Common Errors in English Usage Use the search form below to find words and phrases on this site. About this Search Engine E e.g. / i.e. each early adapter earmarks / hallmark earth, moon easedrop ecology / environment economic / economical ecstatic ect. -ed / -t edge on eek / eke efforting ei / ie either / or, neither / nor either are / either is eighteen hundreds / nineteenth century electrocute elegy / eulogy elicit / illicit ellipses email embaress emergent / emergency emigrate / immigrate eminent / imminent / immanent empathy / sympathy emphasize on emulate / imitate end result enamored by endemic / epidemic engine / motor English / British enjoy to enormity / enormousness enquire / inquire ensuite ensure / insure enthuse entomology / etymology envelop / envelope envious / jealous enviroment epic / epoch epicenter epigram / epigraph / epitaph / epithet epitomy eponymous equally as equivocate / equal -er / -est error / err -es espouse / expound / expand et al.
Academic Evolution: Scholar or Public Intellectual? After listening to Henry Jenkins and a few others speaking about public intellectualism lately, I have felt a sense of civic duty coming over me, something that links participating in democracy with the participatory media of Web 2.0. How obvious, how appropriate, that we share our best thinking with the world at large; how simple it is to do this, now, through blogs and online media. Here's the problem: I'm a scholar. A scholar is not a public intellectual; a scholar is a private intellectual. We who are trained in a discipline speak to our peers in that discipline, and the response of that extremely small brotherhood determines tenure, promotion, and the various perquisites of academia. When a scholar does choose to address the public, as when a colleague of mine once chose to write a column for the local newspaper, that scholar is considered not to be doing his or her job. This is how a scholar is doomed to a life of private intellectual inquiry and expression.
Imagining the Tenth Dimension A New Pedagogy is Emerging...And Online Learning is a Key Contributing Factor In all the discussion about learning management systems, open educational resources (OERs), massive open online courses (MOOCs), and the benefits and challenges of online learning, perhaps the most important issues concern how technology is changing the way we teach and - more importantly - the way students learn. For want of a better term, we call this “pedagogy.” What is clear is that major changes in the way we teach post-secondary students are being triggered by online learning and the new technologies that increase flexibility in, and access to, post-secondary education. In looking at what these pedagogical changes are and their implications for students, faculty, staff, and institutions, we consider: What drives the development of this new pedagogy? New Demands of a Knowledge-Based Society There are several separate factors at work here. Lastly, it means developing students with the skills to manage their own learning throughout life, so they can continue to learn after graduation.
At Educause, a discussion about OER DENVER — MOOCs are on the tip of everyone’s tongue here at the annual Educause meeting, presumably because of their scale and the technologies their recent champions have built to support that scale. But in his opening keynote, Clay Shirky, an author and assistant professor at New York University, said the most provocative aspect of MOOCs is not their massiveness; it is their openness. Or, in some cases, their lack thereof. Shirky’s framing of MOOCs as a phenomenon of the open educational resources (OER) movement -- rather than of the online education or instructional technology movements -- comes shortly after Coursera struck a content licensing deal with Antioch University that drew a line on the extent to which the company would allow outsiders to use its resources without paying to do so. The missing piece is a caveat in Coursera’s terms of service that prohibits the use of Coursera’s MOOCs for anything but informal education. So are MOOCs, and the content packaged therein, OER?
Pedagogy and Space: Empirical Research on New Learning Environments (EDUCAUSE Quarterly Key Takeaways In the new technology-enhanced learning spaces at the University of Minnesota, students outperformed final grade expectations relative to their ACT scores. When instructors adapted their pedagogical approach to the new space by intentionally incorporating more active, student-centered teaching techniques, student learning improved. Students and faculty had positive perceptions of the new learning environments but also had to adjust to the unusual classrooms. In a previous EDUCAUSE Quarterly article,1 we reported the results of quasi-experimental research on the University of Minnesota's new, technology-enhanced learning spaces called Active Learning Classrooms (ALCs). Here, we report on the next phase of learning-spaces research at the University of Minnesota (UMN), which had two components. Two specific research questions guided this phase of our research: Methodology and Methods Learning Environments Examined Figure 1. Figure 2. Figure 3. Figure 4. Data Collection Methods
Khan Academy Founder Proposes a New Type of College - Wired Campus Salman Khan’s dream college looks very different from the typical four-year institution. The founder of Khan Academy, a popular site that offers free online video lectures about a variety of subjects, lays out his thoughts on the future of education in his book, The One World School House: Education Reimagined, released last month. Though most of the work describes Mr. Khan’s experiences with Khan Academy and his suggestions for changing elementary- and secondary-school systems, he does devote a few chapters to higher education. In a chapter titled “What College Could Be Like,” Mr. “Traditional universities proudly list the Nobel laureates they have on campus (most of whom have little to no interaction with students),” he writes. Mr. In the book, Mr. [Image courtesy of Hachette Book Group.] Return to Top
The Future is Now: Unpacking Digital Badging and Micro-credentialing for K-20 Educators In higher education contexts, forward thinking educators such as Alex Halavais, Arizona State University and Daniel Hickey, Indiana University have piloted the use of badge schema to supplement or replace more traditional grading schemes in courses. In a recent post to his blog, Remediating Assessment, Dr. Hickey articulates his methodology in issuing digital badges to students in a doctoral class in Educational Assessment (Hickey, 2012). Interest in using digital badges in higher education is gaining purchase: writing recently for the HASTAC blog (Humanities, Arts, Science and Technology Advanced Collaboratory), Sheryl Grant considers some of the innovative higher education projects such as the Open Michigan badges initiative to acknowledge scholarly contributions to an open education initiative (University of Michigan). What are Digital Badges? Digital badges are essentially credentials which may be earned by meeting established performance criteria. Dr. Resources: Cited works:
Badges for Lifelong Learning | DML Hub