Sean Nixon and Hope Windle
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This document discusses using social media tools in education. It summarizes a graphic design program at SUNY Ulster that has students create projects using social media tools. The projects are exhibited publicly. Examples are provided of student projects on Facebook and YouTube about daily good deeds and wants/needs. The document encourages applying this "real world classroom" model using free internet tools. It provides examples of how social media tools like Wikispaces, Second Life, blogs, and Google Docs can be used across different course subjects.
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The document discusses emerging trends related to Web 2.0 and social media and their impact on public relations. It notes that social media is empowering everyday users to create and share content, relinquishing some control from PR professionals. The document outlines several social media tools like blogs, podcasts, RSS, online video, Flickr, social networks, social bookmarking, and slidesharing; and provides examples of how schools are using these tools to engage with students and other audiences.
Social Media for Educators - A Web 2.0 talk for TSPRA
Ed Schipul discusses the power of Social Media and online networks with the Texas School Public Relations Association. Blogs, podcasts, photo and video sharing - educators and education technology advocates receive great brain candy and essential Social Media strategy for growing their schools.
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E portfolio
This document discusses ePortfolios created by students at Upstate College of Health Professions. It explains that ePortfolios allow students to showcase their work, growth, and reflections over time. Students can include classwork, projects, presentations, feedback and anything else that defines them as health professionals. The document recommends using Google Sites to create ePortfolios as it is free and flexible. It provides examples of student ePortfolios and step-by-step instructions for setting up an ePortfolio on Google Sites.
Blended Learning
Blended learning combines traditional face-to-face classroom methods with online activities and digital tools. It replaces some in-person seat time and activities with purposefully planned online equivalents. Instructors choose methods that suit each activity best to create flexible, accessible learning that leverages the strengths of in-person and online methods. Blended learning is not an opportunity for less work or involvement, but can increase student learning through improved pedagogy, greater access and flexibility, and more cost-effective education when implemented effectively. It allows for human interaction and participation at each learner's convenience across physical and digital spaces.
Intentional Course Design for Blended Learning
1. The document provides guidance on building an activity framework to map out the organization, learning outcomes, and assessments of a course.
2. It instructs the user to identify topics, learning outcomes, activities, and measurements on sticky notes and organize them visually.
3. The second part discusses considerations for redesigning learning activities for an online environment, such as which activities transfer well and which need redesign, as well as content order and how students will demonstrate learning.
Blackboard Migration SUNY Ulster
The document discusses plans for migrating courses from the Blackboard learning management system (LMS) called ANGEL to a new LMS called Blackboard at SUNY Ulster. Key points include:
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- Developing a calendar to migrate courses by department between 2015-2016
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- Training instructors on best practices for online teaching through OpenSUNY initiatives
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Pollock ethics 8e_ch14
This document summarizes key concepts around making ethical choices related to criminal justice, terrorism, and war. It discusses debates around just war, responses to terrorism, and ethical justifications for limiting civil liberties and using torture. Specifically, it contrasts crime control and utilitarian approaches that emphasize ends over means with rights-based standards that emphasize due process and inalienable rights. Examples are provided of controversial policies and practices implemented after 9/11 and their impacts on privacy, detention, and surveillance. Ethical dilemmas around coercing confessions and "dirty Harry" reasoning are also examined.
Pollock ethics 8e_ch13
This document discusses various forms of misconduct by correctional professionals, such as bribery, abuse of inmates, and negligence. It provides examples like the "Cowboys" gang of guards in Colorado who beat inmates. The document also discusses acts like the Prison Rape Elimination Act to address the problem of prison rape. It explores alternatives to the traditional punitive model, like restorative justice that focuses on rehabilitation and community involvement rather than solely punishment.
Pollock ethics 8e_ch12
This document summarizes key aspects of discretion and dilemmas faced by correctional professionals such as officers and treatment staff. It discusses halfway houses and issues like drugs and abuse that can occur. It describes the discretion that officers have in charging infractions and outlines types of officers. Ethical issues for treatment staff, medical experiments on prisoners, and cases of misconduct by probation officers are also summarized.
Pollock ethics 8e_ch11
The document discusses various topics related to ethics in punishment and corrections, including elements of punishment, treatment goals, guidelines for punishment, and rationales for punishment. It also covers correctional goals like retribution, prevention, and rehabilitation. Other topics addressed include deterrence, incapacitation, three strikes laws, costs of prisons, cruel and unusual punishment, castration as a deterrent, shaming punishments, private corrections, capital punishment, and challenges with correctional officer subcultures.
Pollock ethics 8e_ch10
This document discusses various forms of ethical misconduct that can occur within the legal system. It provides examples of defense attorney misconduct such as using drugs or alcohol during trials. It also discusses types of prosecutorial misconduct like withholding exculpatory evidence. The document then examines issues like judicial misconduct and concerns about false convictions due to mistakes or biases. It explores challenges to prosecutorial independence and ensuring justice. Overall, the document analyzes different types of ethical violations that can undermine fairness within the legal system.
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This document discusses various ethical issues that arise for legal professionals. It covers the duties of defense attorneys, even when representing clients they know are guilty. It also discusses prosecutors' discretion around charging decisions and conflicts of interest. The document outlines attorneys' responsibilities to clients and duties of confidentiality and addressing perjury. It then covers issues around expert witnesses, forensic evidence, and problematic cases like those involving Joyce Gilchrist. Finally, it discusses judicial discretion around interpreting laws and sentencing.
Pollock ethics 8e_ch08
The document summarizes key concepts about law and the legal profession. It discusses different theories of law, such as natural law and positive law. It also examines justifications for law like harm prevention and legal moralism. The document analyzes paradigms of law and perceptions of the judicial system. It compares legal agent and moral agent models of legal representation. It also summarizes ethical standards and responsibilities for lawyers.
Pollock ethics 8e_ch07
Police officers have tremendous power and discretion in society, but some abuse this power through corruption or misconduct. While the majority of officers act professionally and ethically, a small minority engage in criminal behaviors like accepting bribes, planting evidence, or excessive use of force. Corruption can stem from individual officers, poor management and supervision that tolerates unethical behaviors, or systemic issues in how the public and law enforcement interact. Various reforms aim to reduce corruption through improved training, leadership, oversight, and accountability.
Pollock ethics 8e_ch06
Law enforcement officers frequently face moral dilemmas and use discretion in their work. Three key areas of liability for police are discrimination, investigative practices, and use of force. Officers may use different levels of control including authority, persuasion, and physical force. Discrimination and racial profiling continue to be issues, despite some progress in areas like New Jersey. Undercover work and the use of informants and interrogation techniques also present ethical challenges. While some force is necessary, research links excessive force to factors like an officer's personality and lack of accountability within a police culture.
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This document discusses the role of police in society and some of the ethical issues they may face. It provides two examples of police misconduct - in one case officers planted drugs and lied after killing an innocent woman in a botched drug raid, and in another officers were accused of committing perjury in drug bust reports. The document also discusses the tremendous power police have, and how even with professional standards and codes of ethics, some officers may abuse that power or engage in "noble cause corruption" by using unethical means to catch criminals. It explores the tension between seeing the police role as "crime fighters" versus "public servants".
Pollock ethics 8e_ch04
This document summarizes key concepts from a chapter on becoming an ethical professional. It discusses declining morality in society and theories on how people develop morality. It covers biological, learning, and developmental theories of moral development, including Kohlberg's stages of moral development. It then discusses factors that influence unethical behavior and how leaders can foster ethics. Overall, the document examines the development of morality and ethics from multiple perspectives to understand how individuals and society can become more ethical.
Pollock ethics 8e_ch03
This document provides an overview of concepts related to justice, including distributive justice, corrective justice, procedural justice, and restorative justice. It discusses theories of justice proposed by philosophers such as Plato, Aristotle, Rawls, and theories regarding distributive standards. It also covers components of justice such as substantive versus procedural aspects of corrective justice and examples of applying different theories of justice.
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This document provides an overview of ethics in criminal justice. It discusses why ethics is important to study, as criminal justice professionals have power and discretion that can impact people's lives. They are also public servants obligated to provide due process and equal protection. The document defines key terms like morality, ethics, discretion, and explores ethical demands and principles of public service. It provides examples of ethical dilemmas that criminal justice professionals may face and stresses the importance of identifying and resolving such issues.
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This document provides an overview of different approaches to determining moral behavior and resolving ethical dilemmas. It discusses deontological and teleological ethical systems, as well as approaches based on ethical formalism, utilitarianism, religion, natural law, virtue ethics, care ethics, egoism, and situational ethics. Examples of real-world ethical dilemmas are also provided to illustrate how different systems might approach issues like corporate responsibility, police misconduct, and charity organization scandals.
Seminar on Teaching and Learning: Session 2 Part 1
The document summarizes Sophia's attempts to make her intro to acting course more dynamic by emphasizing teamwork and collaboration. In the first class, she had students form groups to create a mind map of words associated with "Acting" and their meanings. She found this sparked organic discussion. She also assigned reading questions for groups to discuss and prepare responses to, which energized students and prepared them for an upcoming quiz. Sophia felt these changes involved students more and built a safer environment for creative risk-taking.
Seminar on Teaching and Learning: Session 2
This document outlines an acting instructor's experimentation with new teaching strategies in her intro to acting course.
She tried a visual mapping exercise in the first class where students brainstormed words associated with acting in small groups. Their words formed a collaborative mind map. She also assigned reading questions for groups to discuss in the next class and informed students the questions would be on an upcoming quiz, motivating preparation.
The instructor found these team-based approaches built collaboration and gave students specific, doable focuses. She felt grateful for the professional development workshop that inspired her teaching tune-up. The document concludes with reflection questions on insights from the readings and experiments teachers may try in their own classrooms.
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Sean Nixon and Hope Windle
- 1. YOU + the classroom that never sleeps Sean Nixon Coordinator of the “Real World Classroom” Graphic Design Program, SUNY Ulster Hope Windle Instructional Design, SUNY Ulster
- 2. Social Media Revolution http://www.youtube.com/watch?v=sIFYPQjYhv8
- 3. Agenda The Social Media Landscape Purpose of project: the Graphic Design Real World Classroom Culmination of project: Public exhibition Student projects using the Social Media Tools How to make Social Media work for you
- 4. Imagine students improving lives, reaching millions, learning about the connectivity of content, all from their laptops. Ulster’s “FREE.show” project exemplifies the happy collision of education with social media. Try applying the “Real World Classroom” model with free internet tools, and see how your students can design socially interactive projects in a format they use.
- 5. Social Media Landscape Imagine your students creating work to be shared in the real world, a place where everyone‘s welcome to critique, participate, produce, consume, inquire 24/7. Social Media tools provide access to community, applicable to all content areas. The classroom never sleeps.
- 6. Overview & Purpose : KMOCA free.show http://www.youtube.com/watch?v=zS-s2o7GIus
- 7. NING
- 8. NetVibes: Real World Classroom Overview
- 10. Facebook: Daily Good Deed
- 11. Ryan’s project: I wish I were … http://www.youtube.com/watch?v=DDOZu5KmjkY&feature=related
- 12. Tina’s “Wants and Needs” Video and Facebook project http://www.youtube.com/watch?v=IRqt0M69CBA&NR=1
- 13. Tina’s “Wants and Needs” Video and Facebook project http://www.youtube.com/watch?v=uFXvZT3hs8g&feature=related
- 14. Student Project: Think out World http://www.youtube.com/watch?v=mqb-JEspHW0&feature=related
- 15. Student project: 2nd Life meme of gallery space http://slurl.com/secondlife/Prototype/47/99/2600
- 21. How to make Social Media work for you Wikispaces for Nursing case study, Rondout curriculum development 2nd Life for Nursing Blog for Art critiques, Writing course journals Facebook for online course icebreaker for SUNY New Paltz Pixton where students shared a tool to make a cartoon strip Voicethread for Art History, Language courses, Nursing Google docs for presentations and student team work… making a quiz together, making a doc together making an excel spread sheet of choices together
- 22. Wikispaces for Nursing case studies
- 24. Voicethread for Art History, Language courses, Nursing
- 25. Pixton where students shared a tool to make a cartoon strip
Editor's Notes
- example of collessing truly Media Lesson plan and Persepolis and the structure of the graphic novel