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Monday, May 14, 2007

Campus Technology May 2007

Instructional Strategies for Blogging by Ruth Reynard
Statement categories and the development of the individual learning voice
While the notion of "finding individual voice" is not new to the learning process, technology such as blogging has presented a unique opportunity for teachers and students to work intentionally at this process. The notion of individual voice, however, is difficult to manage and evaluate.

In an article I wrote a couple years ago for Campus technology, I suggested, "Instructors need time to evaluate the importance of self-reflection as a methodological approach in learning as well as the value of integrating personal voice in the learning context. Otherwise the exercise will be perceived as futile to the students." Since that time, I've focused on the actual use of blogs over a longer period and have evaluated what students were saying about their own learning through their posted statements. I found certain trends in the statements that seem to demonstrate a strong connectedness with students' processing of course material and new ideas.

Engaging Digital Learners
An eLearning pro’s eight rules and two insights to get and keep your students interested.
Ellen Wagner shares her Top 10 ways to engage learners.

About Ellen Wagner

She is senior director of worldwide eLearning solutions at Adobe Systems. She works with product teams throughout the company to help set the strategic direction for eLearning in all of Adobe’s markets. Wagner is well-known in higher education, having worked as Macromedia’s senior director of worldwide education solutions prior to Adobe’s 2005 acquisition of that company. Many of her previous posts have encompassed higher ed technology, including a tenured faculty position at the University of Northern Colorado. She has published more than 80 articles and book chapters on learning and instructional design, and frequently speaks as a keynote or featured presenter at professional conferences. Her PhD in educational psychology is from the University of Colorado.

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Campus Technology May 2007

Instructional Strategies for Blogging by Ruth Reynard
Statement categories and the development of the individual learning voice
While the notion of "finding individual voice" is not new to the learning process, technology such as blogging has presented a unique opportunity for teachers and students to work intentionally at this process. The notion of individual voice, however, is difficult to manage and evaluate.

In an article I wrote a couple years ago for Campus technology, I suggested, "Instructors need time to evaluate the importance of self-reflection as a methodological approach in learning as well as the value of integrating personal voice in the learning context. Otherwise the exercise will be perceived as futile to the students." Since that time, I've focused on the actual use of blogs over a longer period and have evaluated what students were saying about their own learning through their posted statements. I found certain trends in the statements that seem to demonstrate a strong connectedness with students' processing of course material and new ideas.

Engaging Digital Learners
An eLearning pro’s eight rules and two insights to get and keep your students interested.
Ellen Wagner shares her Top 10 ways to engage learners.

About Ellen Wagner

She is senior director of worldwide eLearning solutions at Adobe Systems. She works with product teams throughout the company to help set the strategic direction for eLearning in all of Adobe’s markets. Wagner is well-known in higher education, having worked as Macromedia’s senior director of worldwide education solutions prior to Adobe’s 2005 acquisition of that company. Many of her previous posts have encompassed higher ed technology, including a tenured faculty position at the University of Northern Colorado. She has published more than 80 articles and book chapters on learning and instructional design, and frequently speaks as a keynote or featured presenter at professional conferences. Her PhD in educational psychology is from the University of Colorado.

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Saturday, May 12, 2007

7 Things You Should Know About RSS


RSS is a protocol that lets users subscribe to online content using a "reader" or "aggregator." Internet users tend to settle on preferred information sources. RSS allows users to create a list of those sources in an application that automatically retrieves updates, saving users considerable time and effort.

Source: EDUCAUSE

Related link

Take a closer look at Janet Clarey's recent post:



If you don’t know about RSS or don’t use it, Janet show a great video to get you started. It was created by Common Craft.



Posted by at

7 Things You Should Know About RSS


RSS is a protocol that lets users subscribe to online content using a "reader" or "aggregator." Internet users tend to settle on preferred information sources. RSS allows users to create a list of those sources in an application that automatically retrieves updates, saving users considerable time and effort.

Source: EDUCAUSE

Related link

Take a closer look at Janet Clarey's recent post:



If you don’t know about RSS or don’t use it, Janet show a great video to get you started. It was created by Common Craft.



Posted by at

Friday, May 11, 2007

eSchool News


Scientists compile massive biology web site
'Encyclopedia of Life' to contain information about all 1.8 million known species on Earth, free of charge online
The effort, called the Encyclopedia of Life, will include species descriptions, pictures, maps, videos, sound, sightings by amateurs, and links to entire genomes and scientific journal papers. Its first pages of information were shown May 9 in Washington, D.C., where the massive effort was announced by some of the world's leading scientific institutions and universities. The project will take about 10 years to complete.

The Encyclopedia of Life



Encyclopedia of Life





Hackers obtain data on thousands at University of Missouri
A hot line was swamped with panicked calls yesterday after the University of Missouri disclosed that its computer system had been hacked last week and that the names and Social Security numbers of 22,396 people had been accessed, the St. Louis Post-Dispatch reports.

Read more...

Posted by at

eSchool News


Scientists compile massive biology web site
'Encyclopedia of Life' to contain information about all 1.8 million known species on Earth, free of charge online
The effort, called the Encyclopedia of Life, will include species descriptions, pictures, maps, videos, sound, sightings by amateurs, and links to entire genomes and scientific journal papers. Its first pages of information were shown May 9 in Washington, D.C., where the massive effort was announced by some of the world's leading scientific institutions and universities. The project will take about 10 years to complete.

The Encyclopedia of Life



Encyclopedia of Life





Hackers obtain data on thousands at University of Missouri
A hot line was swamped with panicked calls yesterday after the University of Missouri disclosed that its computer system had been hacked last week and that the names and Social Security numbers of 22,396 people had been accessed, the St. Louis Post-Dispatch reports.

Read more...

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Thursday, May 10, 2007

On-line tutoring for Math Achievement Testing: A Controlled Evaluation.


On-line tutoring for Math Achievement Testing: A Controlled Evaluation by Carole R. Beal, Rena Walles, Ivon Arroyo and Beverly P. Woolf

Abstract
We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored students improved on the post-test, but the effect was limited to problems involving skills tutored in the on-line system (within-group control). Control group students showed no improvement. Students’ use of interactive multimedia hints predicted pre- to post-test improvement, and benefits of tutoring were greatest for students with weakest initial math skills.

About the Author(s)...
Carole R. Beal is Director of the Learning and Development Center at the Information Sciences Institute, University of Southern California. She received her doctorate in Psychology from Stanford University in 1983, and was a faculty member of Dartmouth College and then the University of Massachusetts-Amherst until 2005, when she moved to USC. Dr. Beal’s research interests focus on technology-based learning for K-12 education, with a particular focus on the design of systems to reach students who have traditionally not been engaged with math and science. She may be contacted at cbeal@isi.edu.

Rena Walles is a doctoral student in the Psychology Dept. at the University of Massachusetts-Amherst. The research described here was conducted in partial fulfillment of the requirements for her masters degree. Her research interests are in the cognitive processes contributing to individual differences in mathematics achievement.

Ivon Arroyo is Senior Post-doctoral Fellow in the Computer Science Department at the University of Massachusetts-Amherst. She received her doctorate in Education from UMass in 2003. Her research interests are in the design of intelligent tutoring systems.

Beverly Woolf is Research Professor in the Computer Science Department at the University of Massachustts-Amherst. Dr. Woolf’s research focuses on systems for on-line inquiry learning and technology to improve intelligent tutoring through machine learning.
Posted by at

On-line tutoring for Math Achievement Testing: A Controlled Evaluation.


On-line tutoring for Math Achievement Testing: A Controlled Evaluation by Carole R. Beal, Rena Walles, Ivon Arroyo and Beverly P. Woolf

Abstract
We report the results of a controlled evaluation of an interactive on-line tutoring system for high school math achievement test problem solving. High school students (N = 202) completed a math pre-test and were then assigned by teachers to receive interactive on-line multimedia tutoring or their regular classroom instruction. The on-line tutored students improved on the post-test, but the effect was limited to problems involving skills tutored in the on-line system (within-group control). Control group students showed no improvement. Students’ use of interactive multimedia hints predicted pre- to post-test improvement, and benefits of tutoring were greatest for students with weakest initial math skills.

About the Author(s)...
Carole R. Beal is Director of the Learning and Development Center at the Information Sciences Institute, University of Southern California. She received her doctorate in Psychology from Stanford University in 1983, and was a faculty member of Dartmouth College and then the University of Massachusetts-Amherst until 2005, when she moved to USC. Dr. Beal’s research interests focus on technology-based learning for K-12 education, with a particular focus on the design of systems to reach students who have traditionally not been engaged with math and science. She may be contacted at cbeal@isi.edu.

Rena Walles is a doctoral student in the Psychology Dept. at the University of Massachusetts-Amherst. The research described here was conducted in partial fulfillment of the requirements for her masters degree. Her research interests are in the cognitive processes contributing to individual differences in mathematics achievement.

Ivon Arroyo is Senior Post-doctoral Fellow in the Computer Science Department at the University of Massachusetts-Amherst. She received her doctorate in Education from UMass in 2003. Her research interests are in the design of intelligent tutoring systems.

Beverly Woolf is Research Professor in the Computer Science Department at the University of Massachustts-Amherst. Dr. Woolf’s research focuses on systems for on-line inquiry learning and technology to improve intelligent tutoring through machine learning.
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Wednesday, May 09, 2007

Smithsonian Jazz


National and International Jazz Appreciation Month happens to be April, but this shouldn't stop visitors from celebrating the richness of this form of musical expression during any of the other eleven months of the calendar. The Smithsonian Jazz initiative has created this very fine website that brings together oral histories from jazz greats such as Artie Shaw, information about the Smithsonian's own Jazz Masterworks Orchestra, and a very fun "This Day in Jazz History" feature. Amidst all these gems, the interactive exhibit on the very real and enduring musical brilliance of the late Duke Ellington should be looked at in close detail. Here, visitors can listen to clips of some of his musical compositions, and learn about his work as a composer, bandleader, and pianist.
Posted by at

Smithsonian Jazz


National and International Jazz Appreciation Month happens to be April, but this shouldn't stop visitors from celebrating the richness of this form of musical expression during any of the other eleven months of the calendar. The Smithsonian Jazz initiative has created this very fine website that brings together oral histories from jazz greats such as Artie Shaw, information about the Smithsonian's own Jazz Masterworks Orchestra, and a very fun "This Day in Jazz History" feature. Amidst all these gems, the interactive exhibit on the very real and enduring musical brilliance of the late Duke Ellington should be looked at in close detail. Here, visitors can listen to clips of some of his musical compositions, and learn about his work as a composer, bandleader, and pianist.
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