Web Literacy and Advanced Search Strategies
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The document discusses teaching global studies with technology. It recommends using backwards planning to design lessons, starting with learning goals and assessments, then planning activities. It also recommends Shneiderman's framework of having students collect, relate, create and donate using technology. It discusses using guided inquiry over open research to focus students' searches. It provides examples of search tools like directories, custom search engines, and assessing credibility of sources.
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This document discusses information literacy and its importance in education. It provides several definitions of information literacy, emphasizing the ability to recognize an information need, access and evaluate information from multiple sources, and communicate findings. The document distinguishes information literacy from computer literacy and emphasizes teaching students a process for research rather than focusing on individual skills. It outlines the components of an effective research process and how project-based learning can help integrate information literacy skills across the curriculum.
Barbara Mehlman
The document provides information on how to build independent learners through teaching the inquiry process, benchmark skills, and information literacy. It defines information literacy and inquiry, describes the inquiry cycle, and gives examples of benchmarks for different grade levels. It also discusses how to embed these concepts into lessons across different subjects using resources like reference works, discussion groups, and electronic media like wikis, blogs, audio and video. Sample lessons on the topic of cloning are provided for different subjects to illustrate how to develop benchmarks, use inquiry phases, and create end products.
A Workshop: Promoting Student Access and Success Through Research
Promoting Student Access and Success Through Research
July 7, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Track: Blended Models & Course Design
Interactive Workshop - 210 minutes
Location: Governor's Square 14
Virtual Session
Session Duration: 210 Minutes
Workshop Session 1 & 2 (combined)
Abstract:
Participate in the development of a research model to support the National DETA Research Center funded by the U.S. Department of Education.
Extended Abstract
Come help us develop a research model to facilitate cross institutional research on blended instruction. The future of blended learning should be driven by research-based instructional and institutional interventions as the result of cross institutional research impacting access, learning effectiveness, and student satisfaction.
To give you a little background, the University of Wisconsin-Milwaukee will share their efforts in the establishment of the National Research Center for Distance Education and Technological Advancement (DETA) funded by the U.S. Department of Education, Fund for the Improvement of Postsecondary Education. They seek to foster student access and success through evidence-based, cross-institutional online learning practices and technologies. Specifically, DETA looks to identify and evaluate effective course and institutional practices in blended and online learning, including competency-based education, for underrepresented populations through rigorous research.
This workshop looks to engage the blended learning community in assisting of the development of DETA's research agenda, including a research model for distance education and research toolkits that can be used by institutions across the country. Through collaborative group discussions, this workshop will look for participants to brainstorm and prioritize ideas around defining student success, identifying key research questions to drive future research, development of shared measures to be gathered by different institutions, creation of instrumentation, and more. The outcomes of this workshop will inform research conducted in 2016. Further, opportunities for community engagement, including funding to conduct cross-institutional research, will be discussed.
For more information on our efforts thus, see http://uwm.edu/deta/summit.
Come be a part of this exciting initiative!
Cit2009 short
The document discusses technoheutagogy, which is using web 2.0 tools and learning management systems to facilitate learner-directed adult learning. It emphasizes empowering adult learners by giving them personal responsibility and relevance in their education. Learners can choose what, when, where, how much, and how to learn, determining their own grade. Web 2.0 tools and features of LMSs like threaded discussions and collaborative projects can engage learners and assess learning in a way that is learner-directed. Assessment focuses on achieving personally relevant knowledge through knowledge audits involving discussion, reflection, and content mastery evaluation.
Pblconstructivism
The document discusses constructivist teaching approaches and project-based learning using technology. It provides an overview of constructivism and how students learn by actively constructing their own knowledge. Project-based learning allows students to solve complex, real-world problems and take ownership over their learning. When implemented with technology, constructivist activities and project-based learning can provide diverse learning opportunities that develop higher-order thinking skills. The document also provides guidance on planning and assessing technology-enhanced, project-based learning activities.
Pblconstructivism
The document discusses constructivism and project-based learning as approaches for teaching students with technology. It provides an overview of constructivism, describing how students construct their own knowledge and learn best when actively engaged. Project-based learning allows students to solve real-world problems in collaborative groups while developing cross-curricular skills. When planning projects, teachers should establish essential questions, ensure topics are relevant, and involve students in the planning process. Technology can support these approaches by providing pathways for diverse learning and allowing students to examine problems from multiple perspectives.
Ietc presentation
This document summarizes a presentation about helping students with research using Common Core standards. It discusses how Common Core emphasizes an in-depth research process over just learning facts. Students should practice short research projects and learn to independently conduct research. The presentation provides tips for teachers, such as leading text-based discussions and assigning projects for real audiences. It also discusses challenges students face with online research and introduces tools like a customized library media center website to help students evaluate sources and take notes.
Blended online and onsite personalized professional learning for sustainable ...
This document discusses research on effective models for blended teacher professional development (PD). It proposes a model that provides:
1) Online access to digital content to enhance face-to-face PD experiences.
2) Extending face-to-face summer experiences online through discussions with colleagues about practices and strategies.
3) Interacting online in real-time with experts from organizations like NASA, NOAA, and NSF to discuss research and classroom applications.
4) Helping teachers develop long-term growth plans tailored to their needs and connecting them to resources and others with similar goals online, with opportunities for recognition.
Project-Based Learning - USD 340
The document discusses project-based learning, higher-order thinking skills, and student-centered instruction. It provides an overview of Bloom's taxonomy, describes how to support higher-order thinking, and gives examples of complex thinking strategies and curriculum-framing questions. The document also outlines the steps to creating a project, including developing an idea, deciding goals, making a plan, creating an assessment plan, and monitoring/evaluating the project. It discusses using primary sources, resources for project-based learning, and differentiated instruction.
Not another paper presentation
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
Student Learning with Reusable Learning Objects
The document discusses reusable learning objects (RLOs) and their use and benefits in higher education. It describes how RLOs can be used to teach content, enable self-assessment of mastery of content, and provide repeated access for students. A case study is presented of a project at University of Massachusetts Dartmouth to create library tutorial RLOs to improve students' information literacy skills. The process of planning, developing, and integrating the RLOs is outlined. Assessment found that the tutorials helped students complete assignments more effectively and increased use of scholarly sources. Lessons learned stressed coordinating with librarians and providing faculty support for RLO integration.
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A presentation for trainee teachers embarkng on their first research project through the Tendring Teaching School Alliance.
Research day 2011
This document provides an overview of conducting research in applied education through the Scholarship of Teaching and Learning (SOTL). It discusses the six steps of the Carnegie Foundation research process: 1) adequate preparation through literature review, 2) clear research goals and questions, 3) appropriate research methods, 4) achieving significant results, 5) providing a reflective critique, and 6) effective presentation of findings. Both qualitative and quantitative research methods are described. Support for SOTL research is available through the JIBC Office of Applied Research and collaborating with other institutions.
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