358 Matching Annotations
  1. Apr 2019
    1. ences 


    2. rences


    3. ogy


    4. wing

      Can we make any of these live?

    5. lson


    6. ship


    7. (b)

      Do we need to say a and b? Can we say left and right? Is this an accessibility thing?

    8. e poor.[3]

      white space

    9. ivists

      new window?

    10. ment.

      white space

    11. 3).

      white space

    12. inclined.

      Make link live?

    13. ollowing websites

      New windows?

    14. use

      new window?

    15. ETTI

      Is this supposed to be formatted like this? It does look cool.

    16. org

      new window?

    17. aaz

      new window?

    18. ter.

      white space below

    19. ENT

      Something is weird about the white space above and below this level of header.

    20. day.

      White space between paragraph and image

    21. erica”

      Open in new window?

    22. pital


    1. ent.

      white space between paragraph and image

    2. rchy


    3. ent.

      White space between this paragraph and image would be good.

    4. cracy


    5. political power


    6. fishing?

      If we make a list of pedagogical suggestions, this would be a good question to link to a discussion.

    7. Figure 2).

      A bit more white space between this paragraph and the image? Not a critical fix.

    8. oods


    9. Tony Webster

      Licensing for this image? Can we link to the original?

    10. toll good


    11. public goods


    12. private goods


    13. oligarchy

      Create glossary entry

    14. democracy

      Create glossary entry

    15. litics

      Create glossary entry

    16. ment

      Create glossary entry

  2. Mar 2019
    1. “Would you rather have a Princeton diploma without a Princeton education, or a Princeton education without a Princeton diploma? If you pause to answer, you must think signaling is pretty important.”

      Speaks to certification as the new systemization of power

    2. Higher spending has yielded no improvement in the quality of higher education since 1973


    3. brands are about trust and signaling. They’re a substitute for incomplete information.

      Brands as substitute for incomplete information

  3. Sep 2018
    1. priorities for SPARC in our 2018 Program Plan,

      2018 Action Plan

    2. SPARC’s remit is to serve as a “catalyst for action” in the scholarly communication space

      SPARC's remit

    3. two in-person conversations, attended by more than 150 of our member libraries,

      Are these just the voting member libraries?

    4. Elsevier’s acquisition of bepress, the provider of the popular Digital Commons

      Elsevier owns bepress?

    1. Performing is what we do, whereas performanceis the useful result that we accomplish.

      Performing -- what we do Performance -- what we accomplish

    2. Resist pre-mature selection of performance technologies, madebefore the desired outcomes are clearly defined.

      Define desired outcomes before selecting Technologies

    3. ability to accom-plish valuable results that are aligned with the strategicambitions of your organization and its partners.

      HPT success

    4. systematic process for initi-ating the design of a performance system that will accomplish useful results

      help creating systematic design

  4. Aug 2018
    1. their establishment of the linkbetween individual performance and organizational perfor-mance helped to cement the acceptance and credibility ofHPT solutions

      link between individual and organizational performance

    2. distinctionbetween a training gap and a performance gap

      training gap vs performance gap

    3. Rummler has identified six factors that affect humanperformance: performance specification, task support, con-sequences, feedback, skills/knowledge, and individualcapacity.

      Six factors affecting human performance

    4. level, the process level, and the job/performer level.

      Rummler, organizational, process, job/performer

    5. West (1997b) purports that Rummler likenedorganizations to ecosystems where every component is inter-related and linked together. Rummler felt that analysis shouldaccount for the fact that organizational performance and indi-vidual performance are unique and require different solutions(Rosenberg et al., 1992). He believed that organizational per-formance is as important as individual performance

      Rummler, we're all in this together.

    6. lear, mea-surable standards applied within definable conditions

      Great. Except to measure results must be able to anticipate them.In ed,need to leave some wiggle room. NotAGree

    7. toward the results of instruction

      Analysis shifted from instruction process to results.Interesting.

    8. performance element is what the learner should beable to do; the conditions element comprise the situationsunder which performance will occur, and the criterion ele-ment is the standards or levels of acceptable performance

      Performance, conditions, criterion

    9. Mager introduced the notionthat instructional designers should move beyond determin-ing what instructors should teach; rather, they should focuson understanding what learners should be able to do as aresult of the instruction.

      Behavioral objective??? New in 1984? Why just then?

    10. Robert Mager’s book, PreparingInstructional Objectives,

      Standard for instructional design

    11. part-nership and business focus

      Why the business focus? What does that mean?

    12. Harless revised his original model so that it included thefour phases of analysis, design, development and testing,and implementation and evaluation, which became wellknown by its abbreviation, ADDIE

      Harless and ADDIE

    13. Harlessbelieved that understanding the cause of a problem shoulddrive any solution (Ripley, 1997)

      Harless, solution comes from understanding problem's cause, Agree

    14. Gilbert felt that improving the performance of peoplemust begin with identifying and resolving the environmen-tal barriers, thus enabling the people (performers) to achievemaximum performance (Dean, 1997)

      Thomas Gilbert, father of performance technology, philosophy

    15. diversity and com-plexity


    16. truemeasurement of any HPT model’s effec-tiveness and suitability for use

      Confused, so this is where the measurement of the effectiveness comes into play? Not in whether or not the desired improvement is achieved?

    17. visualize and then communicate

      Meaningful -- visualize then communicate --clear, articulate reasons for model

    18. HPT isdefined as “a systematic approach toimproving productivity and competence,through a process of analysis, interven-tion selection and design, development,implementation, and evaluationdesigned to influence human behaviorand accomplishment” (InternationalSociety for Performance Improvement,2000).

      Definition HPT

    1. How do students perceive the quality of the OER?

      'you know nothing, jon snow'

    2. To what extent (if any) are faculty and students utilizing the legal permissions facilitated by OER?

      This sounds intriguing.

    3. How does student use of resources differ between traditional learning resources and OER?

      Why not self report for this one?

    4. This document is published under the Creative Commons Attribution license version 4.4Measuring the Impact of OER Adoption on /Cost

      Nice, quant study, Clear cut, easy to communicate results, draw pretty pictures, etc.

    5. adopting OER is that it saves students—and those who support them—a considerable amount of money

      Read Clark's articles -- is savings really the aspect we want to emphasize? It is easiest to 'measure'.

    6. Cost, Outcomes, Use, and Perceptions.

      Uses COUP framework

    7. how individual faculty members and those who support them (e.g., librarians, instructional designers, etc.) can research the effect of their adoption of open educational resources (OER)

      Discern impact of OER on campus.

  5. Jul 2018
    1. “I’m not as credible and convincing about the need to update your content and reduce the cost barriers of textbooks as a student is.

      Students as credible advocates

    2. Instructors contact Miller’s team with specific requests for textbooks, and the team members do their best to start assembling the materials. A worker with some level of expertise in the subject matter takes the lead. The team reports to Brian Weston, director of distance and accelerated learning. The average workweek for each student worker is 20 hours. Pay is above minimum wage -- between $16.75 and $18.75 per hour

      Professors contacting team for help in creating resources.

    3. talking to individual professors, creating a brochure and sitting on the quad to promote OER to passing students


    4. we learn as much, if not more, from failure as from triumph

      Learning from failure

    1. graphic below

      Here is a link to more information. I think it is a bit overwhelming, but if you feel adrift something in here might be useful.

    2. We are going to be col

      We will address this in detail later.

    3. “Step 4: Present Material”

      Use the ideas below to help keep things interesting!

    4. Gagne’s Nine Events of Instruction.

      Remember where this is. It is how your Peer Team Teaching Lesson Plans are formatted.

    5. basics:

      What are the basics? Can you think of an easy way to remember them?

    6. ADDIE Model

      This is the most common.

    7. they all have some elements in common

      Watch for these common elements as you are reading.

    8. Essential Questions

      What we want students to know, understand, and do.

    1. Differentiated Learning

      This is what we are concentrating on!

    2. https://twitter.com/hashtag/gtchat

      Still active.

    3. #spedchat

      Still active.

    4. Resources

      We will divide and conquer, here -- each one take one, create an 'elevator talk' type synopsis to share on this padlet.

    5. Atomic Lear

      Okstate no longer has a subscription, but you are welcome to check this out anyway!

    6. Standards

      ISTE is the International Society for Technology Education, or something like that They have updated their standards, check them out here.

    7. Differentiation

      For sure watch the Kristen Doubet video under Common Misconceptions of differentiated Instruction.She gives some excellent reasons for formative assessment and its role in Differentiated Instruction.

    8. Central website:

      If this link gets you to a 404, click on 'videos' in the menu/toolbar near the top of the page.

    9. Scaffolding-

      MAKE NOTE OF THIS! Your Lesson Plan Revision assignment will ask specifically how you plan to offer differentiation. Remember to come back to this list, so you don't have to dig ideas out of your head.

    10. Judith Dodge

      This starts with a few pages explaining formative assessment. Page 11 lists 25 ideas, and page 12-21 detail six of them. It's worth scanning, especially 12-21. Will give you ideas for formative assessment in your own classroom.

    11. know, understand, and be able to do

      The essential questions.

    12. “7th Grade Social Studies:

      Questions in the right sidebar can help guide your viewing.

    13. “New Teacher Survival Guide: Differentiation”

      Questions in the right sidebar can help guide your viewing.

    14. Essential Questions

      Note how these are phrased. They will function as your "what I want students to know, do, and understand" when you teach.

    1. Watch the Interview

      Interesting perspective on teaching in the Age of Testing around 2:00...

    2. Teachers began to see students as more competent and trustworthy than before. This opened the way to teachers designing a kind of instruction that required students to move around, communicate, collaborate, and have a voice in the expression of their learning

      Bingo. Wouldn't this be a great way to teach?

    3. How Some Resisters Evolved

      Dig in to this paragraph. Why do you think teachers did not initially embrace this experience?

    1. Atomic Learning

      OKState has ended its subscription.

    2. Web 2.0 to Support ISTE-

      Dead link. Repeated Error 503.

    3. assignment at the end of this TES

      This is the SMARTNotebook Introduction Assignment. Su18 you will create a TES Blendspace instead.

    4. Below are two activities


    5. Atomic Learning h

      OKState subscription has ended.

    6. Digital Internet Research Tools


    7. Web 2.0 to Support ISTE-

      Dead link. Recurring error 503.

  6. Jun 2018
    1. urces,

      Wait, are open textbooks different than OER? Can they be modified?

    2. nd OER repositor

      If definition included ability to modify, I wonder if more faculty would be open to using OER

    3. etter meet local teaching and learning needs.

      Need to be able to articulate how.

    4. cess to knowle

      Interesting phrase, knowledge as already existing just need to get it? Or is it access to materials facilitating knowledge construction?

    5. rse

      Is this because faculty aren't as attached to these courses? Or because the courses or more static? Or more innovative?