Among the many questions raised at the CUE workshops in early November, the issue of how to measure such learning experiences seemed to be among the most common. Educators want to discuss alternative ways to recognize and measure students’ learning. Ultimately, we are all asking: how do we know that students are learning?

The main problem seems to be that many educators think of examinations when they think of measuring or evaluating. They believe the purpose of evaluation is to assign a final grade. In the learner-centered classroom that CUE seeks to promote, both the methods and the purpose of measurement are broader in their scope. Moreover, evaluation must be directly connected to course objectives and learning outcomes.

A primary purpose of evaluation is to help students develop broad knowledge of the subject and, more importantly, the skills to apply this knowledge effectively and efficiently. Evaluation exists to help students construct knowledge and set goals for further achievements.

To develop a broad knowledge of the subject, students need continuous feedback on their work in progress, which might include self-assessment and peer review. Evidence shows that student performance improves with this type of evaluation, which allows students to track their own progress, thus increasing their motivation to learn. Additionally, assessment does not necessarily have to be one way – from teacher to students. It is also important for students to have a chance to give their feedback on their learning experiences to their teachers. This practice allows students to use critical thinking and reflective skills that are necessary to their achievement of the University Learning Outcomes.

There are many ways for educators to measure students’ knowledge and skill development. The Chronicle of Higher Education offers a list of assignments that can be implemented in a learner-centered classroom (http://chronicle.com/article/Chart-More-Faculty-members/48848).

As the CUE committee’s learning model is discussed and debated, we hope to continue the dialogue about measuring student learning that will inform our curricula, instruction, construction of productive learning environments and the learning process itself. In the coming weeks this blog will present a number of new ways to think about measuring learning. We hope that you will join us for a frank and fruitful discussion about how we know when students are learning.

Student essay submissions have already arrived at the department offices and program directors have begun the review and editorial process. Artwork developed by students has also become an integral part of the book with both the cover art and thematic icons growing out of work created by the students.

While the contributions have been piling up, the ultimate goal of this cumulative work is not merely to show off the work of a few, but to engage with ideas of the many. To this end, the program is also soliciting submissions from professors. Given the desire to collaborate and share ideas across campus, it makes sense to provide a forum for both students and faculty to share their ideas, their beliefs and their writing with one another. “This is an important question to ask,” says Dr. Devine, “regardless of whether it’s graded or not”, and certainly regardless of whether you’re a humble freshman or a venerated Ph.D.

One might be tempted to think that the end of a semester allows teachers and students to end our engagement with the curriculum, but truly effective teaching rests on ongoing interaction with materials, questions and each other. Continuing our examination and exploration of beliefs and values in a free exchange of ideas, as the Honors Program has suggested, allows us to do just that.

If you are faculty member interested in contributing to the Honors Program’s publication project, you can contact Jodi Devine or Paul Moore for more information, or e-mail completed essays to honors@bgsu.edu by January 15^th 2010.

When I begin writing anything I simply do what I love and what I think I do best: I tell a story. I do it less for the reader and more for myself. You see, I like to be able to close my eyes and have a piece of literature read to me. I like to watch what is being said come to life beneath my eyelids and feel whatever is being felt in the piece [as though] it was happening to me personally. I have always thought that reading should be [an] experience that way, very vivid and almost tangible. So, in prewriting, I usually go through a few hand-written drafts of different images or points I try to make. Usually, I will write these down sitting having a coffee, doing homework, [or] in the middle of class when an idea suddenly hits me. Then I will take these hand-written drafts and paste and kind of glue them together into a paper and from there it will only take some tweaks and polishing steps to have a completed final draft.

[W]hen I wrote this particular paper I noticed that I had two stories to tell about two completely different parts of my life but they were drawn together by one simple element. My point in this paper was my passions and how they gave me the peace of mind to do what I needed to in high-pressure situations. My teacher, Amy Rybak, suggested, after looking at my rough draft, [that] I needed a relating topic between my horseback riding and speech and debate experiences–two clearly different things. When she mentioned that I learned something about myself. I learned that my experiences with my horse in childhood prepared me for the “spotlight” of sorts [which] I assumed later in my high school years. My structure was almost completely reworked, as it needed to be, with the helpful suggestion by Mrs. Rybak. She helped me realize something about myself and, in turn, helped better structure the direction of my paper.

[A]fter I…paste together a draft, it usually needs some adjustments and polishing. In this case, even though I loved my vivid introduction paragraph, mostly because I enjoyed writing it, I had to go back and rewrite the entire paragraph to sway the reader into seeing things from the right perspective. That it say, get them to understand my thesis better.

In the end I think it gave me confidence that: a) I can do this college stuff (haha) and b) that there are people who will to help and guide you into doing well. You don’t know how good it feels…to not feel like I’m doing this alone. Plus I’m always excited to go class because Mrs. Rybak is always in a good mood and has a very open mind to anything you want to talk about, discuss, write about, etc.

I’m enjoying this class so far as, honestly, my favorite class at Bowling Green.

***

Given Lindsay’s process, those who teach using the Common Reading might consider the following question: how visible or tangible are our beliefs? What can be done to help students see, touch and clearly identify their beliefs (in a manner similar to what Lindsay did with her pre-writing collage)?

Comments are welcome in the message board below.

There are several types of assignments organized around This I Believe theme, such as essay writing, discussion facilitation, reviews, group presentations, or semester papers. Instructors might have different ideas on what particular topics they want their students to think about such as family relationship, professional growth, learning philosophies, religion, war, art and many others. However, these instructors believe that these assignments will help students to develop important skills in order to be successful in their pursuit of achievements as they enter academic life and go further in their life discoveries.

The desired development of students’ skills are aligned with classes objectives and learning outcomes. Some of them are concentrated on simply enlarging students’ knowledge on societal issues, encouraging students to go deeper in their understanding of consequences of past actions. Others focus on helping their students master analytical skills, as they reflect on how the class discussions of various This I Believe topics changed their perspectives over the semester. Another group of instructors work on improving students’ creative and critical thinking as they invite them to write diagnostic essays on certain events mentioned in the book.   Additionally, there are instructors who attempt to develop better communication skills among their students as students are challenged to state and defend their positions, argue and reflect on others’ assertions and assumptions.

Michael Ginsburg, Associate Dean of Students, told us that he wants his students “to look into themselves and start to define who they are as a person in relation to others and the world around them.” Michael’s short statement helps us grasp the scale of the Common Reading’s impact on student’s general growth and development.

http://thisibelieve.org/essay/22302/

I wrote my This I Believe essay in the dead of winter, January 2006, sitting in my office one day prior to the start of the winter term. Over the years I’ve learned that this is a time of year when the warmth of a good heater and some student-free quiet moments often evoke a mood of reflection and meaning-making. My opportunity came in the form of being a parent whose only son, at age 22, had just made a momentous decision on his own to become a U.S. Marine. Part of me wanted to stand up and cheer. At least for now, following a string of dead-end factory jobs, apparently he had found a direction. This was his life and he was going to live it. Another part of me though was gripped by a sense of dread for his choice. Where would this lead him? What other choices would he have to make? Would he regret any of them? Would he come back whole?

This was a helpless feeling for me, a person accustomed to being in control, almost as if something or someone else was in charge of what was happening and I could only watch. That’s how the image of Abraham came to mind. This Patriarch of Hebrew scriptures (Old Testament) was asked by Yaweh (God) to sacrifice his son, Jacob, as a sign of his faith. The scene described in Genesis 22 tells of Abraham, who built an altar on a prescribed mountaintop, and upon arranging wood for a fire, bound and laid his son to be a burnt offering. At the moment he reached for his knife to slay Jacob an angel cried out, “Abraham! Abraham! Do not lay a hand on the boy. Do not do anything to him. Now I know that you fear God, because you have not withheld from me your son, your only son.” I can’t fathom the confusion and terror in Abraham at that moment when ultimate trust placed him in these horrendous circumstances. I sometimes wonder whether he would have carried through on his command had the angel not intervened. The story ended well though (at least for Jacob) with the discovery of a ram caught in a bush, which Abraham then sacrificed instead. Regardless, surely Abraham knew that life at such a moment was beyond his control.

In some ways, so it was in the dark hours of morning the day I hugged, back-slapped (as only men do), gripped, and watched my son, Martin, board the bus heading to the Detroit airport in search of his new life as a marine. Someone else was in control and there was little I could do about it. Driving back along Wooster Street to an office full of unanswered emails, classes to be planned, and meetings to be attended, there was no ram to be had. It was time to let him go and trust that things would turn out okay. That day was my lesson. All parents learn, eventually, that they don’t get to choose what their children do in life, but only whether they support them. For me this was a sure moment of values in conflict. Let me explain more.

I spent my years as a college student (1965-1969), like many then, witnessing the horrors of war and violence on nightly news, as well as, in my case, through letters from a brother who served as a marine medic in Vietnam during the TET offensive. While in the classroom I was surveying the great accomplishments of humankind, in the streets I was learning to stand public in my growing opposition to the choices being made by my government and the destruction left in its wake. It was during this time that I made a fundamental choice to resist war and violence in all its forms. Taking up arms against another was something I would not do, but dying for someone was exactly what I understood I must do. Following graduation and a stint at teaching junior high school, I completed two years of volunteer alternative service to our country as a C.O. (conscientious objector), working in community organizing with a low income family and senior housing program, pursuing goals much like those of Habitat for Humanity today. My position since then has remained the same, if not more resolute, to oppose the use of war and violence as a means to solve disputes in this world. My commitment and experience as a professor has been to up-build the human community rather than destroy it. A correlate of this choice has been my lifelong general resistance to the military and its machinery. So you can imagine the heartbeats skipped when my son nervously announced one night that he had “joined the marines.” Imagine too his anxiousness in sharing with me his decision, having grown-up with a father who had been quite vocal in his thoughts about such issues.

My son’s choice had not been one that I had considered up until then. But values and commitments in life, it seems, are like that; they hardly ever come in neat packages; they almost always involve conflicts of some sort. Trade-offs are inevitable. This is where I found myself when faced with a new dilemma – my commitment to non-violence or my commitment to my son. As complicated as it can be, paradoxically, parenthood has a way of simplifying things. To me there was no choice other than to support my son in the decision he had made. Ultimately, in this case, relationships trumped ideals. With all the fatherly love I could muster, “Go be the best marine you can be!” were my parting words that January day. This was not unlike the experience I had, some thirty-five years earlier, with my oldest sister (ten years my senior) who, as a staunch believer in our country’s Vietnam involvement then, nevertheless wrote a moving letter in support of my application for conscientious objector status. I remember the late night hours at times of heated exchanges we shared across the kitchen table, usually on opposing sides of the debate, where it became clear to me that she and I were in different places on the matter. But mostly, in the end, it was her sibling connection to me that motivated her choice of affirming who I had become and attesting to the sincerity I had expressed in doing so. The generous effect of her response was immeasurable. I have tried very hard to pass that same gift on to my son.

Since writing my This I Believe comments, I have had some second thoughts about its intent and effect. Maybe the tone was more about me than about my son. Maybe it was just a little bit too self-serving. Was I looking for empathy or sympathy? I’m not sure. Would I have written it differently today? Perhaps. It was nonetheless genuine as I recall the moment. Ironically, I have never shared this essay with my son and we have never formally debated our respective choices. I’ve learned to listen much more carefully, though, gleaning from his experiences and stories just where he might be with all this. I have also been unwavering in my support of him and the challenges he has surmounted, making certain that I was there to send him off and there to welcome him back from each of his deployments. My exposure to all this, through his eyes, has not changed my commitment to non-violence, but neither has it changed my relationship to him, except to recognize that perhaps it has grown stronger in the realization that we are both living what calls us, albeit in different directions, at least for the moment.

For the past four years, through my parental eyes, I have been most grateful for the experience he has gained as a marine. In spite of my worries accompanying his two trips to Iraq, it has been comforting to watch him mature in powerful ways (including a little gray hair!) and taste the feeling of being successful for the first time in his life. The immediacy, structure, and physicality of the marines have lined-up well with his preferences for learning, a synergy that totally eluded him through his years of secondary schooling. Rising to the rank of corporal, he is now in charge of training and leading other men whom, I suppose, have faced similar choices. What better experience is there for a dad than to see his son find his own path? In the end, it seems, that is what really counts. Be safe, Martin; I’m with you all the way.

I have to say I was rooting for This I Believe to be chosen as the common reading for this year when I heard it was one of the candidates. As an avid National Public Radio (NPR) listener, I always looked forward to hearing the This I Believe essays read by their authors on one of the NPR shows such as Morning Edition or All Things Considered. As good as the essays were when I listened to them on the radio, I think I enjoy reading and re-reading many of these essays even more. They have been well chosen and edited. I am fascinated to ponder the underlying themes authors have described as their personal values and beliefs.

In fact, I have enjoyed and valued the This I Believe essays so much that in addition to reading and rereading the text myself, I have purchased a number of additional copies throughout the summer. I presented the first three copies as a Father’s Day present to each of my three grown children. I have made presents of several others to colleagues who expressed an interest in them.

This fall I decided to begin each of my class sessions in KNS 3400, motor development across the lifespan, by reading one of the selected essays. The learning outcomes for the motor development course focus on students understanding how human movement changes over the lifespan and how practitioners should intervene differently in clients’ learning than is traditionally done. The This I Believe essays provide a remarkable cross section of values and beliefs that actually have many implications for the students in KNS 3400. For example, Gloria Steinem’s essay, “A balance between nature and nurture,” while focused on her own life experiences, addresses one of the central questions raised in the motor development course – why do we change. In several weeks when we study infancy and early childhood we will be reading the essay, “There is no job more important than parenting.” As I investigated how well the essays might relate to general topics as well as course-specific topics, I was indeed surprised to discover all the many obvious and subtle connections.

I do have to admit that I was originally intimidated at the prospect of composing my own “This I Believe” essay as proposed in the appendix for the book. Every time I heard one read on the radio, while I marveled at the author’s well expressed convictions, I had a sense that I didn’t really feel that strongly about anything enough to write a similar essay. Then, this summer, I tried my hand at composing several essays. I surprised myself. It turns out that I just had to start with something not particularly life shattering, but something to which I related, such as humor, and writing, and morning glory flowers. I encourage readers to consider writing your own essay.

Steve Langendorfer

First we have an excerpt from an essay by Michelle Gardner-Quinn, as read by celebrities. Though the author was murdered, her statement continues to impact others. This video could be used to discuss a number of topics from grief to legacy to sustainability.

http://www.youtube.com/watch?v=zctmNe0t-wU

This slideshow with audio features individuals involved with Rhode Island WRNI’s This I Believe program and their associated program “Revealed.” This program highlights the personal backgrounds of those who read This I Believe essays. The producers note that the outcome is community: “Rhode Islanders are meeting Rhode Islanders.” if you want to discuss the broader aspects of the project, this is a great video.

http://www.youtube.com/watch?v=MAWxz51DPEo

This page, from the This I Believe website, shares the history of the project. Simply click on the play button and allow the audio to load. As an introduction to the project, you could have student s both read and listen to the history.

http://thisibelieve.org/history

While we are including links to podcasts of various essays from the book in each of our postings, because today’s post features multimedia, we will include links to three podcasts of essays from the book. If you click on the link it will take you to the page with the essays in written an audio forms. The audio control is at the top of the page.

Josh Rittenberg, “Tomorrow Will Be a Better Day”

http://thisibelieve.org/essay/4205/

Albert Einstein, “An Ideal of Service to Our Fellow Man”

http://thisibelieve.org/essay/16465/

Norman Corwin, “Good Can Be as Communicable as Evil”

http://thisibelieve.org/essay/12/

The guide is divided into four sections, one more general and three showing educators how to help students through the writing process. Focused primarily on writing, the guide leads instructors through teaching initial thought-gathering, good writing techniques, rewriting and peer evaluation. Moreover, sections of the guide encourage diverse methods of teaching This I Believe such as including audio from the show’s run on NPR and creative activities such as “The Credo Exercise” or the “I Believe in Music” discussion.

The curriculum guide is just that – a document that provides educators with ways to lead students through This I Believe in a productive and effective way. It is, however, a guide. Although you might create your own curriculum (and the website encourages you to share these ideas) the guide is written in such a way that educators who are less comfortable with the process can draw both directly and indirectly from the document.

For more specific information, you can find the curriculum guide here.

In this post, we bring you a link to the essay written by Warren Christopher titled “A Shared Moment of Trust.” The audio control is at the top of the page:

http://thisibelieve.org/essay/6894/

Started in the 1950s as part of a radio program by Edward R. Murrow, the This I Believe project was created with the idea of publishing stories about life. The book is a compilation of essays written by people from different walks of life expressing their philosophies and ideas about life. Some of the contributing authors of essays in the book include Bill Gates, Colin Powell and Isabel Allende. A sampling of titles in the book are: “Be Cool to the Pizza Dude,” written by an English professor, and “Finding Prosperity by Feeding Monkeys,” by an attorney. Dr. Carney Strange, a professor here at BGSU, is one of the many authors who has had his This I Believe essay used by NPR.

The first discussion between students and BGeX faculty is Sunday, August 23rd. Please listen to a podcast, by Azar Nafisi, from This I Believe (audio control panel is near top of page). We invite people to post their reactions to the book, podcast and/or discussion.

Essentially, the Common Reading Experience brings together the BGSU community by providing a common discussion source. Prior to the beginning of classes, faculty, staff, and incoming first-year students read the same book. A committee chooses the book each year with input from different groups on campus, including the college deans. When classes begin in the fall, students across different disciplines and backgrounds will share in the “BGSU community” discussion. Some instructors and departments also integrate the Common Reading into their curriculum. While maintaining an academic tone, the Common Reading allows first-year BGSU students to become part of a communal, discussion environment.

During the fall semester the CTL’s Interact at the Center blog will have weekly posts dedicated to this year’s Common Reading, This I Believe. Faculty, administrators and students will be “guest bloggers.” They will present their reactions to the book, along with sharing their own “This I Believe” statements. Our blog will also have postings titled “Classroom Highlights” and “On Campus,” which will offer insight into how different classes and departments incorporate This I Believe. Each week we will provide audio samples of essays from the book, as well as resources to help you integrate the Common Reading into your course discussions.

For more information concerning BGSU’s Common Reading Experience, including books selected in the past and other background questions, please visit: http://www.bgsu.edu/colleges/library/infosrv/cre/. You are also invited to visit NPR’s “This I Believe” website http://www.thisibelieve.org, which includes podcasts and curriculum guides.

Here are the lessons that Wax feels people can learn:

1) Never do anything that would embarrass you if anyone knew about it.

2) Never underestimate the intelligence or resourcefulness of others.

3) Own your actions.

4) It’s never too late to seek a second chance.

5) Sometimes, the most important lesson you can learn is failure.

Matt Hill, a respondent to the article, offers some insightful thought, saying “Much education is about imparting knowledge; it often fails to teach people how to think.  If your educational establishment is rife with student plagiarism, I’d wager that the students haven’t been taught how to think for themselves.” In the web page you can read other interesting comments that many people have made in response to Wax’s ideas.

Here are some highlights (quoted here, not “lifted”)

Irish student hoaxes world’s media with fake quote

DUBLIN -

When Dublin university student Shane Fitzgerald posted a poetic but phony quote onWikipedia, he said he was testing how our globalized, increasingly Internet-dependent media was upholding accuracy and accountability in an age of instant news.

His report card: Wikipedia passed. Journalism flunked.

The sociology major’s made-up quote — which he added to the Wikipedia page of Maurice Jarre hoursafter the French composer’s death March 28 — flew straight on to dozens of U.S. blogs and newspaper Web sites in Britain, Australia and India.

A full month went by and nobody noticed the editorial fraud. So Fitzgerald told several media outlets in an e-mail and the corrections began.

“The moral of this story is not that journalists should avoid Wikipedia, but that they shouldn’t use information they find there if it can’t be traced back to a reliable primary source,” said the readers’ editor at the Guardian, Siobhain Butterworth, in the May 4 column that revealed Fitzgerald as the quote author.

Walsh said this was the first time to his knowledge that an academic researcher had placed false information on a Wikipedia listing specifically to test how the media would handle it.

According to the author David Glenn, recall is when students put down the text or notes that they are studying and recall everything they can. Students can either write down everything they remember or day it out loud.  This active recall, such as using flashcards and other self-quizzing, is the most effective may to add something to your long-term memory.

These recall techniques, according to Dr. McDaniel, a researcher in the field of biology and teaching techniques,  “If you ask people to free-recall, you can generate a better mental model of a subject area, and in turn that can lead to better problem-solving.”

This idea of free-recall has also generated some critiques from educators.  Some professors have voiced concerns that recall is simply teaching students how to memorize instead of increases levels of higher learning and thinking.  Dr. McDaniel argues that although these techniques may aid students in the often- required tasks of memorization, the free-recall tasks actually help to give students the skills needed apply their knowledge.

Read more about this article by clicking here.

More strategies for effective learning can be found at the University of Memphis Department of Psychology’sPrinciples of Learning page. Topics include

• Prior Knowledge
• Experience Alone
• Practice at Retrieval (similar concepts as presented in Glenn’s article)
• Learning Epistemologies
• Variable Learning I
• Variable Learning II
• Avoid Passive Learning
• Process of Remembering
• Less is More

All of these topics provide concrete strategies for faculty and students to use to increase learning. Give them a try!

How do you encourage your students to use free-recall techniques or practice retrieval?

Conferencealerts.com is a huge website dedicated to marketing higher education conferences across all disciplines and topics.  The site also has a database that helps you find a conference, add an event, or promote their event with email. Users can find professional conferences for everything from Islamic Studies to Teaching and Learning.  Moreover, the workshops that are advertised on the Conferencealerts.com are from all over the world.

Here’s a little more information from their website:

“Conference Alerts brings together two groups of people – conference organizers, and academics who need to stay informed about  conferences. We work with both small first-time conference organizers and established professional societies to ensure that notification of their conferences reach specifically interested parties. Both individual academics and a wide range of ‘knowledge brokers’ – such as journal editors, web site administrators and discussion list moderators – rely on our searchable online database and on Conference Alerts Monthly to remain informed about upcoming academic and professional events.”

Take a visit to Conferencealerts.com and see if you can find a conference somewhere in the world that you would like to attend or inquire about.

Read Kubik’s article for yourself and learn about her ideas.  She makes some interesting points and offers some nice insight that we think are worth reading.  Here are just a couple excerpts from the piece:

“Since groundbreaking information may be delivered from a grassroots level, academics should not dismiss this type of content creation.”

“While it once made sense to equate print with quality, it’s time to embrace newer forms of communication as valid. If they need academically sound forms of verification and procedures for citation, let’s get to work.”

To read a copy of the latest newsletter click here.

Team-Based Learning is a systematic method for helping students work in groups and learn together.  Its supporters believe that the benefits attached to TBL are well worth the time it takes to learn how to implement the method.  Moreover, TBL’s proponents are saying that it is an excellent way of supplementing their other methods for teaching that have been helpful for their students’ learning.

According to its supporters, TBL has been structured to help student learning in group settings and, almost as importantly, has accountability built into it.  Before trying this method with students plans need to be made, which include partitioning the course content into macro-units, identifying the instructional goals and objectives, and designing a grading system.  Later, in class, there are more methodical instructions on correctly implementing TBL.  Please see Introduction to Team-Based Learning and Getting Started with Team-Based Learning to read why and how you can try TBL for yourself.

There is an entire website dedicated to TBL that we invite you to visit.  The site has video examples, professional testimonies from people who have tried it and a number of other resources.  Please take a look at the site to learn about the “buzz” surrounding Team-Based Learning.

I.  Thou shalt connect new lectures to previous ones.

II.  Thou shalt move beyond chalk and talk.

III.  Thou shalt not lecture like caffeinated hummingbird or a tree sloth.

IV.  Thou shalt not assume too much.

V.  Thou shalt link known to unknown.

VI.  Thou shalt be enthusiastic.

VII.  Thou shalt not be a pompous ass.

VIII.  Thou shalt not tolerate disruptive or disrespectful students.

IX.  Thou shalt not lecture outdoors.

X.  Thou shalt seize learning moments.

This is just a list of Weir’s commandments.  The Inside Higher Education website has more elaborates concerning each of the suggestions that he has for instructors.

According to Cummings, detractors of Wikipedia’s use in higher education assignments have reasons to be concerned. Wikipedia, indeed, is an open source where essentially anyone can edit or create information concerning almost any subject. With this in mind, people who use the website do expose themselves to getting inaccurate information or are subject to relying on information that is unfounded.

On the other hand, Cummings believes that Wikipedia offers several advantages for students. He believes the major advantage to helping student essay writing with the use of Wikipedia is that students have audiences that are real and can provide plenty of immediate feedback to their writing. In his classes Cummings literally has his students post their work to the website for people all over the Internet to provide them with comments concerning their work.  More importantly for the students, Cummings believes that students are writing and having more exposure to having having to write formally.  According to Cummings,

“Composition assignments in Wikipedia frame writing as a collaborative practice hosted within a network. This arrangement seems much more predictive of the environment our students will find themselves writing in after they leave the composition classroom, both in later college courses (as they collaborate across networks with fellow students in coursework) or in the workplace (as they collaborate with co-workers to prepare reports, proposals, or Web pages).”

We invite you to read Cummings’ article and see if what he has to say can be beneficial in any of your classes.

With all the encouragement to integrate active learning techniques into your teaching, it’s easy to get confused about what to use when. Specifically, deciding which technological tools to use can seem overwhelming. Three of the most common tools instructors use in their classes are blogs, wikis, and dicussion boards. To guide you in the process of choosing which tool to use, we have collected information and dveloped a chart.

• What is the purpose of using the tools?
• What features are most important for you?
• What level of privacy do you need?

The answers to these questions and others can be found by looking at the chart. Make sure to use the left-most colomn labeled “Topic” to guide your selection.

You can download the document here.

And don’t forget that you can always schedule a consultation at the Center for help on how to use your tool in class by calling the Center at 372-6898 or emailing the Center at ctl@bgsu.edu.

In order to understand the pedagogical implications of Web 2.0 tools, she explores three case studies: Learning Design, Openlearn and SocialLearn.

To read a related article by Grainne Conole please click here.

After watching this video, do you think we must develop new pedagogies that involve Web 2.0 tools?

This past weekend our Interact at the Center blog (originally started on Blogger) just passed 10,000 visitors. Our blog started out in 2006 and less than three years later we are proud to say that our “blogging” has been successful. We make efforts to publish interesting and helpful postings and we appreciate everyone who has taken the time to read what we have had to say. Thank you! Please continue to visit, comment on our blog, or leave suggestions for future posts.

Naturally, the “microlecture” technique has its detractors.  Critics of the practice think some topics, like literature or graphic design, are impossible to reduce down to three minutes.  They also believe “microlectures” can at best provide “impressionistic overview.”

Although the microlecture is intended for online courses it could be applied in a traditional classroom setting.  Instructions for how to make a microlecture in an online are listed below.

Here are the instructions provided for how to make a microlecture:

Professors spend a lot of time crafting hour-long lectures. The prospect of boiling them down to 60 seconds — or even five minutes — may seem daunting. David Penrose, a course designer for SunGard Higher Education who developed San Juan College’s microlectures, suggests that it can be done in five steps:

1. List the key concepts you are trying to convey in the 60-minute lecture. That series of phrases will form the core of your microlecture.

2. Write a 15 to 30-second introduction and conclusion. They will provide context for your key concepts.

3. Record these three elements using a microphone and Web camera. (The college information-technology department can provide advice and facilities.) If you want to produce an audio-only lecture, no Webcam is necessary. The finished product should be 60 seconds to three minutes long.

4. Design an assignment to follow the lecture that will direct students to readings or activities that allow them to explore the key concepts. Combined with a written assignment, that should allow students to learn the material.

5. Upload the video and assignment to your course-management software.

Read “These Lectures Are Gone in 60 Seconds” from the Chronicle of Higher Education website for yourself and learn more about “microlecturing.”

To instructors, who have received an extensive formal education, knowing exactly what a test is asking may come easy.  For some students, though, the ability to know exactly what they should do when words like “analyze” or “discuss” on exam can be vague and even foreign.  Teachingprofessor.com, one of our favorite websites, recently published a list that all instructors could use a reference to help their students.  Here is a list of what they call “test” verbs that you may want to share with students in your syllabus or exam preparation documents:

Analyze—break something down into parts, such as a theory into its components or a process into its stages or an event into its causes.

Assess/Criticize/Evaluate—determine or judge the degree to which something meets or fails to meet certain criteria.

Compare/Contrast—identify important similarities and/or differences between two or more elements in order to reveal something significant about them.

Define/Identify—give the key characteristics by which a concept, thing, or event can be understood.

Describe—give the characteristics by which an object, action, process, person or concept can be recognized and visualized.

Discuss—debate, argue, and evaluate the various sides of an issue

Explain/Justify—give the basic principles or reasons for something; make it intelligible.

Interpret/Explain—say what the author of a quotation or statement means.

Illustrate—Use a concrete example to explain or clarify the essential attributes of a problem or concept.

Reference: Nilson, L. B. Teaching at Its Best: A Research-Based Resource for College Instructors. 2nd ed. Bolton, Mass. Anker, 2003. [now available from Jossey-Bass]

In a paper titled Student Learning Styles and Their Implications for Teaching, authors Susan Montgomery and Linda Groat discuss the importance of recognizing learning styles and offered several different ways to assess these styles.  Among the learning style models that they covered are the Myers-Briggs Model and the Kolb/McCarthy Learning Cycle. The authors also provide useful tips to engage students with different types of learning styles in your classes. These tips include using both group and independent work, requiring in-class presentations and providing less direction to students.

To read the rest of the article please click here.

How do you engage students in your classes that have different learning styles?

To read a copy of the latest newsletter click here.

In an effort to provide an overview or guide of assessment practices, the National Institute for Learning Outcomes and the Alliance for New Leadership for Student Learning and Accountability are being developed, the former being led by Stanley Ikenberry and George Kuh.

The president of the Council for Higher Education Accreditation, Judith Eaton, is noted as supporting the work of these institutes, claiming that (from IHE) “better knowledge of assessment would improve the relationship between accreditors and institutions, and that a sustained commitment by higher education to accountability would preserve the principles of self-regulation for higher education.” Eaton hopes that the new effort will “strengthen the academic leadership of our colleges and universities.”

Some detractors of the higher education assessment movement have called it an oversimplified and potentially harmful mission due to concerns over using a single test to demonstrate student learning outcomes. According to one faculty member, what’s lacking is “any evidence of validity” for these single measures. Members of the NILO and ANLSLA, however, state that the intent is not to establish a single standardized test for colleges, but to offer a more comprehensive method for accountability, which Ikenberry states will most likely incorporate multiple measures.

To read the full Assessing Assessment article click here: Inside Higher Ed

Where do you stand on these assessment and accountability movements?

1. Encourage Contact Between Students and Faculty,

2. Develop Reciprocity and Cooperation Among Students,

3. Encourage Active Learning,

4. Give Prompt Feedback,

5. Emphasize Time on Task,

6. Communicate High Expectations,

7. Respect Diverse Talents and Ways of Learning.

As a Teaching Assistant, we can use this framework to plan methods that will result in student learning.

If you want more detail or would like to learn more, consider attending one of our Pragmatic Practices workshop sessions. You can still sign up for the last two: Learning Styles and Teaching Tips! Visit the Center’s webpage for full descriptions or to register, or call 419-372-6898 for more information.

* Needs assessment: participation of the learners in naming what is to be learned.

* Safety in the environment and the process.  We create a context for learning.  That context can be made safe.

* Sound relationships between teacher and learner and among learners.

* Sequence of content and reinforcement.

* Praxis: action with reflection or learning by doing.

* Respect for learners as decision makers.

* Ideas, feelings, and actions: cognitive, affective, and psychomotor aspects of learning.

* Immediacy of the learning.

* Clear roles and role development.

* Teamwork and use of small groups.

* Engagement of the learners in what they are learning.

* Accountability: how do they know they know?

These 12 Principles are actually quite helpful towards working with any learners in higher education.