Ilene gpea pdf slides with notes 2014
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Transcript of Ilene gpea pdf slides with notes 2014
Resources See “Wise USE” folder in Dropbox -‐ h7p://z.umn.edu/wise Or Post at h7p://morelearning4morestudents.com
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Image from h7p://www.locaHon3.com/blog/comedy-‐and-‐digital-‐markeHng-‐at-‐sxsw/
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How do students access course materials -‐ syllabus? readings? assignments? feedback? assessment? Why do students complete “homework” – to pracHce learning? to problem solve? to prepare for team/group task? to extend learning in class?
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Does the task call for higher-‐level learning? Pose a problem best addressed by formal team or ad hoc small group to marshall resources and disrupt group think? Might the task privilege a parHcular way of knowing – and not need to take that singular approach? Where in the assignment could/should students be seeking feedback they can use from peers – or doing work in the company of peers that you can see in order to provide Hmely feedback? How can WISE policy help in this?
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That sick child at home might well be take a nap while your student could be telecommuHng to class. Or the student with the flu might be able to keep up with course work or with a team project by making use of streaming technology to work with classmates – and not bring the bug to class. And there are Hmes to Stow! digital technologies in favor of analog technologies – markers & pencils with whiteboards & large size paper sheets as part of a jigsaw reading/gallery walk presentaHon combinaHon.
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Eg, Interdependence and Independence / Understand role of creaHvity Student learning outcomes / At the 5me of receiving a bachelor’s degree (UMinn TC) • Can idenHfy, define, and solve problems • Can locate and criHcally evaluate informaHon • Have mastered a body of knowledge and a mode of inquiry • Understand diverse philosophies and cultures within and across socieHes • Can communicate effecHvely • Understand the role of creaHvity, innovaHon, discovery, and expression across disciplines • Have acquired skills for effecHve ciHzenship and life-‐long learning. Student development outcomes (UMinn TC) • Responsibility and Accountability by making appropriate decisions on behavior and accepHng
the consequences of their acHons. • Independence and Interdependence by knowing when to collaborate or seek help and when
to act on their own • Goal OrientaHon by managing their energy and a7enHon to achieve specific outcomes • Self-‐Awareness by knowing their personal strengths and talents and acknowledging their
shortcomings • Resilience by recovering and learning from setbacks or disappointments • AppreciaHon of Differences by recognizing the value of interacHng with individuals with
backgrounds and/or perspecHves different from their own • Tolerance of Ambiguity by demonstraHng the ability to perform in complicated environments
where clear cut answers or standard operaHng procedures are absent
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5th of 5 core outcomes -‐ Select and use technology tools to support learning and teaching in higher educaHon (GRAD8101). How I’d adapt for 1st year course – Use, Evaluate & Select technology tools to support wriHng, feedback seeking, revision & ediHng aspects of wriHng. Sample Course Technology SecHon -‐ Our classroom itself is a new technology – or at least offers some new uses of familiar technologies while introducing new ones. Teachers successful in the STSS “AcHve Learning Classrooms,” or ALCs, align acHve learning pracHces with technology tools appropriate to course and class session design. As student parHcipants and future faculty you will be able to assess the room in personal and professional ways. To make the most of the room’s affordances: 1. As students: If you have “devices” plan to use these to pracHce ways of learning and teaching with technology. 2. As future faculty: Know that most universiHes do not provide a computer in the classrooms, leaving the default expectaHon that teachers will bring their work or personal computers. When you are in a teaching role in this course – whether “in front of” the whole class or within teams/groups – your computer will need a “public face” suitable for teaching. For example, during group work or in a full class teaching role your computer will be on public view to project files or sites to an audience of 4, or to one of 20-‐plus. Plan accordingly. 3. As liminal and/or skilled technology users: Ask. Assist. Share. Suggest. Trust. Test. We’ll improvise together at Hmes to make the room and the technologies we select work. 4. Things to set up: This might being with cleaning up your computer Desktop. Or, if you’re new to Moodle or Google click the live links of this sentence and start exploring. And, if you don’t have a laptop/tablet/smart phone and would someHmes like to have access to one of these in class, talk with Ilene. 5. Finally, I’ll use a “Stow! and Go!” prac5ce in the course – If I want you to stow devices during a segment of the class, I’ll ask you to do so (and provide reasons). When using devices is a “Go!” I will let you know that as well. Unless I begin class with a direcHon to Stow! the default mode will be that use of tech tools is a Go! unHl I say otherwise. Please note, the Stow! direcHon might be planned into class session design, and I might also make use of this to take advantage of the parHcular learning moment, or to respond to classroom climate and/
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Teaching and Learning: Student Responsibili5es (Twin Ci5es, Crookston, Morris, Rochester) -‐ h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/STUDENTRESP.html * a7ending class; *maintaining academic integrity; * seeking help and accommodaHon; * respecHng intellectual property; * keeping the classroom in good order; * use of personal electronic devices in the classroom**; * guests may not be brought to class without permission from the instructor. ** Instructors determine if personal electronic devices (such as cell phones and laptops) are allowed in the classroom. Students may be directed to turn off personal electronic devices if the devices are not being used for class purposes. Students are not permi7ed to record any part of a class/lab/other session unless explicitly granted permission by the instructor. If the student does not comply, the student may be asked to leave the classroom. Teaching and Learning: Instructor and Unit Responsibili5es (Twin Ci5es, Crookston, Morris, Rochester) -‐ h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/INSTRUCTORRESP.html A. Provide Course InformaHon B. Provide Students with Access to and Feedback on Their Work C. Secure Handling of ExaminaHons D. Observe Scheduled Class Times E. Observe Office Hours or Appointment Times F. Report ScholasHc Dishonesty G. Maintain an Appropriate Learning Environment Instructors should take appropriate steps to have removed from class students who disrupt the educaHonal process because of discourteous, threatening, harassing, or other aggressive behavior. "Appropriate steps" may include calling the University Police.
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h7ps://www.dropbox.com/sh/k5pdj4von05mck/pTEJyVhmH6 h7p://morelearning4morestudents.com
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