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| Photo: Ethan Edwards |
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Tuesday, April 12, 2016
New e-Book! 6 Rules to Designing e-Learning for Maximum Motivation
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Monday, April 11, 2016
Philosopher of the month: Immanuel Kant | OUPblog
"This April, the OUP Philosophy team honours Immanuel Kant (April 22, 1724 – February 12, 1804) as their Philosopher of the Month." inform John Priest, Marketing Assistant at Oxford University Press.
A teacher and professor of logic and metaphysics, this Enlightenment philosopher is today considered one of the most significant thinkers of all time. His influence is so great, European philosophy is generally divided into pre-Kantian and post-Kantian schools of thought.
Born in Königsberg, then the capital of Prussia, Kant never traveled more than 100 miles from his hometown. He studied literature, philosophy and natural science at the University of Königsberg, where he spent most of his professional life as an academic. At first Kant did not complete his degree, and after three years working as a private tutor he was able to return to the university and complete his studies and commence work as a lecturer.
Kant’s philosophical career is conventionally divided into three periods. The first, or ‘pre-critical period’, runs from 1747, the year of his first publication, ‘On the True Estimate of Living Forces’, to 1770, when he published his inaugural dissertation, On the Form and Principles of the Sensible and the Intelligible Worlds, and received a salaried academic position. In spite of significant shifting of views, the writings of this period are unified by Kant’s abiding concerns with foundational questions in science and the search for the proper method in metaphysics.
The middle period (1771–80) is often called the ‘silent decade’, because Kant published virtually nothing, devoting himself instead to the reflections that led eventually to the Critique of Pure Reason. The third, or ‘critical period’, dates from the publication of the first edition of the Critique in 1781. This groundbreaking work soon established Kant as one of the greatest philosophers of all time. Kant himself said the work brought about a philosophical equivalent of the so-called Copernican Revolution, because it reversed the usual assumption that the apprehension of empirical sense-data necessarily precedes the production of the concepts we assign to them.
In Critique of Pure Reason Kant sought to overcome what he viewed as the problem of the empiricist David Hume’s skepticism concerning causation. He agreed with Hume that it is impossible to prove that every event has a cause by power of experience, but disagreed with him that one should thereby abandon the general principle that every event has a cause. Kant’s solution is to divide the psychical apparatus in two: on the one side there are ‘intuitions’, the perceptions of given sense data, and on the other side there are categories and concepts (such as space and time), the universal laws of the mind. His rationale is that we could not describe the world in a variety of different ways if we did not have concepts that enable us to see it differently too. But even more importantly, Kant argued that even when a specific cause is not perceptible we nonetheless know that it must exist and that necessity is sufficient to found knowledge.
Kant describes the process of attaining knowledge as judgment and identifies three stages in its composition: first there is the apprehension of something that affects the mind, then the imagination reproduces it in the mind, and thirdly it is recognized by the mind which assigns it a concept. Judgment is the application of the rules of understanding to intuitions. These rules are said to be ‘transcendental’ by Kant because they function as conditions of possibility for knowledge. In the subsequent Second and Third Critiques, Critique of Practical Reason (1788) and The Critique of Judgement (1790), Kant turned his attention to aesthetic, moral, and political questions. The power of these later works is so great that Kant is regarded by many readers as fundamentally a moral philosopher.
Read more...
Related link
Immanuel Kant - Wikipedia, the free encyclopedia
Source: OUPblog
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| Immanuel Kant, Prussian philosopher - (painted portrait). Wikipedia, the free encyclopedia |
A teacher and professor of logic and metaphysics, this Enlightenment philosopher is today considered one of the most significant thinkers of all time. His influence is so great, European philosophy is generally divided into pre-Kantian and post-Kantian schools of thought.
Born in Königsberg, then the capital of Prussia, Kant never traveled more than 100 miles from his hometown. He studied literature, philosophy and natural science at the University of Königsberg, where he spent most of his professional life as an academic. At first Kant did not complete his degree, and after three years working as a private tutor he was able to return to the university and complete his studies and commence work as a lecturer.
Kant’s philosophical career is conventionally divided into three periods. The first, or ‘pre-critical period’, runs from 1747, the year of his first publication, ‘On the True Estimate of Living Forces’, to 1770, when he published his inaugural dissertation, On the Form and Principles of the Sensible and the Intelligible Worlds, and received a salaried academic position. In spite of significant shifting of views, the writings of this period are unified by Kant’s abiding concerns with foundational questions in science and the search for the proper method in metaphysics.
The middle period (1771–80) is often called the ‘silent decade’, because Kant published virtually nothing, devoting himself instead to the reflections that led eventually to the Critique of Pure Reason. The third, or ‘critical period’, dates from the publication of the first edition of the Critique in 1781. This groundbreaking work soon established Kant as one of the greatest philosophers of all time. Kant himself said the work brought about a philosophical equivalent of the so-called Copernican Revolution, because it reversed the usual assumption that the apprehension of empirical sense-data necessarily precedes the production of the concepts we assign to them.
In Critique of Pure Reason Kant sought to overcome what he viewed as the problem of the empiricist David Hume’s skepticism concerning causation. He agreed with Hume that it is impossible to prove that every event has a cause by power of experience, but disagreed with him that one should thereby abandon the general principle that every event has a cause. Kant’s solution is to divide the psychical apparatus in two: on the one side there are ‘intuitions’, the perceptions of given sense data, and on the other side there are categories and concepts (such as space and time), the universal laws of the mind. His rationale is that we could not describe the world in a variety of different ways if we did not have concepts that enable us to see it differently too. But even more importantly, Kant argued that even when a specific cause is not perceptible we nonetheless know that it must exist and that necessity is sufficient to found knowledge.
Kant describes the process of attaining knowledge as judgment and identifies three stages in its composition: first there is the apprehension of something that affects the mind, then the imagination reproduces it in the mind, and thirdly it is recognized by the mind which assigns it a concept. Judgment is the application of the rules of understanding to intuitions. These rules are said to be ‘transcendental’ by Kant because they function as conditions of possibility for knowledge. In the subsequent Second and Third Critiques, Critique of Practical Reason (1788) and The Critique of Judgement (1790), Kant turned his attention to aesthetic, moral, and political questions. The power of these later works is so great that Kant is regarded by many readers as fundamentally a moral philosopher.
Read more...
Related link
Immanuel Kant - Wikipedia, the free encyclopedia
Source: OUPblog
High schoolers and professors alike discuss philosophy at Penn conference
"It's not exactly commonplace to see high school students and
professors of philosophy conversing and engaging with one another's
work, but at this weekend's Philosophy and Engagement conference this is
exactly what happened." continues The Daily Pennsylvanian.
The two-day conference included presentations from high school students, philosophy graduate students and professors of philosophy on a wide range of topics, such as science, ethics and social issues.
“I think what the faculty commentators did was pay the high school students a lot of respect in that they really challenged them on the views that they had," conference organizer and philosophy graduate student Rob Willison said. "I was blown away by how able the high school students were to, in a certain way, interact as an intellectual peer."
Mohamadou Sow is a senior from Northeast High School who, in the last session of the conference, gave commentary on University of Massachusetts at Boston professor Lynne Tirrell's talk titled “Learning from Rwanda: Here and There.” Tirrell spoke about how language played a role in the Rwandan genocide.
“I’m here commenting on professional philosophers while learning, seeing how they think, how they work to implement their own ideas and intellectual findings,” Sow said.
Two years ago Willison and Penn professor Karen Detlefsen began working with high school students involved in Philadelphia Futures, a college readiness program that helps low income students prepare and apply to universities in preparation for an academically based community service course entitled “Philosophy of Education.”
Sow was one of these students.
“One of my friends was involved in the philosophy club and he suggested to me that I come and join. I had no idea what philosophy was," he said. “I was intrigued and wanted to learn more and ask more questions so I’ve come every Saturday since then.”
Lexus Davis, a senior at Philadelphia High School for Girls, has also been one of the students spending her Saturdays learning and discussing philosophy.
“It’s made me question everything more than anything, and think more about what I think and who I am," she said.
Throughout the spring semester, Penn undergrads worked with these students as part of the course.
The culmination was a conference the high school students put together, mentored by Penn students, where they presented on the philosophy of education.
But as the semester was winding down, the students wanted more.
Read more...
Source: The Daily Pennsylvanian
 |
| Photo: The Daily Pennsylvanian |
The two-day conference included presentations from high school students, philosophy graduate students and professors of philosophy on a wide range of topics, such as science, ethics and social issues.
“I think what the faculty commentators did was pay the high school students a lot of respect in that they really challenged them on the views that they had," conference organizer and philosophy graduate student Rob Willison said. "I was blown away by how able the high school students were to, in a certain way, interact as an intellectual peer."
Mohamadou Sow is a senior from Northeast High School who, in the last session of the conference, gave commentary on University of Massachusetts at Boston professor Lynne Tirrell's talk titled “Learning from Rwanda: Here and There.” Tirrell spoke about how language played a role in the Rwandan genocide.
“I’m here commenting on professional philosophers while learning, seeing how they think, how they work to implement their own ideas and intellectual findings,” Sow said.
Two years ago Willison and Penn professor Karen Detlefsen began working with high school students involved in Philadelphia Futures, a college readiness program that helps low income students prepare and apply to universities in preparation for an academically based community service course entitled “Philosophy of Education.”
Sow was one of these students.
“One of my friends was involved in the philosophy club and he suggested to me that I come and join. I had no idea what philosophy was," he said. “I was intrigued and wanted to learn more and ask more questions so I’ve come every Saturday since then.”
Lexus Davis, a senior at Philadelphia High School for Girls, has also been one of the students spending her Saturdays learning and discussing philosophy.
“It’s made me question everything more than anything, and think more about what I think and who I am," she said.
Throughout the spring semester, Penn undergrads worked with these students as part of the course.
The culmination was a conference the high school students put together, mentored by Penn students, where they presented on the philosophy of education.
But as the semester was winding down, the students wanted more.
Read more...
Source: The Daily Pennsylvanian
Sunday, April 10, 2016
Do academic social networks share academics’ interests? | Times Higher Education
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| Follow on Twitter as @DavidMJourno |
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| Photo: Roy Scott/Corbis |
In the mid-2000s, Facebook, Bebo and Myspace were neck and neck in a frenzied race to attract the most users to their fledgling social networks. A decade later, Bebo and Myspace were moribund while Facebook boasted more than 1.5 billion monthly active users and its founder, Mark Zuckerberg, had become the fourth-richest man in the world.
Zuckerberg’s position is unlikely to be challenged by anyone founding a social network focusing specifically on academics. One of those people – Richard Price, founder and chief executive of Academia.edu – estimates there to be about 6 million academics globally, plus 11 million graduate students: a mere drop in the ocean of humanity that Facebook is fishing in. Nevertheless, there is serious cash riding on Academia.edu’s struggle with the likes of ResearchGate and Mendeley to be the biggest fish in that relatively small sea.
So far, San Francisco-based Academia.edu has reportedly raised $17.7 million (£12.5 million) from investors, including the multibillion-dollar venture capital firm Khosla Ventures. Meanwhile, Berlin-based ResearchGate has raised at least $35 million from venture capitalists and Microsoft founder Bill Gates. And London-based Mendeley also attracted significant investment before being bought by the giant publisher Elsevier for £65 million in 2013. According to Michael Clarke, president of Clarke & Company, a consultancy that specialises in the scientific and medical information business, figures such as these mean that “the bar for success is high” in terms of profitability.
The likelihood of that bar being surmounted depends crucially on user numbers. In terms of registered users, the biggest of the “big three” networks is Academia.edu. Founded in 2008, it has signed up more than 34 million “academics”, while ResearchGate and Mendeley – also launched in 2008 – have “more than 9 million members” and “more than 4.6 million registered users”, respectively. However, a major survey of academic social network usage, to be published on 15 April (see 'Who’s winning the battle for users? Dominance of ResearchGate' box, below) suggests that, in terms of active usage, ResearchGate considerably outstrips Academia.edu.
The organisers of the Innovations in Scholarly Communication survey, Jeroen Bosman and Bianca Kramer, based at Utrecht University library, say that this finding is borne out by the fact that searching for papers by a particular individual or department typically turns up more on ResearchGate than on Academia.edu. They say that the discrepancy between the survey results and the official usage figures may be explained by the fact that there are more lapsed or passive accounts – possibly set up by students – on Academia.edu; their survey asked “What researcher profiles do you use?”, implying active usage.
“The overall membership figures published by ResearchGate and Academia.edu are potentially very important in their marketing. This is not to say they are false, but they may not describe the full picture,” they say.
The phrasing of the question could also explain the very low reported use of Mendeley, which bills itself not so much a “researcher profile” site as a “reference manager”. Mendeley was also excluded from the automatic menu of responses, so respondents had to manually enter it.
Academic social networks allow researchers to post, share, collate and recommend papers. Researchers regard them as “a valuable way of getting publications online and making them publicly available, as it is often a lot quicker and less restrictive than the processes for depositing items in their institutional repository”, says Katy Jordan, who has interviewed academics on the topic for a PhD at the Open University.
Advocates hope that this process of making academics more rapidly and comprehensively aware of what peers are publishing will speed up the pace of discovery and potentially facilitate a revolution in peer review, with a paper’s quality being thrashed out by network users post-publication, rather than by a tiny number of referees pre-publication. And just as the Facebook newsfeed has transformed how people keep up to date with current affairs, some foresee analogues of this on academic social media sites having a similar effect on how academics keep up with developments in their own fields.
Data gathered through social networks could even be used to inform hiring and grant decisions. The Metric Tide, a major report released in the UK last year that looked at the use of metrics in assessing research, suggested that “over time”, social networking sites – including mainstream ones such as Twitter and Facebook – “might be developed to provide indicators of research progression and impact, or act as early pointers towards indicators more closely correlated with quality, such as citations”.
Be this as it may, why should academics care which, if any, network emerges victorious? To take the “if” question first, there is certainly an argument that one network would be better than many, given the effort required to keep them updated. “The thing that I have the biggest trouble with…is just how many of them there are, and how widely incompatible their datasets are,” says Michael Heron, a lecturer at Robert Gordon University. “At the same time, I don’t feel like I can ignore them – I’m an early career researcher, and I need to make my work visible.”
Read more...
Source: Times Higher Education
Examining a Teaching Life | The Teaching Professor Blog
Maryellen Weimer, PhD writes, "I
haven’t found too many pedagogical articles worth a regular re-read.
Christa Walck’s “A Teaching Life” is a notable exception. It’s a
soul-searching, personal narrative that confronts the difference between
what a teaching life can be and what it is."
Walck’s analysis was prompted by Annie Dillard’s exploration of her life as a writer, The Writing Life. Walck explains, “What I found myself trying to discover was this: Is there more to teaching than content and delivery, technique—didactic or experiential—and evaluation?” “I have been thinking about teaching, not as a task or a job, or even a vocation but as a life, a way of being and doing that constructs who I am.” (p. 473). In a footnote she points out how strongly we are connected to what we teach, in her case, management, and how that keeps us from broader thinking about teaching.
It’s not an easy article—complex, deep, thoughtful, and often anguished. It begins with a metaphor Dillard uses, originally from Thoreau, about how we start life with lofty expectations, thinking we’ve got the materials to build a bridge to the moon. By middle age, we’re constructing woodsheds. That aptly describes how Walck feels about her teaching. She has the materials—the possibilities and the power to largely determine what, how, and when she teaches. “On plenty of days I feel competent, even inspired. The stars are properly aligned, my head is clear … I have something important to say, something that will change lives. Or I have thought of something interesting to do. . . .” (p. 476) On other days, “I am tired; my head is somewhere else; I wonder what I am doing here. I have spent hours thinking about a class, but I have nothing to impart. I drag myself into class, tail between my legs.” (p. 476).
A lot of what happens on any given day in a class does depend on the teacher, but an equal amount depends on the students. We all do better when those we face are alert, engaged, asking questions, and eager to learn. Students like that build the bridge with us. But most of Walck’s classes (and ours) aren’t filled with students interested in large building projects. They’re happy to hang out in woodsheds. “I wonder how I can cross the border from ordinary life, ordinary class—teacher here, students there, text there—into an extraordinary place where learning occurs.” (p. 477).
The piece also explores failure—those we experience and those we ignore. “When you risk invention, when you put yourself out there beyond the lesson plan, you must quietly accept that failure is part of the process and the process takes time.” (p. 476). Most of us are heavily invested in how we teach—the syllabus that has evolved across the years, that collection of readings carefully culled from a sea of possibilities, favorite assignments, exercises, and the way we test. Oh sure, we’re not opposed to implementing a few changes around the edge, but nothing really big gets altered. “I realized that clinging to these artifacts cloistered me and weakened the work, weakened the teaching.” (p. 477).
Read more...
Source: Faculty Focus
 |
| Photo: The Teaching Professor Blog |
Walck’s analysis was prompted by Annie Dillard’s exploration of her life as a writer, The Writing Life. Walck explains, “What I found myself trying to discover was this: Is there more to teaching than content and delivery, technique—didactic or experiential—and evaluation?” “I have been thinking about teaching, not as a task or a job, or even a vocation but as a life, a way of being and doing that constructs who I am.” (p. 473). In a footnote she points out how strongly we are connected to what we teach, in her case, management, and how that keeps us from broader thinking about teaching.
 |
| The Teaching Professor Blog |
It’s not an easy article—complex, deep, thoughtful, and often anguished. It begins with a metaphor Dillard uses, originally from Thoreau, about how we start life with lofty expectations, thinking we’ve got the materials to build a bridge to the moon. By middle age, we’re constructing woodsheds. That aptly describes how Walck feels about her teaching. She has the materials—the possibilities and the power to largely determine what, how, and when she teaches. “On plenty of days I feel competent, even inspired. The stars are properly aligned, my head is clear … I have something important to say, something that will change lives. Or I have thought of something interesting to do. . . .” (p. 476) On other days, “I am tired; my head is somewhere else; I wonder what I am doing here. I have spent hours thinking about a class, but I have nothing to impart. I drag myself into class, tail between my legs.” (p. 476).
A lot of what happens on any given day in a class does depend on the teacher, but an equal amount depends on the students. We all do better when those we face are alert, engaged, asking questions, and eager to learn. Students like that build the bridge with us. But most of Walck’s classes (and ours) aren’t filled with students interested in large building projects. They’re happy to hang out in woodsheds. “I wonder how I can cross the border from ordinary life, ordinary class—teacher here, students there, text there—into an extraordinary place where learning occurs.” (p. 477).
The piece also explores failure—those we experience and those we ignore. “When you risk invention, when you put yourself out there beyond the lesson plan, you must quietly accept that failure is part of the process and the process takes time.” (p. 476). Most of us are heavily invested in how we teach—the syllabus that has evolved across the years, that collection of readings carefully culled from a sea of possibilities, favorite assignments, exercises, and the way we test. Oh sure, we’re not opposed to implementing a few changes around the edge, but nothing really big gets altered. “I realized that clinging to these artifacts cloistered me and weakened the work, weakened the teaching.” (p. 477).
Read more...
Source: Faculty Focus
Finding success in the maker space by Laura Devaney, Director of News, K-12 and Higher Education.
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| Follow on Twitter as @eSN_Laura |
Catch up on the most compelling higher-ed news stories you may have missed this week.
Each Friday, Laura Devaney will be bringing you a recap of some of the most interesting and thought-provoking news developments that occurred over the week.
I can’t fit all of our news stories here, though, so feel free to visit eCampusNews.com and read up on other news you may have missed.
 |
| Photo: eCampus News |
In this week’s news:
Data shady on how recent HS grads really doing in college
New report reveals that measuring enrollment, remediation and persistence data is fuzzy thanks to varying state mandates.
Read more...
A 3-part guide to successful maker spaces
A recent panel hosted by The New Media Consortium detailed a framework for designing maker spaces and maker programs, allocating resources, and supporting making as a quality learning experience.
Read more...
How a new university collaborative is destroying poor retention rates
An 11-member alliance is improving retention rates among students by openly sharing solutions and working together on new ways to support at-risk students.
Read more...
Why traditional institutions must assess or be assessed
A Purdue University scholar discusses what standardized assessments for institutions may look like, what they should incorporate.
Read more...
Source: eCampus News
Saturday, April 09, 2016
Duke Conference to Examine Gender and Philosophy | Duke Today
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| Photo: Eric Ferreri |
A year ago, a team of Duke University scholars unveiled a new website with the modest goal of providing unusual and hard-to-get teaching resources to philosophy professors.
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| Emilie du Chatelet, a French philosopher whose legacy is being reexamined by Project Vox |
In its short life, Project Vox, which aims to bring those female thinkers to the fore of modern philosophy education, has taken off.
“The expected audience worldwide would have been make 3,000 – there’s maybe that many philosophy teachers out there,” says Andrew Janiak, a Duke philosophy professor and leader of the project. “But we’ve had 19,000 original visitors. It’s well past what we expected.”
Buoyed by a series of grants, Vox is now getting a facelift, with a new website debuting soon. And a $64,000 grant from the National Endowment for the Humanities is allowing Janiak and his team to host a three-day conference April 14-17 at Duke where roughly 30 philosophers from the United States and seven other countries will discuss the growing role of females in teaching their craft.
The conference, to be held at Smith Warehouse, will analyze the work of females over the last four centuries whose work was well regarded in their time but often pushed to the edges by male leaders of the field. Janiak’s team has spent years now digging through old texts, letters and other documents from philosophers such as Emilie du Chatelet, a French Newtonian mechanics scholar in the 1700s, and Damaris Cudworth “Lady” Masham, an English philosopher in the late 1600’s.
By unearthing their work, translating them when needed and making them available on the Project Vox website, Janiak’s team provides access to new resources for philosophy instructors.
Read more...
Related links
Émilie du Châtelet - Wikipedia, the free encyclopedia
Damaris Cudworth Masham - The Society for the Study of Women Philosophers
Source: Duke Today
Hilary Putnam: One of the most influential philosophers of our time | Irish Times
"Obituary: His earliest writing focused on philosophy of mathematics and science" inform Irish Times.
Putnam’s most influential contributions are to philosophy of language and mind.
Read more...
Related link
Hilary Putnam - Wikipedia, the free encyclopedia
Source: Irish Times
 |
| Photo: Hilary Putnam, Cogan University Professor Emeritus in the Department of Philosophy at Harvard |
Hilary Putnam, Cogan University Professor Emeritus in
the Department of Philosophy at Harvard, was one of the most
influential philosophers of our time. His extraordinarily wide-ranging
contributions, spanning 24 books and over 300 articles, are unusual not
only because of their originality, but also for a fearless habit of
criticising and rethinking his views. This radical practice of
philosophy also brought him into conversation with numerous philosphers,
giving an unmatched breadth to his work. He was also unique in his
ability to re-set the research agenda in key areas of philosophies of
science, mathematics, language and mind.
In 1927, when Hilary was six months old, the family
moved to Paris where his father, Samuel Putnam, translated the works of
Rabelais and edited the literary magazine The New Review.
Putnam grew up in the cosmopolitan artistic world of Gertrude Stein,
Hemingway, Ezra Pound, Elliot, Joyce, and Ford Madox Ford. His
upbringing contributed to a distaste for the narrowness and insularity
of much of contemporary philosophy. The blog Sardonic Comment, which he
launched in 2013 and kept going until the onset of ill health in October
2015, is a testament to his commitment to inclusivity.
Putnam’s earliest writing focused on philosophy of
mathematics and science. Two central arguments, the “indispensability
argument” in philosophy of mathematics and the “no-miracle argument” in
philosophy of science, advance the claim that we are unable to explain
the successes of scientific theories unless we assume that they provide
true accounts of how things stand in the world. Both arguments remain
central to philosophical discussions of science and mathematics. In
addition to his philosophical work, Putnam’s co-publication with M.
Davis and J Robinson, of a proof of Hilbert’s Tenth Problem, established
him as a major figure in mathematics, giving further support to the
claim by many, including his life-long friend Noam Chomsky, that he was
one of the finest minds of our time.
Putnam’s most influential contributions are to philosophy of language and mind.
Read more...
Related link
Hilary Putnam - Wikipedia, the free encyclopedia
Source: Irish Times
Sunday, April 03, 2016
Practical guidelines for evaluating online faculty | Faculty Focus
"The
online teaching environment is markedly different from that of
traditional classrooms. This affects the way that courses are
taught—and, just as important, the way that teachers are evaluated." writes Faculty Focus.
 |
But
what do you look for when judging performance? How can you make
informed judgments that fulfill formative and summative requirements?
Where, when, and how much do you observe?
For administrators looking to improve their assessment techniques of online faculty, the answers can be found in How to Evaluate Online Teaching, the Just-in-Time Learning program from Magna Publications.
 |
| Photo: Tom Tobin, Ph.D. |
Dr.
Thomas J. Tobin of Northeastern Illinois University conducts this
engaging group learning activity. The presentation is broken up into
five short video lectures supplemented with worksheets that reinforce
the viewer's understanding, and a facilitator's guide for leading a
group discussion.
You
will explore the factors to consider in an online evaluation, the scope
of the observation, the elements that contribute to student learning,
and effective online teaching behaviors that can be measured. Dr. Tobin
will reveal the key differences between online and face-to-face
classroom teaching, and discuss ways that fairly and accurately evaluate
teaching practices. You'll learn how to:
- Identify and use specific techniques for evaluating online teaching
- Gather different kinds of feedback to improve online teaching
- Apply evaluation findings for both improving teaching and making employment decisions
- Find and use observation methods and evaluation instruments appropriate to online teaching
A
respected, proven evaluation process is essential for recruiting and
retaining qualified educators for your school. After working through the
videos and worksheets of How to Evaluate Online Teaching, you'll be equipped to:
- Establish practical guidelines for observing online teaching
- Measure teaching behaviors unique to online teaching
- Maintain a vibrant, respected online teaching community
- Make key promotion and employment decisions
Saturday, April 02, 2016
Here’s how tech can solve higher-ed’s pressing challenges by Laura Devaney, Director of News, K-12 and Higher Education.
 |
| Follow on Twitter as @eSN_Laura |
Catch up on the most compelling higher-ed news stories you may have missed this week.
Each Friday, Laura Devaney will be bringing you a recap of some of the most interesting and thought-provoking news developments that occurred over the week.
I can’t fit all of our news stories here, though, so feel free to visit eCampusNews.com and read up on other news you may have missed.
 |
| Photo: eCampus News |
In this week’s news:
How one school beat the textbook dilemma
With more and more students opting not to purchase textbooks for class, Illinois College had to find a solution.
Read more...
Universities joining this new, massive talent pipeline
Two Silicon Valley cybersecurity companies are independently calling for more personnel and more university collaboration to battle cybercrime in an era when launching a ransomware attack requires little more than a credit card.
Read more...
Can corporate funding help connect students to data?
Universities are partnering with the private sector to fund research and expose students to real-world challenges.
Read more...
ASU receives $10M NASA grant for science courseware
Arizona State University has received a $10.18 million grant from NASA’s Science Mission Directorate Education Community to develop next-generation digital learning experiences that incorporate NASA science content.
Read more...
Source: eCampus News
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