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By Steven Anderson My blog is a space for me to reflect, share, learn and grow with anyone who stops by. It has been a wonderful experience for me and I really do enjoy working on it.
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The Social Networks and Archival Context Project (SNAC) will address the ongoing challenge of transforming description of and improving access to primary humanities resources through the use of advanced technologies. The project will test the feasibility of using existing archival descriptions in new ways, in order to enhance access and understanding of cultural resources in archives, libraries, and museums. Archivists have a long history of describing the people who—acting individually, in families, or in formally organized groups—create and collect primary sources.
SNAC
While industries such as music, newspapers, film and publishing have seen radical changes in their business models and practices as a direct result of new technologies, higher education has so far resisted the wholesale changes we have seen elsewhere. However, a gradual and fundamental shift in the practice of academics is taking place. Every aspect of scholarly practice is seeing changes effected by the adoption and possibilities of new technologies. This book will explore these changes, their implications for higher education, the possibilities for new forms of scholarly practice and what lessons can be drawn from other sectors.
The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic
The Problem of "Pedagogy" in a Web 2.0 Era -- Campus Technology
Clearly, we have left the time of knowledge stability and entered a time of incredibly rapid change. Web 2.0, a term coined in 2004, is a description of the new Web architecture, but is also a historical marker between the era of comfortable stability and the era of unsettling change. Many in higher education say we have accordingly turned to learning and away from teaching, but in fact we haven’t. Most educators I talk with are unaware of the degree of change necessary today or of the degree to which deep change will continue over the coming decades. And so, the dominant emphasis on teaching remains. There is no requirement that faculty in higher education understand learning theory.
Tools of Engagement for Face-to-Face, Blended and Online Teaching That’s why we created this special report. Teaching with Technology: Tools and Strategies to Improve Student Learning approaches teaching technologies from your perspective — discussing what works, what doesn’t, and how to implement the best ideas in the best ways. The 13 articles in the report were written by John Orlando, PhD, program director at Norwich University, as part of the popular Teaching with Technology column on Faculty Focus. You’ll find that the articles are loaded with practical information as well as links to valuable resources. Here are the articles featured in the report:
Teaching with Technology: Tools and Strategies to Improve Student Learning - Faculty Focus | Faculty Focus
David Kapuler is an educational consultant with more than 10 years of experience working in the K-12 environment. For more information about his work, contact him at dkapuler@gmail.com and read his blog at cyber-kap.blogspot.com .
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The Shared Thinking process helps you to illuminate specific social situations. Shared Thinking provides each person involved, with multiple perspectives on a given issue. These diverse views are group-generated and group-specific. As a result, you can enhance socialization, group-identity and alignmentIs the purpose of education about giving young people access to to things unimagined and unencountered, allowing them to soar to greatness? Or is that just plain unrealistic? Join the debate. Photograph: www.alamy.com
What's the point of education? | Teacher Network Blog | Guardian Professional
student writing: innovative online strategies for assessment & feedback
The manifesto for teaching online is intended to stimulate ideas about creative online teaching. It was written by teachers and researchers in the field of online education, in connection with the MSc in E-learning programme at the University of Edinburgh . It attempts to rethink some of the orthodoxies and unexamined truisms surrounding the field. Each point is deliberately interpretable, and this page is a starting point for some of those interpretations. If you are working with the manifesto, or part of it, put a comment on our manifesto web site: http://onlineteachingmanifesto.wordpress.com/ or email us a link to any online content you produce - we will add a link to our site. The aesthetics of online course design are too readily neglected: courses that are fair of (inter)face are better places to teach and learn in.
Jenna Gorliewicz working with Kira and Quinn. (Pat Slattery/Vanderbilt University) The potential educational power of the tablet is immense. But figuring out the best way to use it to connect with visually disabled students is no easy job.
Vanderbilt Student Rethinks How Tablets Can Help Disabled Students | Edudemic
Eric Mazur on new interactive teaching techniques | Harvard Magazine Mar-Apr 2012
In 1990 , after seven years of teaching at Harvard, Eric Mazur , now Balkanski professor of physics and applied physics, was delivering clear, polished lectures and demonstrations and getting high student evaluations for his introductory Physics 11 course, populated mainly by premed and engineering students who were successfully solving complicated problems. Then he discovered that his success as a teacher “was a complete illusion, a house of cards.” The epiphany came via an article in the American Journal of Physics by Arizona State professor David Hestenes . He had devised a very simple test, couched in everyday language, to check students’ understanding of one of the most fundamental concepts of physics—force—and had administered it to thousands of undergraduates in the southwestern United States.Flickr:AllHails At the star-studded Harvard Initiative on Learning and Teaching (HILT) event earlier this month, where professors gathered to discuss innovative strategies for learning and teaching, Harvard’s professor Eric Mazur gave a talk on the benefits of practicing peer instruction in class, rather than the traditional lecture. The idea is getting traction.