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Writing Commons

Writing Commons
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Teaching Adolescents How to Evaluate the Quality of Online Information An essential part of online research is the ability to critically evaluate information. This includes the ability to assess its level of accuracy, reliability, and bias. In 2012, my colleagues and I assessed 770 seventh graders in two states to study these areas, and the results definitely got our attention. Unfortunately, over 70 percent of the students’ responses suggested that: Middle school students are more concerned with content relevance than with credibility They rarely attend to source features such as author, venue, or publication type to evaluate reliability and author perspective When they do refer to source features in their explanations, their judgments are often vague, superficial, and lacking in reasoned justification Other studies highlight similar shortcomings of high school and college students in these areas (see, for example, a 2016 study from Stanford). Start of newsletter promotion. Subscribe now End of newsletter promotion. Dimensions of Critical Evaluation Prompting

Lexicon of Lies: Terms for Problematic Information | Data & Society Propaganda, disinformation, misinformation: The words we choose to describe media manipulation can lead to assumptions about how information spreads, who spreads it, and who receives it. These assumptions can shape what kinds of interventions or solutions seem desirable, appropriate, or even possible. This guide is intended to inform commentators, educators, policymakers, and others who seek appropriate words for describing the accuracy and relevance of media content. Media historian and theorist Caroline Jack traces the specific origins and applications of several forms of problematic information, unpacking lazy usage habits and uncovering buried cultural origins. Lexicon of Lies attempts to provide nuance to current debates around truth and trust in the public sphere. For Educators This lexicon is accompanied by Teaching Resources from Data & Society’s Caroline Jack and Monica Bulger.

English learning and teaching resources - Waylink English English Composition I: Achieving Expertise About the Course English Composition I provides an introduction to and foundation for the academic reading and writing characteristic of college. Attending explicitly to disciplinary context, you will learn to read critically, write effective arguments, understand the writing process, and craft powerful prose that meets readers’ expectations. You will gain writing expertise by exploring questions about expertise itself: What factors impact expert achievement? What does it take to succeed? Two overarching assumptions about academic writing will shape our work: 1) it is transferable; 2) it is learnable. Share why you want to improve your writing Learn what other says about their motivations **English Composition I has earned a Certificate of Recognition from Quality Matters, a non-profit dedicated to quality in online education Course Syllabus Unit 1 (Weeks 1-3): Critical ReviewHow do we become experts? Recommended Background In-course Textbooks Suggested Readings Course Format Yes. Yes. No.

I teach. I think.: Video: How Bad Ideas Become Good Ideas If new technology doesn't simplify your life, change it or dump it. A little over a year ago our school switched from Moodle to Haiku for our LMS program. I'm really happy with Haiku, and I think many of our teachers are seeing the benefits. The assessments and gradebooks have saved me a lot of time, and I love how well they're all integrated. However, Haiku has one fatal flaw. When I am building an assessment or managing my grades, I don't mind the time it takes for Haiku to authenticate me. Last year at Fall CUE, I attended Lisa Highfill's workshop on flipping the classroom.

21st-Century Libraries: The Learning Commons Libraries have existed since approximately 2600 BCE as an archive of recorded knowledge. From tablets and scrolls to bound books, they have cataloged resources and served as a locus of knowledge. Today, with the digitization of content and the ubiquity of the internet, information is no longer confined to printed materials accessible only in a single, physical location. Consider this: Project Gutenberg and its affiliates make over 100,000 public domain works available digitally, and Google has scanned over 30 million books through its library project. Libraries are reinventing themselves as content becomes more accessible online and their role becomes less about housing tomes and more about connecting learners and constructing knowledge. From Library to Learning Commons Printed books still play a critical role in supporting learners, but digital technologies offer additional pathways to learning and content acquisition. Photo credit: Francis W. Transparent Learning Hubs

The art of modern writing Learning to write is one of the fundamental skills we gain from our time at school. Writing is one of the cornerstones of learning and we devote significant time and energy towards its mastery. Skilled writing is a mark of an educated individual and a skill required for academic success. But in the modern world what makes a skilled writer? Clearly writing has changed since the time of Shakespeare. On social media, we share the most mundane events of our lives publishing our every passing thought for the world to see. Some of us do try to cling to the traditions of quality writing and the beauty of the ‘Queens English’. Why write a page when a paragraph serves as well? Clearly writing is not what it once was but not a lot has changed in schools. This does not mean that the skill of the writer is diminished only that it has changed. Great writers have always written with their purpose and audience in mind. By Nigel Coutts

Academic language and study support for current Education students We provide a wide range of academic and study support and advice services to all of our Faculty of Education students, including academic language advice and support, student welfare and a wide-range of audio visual services. Academic Language and Literacy Development (ALLD) We provide academic English language advice and support to all Education students at Clayton and Peninsula campuses, including local or international students of English-speaking or other language backgrounds. Academic progress For faculty specific information relating to assessment, unsatisfactory academic progress, and student grievances. the learning space the learning space provides an area where students and staff can meet and work. Related resources Contact us: for general enquiries and Student Advisers Research degrees: resources for current research students.

Social Psychology About the Course Coursera's largest class is back by popular demand! Beginning July 14, 2014, Social Psychology will feature a fresh line-up of special events, guest experts, and material intended to delight psychology lovers around the world. Course Description from Professor Plous: Each of us is dealt a different hand in life, but we all face similar questions when it comes to human behavior: What leads us to like one person and dislike another? How do conflicts and prejudices develop, and how can they be reduced? Our focus will be on surprising, entertaining, and intriguing research findings that are easy to apply in daily life. Course Format The class will consist of lecture videos, most of which are 10-20 minutes long. NEW IN 2014: To help students who have a busy schedule or don't speak English as their first language, the course will include a one-week break in the middle (August 4-10) so that anyone who has fallen behind can catch up on missed videos or readings.

Home | The Critical Media Project How Can Your Librarian Help Bolster Brain-Based Teaching Practices? Flickr/Kevin Harber Inquiry-based learning has been around in education circles for a long time, but many teachers and schools gradually moved away from it during the heyday of No Child Left Behind. The pendulum is beginning to swing back towards an inquiry-based approach to instruction thanks to standards such as Common Core State Standards for math and English Language Arts, the Next Generation Science Standards and the College, Career and Civic Life (C3) Framework for Social Studies State Standards. Transitioning to this style of teaching requires students to take a more active role and asks teachers to step back into a supportive position. “This is so new for teachers, whereas librarians have been doing this for ten years,” said Paige Jaeger, a school librarian turned administrator and co-author of Think Tank Library: Brain-Based Learning Plans for New Standards. “If your brain could talk it would say, ‘I’m lazy and I delete what’s not important,’” Ratzen said. Related

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