Faculty, Teaching, Learning, and Teaching and Learning

Recent resources tagged with Faculty, Teaching, Learning, and Teaching and Learning.

Using Needs Assessment as a Holistic Means for Improving Technology Infrastructure

Added by the EDUCAUSE Librarian
Title:Using Needs Assessment as a Holistic Means for Improving Technology Infrastructure (ID: ELI3012)
Author(s):Joni E. Spurlin (North Carolina State University)
Origin:Contributed by EDUCAUSE Learning Initiative, White Papers (06/20/2007)
Type:Articles, Papers, and Reports
Abstract:

This paper describes a four-step needs assessment process that institutions can use to determine the gaps between current and desired states of technology infrastructure, facilitating rapid decision making. The framework described focuses on aligning learning outcomes and technology tools and can help institutions compare the current state of technology infrastructure with a desired state to best meet identified learning outcomes.

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A SIRIUS Look at Faculty Development

Added by the EDUCAUSE Librarian
Title:A SIRIUS Look at Faculty Development (ID: SER07043)
Author(s):Jack A. Chambers (Florida Community College at Jacksonville) and William Ganza (Florida Community College at Jacksonville)
Origin:Presented at Southeast Regional Conferences (06/11/2007)
Type:Presentations/Speeches
Abstract:

Will faculty reduce lectures, become facilitators of learning, and adopt interactive learning methods? Are development tools available to help bring about these changes? Will students benefit? These questions will be addressed in Florida Community College's presentation of the SIRIUS Project involving over 300 faculty.

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Using Rubrics to Foster Learning-Centered Practices

Added by the EDUCAUSE Librarian
Title:Using Rubrics to Foster Learning-Centered Practices (ID: EDU06155)
Author(s):Phyllis Blumberg (University of the Sciences in Philadelphia) and JoAnn Gonzalez-Major (University of the Sciences in Philadelphia)
Origin:Presented at EDUCAUSE Annual Conferences (10/09/2006)
Type:Presentations/Speeches
Abstract:Through the use of an online self-assessment rubric and supporting worksheets, faculty developers can guide faculty to incrementally change their teaching in five practice areas. Participants will use these materials to assess the learning-centered status of a course. We will also consider if all courses should be learner centered. We will discuss the various ways faculty developers can use self-assessment rubrics, and problems that can arise when administrators use formative evaluations as summative measures to make high-stakes decisions.
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7 Things You Should Know About Augmented Reality

Added by the EDUCAUSE Librarian
Title:7 Things You Should Know About Augmented Reality (ID: ELI7007)
Origin:Contributed by EDUCAUSE Learning Initiative, 7 Things You Should Know (2005)
Type:Articles, Papers, and Reports
Abstract:

Augmented reality adds information and meaning to a real object or place. Unlike virtual reality, augmented reality does not create a simulated reality. Instead, it takes a real object or space and uses technologies to add contextual data to deepen students' understanding of it. To the extent that instructors can furnish students with a broad context for understanding the real world, students are more likely to comprehend and remember what they are learning. Through exposing students to an experiential, explorative, and authentic model of learning early in their higher education careers, augmented reality may help shift students from passive to active learning modes and thus become more successful learners.
The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning practices and technologies. Each brief focuses on a single practice or technology and describes what it is, how it works, where it is going, and why it matters to teaching and learning. Use ELI's "7 Things You Should Know About..." briefs to gain a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

In addition to the "7 Things You Should Know About…" briefs, you may find other ELI resources useful in addressing teaching, learning, and technology issues at your institution. To learn more, please visit the ELI Resources page.

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ELI Innovations & Implementations - Calibrated Peer Review: A Writing and Critical-Thinking Instructional Tool

Added by the EDUCAUSE Librarian
Title:ELI Innovations & Implementations - Calibrated Peer Review: A Writing and Critical-Thinking Instructional Tool (ID: ELI5002)
Origin:Contributed by EDUCAUSE Learning Initiative (2005)
Type:Articles, Papers, and Reports
Abstract:Calibrated Peer Review (CPR) is a Web-based program that allows instructors to incorporate frequent writing assignments into their courses, regardless of class size, without increasing their grading workload. Students are trained to be competent reviewers and provide classmates with personalized feedback on writing assignments. The CPR system manages the entire peer-review process, including assignment creation and submission, student reviewer training, and student input analysis. The tool suite is discipline-independent and supports a "writing-across-the-curriculum" approach. UCLA hosts CPR and makes it available free to participating institutions, who receive technical assistance from the development team via e-mail and a listserv. More than 500 institutions now use this free service, deploying it in 1,900+ courses that enroll more than 72,000 students.

ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution.

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ELI Innovations & Implementations - SCALE-UP: Student-Centered Activities for Large Enrollment Undergraduate Programs

Added by the EDUCAUSE Librarian
Title:ELI Innovations & Implementations - SCALE-UP: Student-Centered Activities for Large Enrollment Undergraduate Programs (ID: ELI5001)
Origin:Contributed by EDUCAUSE Learning Initiative (2005)
Type:Articles, Papers, and Reports
Abstract:The SCALE-UP Project provides an effective and affordable model for introducing hands-on, team-based learning into large-enrollment undergraduate courses. SCALE-UP's approach to undergraduate education was first applied to introductory physics and chemistry courses at North Carolina State University in 1997. Since then, the model has been replicated at more than two dozen other institutions, including the University of Central Florida and MIT.

ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution.

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