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Could We Have a Teacherless Classroom -- Campus Technology
"Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning."
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Web 2.0 demonstrates conclusively, once again, that people love to talk to each other and that social connections are at our core. Humans, we educators must remind ourselves again and again, are social creatures. Learning is social; it is conversation. From conversation, comes knowledge and learning.
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The issue is how to extend the scholarly conversation with new media, not just through books, but through the thousands of options for sharing ideas now available
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NITLE - Advancing liberal education in the digital age
"NITLE is a community-based, non-profit initiative dedicated to helping undergraduate-centered colleges, universities, and educational organizations use technology effectively to strengthen undergraduate education."
Insidious pedagogy: How course management systems impact teaching by Lisa M. Lane
"Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built–in pedagogy. Although these pedagogies are based on instructivist principles, today’s large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web–based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web–novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web–novice faculty and allow a choice of CMS."
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When faced with a different interface or online environment, novices are inclined to utilize only the aspects they understand from a non–Web context. Posting a Word document online makes sense, but not creating an HTML page, because a word–processed document is a familiar unit of presentation but a Web page is not.
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Faculty are led by the interface of a CMS not only because they do not immediately see an alternative, but because the familiar signposts (the Syllabus button) imply a single way of completing the task (upload a document).
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Tomorrow's Professor Blog
"A partnership between the Massachusetts Institute of Technology and Stanford University to create a forum for comments and discussion about articles from the Tomorrow’s Professor Mailing List and about general issues concerning higher education."
Royalty free stuff | Teaching and Learning in the Digital Age
via Cristina Costa's diigo bookmarks (va @courosa)
A Tweet and a Poke: How Educators Harness the Power of Social Networks
cf. http://educationaltechnology.ca/couros/1455; recording of the presentation
YouTube - Explore, Create, Share
"This mashup of a commercial questions the traditional and conventional uses of technology for teaching. It argues that technology changes everything, what we teach and how we teach."
Digital Campus
"A biweekly discussion of how digital media and technology are affecting learning, teaching, and scholarship at colleges, universities, libraries, and museums."
Interactive Lectures
ideas of how to make lectures more interactive; via http://bobreuter.posterous.com/interactive-lectures
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