Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described.
Various approaches to allowing flexibility of CS assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and some of the results.
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate ...SC CTSI at USC and CHLA
In this 90-minute interactive workshop, facilitators provide research-based and experience-tested effective practices to aid participants in defining trauma, identifying the effects of trauma on learning, and tailoring course design and teaching approaches to help mitigate these effects.
Participants will actively collaborate in breakout groups, while using the chat, and via polling to plan, accomplish, and share updates to the design and teaching of their online courses with the goal of mitigating the effects of trauma in university students.
This workshop is recommended for university faculty and/or those assisting faculty with the design and teaching of their online courses. In particular, examples will focus on the impact of trauma on student research goals and expectations. This might also be of interest to graduate students who are TAs. This workshop is capped at 200 participants.
Designing Teaching: Elaboration Theory
Check out:
Reigeluth, C. & Stein, F. (1983). The elaboration theory of instruction. In C. Reigeluth (ed.), Instructional Design Theories and Models. Hillsdale, NJ: Erlbaum Associates.
Providing a learner-centered perspective is in keeping with modern constructivist approaches to learning, and this means that courses must be designed with learner attributes and choice in mind. Concerns over accreditation and the need for accountability at the post-secondary level seem to contradict freedom of choice and flexibility of term work, but this need not be the case. This paper outlines numerous strategies for offering choice and flexibility to students in a freshman programming course. Approaches include flexible deadlines, the ability to re-submit work that has already been assessed, writing tasks, contributing to course content, bonuses for embellishments and extra work, and choices about which problems to solve. All of the strategies have been employed in classes, and students’ reactions as well as effects on student engagement and quality of work are described.
Various approaches to allowing flexibility of CS assignments (deadlines, choices, graduated requirements, etc.) have been used in CS classes and some of the results.
Supported experiments dissemination conference held 27 March 2014 by ColegauCymru / CollegesWales with the support of the Welsh Government and the active participation of further education colleges across Wales.
Trauma-informed Teaching: Using Best Practices in Course Design to Mitigate ...SC CTSI at USC and CHLA
In this 90-minute interactive workshop, facilitators provide research-based and experience-tested effective practices to aid participants in defining trauma, identifying the effects of trauma on learning, and tailoring course design and teaching approaches to help mitigate these effects.
Participants will actively collaborate in breakout groups, while using the chat, and via polling to plan, accomplish, and share updates to the design and teaching of their online courses with the goal of mitigating the effects of trauma in university students.
This workshop is recommended for university faculty and/or those assisting faculty with the design and teaching of their online courses. In particular, examples will focus on the impact of trauma on student research goals and expectations. This might also be of interest to graduate students who are TAs. This workshop is capped at 200 participants.
Designing Teaching: Elaboration Theory
Check out:
Reigeluth, C. & Stein, F. (1983). The elaboration theory of instruction. In C. Reigeluth (ed.), Instructional Design Theories and Models. Hillsdale, NJ: Erlbaum Associates.
Assemblée générale 2016 du programme de recherche BVH : Avancement & perspectives des Catalogues régionaux des Incunables de France : papier et informatisés
(CESR, Tours, 7 décembre 2016)
Pierre Aquilon, Rémi Jimenes, Anne-Laure Allain, Laura Monneau
Cristi Ford- The Backwards Classroom – Using Peer Instruction to Increase Act...Alexandra M. Pickett
Cristi Ford, Assistant Vice Provost for Learning Innovation Initiatives in the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland University College presented "The Backwards Classroom – Using Peer Instruction to Increase Active Learning"
Open SUNY COTE Summit
Conference Dates: February 24-26, 2016.
Location: SUNY Global Center, New York, New York
http://opensunycotesummit2016.edublogs.org/
Presentation Recording: http://sysadm.mediasite.suny.edu/Mediasite/Play/4919d217bfa94bd6bd0c63bf6aa5acaf1d
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
Pegging the Needle Through Transformation - Slides
1. Pegging the Needle Through
Transformation
David Huckleberry – Purdue University
Debra Dunlap Runshe – Purdue University
February 13, 2017
This presentation leaves copyright of the content to the presenter. Unless
otherwise noted in the materials, uploaded content carries the Creative
Commons Attribution-NonCommercial-ShareAlike license, which grants
usage to the general public with the stipulated criteria.
2. Session Outline
1. Introduction of Case Study
2. Small Group Activity: Problem Solving
3. Small Groups Report Out
4. Hands-on with the LON-CAPA system
5. Results of Case Study
6. Questions
4. IMPACT: Instruction Matters
Purdue Academic Course
Transformation
Collaborative initiative involving key partners to
redesign large enrollment, foundational courses.
The expectation is that student success will
improve by creating more student-centered
environments.
6. The Path to Success
The Beginnings
∙ Carol Twigg’s National Center for Academic
Transformation
∙ Chickering and Gamson’s Seven Principles for
Good Practice in Undergraduate Education
∙ Bloom’s Taxonomies
SoTL
∙ What we learned about what worked
∙ Self-Determination Theory
7. Self-Determination Theory
Competence
∙ mastery of content
Autonomy
∙ feelings of volition and choice; endorsements
of behavior, ownership of the learning process
Relatedness
∙ connections with people (instructors, students)
and material
8. Self-Determination Continuum
Extrinsic Forms of Motivation
Coercion Identification
Amotivation Intrinsic
Motivation
(Stick) (Carrot)
Increasing Self-Determination
Adapted from Deci, E.L., & Ryan, R.M. (2000). The “what” and “why” of goal pursuits:
Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
9. Challenges for MA 153
Instructors wanted students to be able to:
∙ access past content for remediation, complete
practice problems and receive real-time feedback;
previously paper and pencil homework
∙ complete open-response assessments in the same
environment as the environment they used for
learning; previously in large lecture halls using
machine-readable scoring sheets to answer multiple
choice questions; students could guess their way to a
“C” on an exam
10. Challenges for MA 153
Instructors wanted students to be able to:
∙ complete more frequent lower stakes assessments;
previously they had 3 major exams and a final
In addition, instructors wanted to:
∙ reduce cheating; they wanted students to learn the
concept not the answer
∙ reduce the cost to of the textbook for students
11. Learning Outcomes
By the end of the course, students will be able to:
1. Simplify different types of expressions.
2. Solve different types of equations and solve formulas for
specific variables.
3. Interpret story problems, and set-up equations,
functions, or inequalities which can be solved.
4. Simplify inequalities.
5. Calculate functions values an sketch the graphs of
functions.
13. Small Group Activity
How would your redesign this course, choosing
student–centered activities that:
∙ address the challenges
∙ align outcomes, assessments and activities
∙ meet the criteria of Self-Determination Theory
(competence, autonomy, relatedness)
Report Out
22. The Results
So what makes it student-centered?
∙ Access to past content for remediation
∙ Real-time feedback
∙ Practice problems
∙ Assessments in same environment as learning
∙ More frequent lower stakes assessments
∙ Reduced cheating – learn the concept not the answer
∙ Problem specific discussions
∙ Open responses vs. multiple choice
∙ Cost to students reduced to $0 for textbook and system access
27. $-
$20.00
$40.00
$60.00
$80.00
$100.00
$120.00
$140.00
2014-2015 AY 2015-2016 AY
$130.00
$0.00
TextbookSoftware Costs
Per Student in MA 15300,1580,16010 and 16020
$-
$200,000.00
$400,000.00
$600,000.00
$800,000.00
$1,000,000.00
2014-2015 AY 2015-2016 AY
$997,360.00
$0.00
TextbookSoftware Costs
for 7,672 Students in MA 15300,1580,16010 and 16020