E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
Session 2 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
E107 Open Education Practice and Potential: Session 2Brandon Muramatsu
Session 2 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
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Tom Holme
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collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 8: They're not dumb, they're differentPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
19 March 2015
collegeclassroom.ucsd.edu
cirtl.net
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
19 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
13 February 2015
collegeclassroom.ucsd.edu
cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 5 - Active LearningPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 7 - They're not dumb, they're...Peter Newbury
Peter Newbury
UC San Diego
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Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Class Meeting 8: They're not dumb, they're differentPeter Newbury
Peter Newbury
Center for Teaching Development
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David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
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collegeclassroom.ucsd.edu
cirtl.net
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
Peter Newbury
Center for Teaching Development
UC San Diego
19 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
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collegeclassroom.ucsd.edu
cirtl.net
CIRTL Class Meeting 10: Supporting a growth gindset (from the first day of cl...Peter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
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collegeclassroom.ucsd.edu
cirtl.net
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 February 2015
collegeclassroom.ucsd.edu
cirtl.net
Cheryl Anderson
Family and Preventative Medicine, UC San Diego
and
Peter Newbury
Center for Teaching Development, UC San Diego
teachingmethodsinpublichealth.ucsd.edu
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
My keynote presentation at the 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
"Getting to Know You"
Presentation to support a jigsaw activity to explore student diversity. Full details at
peternewbury.org/2016/08/getting-to-know-you
CIRTL Spring 2016 The College Classroom Meeting 10 - The First Day of ClassPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 College Classroom Meeting 9: TransparencyPeter Newbury
Tom Holme
Iowa State University
and
Peter Newbury
UC San Diego
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 8 - Teaching-as-ResearchPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 6 - Peer InstructionPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 4 - Fixed and Growth Mindset ...Peter Newbury
Peter Newbury
UC San Diego
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Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 3: Learning OutcomesPeter Newbury
Peter Newbury
UC San Diego
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Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 2 - Developing ExpertisePeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
CIRTL Spring 2016 The College Classroom Meeting 1 - How People LearnPeter Newbury
Peter Newbury
UC San Diego
and
Tom Holme
Iowa State University
collegeclassroom.ucsd.edu
Center for the Integration of Research, Teaching and Learning (CIRTL) Network - cirtl.net
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
The College Classroom (Wi14) Week 7: They're not dumb, they're different
1. Week 7:
They’re not dumb, they’re different.
The College Classroom
February 18 and 20, 2014
Unless otherwise noted, this work is licensed
under a Creative Commons AttributionNonCommercial 3.0 Unported License.
3. Today…
3
Each of the following slides contains a quote from “The
Eric Experiment” to discuss from the point-of-view of
Assessment Expertise
Development Fixed/Growth Mindset
How People Learn Learning Outcomes Cooperative Learning
Today, you are instructors, not students.
Start your comments with
“When I’m the instructor…”
“If this was *my* class…”
collegeclassroom.ucsd.edu
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4. Discussion procedure – “talking stick”
4
1. The person with the ball will give the first comment.
2. After that, everyone is welcome to comment.
3. When we advance to the next slide, pass the ball to
your right.
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5. The Eric Experiment [1]
5
The lack of community, together with the lack of
interchange between the professor and the students
combines to produce a totally passive classroom
experience.
(p. 25)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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* *
6. The Eric Experiment [1]
6
I still get the feeling that unlike a humanities course, here
the professor is the keeper of the information, the one
who knows all the answers. This does little to propagate
discussion or dissent.
(p. 21)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
* *
7. The Eric Experiment [1]
7
[F]or the most part, “why” questions are neither asked
nor answered. The preference is for “how”
questions…[Eric’s] classmates didn’t appreciate his
interruptions, however. They seemed to “lose patience”
with his “silly ‘why’ questions.” These got in the way of
the mechanics of finding the right solution to their
assigned problems.
(p. 20-21)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
* *
8. The Eric Experiment [1]
8
There was a Hispanic woman who sits next to me who is
already having trouble with the material. She tells me she
spends seven hours a night on homework and needs to get
an “A” to receive an ROTC scholarship next year.
(p. 22)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
* *
9. The Eric Experiment [1]
9
[My classmates] will have had no training in working
collectively. In fact, their experience will have taught them
to fear cooperation, and that another person’s intellectual
achievement will be detrimental their own.
(p. 24)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
* *
10. The Eric Experiment [1]
10
If you find you do not understand something from the last
chapter, you must wait until after class to see wither the
professor or the teaching assistant. The professor’s office
hour is busy and there is not much time for in-depth help.
The teaching assistant, while well-meaning, has problems
communicating in English, and is only around on certain
days of the week.
(p. 26)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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*
11. Eric’s physics professor: [1]
11
I assume the students in [introductory physics] are preprofessionals who have already decided on a career in
science and are in class to lean problem-solving
techniques that will be required of them in their careers.
(p. 30)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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*
12. The Eric Experiment [1]
12
… students in a science class try to identify people who
score well and then constantly compare their scores (or
time studying or answers on homework) to their own. I
have never been in a class before where my grade had
any effect, real or perceived, on anyone else.
(p. 23)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
13. The Eric Experiment [1]
13
The best classes I had were classes in which I was
constantly engaged, constantly questioning and pushing
the limits of the subject and myself.
(p. 25)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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14. The Eric Experiment [1]
14
What is not as well understood are the various ways in
which this already hard subject is made even harder and
more frustrating by the pedagogy itself.
(p. 29)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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15. The Eric Experiment [1]
15
“…the greatest stumbling block to understanding” was
the lack of identifiable goals and the absence of
linkage between concepts.
(p. 29)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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16. The Eric Experiment [1]
16
If physicists learned to regard every one of those
250,000 introductory physics students – most of them
somewhat better than “ordinary” – as having something
valuable to contribute and much to gain from science,
there might be no science “crisis” at all.
(p. 32)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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17. Eric’s physics professor: [1]
17
Students not interested in the physical world have a
harder time, since they don’t know and usually don’t care,
how things, cars, bodies, weather, the heavens, work.
(p. 30)
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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19. Teaching the History of Women [2]
19
[H]ow, in this tense climate, can we present our students
with honest, critical, and nuanced information about
contentious topics…
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
* *
20. Teaching the History of Women [2]
20
For the opportunity to introduce both the Middle East and
women’s history to a captive and diverse audience, I am
very grateful. But challenges abound, beginning with the
time-consuming obstacle of students’ ignorance of even
the region’s basic geography…
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
#tccucsd
*
21. Teaching the History of Women [2]
21
My experience to date suggests that one of the most
effective teaching strategies is to address all topics in
comparative global perspective, drawing particular
parallels with the history of women in the United States
and Western Europe.
Assessment, Expertise Development, How People Learn,
Learning Outcomes, Cooperative Learning, Fixed/Growth Mindset
collegeclassroom.ucsd.edu
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22. Brainstorm: Issues and Actions
22
What one issue are you more concerned about when
you look ahead to teaching? What action could you
take to address that issue?
Issue
Action
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23. Tobias’ conclusions:
23
But as least as important as content…will be changes in
the “classroom culture”
more attention to an intellectual overview
more context (even history) in the presentation of
physical models
less condescending pedagogy
differently challenging examinations
more discussion, more “dissent” (even if artificially
constructed)
more community in the classroom
([1], p. 31)
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24. Halving Fail Rates using Peer Instruction [3]
24
“Fail Rate” refers to the
number of students
earning a W (withdraw),
D, or F grade out of the
total number students
passing (A,B,C) and
failing (W, D, F).
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25. Halving Fail Rates using Peer Instruction [3]
25
By designing a course to better support students in their
attainment of learning goals, standards can be preserved
while facilitating “easier” learning.
Also, peer instruction
builds on students’ knowledge
has a social constructivism component
gives students opportunities to practice talking like
experts
timely, formative feedback
student-centered / engaging / active learning
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26. 26
Next week:
Week 8: Teaching as Research
Watch for Homework 8 post
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27. References
27
1.
Tobias, S. (1990). They’re Not Dumb, They’re Different: Stalking the Second
Tier. Tuscon, AZ: Research Corporation.
2.
Scalenghe, S. (November, 2012). Teaching the History of Women in the
Middle East and North America. Perspectives on History, 50, 8.
http://www.historians.org/perspectives/issues/2012/1211/TeachingWomens-History-Forum_History-of-Women-in-the-Middle-East-and-NorthAfrica.cfm
3.
Porter, L., Bailey-Lee, C., & Simon, B. (2012). Halving fail rates using peer
instruction: a study of four computer science courses. Under review.
4.
Kruger, J. & Dunning, D. (1999). Unskilled and unaware of it: How difficulties
in recognizing one’s own incompetence lead to inflated self-assessments.
Journal of Personality and Social Psychology 77, 1121-1134.
collegeclassroom.ucsd.edu
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28. Unskilled and Unaware of it [4]
28
When people are incompetent in the strategies they adopt
to achieve success and satisfaction, they suffer a dual
burden: Not only do they reach erroneous conclusions and
make unfortunate choices, but their incompetence robs
them of the ability to realize it.
(p. 1121)
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32. Unskilled and Unaware Conclusions
32
in domains where they have no intuition at all
(“translating Slovenian proverbs”, “reconstructing an
8-cylinder engine”) people do not overestimate their
ability, rate themselves worse than their peers
when they have a “minimal threshold of knowledge,
theory or experience”, people poorly estimate their
own abilities and the abilities of their peers
(p. 1132)
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