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Subject:

Synchronous Instruction/Encouraging Faculty Involvement in.../Are You as Good a.../articles-links

From:

Dan Kern <[log in to unmask]>

Reply-To:

[log in to unmask]

Date:

Thu, 7 Jun 2007 16:47:17 -0500

Content-Type:

multipart/related

Parts/Attachments:

Parts/Attachments

text/plain (130 lines) , image001.gif (130 lines)


 


Synchronous Instruction-More Than Text Chat


June 2007 


  _____  

Increasingly sophisticated e-conferencing tools and the growing availability
of high-speed Internet access are making synchronous online learning an
attractive option for many instructors. But as with any new technology, it's
important to consider how synchronous instruction might best be used to
enhance the learning experience.

There are several e-conferencing systems available, such as Elluminate,
Horizon Wimba, Macromedia Breeze, and WebEx. Common features include text
chat, voice communication among participants, polling, the ability to "push"
content (PowerPoint, documents, images, etc.) to learners, the ability to
divide students into small groups, application sharing, a whiteboard, and
archiving.

Since 2001, the California Community Colleges System has been working to
figure out how to use these features through a systemwide program called CCC
Confer, which provides training, support, and toll-free access to
e-conferencing for each of the CCC System colleges.

Source/continue article:
http://www.magnapubs.com/issues/magnapubs_ff/4_6/news/600386-1.html?type=pf

 

 


Encouraging Faculty Involvement in the Scholarship of Teaching and Learning


June 2007 


  _____  

Despite the admirable goal of improving student learning by assessment, many
faculty members are uneasy about participating in assessment-related
activities. They resent having assessment mandates imposed on them by
administrators and fear that opening their courses to public scrutiny might
negatively reflect on them personally. One way to overcome these negative
feelings about assessment while promoting improved student learning is to
encourage faculty to engage in the scholarship of teaching and learning
(SoTL).

The scholarship of teaching and learning, as outlined by Mary Taylor Huber
and Pat Hutchings in The Advancement of Learning: Building the Teaching
Commons (2005), contains four core elements: 

. Framing questions about student learning
. Gathering and exploring evidence related to those questions
. Trying out and refining new teaching and learning ideas and strategies in
the classroom and assessing their effect on student learning
. Going public with what is learned in ways that others can critique and
build on

The scholarship of teaching and learning and assessment are complementary
processes, says Scott Simkins, director of the Academy for Teaching and
Learning at North Carolina A&T State University and an experienced SoTL
advocate. An important difference between the two is that SoTL seeks to
build a scholarly base over time that others can learn from, whereas
assessment often leaves out this public scholarship element. In addition,
SoTL often considers teaching and learning at the individual faculty or
course level, and assessment is often focused on learning outcomes at the
program, college, or institution level.

Continue article:
http://www.magnapubs.com/issues/magnapubs_ff/4_6/news/600387-1.html?type=pf

 

 


Are You as Good a Teacher as You Think?


June 2007 


  _____  

Now's there's an article title that gets your attention.at least it got
mine. The article that follows this title (reference below) is a bit
depressing, but the points it makes do constitute worthwhile reminders. The
author offers three reasons why teachers might not be as good as they think.

First, the author notes, "there is a great deal of evidence from
social-cognitive psychology that pretty much anyone who isn't clinically
depressed systematically overestimates his or her traits and abilities in a
wide variety of domains." (p. 8; and yes, the author does cite evidence
supporting this claim) And college teachers may be especially likely to make
such overestimations. Despite being surrounded by colleagues, teaching is
still a solitary endeavor. Without consultation, faculty decide how to
organize courses, what materials to include, and what assignments and exams
to give. What happens in classrooms is observed by students but not
regularly by anyone else. Meetings with students occur in the privacy of
faculty offices. Faculty work on course preparation and grading tasks alone.
"When we think about how good we are, we tend to focus almost exclusively on
our own efforts. The fact that many of our colleagues, perhaps most, are
working just as hard escapes our notice." (p. 8)

Source/continue article:
http://www.magnapubs.com/issues/magnapubs_ff/4_6/news/600385-1.html?type=pf

 

 

 


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