomes, inputs, processes, and the social, cognitive and teaching presences in a course. Data from various assessment strategies used in online and hybrid psychology courses is shown as an example. Ocean320 Syllabus
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. Students are instructed to complete readings, videos, and discussions on these topics to assess understanding.
Formative evaluation of student learning and course design made simple: Fevat...
Formative evaluation of student learning and course design made simple: Fevat...Course Design Institute and pICT SDSU
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.Ocean320 Learning Guide
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
Ocean320 summerschellenberg1
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
Oceans (320) of Opportunity: Rebooting a GE Explorations course,
Oceans (320) of Opportunity: Rebooting a GE Explorations course, Course Design Institute and pICT SDSU
The popular OCEAN320 The Oceans course was rebooted from the ground up to (1) promote SDSU's new GE capacities and goals and (2) capitalize upon the strengths of online learning. Every quanta of new course content was reversed-engineered from learning outcomes designed to help students appreciate the scientific context and societal complexity of major oceanographic issues, such as ocean warming and acidification, overfishing and aquaculture, and petroleum exploitation and risk. The course is structured into scaffolding learning modules, each comprised of an integrated sequence of live Wimba sessions and an array of student-centered activities based on readings, videos, and web-based simulations. This effort has been an extremely rewarding (and exhausting) educational endeavor, and has forced me to re-evaluate my role as an educator in a increasingly stressed world where information is no longer scarce but often overwhelming.Reljic on The Impact of Instructor Immediacy Behaviors in Online Learning Env...
Reljic on The Impact of Instructor Immediacy Behaviors in Online Learning Env...Course Design Institute and pICT SDSU
This session will report on the major findings of three large-scale studies examining the impact of instructor immediacy behaviors in recorded online videoconferencing sessions, the Wimba online classroom, and Second Life. The presenters will describe the communicative behaviors that enhance instructor immediacy and closeness with the students and offer practical recommendations for application in different online learning environments.How i use Blackboard Discussion Boards
The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Oh, The Places You Will Go!
Helps other members as needed; may take on additional small tasks as assigned by the group.
Group Member: Each member identifies sections of the PSA to contribute such as developing the script,
storyboarding, acting in the video, etc.
Providing Online Support for Student Writing
With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
An Experimental Study of Instructor Immediacy
This study examined the effects of instructor immediacy and communication media on student perceptions, cognitive learning, perceived learning, and satisfaction in a virtual classroom. Participants experienced teaching sessions that manipulated immediacy (high vs. low) and media (video vs. photo). Results showed that students in the high-immediacy groups rated the instructor higher on immediacy measures and performed better on cognitive tests than those in low-immediacy groups. The group with high immediacy and video scored highest overall. While all groups showed cognitive gains, those exposed to higher immediacy learned more. Future research could address limitations and further explore the role of immediacy and media in virtual learning.
Dr. Mohammed's Religion 101 Syllabus
This document provides the syllabus for a World Religions course being taught in the spring semester of 2010, outlining class details like time, location, instructor information, course requirements, grading policies, exam dates, and reading assignments. It notes that some class days will be cancelled due to mandatory furloughs and informs students they will still be responsible for completing assignments on those days. The syllabus aims to provide students with extensive information upfront to minimize questions during the semester.
Dr. Mohammed's Religion 101 Syllabus (Online course)
This document provides information about an online summer course on world religions at San Diego State University. It outlines the course requirements, which include completing workbook exercises, participating in discussion boards, and taking tests and quizzes. The tests and quizzes will cover material from the required textbook and lectures. Students are expected to be prepared for each online session by completing the assigned readings. The professor will use PowerPoint and other tools to facilitate interactive learning during live classroom sessions on Blackboard. The final grade will be determined based on workbook completion, discussion board participation, test scores, and quiz scores.
Intro to Principles of Universal Design for Learning
Is it conceivable that a course can be designed to reach students with varied learning styles and strengths? This session will explore the practical and concrete applications of Universal Design for Learning (UDL) principles to curriculum and program design. It will also highlight the Scholar Program’s approach to professional development, mentoring, and evaluation in supporting higher education campuses to apply UDL and other strategies. The Scholar Program is part of the Disability & Diversity Project at SDSU – Interwork Institute, which conducts professional development and technical assistance activities for faculty, stafadministrators. The overall focus of the Project is facilitate the capacity of colleges and universities to meet the needs of its diverse student population, including students with disabilities. At the conclusion of the session, participants will have the opportunity to complete a Scholar application to be considered for the 2010-2011 academic year.
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- 2. The Big Picture: This class is not about how things are built, it’s about why , and what happens afterwards.
- 4. Video “Readings” Video readings augment the text with a more engaging medium. Sufficient content is available for frequent interaction.
- 5. “ Virtual blogs” Blogs ladder to a final project analyzing a structure.
- 8. Architecture and eloquence are mixed arts, whose end is sometimes beauty and sometimes use.
- 9. We cannot ask ‘ What ?’ in the presence of any architectural feature without also asking ‘ Why ?’… If we ask the reason why, we are brought at once to the study of the constructional facts.
- 10. Not infrequently men have hit upon new methods of construction in endeavoring to meet utilitarian necessities, and these new methods have stimulated new artistic expressions.
- 11. Mechanical invention and aesthetic feel were never separated in the minds of the Gothic builders… The Gothic movement, though wonderful as a structural organism, is even more wonderful as a work of art.
- 12. The ribs and bars and shafts are all at bowstring tension. A mason will tap a pillar to make its stress audible; we may think of a cathedral as so ‘high strung’ that if struck it would give a musical note.
- 13. When I say artist I mean the man who is building things -- creating molding the earth -- whether it be the plains of the west -- or the iron ore of Penn. It's all a big game of construction -- some with a brush -- some with a shovel -- some choose a pen.
- 14. Noble life demands a noble architecture for noble uses of noble men. Lack of culture means what it has always meant: ignoble civilization and therefore imminent downfall.
- 15. Architecture in general is frozen music.
- 16. Architecture is the will of an epoch translated into space.
- 17. She well knew the great architectural secret of decorating her constructions, and never condescended to construct a decoration.
- 18. Old ideas can sometimes use new buildings. New ideas must use old buildings.