IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - The Diigo Meta page

• 04 Dec 09
  

  Deb Jackson

  project edtech

• 25 Nov 09
  

  Alisa Cooper

  This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.

  technology pedagogy teaching learning seven-principles education e-learning

• 22 Nov 09
  

  Ingrid Sturgis

  Unlabeled

• 05 Oct 09
  

  Tommy Grillz
• 31 Aug 09
  

  Cris Harshman

  edtech education technology students instructionaldesign e-learning teaching

• 17 Aug 09
  

  Moshe Chasid

  On implementing the seven principles of effective teaching using web 2.0 technologies

  pedagogy technology teaching seven-principles learning web2.0 webtools online gw20t

• 

  kimberly caise

  pedagogy technology teaching learning seven-principles e-learning distance_education

• 11 Aug 09
  

  helen castanedo

  pedagogy technology teaching learning education seven-principles e-learning distance_education

• 10 Aug 09
  

  Phil Taylor

  pedagogy technology teaching learning education seven-principles e-learning

• 

  candace pasquale
• 09 Aug 09
  

  Ced Paine

  The TLT Group

  pedagogy technology teaching education

• 

  Steven Diaz

  technology e-learning education pedagogy teaching learning

  • If the power of the new technologies is to be fully realized, they should be
    employed in ways consistent with the Seven Principles.
  • Any given instructional strategy can be supported by a number of
    contrasting technologies (old and new), just as any given technology might
    support different instructional strategies.
  • 22 more annotations...
  • • the most cost-effective and appropriate ways to use computers, video, and
      telecommunications technologies to advance the Seven Principles
    • Frequent student-faculty contact in and out of class is a most important factor
      in student motivation and involvement.
    • As the number of commuting part-time students and adult learners
      increases, technologies provide opportunities for interaction not possible when
      students come to class and leave soon afterward to meet work or family
      responsibilities.
    • Total communication increases and, for many students, the result
      seems more intimate, protected, and convenient than the more intimidating
      demands of face-to-face communication with faculty.
    • Communication also is eased when student or instructor (or both) is not a native
      speaker of English; each party can take a bit more time to interpret what has
      been said and compose a response.
    • Good learning, like good work, is collaborative and social, not competitive and
      isolated.
    • A clear advantage of email for today’s busy commuting students is
      that it opens up communication among classmates even when they are not
      physically together.
    • Learning is not a spectator sport.
    • They must make what they learn part of themselves.
    • learning by doing
    • Knowing what you know and don’t know focuses your learning
    • At various points during college, and at its end, students need
      chances to reflect on what they have learned, what they still need to know, and
      how they might assess themselves.
    • Learning to use one’s time well is critical for students and professionals alike
    • Technology also can increase time on task by making studying more efficient
    • Time efficiency also increases when interactions between teacher and students,
      and among students, fit busy work and home schedules
    • get access to important resources for learning
    • Expect more and you will get it
    • Expecting students to perform well becomes a self-fulfilling prophecy
    • Many faculty report that students feel stimulated by knowing their
      finished work will be “published” on the World Wide Web
    • Students need opportunities to show their talents and learn in ways
      that work for them. Then they can be pushed to learn in new ways that do not
      come so easily.
    • Students need to become familiar with the Principles and be more assertive with
      respect to their own learning.
    • They need to eschew materials that are simply didactic, and search
      instead for those that are interactive, problem oriented, relevant to real-world
      issues, and that evoke student motivation.
• 27 Jul 09
  

  Carol Furchner

  On implementing the seven principles of effective teaching using web 2.0 technologies

  pedagogy technology teaching seven-principles learning web2.0 webtools online gw20t

• 26 Jul 09
  

  stacy warneke
  • Knowing a few faculty members well enhances
    students’ intellectual commitment and encourages them to think about their own values
    and plans.
• 

  Janet Stephenson
  • especially with shy students who
    are reluctant to ask questions or challenge the teacher directly
  • students feel stimulated by knowing their finished work will be
    “published” on the World Wide Web
• 25 Jul 09
  

  Janice Thompson
  • Learning
    is enhanced when it is more like a team effort than a solo race.
  • Students need to become familiar with the Principles and be more
    assertive with respect to their own learning.
• 

  Rob Warneke
  • Professor
    Norman Coombs reports that, after twelve years of teaching black history at the Rochester
    Institute of Technology, the first time he used email was the first time a student asked
    what he, a white man, was doing teaching black history
  • Learning
    is enhanced when it is more like a team effort than a solo race. Good learning, like good
    work, is collaborative and social, not competitive and isolated. Working with others often
    increases involvement in learning. Sharing one’s ideas and responding to others’
    improves thinking and deepens understanding.
• 24 Jul 09
  

  Alison Newman
  • Brilliant students in a seminar might be all thumbs in a
    lab or studio; students rich in hands-on experience may not do so well with theory.
    Students need opportunities to show their talents and learn in ways that work for them.
    Then they can be pushed to learn in new ways that do not come so easily.
• 

  Lana Camiel

  On implementing the seven principles of effective teaching using web 2.0 technologies

  pedagogy technology teaching seven-principles learning web2.0 webtools online gw20t

• 23 Jul 09
  

  Michael Duffy
  • Many roads lead to learning.
  • Many roads lead to learning.
  • 1 more annotations...
  • • They can supply structure
      for students who need it and leave assignments more open-ended for students who
      don’t. Fast, bright students can move quickly through materials they master easily
      and go on to more difficult tasks; slower students can take more time and get more
      feedback and direct help from teachers and fellow students
• 

  tek trekker

  2. Good Practice Develops Reciprocity and Cooperation Among Students

  pedagogy teaching seven-principles

• 

  Kim Aarsvold
  • Total communication increases and, for many students, the result seems
    more intimate, protected, and convenient than the more intimidating demands of
    face-to-face communication with
  • As we move
    toward portfolio evaluation strategies, computers can provide rich storage and easy access
    to student products and performances. Computers can keep track of early efforts, so
    instructors and students can see the extent to which later efforts demonstrate gains in
    knowledge, competence, or other valued outcomes. Performances that are time-consuming and
    expensive to record and evaluate — such as leadership skills, group process
    management, or multicultural interactions — can be elicited and stored, not only for
    ongoing critique but also as a record of growing capacity.
  • 1 more annotations...
  • • Is it true that
      research has never proved that technology improves learning?   I
      tried to summarize some of the findings that have had the greatest
      influence on my own thinking in the 1995 article,  "
      Asking the Right Questions: What Does Research Tell Us About Technology
      and Higher Learning?" in Change. The
      Magazine of Higher Learning, XXVII:2 (March/April), pp. 20-27. This essay gives a brief overview of the evaluation
      literature on teaching, learning, technology and costs.
• 

  Louise Paurus
  • d low threshold
    activities
• 22 Jul 09
  

  Katie Brown
  • The
    conversation often ends there; by the time the grade or comment is received, the course
    and student are off on new topics.
  • Expect more and you will get it.
• 

  Malia Schroeder

  teaching

  • Frequent student-faculty contact in and out of class is a most
    important factor in student motivation and involvement.
  • Students do not learn
    much just sitting in classes listening to teachers, memorizing prepackaged assignments,
    and spitting out answers. They must talk about what they are learning, write reflectively
    about it, relate it to past experiences, and apply it to their daily lives. They must make
    what they learn part of themselves.
• 

  carolynne white
  • Time plus energy equals learning.
  • If teaching focuses
    simply on memorizing and regurgitating prepackaged information, whether delivered by a
    faculty lecture or computer, students should reach for a different course, search out
    additional resources or complementary experiences, establish their own study groups, or go
    to the professor for more substantial activities and feedback.
• 

  Debra Cordes
  • Learning
    is enhanced when it is more like a team effort than a solo race. Good learning, like good
    work, is collaborative and social, not competitive and isolated.
  • Working with others often
    increases involvement in learning. Sharing one’s ideas and responding to others’
    improves thinking and deepens understanding.
  • 8 more annotations...
  • • Study groups, collaborative learning, group problem solving, and
      discussion of assignments can all be dramatically strengthened through communication tools
      that facilitate such activity.
    • Learning is not a spectator sport. Students do not learn
      much just sitting in classes listening to teachers, memorizing prepackaged assignments,
      and spitting out answers. They must talk about what they are learning, write reflectively
      about it, relate it to past experiences, and apply it to their daily lives. They must make
      what they learn part of themselves.
    • Knowing what you know and don’t know focuses your learning
    • Turned on, the “hidden” comments spring up;
      turned off, the comments recede and the writer’s prized work is again free of
      “red ink.”
    • Brilliant students in a seminar might be all thumbs in a
      lab or studio; students rich in hands-on experience may not do so well with theory.
      Students need opportunities to show their talents and learn in ways that work for them.
      Then they can be pushed to learn in new ways that do not come so easily.
    • If teaching focuses
      simply on memorizing and regurgitating prepackaged information, whether delivered by a
      faculty lecture or computer, students should reach for a different course, search out
      additional resources or complementary experiences, establish their own study groups, or go
      to the professor for more substantial activities and feedback.
    • The TLT
    • Teaching,
      Learning, and Technology Group. 
• 21 Jul 09
  

  Jen Green
  • By putting in place a more “distant” source of information and guidance for
    students, such technologies can strengthen faculty interactions with all
    students, but especially with shy students who are reluctant to ask questions or
    challenge the teacher directly. It is often easier to discuss values and
    personal concerns in writing than orally, since inadvertent or ambiguous
    nonverbal signals are not so dominant.
  • Learning teams helped themselves “learn the plumbing” and solve
    problems.
  • 1 more annotations...
  • • They provide a basis for peer evaluation, so learning teams can
      help everyone succeed.
• 12 Jul 09
  

  Jonathon Richter

  Technology as lever to Implementing the 7 principles of good undergraduate education

  technology pedagogy seven-principles distance_education online_education e-learning

• 

  James Ranni

  Good article on best practice

  seven-principles e-learning education teaching

  • This essay, then, describes some of the most
    cost-effective and appropriate ways to use computers, video, and
    telecommunications technologies to advance the Seven Principles.

  • Frequent student-faculty contact in and out of class is a most important factor
    in student motivation and involvement.
  • 2 more annotations...
  • • Learning is enhanced when it is more like a team effort than a solo race.
    • They must talk about what they are learning, write reflectively about it, relate
      it to past experiences, and apply it to their daily lives.
• 09 Jul 09
  

  Kirk Henry

  This article originally appeared in print as:
  Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever,"
  AAHE Bulletin, October, pp. 3-6.

  IDL6543 Literature on Best Practices Module 1

• 07 Jul 09
  

  Joana Silva

  IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever

  pedagogy e-learning principles

• 01 Jul 09
  

  Dean Mantz

  technology distance_education pedagogy e-learning teaching learning education seven-principles

• 23 Jun 09
  

  L Milne

  This article originally appeared in print as:
  Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever,"
  AAHE Bulletin, October, pp. 3-6.
  
  See the bottom of this Web page for updates, a link to a huge collection of ideas for using technology to implement the seven principles, a recorded interview with Chickering and Ehrmann about this history of the seven principles and their relevance to technology use, and our request that you share more such examples of technology use.

  pedagogy technology teaching learning e-learning online

• 14 Jun 09
  

  Patricia Chin

  education technology

• 13 Jun 09
  

  Penny Spore

  technology teaching learning education

• 

  Jen Hegna

  pedagogy technology distance_education education researchFall09

  • ,
    a link to a huge collection of ideas for using
    technology to implement the seven
    principles, a recorded interview with Chickering and Ehrmann about this
    history of the seven principles and their relevance to technology use, and our request that you share
    mo
  • ,
    a link to a huge collection of ideas for using
    technology to implement the seven
    principles, a recorded interview with Chickering and Ehrmann about this
    history of the seven principles and their relevance to technology use, and our request that you share
    mo
  • 4 more annotations...
  • • 5.
      Good Practice Emphasizes Time on Task
    • 5.
      Good Practice Emphasizes Time on Task
    • stilled
      findings from decades of re

    • IMPLEMENTING
      THE SEVEN PRINCIPLES: Technology
      as Lever

      
      

      by
      Arthur W. Chickering and Stephen C. Ehrmann

• 10 Jun 09
  

  Alex Braden

  ed960 technology seven-principles

  • Good Practice Encourages Contacts Between Students and Faculty
  • 2.
    Good Practice Develops Reciprocity and Cooperation Among Students
  • 5 more annotations...
  • • 3.
      Good Practice Uses Active Learning Techniques
    • 4.
      Good Practice Gives Prompt Feedback
    • 5.
      Good Practice Emphasizes Time on Task
    • 6.
      Good Practice Communicates High Expectations
    • 7.
      Good Practice Respects Diverse Talents and Ways of Learning
• 01 Jun 09
  

  kulub lnu

  The TLT Group (Teaching, Learning and Technology)

• 20 May 09
  

  Debbie Evans

  instructional_design e-learning pedagogy theory technology teaching learning macict

• 06 Apr 09
  

  Jared Stein

  technology e-learning pedagogy teaching online

• 05 Apr 09
  

  Tracey's Treasures

  pedagogy technology learning teaching seven-principles education

• 18 Mar 09
  

  Christopher Stormer

  pedagogy technology education distance_education

• 07 Mar 09
  

  Carol Nottingham

  seven principles online

  • shy st
  • easier to
    discuss values and personal concerns in writing than orally
  • 11 more annotations...
  • • time-delayed (asynchronous) communication
    • more thoughtfully and “safely”
    • computer-based tools encourage spontaneous student collaboration
    • working relationships and encouraged acquaintanceship
    • Many fall into one of three
      categories: tools and resources for learning by doing, time-delayed exchange, and
      real-time conversation
    • Apprentice-like learning
    • Simulating
      techniques
    • without trudging to the librar
    • h samples of
      excellent, average, mediocre
    • Teaching,
      Learning, and Technology Group.  The TLT Group provides a range
      of services to help faculty, their institutions, and their programs make
      more sensible use of technology. About 250 colleges,
      universities, state boards, and multi-institution projects now subscribe
      to TLT Group tools or services.
    • 300+
      institutions that subscribe to the
      TLT/Flashlight Program.  To
      see this TLT/Seven Principles
      library of teaching ideas, click
      here.
• 15 Feb 09
  

  Loren Rochester
  • 1.
    Good Practice Encourages Contacts Between Students and Faculty
    
    Frequent student-faculty contact in and out of class is a most
    important factor in student motivation and involvement.
  • 2.
    Good Practice Develops Reciprocity and Cooperation Among Students
  • 9 more annotations...
  • • Learning
      is enhanced when it is more like a team effort than a solo race. Good learning, like good
      work, is collaborative and social, not competitive and isolated. Working with others often
      increases involvement in learning. Sharing one’s ideas and responding to others’
      improves thinking and deepens understanding.
    • 3.
      Good Practice Uses Active Learning Techniques
    • Learning is not a spectator sport. Students do not learn
      much just sitting in classes listening to teachers, memorizing prepackaged assignments,
      and spitting out answers. They must talk about what they are learning, write reflectively
      about it, relate it to past experiences, and apply it to their daily lives. They must make
      what they learn part of themselves.
    • 4.
      Good Practice Gives Prompt Feedback
    • Knowing what you know and don’t know focuses your learning. In
      getting started, students need help in assessing their existing knowledge and competence.
      Then, in classes, students need frequent opportunities to perform and receive feedback on
      their performance. At various points during college, and at its end, students need chances
      to reflect on what they have learned, what they still need to know, and how they might
      assess themselves.
    • 5.
      Good Practice Emphasizes Time on Task
    • Time plus energy equals learning
    • 6.
      Good Practice Communicates High Expectations
      
      Expect more and you will get it.
    • 7.
      Good Practice Respects Diverse Talents and Ways of Learning
      
      Many roads lead to learning.
• 02 Feb 09
  

  David Donica

  technology pedagogy learning seven-principles teaching education

• 13 Dec 08
  

  Greg Walker

  technology pedagogy learning seven-principles distance_education teaching edtech education

• 22 Oct 08
  

  Melissa Lockhart

  Online_Teaching Teaching_Resources Best_Practices_for_DE

• 04 Oct 08
  

  Rhona Polonsky

  501Assignment2 technology

• 26 Jul 08
  

  Susan Nugent

  by Arthur W. Chickering and Stephen C. Ehrmann, 1996

  pedagogy technology learning teaching edtech instructional-design idcourse seven-principles

• 06 Jul 08
  

  Douglas Bradshaw

  design e-learning edtech education pedagogy technology

• 02 Jul 08
  

  Laura Little

  replaces "implemening the 7 principles"

  CITpage seven-principles pedagogy distance_education

• 20 Jun 08
  

  Branka M

  technology teaching learning

• 11 Jun 08
  

  wayne anderson

  pedagogy technology seven-principles learning Distance Education Distance Teaching & Learning

• 04 May 08
  

  Yukon syl

  looks at the issue of using technology to implement the seven principles

  seven principles Chickering Gamson

  • If
    the power of the new technologies is to be fully realized, they should be employed in ways
    consistent with the Seven Principles
• 27 Apr 08
  

  Helen Mongan-Rallis

  
  <clipping>Any given instructional strategy can be supported by a number of contrasting technologies (old and new), just as any given technology might support different instructional strategies. But for any given instructional strategy, some technolog

  Technology

• 21 Apr 08
  

  Cindy Wright

  Tech Resources

• 04 Apr 08
  

  ak-lee

  distance_education pedagogy higherEd

• 02 Apr 08
  

  Steve Mackenzie

  lr1 learning_theory education_goodpractice education_pedagogy

• 26 Feb 08
  

  Mathieu Plourde

  This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.

  7Principles faculty design courses pedagogy technology teaching learning Article

• 13 Feb 08
  

  Sharon Thompson

  technology

• 28 Jan 08
  

  Dustin Windsor

  EDUCATION-BestPractice

• 26 Jan 08
  

  Pamela Pritchard

  imported pedagogy

• 08 Jan 08
  

  andrew parker
• 22 Dec 07
  

  Britt Watwood

  7principles elearning pedagogy activelearning distancelearning

• 09 Nov 07
  

  sbreeyear

  Imported Bookmarks TWTW imported

• 20 Oct 07
  

  rob pusch

  education eLearning Technology

• 19 Oct 07
  

  Jerry Johnson

  activelearning distance_education edtech instructional_design

• 16 Oct 07
  

  randym Meredith

  del.icio.us distance_education imported pedagogy quality

• 15 Oct 07
  

  Mabel Quiroga

  a as lever technology

  • 6.
    Good Practice Communicates High Expectations
  • Since the Seven
    Principles of Good Practice were created in 1987, new communication and information
    technologies have become major resources for teaching and learning in higher education. If
    the power of the new technologies is to be fully realized, they should be employed in ways
    consistent with the Seven Principles.
  • 20 more annotations...
  • • Any given
      instructional strategy can be supported by a number of contrasting technologies (old and
      new), just as any given technology might support different instructional strategies. But
      for any given instructional strategy, some technologies are better than others:
    • some of the most cost-effective and appropriate ways to use computers,
      video, and telecommunications technologies to advance the Seven Principles
    • Communication
      technologies that increase access to faculty members, help them share useful resources,
      and provide for joint problem solving and shared learning
    • especially with shy students who
      are reluctant to ask questions or challenge the teacher directly.
    • The biggest
      success story in this realm has been that of time-delayed (asynchronous) communication
    • Now, however,
      electronic mail, computer conferencing, and the World Wide Web increase opportunities for
      students and faculty to converse and exchange work much more speedily than before, and
      more thoughtfully and “safely” than when confronting each other in a classroom
      or faculty office
    • 2.
      Good Practice Develops Reciprocity and Cooperation Among Students
    • The extent to
      which computer-based tools encourage spontaneous student collaboration was one of the
      earliest surprises about computers.
    • The range of
      technologies that encourage active learning is staggering
    • three
      categories: tools and resources for learning by doing, time-delayed exchange, and
      real-time conversation.
    • The ways in
      which new technologies can provide feedback are many — sometimes obvious, sometimes
      more subtle.
    • New
      technologies can dramatically improve time on task for students and faculty members
    • For faculty
      members interested in classroom research, computers can record student participation and
      interaction and help document student time on task, especially as related to student
      performance.
    • New
      technologies can communicate high expectations explicitly and efficiently. Significant
      real-life problems, conflicting perspectives, or paradoxical data sets can set powerful
      learning challenges that drive students to not only acquire information but sharpen their
      cognitive skills of analysis, synthesis, application, and evaluation.
    • They provide a basis for peer evaluation, so learning teams can help
      everyone succeed.
    • Technologies can help students learn in ways they
      find most effective and broaden their repertoires for learning. They can supply structure
      for students who need it and leave assignments more open-ended for students who
      don’t. Fast, bright students can move quickly through materials they master easily
      and go on to more difficult tasks; slower students can take more time and get more
      feedback and direct help from teachers and fellow students. Aided by technologies,
      students with similar motives and talents can work in cohort study groups without
      constraints of time and place.
    • The
      Flashlight
      Project is developing a suite of evaluation tools that any campus can use to monitor the
      usefulness of technology in implementing the Seven Principles and the impacts of such
      changes on learning outcomes (e.g., the student’s ability to apply what was learned
      in the academic program) and on access (e.g., whether hoped-for gains in time on task and
      retention are saving money for the institution and its funders).
    • Students need to become familiar with the Principles and be more
      assertive with respect to their own learning.
    • They need to eschew materials that are simply didactic, and search instead for those
      that are interactive, problem oriented, relevant to real-world issues, and that evoke
      student motivation.
    • high priority
      to user-friendly hardware, software, and communication vehicles that help faculty and
      students use technologies efficiently and effectively.
• 30 Sep 07
  

  Mike taylor

  795a clientproject litrev

• 18 Sep 07
  

  Lisa Spiro

  pedagogy education philosophy teaching_with_technology e-learning educational_technology learning

• 07 Sep 07
  

  Dustin Windsor

  EDUCATION-BestPractice

• 07 Aug 07
  

  Mario A Núñez

  certificacion2 seven-principles

• 

  Mario a núñez

  seven-principles

• 12 May 07
  

  Joao Alves

  ICT teaching

• 10 Apr 07
  

  Suzanne Cadwell
  • 4.
    Good Practice Gives Prompt Feedback
    
    Knowing what you know and don’t know focuses your learning. In
    getting started, students need help in assessing their existing knowledge and competence.
    Then, in classes, students need frequent opportunities to perform and receive feedback on
    their performance.
• 06 Mar 07
  

  Christina Teskey

  Online teaching Educational technology

• 16 Feb 07
  

  jim turner

  e-learning

  • This essay, then, describes some of the most cost-effective and appropriate ways to use computers, video, and telecommunications technologies to advance the Seven Principles.
• 02 Dec 06
  

  Robert Chapman

  Research Paper Pedagogy InstructionalTechnology

• 22 Oct 06
  

  Sue Maberry

  elearning teaching TLT Learning instructional_design pedagogy

• 15 Sep 06
  

  Nils Peterson

  education TLT

• 12 Sep 06
  

  Sylvia Riessner

  original concepts updated to incorporate technology
  Citation: The article originally appeared in print as:
  Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp. 3-6.
  Pu

  7 principles effective teaching good practice TeachingWell

• 09 Sep 06
  

  Doug Hearrington

  from safari

• 26 Jul 06
  

  Matt Vance
• 02 Apr 06
  

  Elizabeth Hubbell

  DistanceLearning WhyTech

• 29 Jan 06
  

  Marilyn Hamilton

  8824-Instructional Design

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