10 Matching Annotations
  1. Mar 2019
    1. Edutech wiki This page has a somewhat messy design and does not look very modern but it does offer overviews of many topics related to technologies. Just like wikipedia, it offers a good jumping off point on many topics. Navigation can occur by clicking through categories and drilling down to topics, which is easier for those who already know the topic they are looking for and how it is likely to be characterized. Rating 3/5

    1. This page offers general guidelines for facilitating class discussions. It is written for college environments and in usable in adult learning and training settings also. The presentation is straightforward but the content is not in depth. Part of the value of the page is links on the left side that address other teaching topics related to course design and course management. Rating 2/2

  2. Oct 2017
    1. As an outcome of this Delphi Panel exercise, this study hasrevised Jane Knight’s commonlyaccepted working definition for internationalisation as'theintentionalprocess ofintegrating an international, intercultural or global dimension into the purpose, functionsand delivery of post-secondary education,in order to enhance the quality of educationand research for all students and staff, and to make a meaningful contribution tosociety'.This definition reflects the increased awareness that internationalisation has to becomemore inclusive and less elitistby not focusing predominantly on mobility but more on thecurriculum and learning outcomes. The ‘abroad’ component (mobility) needs to become anintegral part of the internationalised curriculum to ensure internationalisation for all, notonly the mobile minority. It re-emphasises that internationalisation is not a goal in itself,but a means to enhance quality, and that it should not focus solely on economic rationales.Most national strategies, including in Europe, are still predominantly focused on mobility,short-term and/or long-term economic gains, recruitment and/or training of talentedstudents and scholars, and international reputation and visibility. This implies that fargreater efforts are still needed to incorporate these approaches into more comprehensivestrategies, in which internationalisation of the curriculum and learning outcomes, as ameans to enhance the quality of education and research, receive more attention. Theinclusion of ‘internationalisation at home’ as a third pillar in the internationalisation strategyof the European Commission,European Higher Education in the World, as well as in severalnational strategies, is a good starting point, but it will require more concrete actions at theEuropean, national and,in particular, the institutional level for it to becomereality

      Using inclusive approaches to ensure all students have access to quality teaching and learning and why it shouldn't be limited to the mobile few. I find it interesting since a lot of research focuses on the gain for international students only.

  3. Mar 2017
    1. Students need learning goals, and they need to set these for themselves.

      Again, assumes quite a bit of freedom on the part of the students. Institutional goals/outcomes or disciplinary goals/outcomes that have to be included?

    2. There is probably no need to release all the content at once. Doing so (to the tune of about 15 weeks worth of content) could be way overwhelming for any student. Releasing all the content at once around a very specific chunk of the course makes the most sense.

      Chunked release of information--here's everything we're doing for unit 2, for example? Or two weeks' worth because things are additive/scaffolded?

    3. For the most part, I made myself go through the modules in the order in which they were created. I assumed they were placed in that order for a specific reason. If I hit content I already knew or didn’t want to apply just yet then I skipped over it to return to later if needed.

      This is a lot of faith in the instructor (and not necessarily misplaced). It also requires a certain level of pre-existing familiarity to make those decisions about what is/is not useful and a certain intention in taking the course (i.e., there won't be an exam and the course is mostly voluntary).

  4. Oct 2016
  5. Jul 2016
    1. focus on teaching, not learning

      Heard of SoLT? Or of the “Centre of Learning and Teaching”? Been using that order for a while, but nobody has commented upon that, to this day. There surely are some places where learning precedes learning in name and/or in practice. But the “field” is teaching-focused.

  6. Jun 2016
    1. «Les professeurs qui publient dans une revue disciplinaire n'ont pas toujours le temps, ni la reconnaissance, pour publier dans d'autres publications sur leurs projets ou leurs innovations pédagogiques, explique Anastassis Kozanitis. S'ils le font, ces publications hors discipline ne sont pas reconnues pour leurs demandes de subvention. C'est un frein majeur à la diffusion des recherches dans le domaine au Canada.»
  7. Aug 2015
    1. "What really is our role as professors?" he asks. "Is our role to simply give out information and people will use it as they wish? Or is our role to honestly and truly help guide people to be who they are and how they will live their life?"