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Resource: Mind and Mood videos on ABC

Behavioral Sci and Health instructors might be interested in using some of these videos in courses:

http://abcnews.go.com/Health/MindMoodResourceCenter/

Interaction in Education

“Getting the Mix Right Again: An updated and theoretical rationale for interaction” by Terry Anderson in The International Review of Research in Open and Distance Learning, Vol 4, No 2 (2003):

Interaction has always been valued in education. As long ago as 1916, John Dewey referred to a form of internal interaction as the defining component of the educational process that occurs when the student transforms the inert information passed to them from another, and constructs it into knowledge with personal application and value (Dewey, 1916). Later, from a distance education perspective, Holmberg (1989) argued

If the students don’t get it, what’s the point?

Learning about Teaching
If the students don’t get it, what’s the point?
By Andrea Conklin Bueschel

Too often, it is easy to assume that students who don’t appear motivated or who aren’t achieving at a high level don’t care what happens in the classroom. In fact, it may be these students who care the most. Unlike the highest achieving students who are likely to succeed almost regardless of instruction, the students who are struggling with basic English and math are painfully aware how much teaching matters. Given their often precarious grasp of the material, they understand that

Tinkering as a Mode of Knowledge Production

This is a short talk by John Seely Brown which was part of a Carnegie Foundation conference in Oct 08. It’s about 10 min long:

http://vimeo.com/2183356

Student Engagement Strategies for the Online Classroom

Student Engagement Strategies for the Online Classroom

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Significant learning

“One of the first tasks teachers face when designing a course is deciding what they want students to learn or get out of their course. Students will always learn something, but good teachers want their students to learn something important or significant, rather than something relatively insignificant.
This leads to a question that is key to the whole teaching enterprise…”

From WHAT IS “SIGNIFICANT LEARNING”? by Dr. L. Dee Fink
Director, Instructional Development Program

http://www.ou.edu/pii/significant/WHAT IS.pdf

Gagne’s Nine Events of Instruction

I just learned this model from my colleague Don Tracia at Bunker Hill – worthy of consideration!

http://www.e-learningguru.com/articles/art3_3.htm

“Opening Up Education” Remix Version

Opening Up Education, edited by Toru Iiyoshi and M.S. Vijay Kumar, has been reproduced on the Academic Commons site. This is well worth scanning and picking out articles of interest:

http://www.academiccommons.org/commons/essay/opening-education

Understanding Gartner’s hype cycle

The image below shows the Gartner Group’s assessment of where a number of leading technologies are on the “hype cycle.” This analysis can help us in higher ed to understand which web 2.0 technologies actually have staying power. While blogs, wikis and social networking in general have gone through the initial euphoria of high expectations and the trough of disappointment, microblogging (e.g., twitter) has not. It would make sense that we look at established technologies that likely have some staying power first to see what how they can support student learning, and avoid jumping on the bandwagon of the “latest and greatest” until it is proven. The hype curve is (hopefully) reproduced below (you will probably have to increase the view size to read it):

Developmental Math – It Works!

Introducing a Remedial Program that Actually Works

Remediation is the no man’s land of American education. Every year we send hundreds of thousands of young men and women over the top, across a rocky landscape strewn with pedagogical barbed wire and the remains of those who tried and failed before them. We know, without a doubt, that many of those eager and unsuspecting students won’t make it. Yet we send them anyway, because there’s