But interviews with six people who were involved in projects that Mr. Buttigieg worked on at McKinsey, along with gleanings from his autobiography, fill in some of the blanks.

Just this week, ProPublica, copublishing with The Times, revealed that McKinsey consultants had recommended in 2017 that Immigration and Customs Enforcement cut its spending on food for migrants and medical care for detainees.

The firm has long advocated business strategies like raising executive compensation, moving labor offshore and laying off workers to cut costs.

Speaking in Waterloo, Iowa, that evening, Mr. Buttigieg reiterated his request for McKinsey to release him from the nondisclosure agreement.

As Mr. Buttigieg explains it, that is not a matter of choice. For all of his efforts to run an open, accessible campaign — marked by frequent on-the-record conversations with reporters on his blue-and-yellow barnstorming bu

References

Furthermore, someone who has just learned something is often better at helping someone else learn it, than is someone who learned it long ago. In addition to older students teaching slightly younger ones, peers can learn from each other in collaborative projects, and they can also serve as peer tutors.

Third, it is often said

Second, to prepare the student for lifelong learning, the teacher helps each student to become a self-directed and self-motivated learner.

the teacher is a facilitator of the learning process

First, the teacher is a designer of student work (Schlechty, 2002). The student work includes that which is done in both the project space and the instructional space

For application (skills), tutorials with generality, examples, practice, and immediate feedback are most effective (Merrill, 1983; Romiszowski, 2009).

Finally, much learner time can be wasted during PBI

This makes it difficult for them to learn to use the skill in the full range of situations in which they are likely to need it in the future. Many skills require extensive practice to develop to a proficient or expert level, yet that rarely happens in PBI.

criterion-referenced assessment

Participation in other arts forms,such as dance or visual arts, also lends itself to the development of thinkingskills, as evidenced in these examples, which also ask the question whethersuch skills transfer to other subjects

Based on these findings, the compendium has identified six major typesof benefits associated with study of the arts and student achievement:141. READING AND LANGUAGE SKILLS2. MATHEMATICS SKILLS3. THINKING SKILLS4. SOCIAL SKILLS5. MOTIVATION TO LEARN6. POSITIVE SCHOOL ENVIRONMENT

In schools across the country, opportunities for students to participate in high-quality arts instruction and activities are diminishing, the result of shifting priorities and budgetcuts. Poor, inner-city and rural schools bear a disproportionateshare of the losses. Studies show children from low-incomefamilies are less likely to be consistently involved in arts activitiesor instruction than children from high-income families

Mehdiabadi, A. H. & Li, J. (2016). Understanding talent development and implications for human resource development: An integrative literature review. Human Resource Development Review. 15(3), 263-294. DOI: 10.1177/1534484316655667

Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Bloomington, IN: Association for Educational Communications & Technology.

Principles of Multimedia Learning

Bruce D. Homer, Jan L. Plass, and Linda Blake. 2008. The effects of video on cognitive load and social presence in multimedia-learning. Computers in Human Behavior 24.3, 786-797

Tim N. Höffler and Detlev Leutner. 2007. Instructional animation versus static pictures: A meta-analysis. Learning and Instruction 17, 722–738

Philip J. Guo, Juho Kim, Rob Rubin. 2014. How video production affects student engagement: an empirical study o f MOOC videos. In Proceedings of the first ACM conference on Learning @ scale conference, 41-50.

we had presented the deep dives in a separate section of the courseware from the lecture videos. We hypothesized that this organization sent the message to learners that the deep dives were less important than the lecture video

We found no correlation between video segment length and completion rate in either run of the course. Moreover, in disagreement with the literature, we observe no drop off in learner engagement at 6 minutes of video length.

For example, Richard Mayer has developed a set of principles for multimedia learning that takes into account factors such as minimizing extraneous cognitive load to optimize the effectiveness of multimedia

Among Mayer’s principles are that audio and visual should work seamlessly together, and that on-screen text should be minimal and in close proximity to the graphics [1]

Thus, our model is that learners with a higher degree of knowledge about the subject matter may feel that they do not need to complete the deep dive videos, while they feel the lecture videos are valuable.

As the deep dives take pains to follow evidence-based best practices and are more labor-intensive to make, further study of this difference in viewer retention would inform future course development decisions

Criteria for Video Engagement in a Biology MOOC

Jonathan Meador watched the transition from his position loading boxes into big rig trailers. The robots at the Tracy warehouse were so efficient that humans could barely keep up. Suddenly, the pickers and packers were expected to move more products every minute, and more boxes shot down the conveyor belt toward Meador.

“And they will not waste time hanging on to people who can’t perform,” he said.

The root of Amazon’s success appears to be at the root of its injury problem, too: the blistering pace of delivering packages to its customers.

Table 2

Brower, 2003; Dennen, 2005; Hostetter & Busch, 2006; Xie, Debacker, & Ferfuson, 2006

Learning activities focused ex-tensively on readings and discussion boards might become a chore, rather than motivating students to actively learn and interact, if the quality of in-teractions is not guaranteed (Dennen, 2008)

Even if the amount of course content is large, chunking it into smaller units may help reduce students’ cognitive load and better pace their learning (Cheon, Crooks, & Chung, 2014)

students might have felt less stressed being assessed on their performance multiple times.

erhaps, small-er chunks of assignments (e.g., module quizzes and reading summaries) would have been more effective than fewer and bigger assignments (e.g., mid-term and final projects

This does not indicate that every course should have the exact same design; nonetheless, a certain level of consis-tency in exterior design and organization across a program may establish a program’s identity as well as help students who take multiple online courses at a time by reducing confusion and time spent on figuring out each course’s design every semester (Machado & Tao, 2007; Selim, 2007)

Even within an academic program, it was difficult to find consisten-cy in design that might contribute to the program’s identity or easy navi-gation throughout multiple courses within the program.

Only a few instructors attempted to incorporate new technology tools or different learning activities other than reading, discus-sion, or content presentation for both graduate and undergraduate courses.

We found that other course elements, such as module’s learning ob-jectives, instructor’s self-introduction, quizzes, group projects, Q/A space, number of discussion forums and instructor’s postings, had no significant relationship to students’ course satisfaction, as shown in Tables 4 and 5.

urthermore, the number of modules ranged from 3 to 17 modules (an overall mean of 9.7 modules per course) across 90 courses.

Inconsistent Organization of LMS

It was revealed that nearly half of the in-structors provided a rubric or feedback on assignments.

case studies, presentations, or term papers were associated with group project

exams

visual mapping, research papers, and pre-sentations

quizzes

case studies

The most com-monly used assignment type was essays, summaries, and reports

Czerkawski & Lyman III, 2016; Koehler, Mishra, Hershey, & Peruski, 2004

Brindley, Blaschke, & Walti, 2009; Brower, 2003; Hostetter & Busch, 2006; Leeds et al., 2013; Young & Norgard, 2006

International Jl. on E-Learning (2019)18(2), 147-164Assuring Student Satisfaction of Online Education: A Search for Core Course Design Elements

instructional development

Edwards-Groves, Christine Joy. 2011. “The multimodal writing process: changing practices in contemporary classrooms.” Language and Education 25, no. 1: 49-64. https://eric.ed.gov/?id=EJ910840 Huang, Cheng-Wen and Arlene Archer. 2017. “’Academic literacies’ as moving beyond writing: Investigating multimodal approaches to academic argument.” London Review of Education, 15, no. 1: 63-72. https://eric.ed.gov/?id=EJ1160035 Wahleithner, Juliet Michelsen. 2014. “The National Writing Project’s Multimodal Assessment Project: Development of a framework for thinking about multimodal composition.” Computers and Composition 31, no. 1: 79-86. https://doi.org/10.1016/j.compcom.2013.12.004

Multimodal assignments and assessments offer faculty and students the opportunity to flex their creative muscles, engage with emerging forms of media, and complete work in areas where they feel confident.

Another option is to offer specific criteria that hold across any type of assignment: an introduction with a clear argument, 6-8 pieces of scholarly evidence, analysis of at least 2 data points, etc.

The McElroy Brothers

Gaggle Knows Everything About Teens And Kids In School

The encrypted messaging app Telegram serves as the town hall for the support network, with dozens of channels that match volunteers to those in need.

Webinar: Research on Annotation in English and Composition

For some of them the struggle of learning is more consistently satisfying and rewarding than their previous achievements. There is a struggle in being a student, a struggle in creation, and perhaps that is a gift of meaningful work.

He noted that although income in the Western world has tripled since the 1950’s there was no corresponding rise in the percentage of people who describe themselves as happy- leading him to believe it is something other than the size of our income which makes the difference.

A healthy personality can be grim and constantly challenging themselves to move beyond their comfort level.

Ok, so now that stuff is out of the way, let’s talk pedagogy.  The $85 dollars that I saved for each of my students seemed to be the least of what was exciting to me about the open anthology (and that was pretty exciting, given that many of my students struggled to afford our previous book– to the point that it often took them weeks to raise enough funds to get their own copy)

Karen Johnson

Aleshia Hayes

gamified Learning Technology tools for commercial and military partners.

DEMETRIA LORYN ENNIS-COLE

Neural Networks, Internet, and Human Development.

Research Interests Dr. Cox's areas of research interest include message design in support of organizational learning, project-based learning, career education, and supply chain management in learning organizations.

1CURRICULUM VITAERHONDA WALKER CHRISTENSEN

Rhonda Christensen

Research Interests Dr. Baker’s research interests include financial forecasting of workplace learning investments, impact of career and technology education, management techniques and statistical applications for operations and performance improvement, economic analysis, occupational forecasting, benchmarking, survey and evaluation design, evaluation of training outcomes, training needs assessment, and job task analysis.

Research Interests Dr. An's research interests include digital game-based learning, gamification, constructionist gaming (game design by students), scaffolding complex problem solving in virtual/augmented environments, learner-centered technology integration, and teacher professional development.

social presence

Research Interests Dr. Tyler-Wood's research interests include assessing and determining the appropriate curriculum for special needs populations.

1Critical Inquiry in a Text-Based Environment:Computer Conferencing in Higher Education

H. Micheal Tarver

Venezuelan Revisionist Political History, 1908-1958: New Motives and Criteria forAnalyzing the Past

However, animations can be designed to reduce cognitive overload (Ayres & Paas, 2007) by visually cueing important information (e.g., de Koning, Tabbers, Rikers, & Paas, 2007), presenting related information before animations (e.g., Mayer, Mathias, & Wetzell, 2002), or dividing animations into segmented pieces (e.g., Mayer, 2009; Spanjers et al., 2010).

animations are not always superior to static graphics, because they may impose additional cognitive load (Hegarty, Kriz, & Cate, 2003; Mayer, Hegarty, Mayer, & Campbell, 2005; Phan,2011; Spanjers, Wouters, van Gog, &van Merriënboer, 2011; Tversky, Morrison, & Betrancourt, 2002

We are misunderstood. Many of us (about 62%) feel as though our role is not understood by others in our institutions (Rubley, 2016). This means that our help is often not sought or, worse yet, ignored. 

Instructional designers are a diverse group, and we wear many hats. In addition to designing courses, we manage projects, train others on technology, conduct research, and teach pedagogy (Intentional Futures, 2016).

Exploring the Use of Faded Worked Examples as a Problem Solving Approach for Underprepared Students

www.ccsenet.org/hes Higher Education Studies Vol. 5, No. 6; 2015 43 Figure 4. Average number of correct responses in mutiple choice questions and open ended questions on final exam 4. Discussion

faded worked example

Figure 2. A general representation of a series of faded worked examples where blank steps are completed

aded worked examples has been introduced, where worked steps are faded out and instead completed by the student with an explanation of procedural importance of the step

aded worked examples

Worked Examples

concept mapping, reading approaches, the study cycle, distributed practice, peer instruction and group problem solving (Boylan & Saxon, 2005; Hoffman & McGuire, 2010; Rickey & Stacy, 2000)

At a larger level, universities that do not adequately address college-readiness experience a decrease in retention rates for students (Chan, 2013)

Overall, students reported that faded worked examples enhanced their overall learning and problem solving abilities in chemistry and the step by step process allowed for a better understanding of the course material

faded worked examples as a problem solving approach to students identified as mathematically underprepared in a college chemistry course

In computational based classes, such as math, engineering, chemistry or physics, this support often includes an introduction to effective problem solving strategies

Several adaptive systems have been designed and developed in order to accommodate learner individual differences. Examples of such systems include AHA! (Stash, Cristea, & de Bra, 2006) and INSPIRE (Papanikolaou, Grigoriadou, Kornilakis & Magoulas, 2003) which adapts instruction based on student learning styles; ELM-ART II which adapts instruction based on knowledge levels and student preferences (Weber & Specht, 1997); INTERBOOK (Brusilovsky, Eklund, & Schwarz, 1998) which adapts instruction based on knowledge level; and AES-CS (Triantafillou, Pomportsis, & Georgiadou, 2002) which adapts instruction based on student cognitive style.

Although web-based environments offer many advantages such as the ability to offer more interactivity, personalized instruction, and more independent learning (Brusilovsky, Sosnovsky, & Yudelson, 2009; Inan, Flores, Ari, & Arslan-Ari, 2010),

which individualized instruction based on student motivation and prior knowledge, were being met (i.e. knowledge gains and motivation gains) and to identify weak or problematic areas, in terms of usability, where the tutorial could be improved.

Research-Based Learning Findings

IBM

Howard Tinberg

I asked them to “read a page”  of a difficult text in class aloud and then, in dialogue with other students and with my guidance, to highlight, annotate, and discuss their reasons for selecting key passages from the text

Institute for Reading and Writing Pedagogy

I. A. Richards’ view of reading as active exploration, knew full well that reading, like writing, amounts to an act of “constructing,” a creative act of the mind.

It seems odd, does it not, to describe readers as “activists.” After all, reading is a private act, done mostly in silence and apart from others. 

routinely re-enact the practice of curating the information that comes their way.

we must regard the act of reading—reading deeply

Literature as Exploration,”

Patrick Sullivan, Sheridan Blau, Ellen Carillo and others have taken up the refrain.  Louise Rosenblatt

Alice Horning,  Mariolina Salvatori, and David Joliffe

Cheon, J., & Grant, M. M. (2009). Are pretty interfaces worth the time? The effects of user interface types on Web-based instruction. Journal of Interactive Learning Research, 20(1), 5-33.

Grant, M. M., & Cheon, J. (2007). The value of using synchronous conferencing for instruction and students. Journal of Interactive Online Learning, 6(3), 211-226.

Cheon, J., & Grant, M. M. (2012). The effects of metaphorical interface on germane cognitive load in web-based instruction. Educational Technology Research and Development, 60(3), 399-420.

Areas of Expertise

Jongpil Cheon, Ed.D. Associate Professor of Instructional Technology Educational Psychology and Leadership

Faculty

College Transcripts – Unofficial transcripts can be uploaded to the Graduate School application.

M.Ed.: Resume, Applicant Statement, 2 Professional Recommendations. 

Critical analysis of research, trends and issues related to the field of instructional technology.

Evaluation of programs, projects, and materials

Management of technologies, resources and development for instructional purposes

Utilization of processes and resources to promote learning;

Development of instructional materials

Theories and models of instructional design;

guided research annotated bibliographies of the research literature, guided group discussion, term projects, class presentations, and the implementation of innovative software design or technologies.

research, curriculum, and teaching skills with an emphasis in instructional design, and educational technology

who are committed to respecting diversity among people, and who ascribe to the highest of ethical standards and practice in the field of instructional technology.

knowledge and skills in design, development, utilization, management, and evaluation of materials, processes, and resources to enhance learning in educational and business settings

few IT programs incorporate needs assessment & evaluation methods throughout each phase of the curricula

His published book Falling Down

Dr. Kelly's main research interest is using the integration of technology to enhance the educational and employment outcomes of at-risk and underrepresented student populations in a STEM context.

Flores, R., Ari, F. M., Inan, F. A., Arslan-Ari, I. (2012). The Impact of adapting content for students with individual differences. Journal of Educational Technology & Society,15(3), 251–261.

Flores, R. & Inan, F. A. (2014). Examining the impact of adaptively faded worked examples on student learning outcomes. Journal of Interactive Learning Research, 25(4), 467-485.

His research interests are adaptive learning systems, individual differences, and technology integration.

A House antitrust panel wrote to Apple recently to demand executive communications relating to iPhone default apps. The lawmakers want to learn about the company’s policies on whether iPhone users can set non-Apple apps as defaults in categories including web browsers, maps, email and music.

After the activity, have the students discuss their reasoning and follow up quickly with individual connections to the new material

In doing so, begin each week with an engaging, naïve task which centers on the course topic but requires no prior knowledge (Van Orman, 2018)

ampos writes, “A major factor driving increasing costs is the constant expansion of university administration. According to the Department of Education data, administrative positions at colleges and universities grew by 60 percent between 1993 and 2009, which Bloomberg reported was 10 times the rate of growth of tenured faculty positions.”

ers. Much of this work has focused on both personal characteristics of these students (such as motivation, self-discipline, or self-efficacy) andtheir level of computer experience or access to technology,and has found that students’ motivation and self-discipline predict success in online courses (

Results of this study found that while online students reported lower levels of motivation compared to face-to-face students, motivation variables were more strongly correlated with course performance than learning strategies, particularly for online courses.

The students were encouraged to watch an instructional video as a prerequisite to taking the online quizzes.This video briefly summarized the benefits of active recall and spaced retrieval on long-term retention and advised the students to learn the material in advan

Learning Analytics to Inform the Learning Design: Supporting Instructor’s Inquiry Into Student Learning in Unsupervised Technology-Enhanced Platform

heycan monitor learning behaviors and intervene by timely and meaningful feedback to support metacognitive awareness among students(Black & Wiliam, 2009; Black & Wiliam, 1998a; Govaerts, Verbert, Duval, & Pardo, 2012; Kaendler, Wiedmann, Rummel, & Spada, 2015).

rs through mindful designand implementation of formative assessments (Knight & Sydney, 2018; Wise & Shaffer, 2015)

The metacognitive awareness among learners assumes special importance in higher education,where students have to take an autonomous and active role in learning outside classrooms, such as self-directed environments where there is less guidance from instructors(Bjork et al., 2013; McMahon, 200

Feedback fromexternal sources,such as an instructor,can play a vital role in encouragingthe use ofeffective learning strategiesamong students who have poor metacognitive awareness

However, the majorityof students may lack metacognitive awareness regarding the benefits of effective learning strategies (Bjork et al., 2013; Karpicke, Butler, & Roediger, 2

e study strategies like active retrieval of information via self-testing and distributed or spaced practice of information (Bjork, Dunlosky, & Kornell, 2013).Robust evidencefrom cognitive psychology literature confirmsthat learning strategies like active retrieval of information and spaced practiceenhancelong-term retentionwhencompared torereading or massed practice of study materia

In this study,wedesigned and extracted fivevariables from the Canvas quiz-logdata,whichcan provideinsights into students’learning behaviors.

Are You Assigning Too Much Reading? Or Just Too Much Boring Reading?

U.S. Latino/a

with many discretely placed extras that explain and augment the novel and poem. You can watch a video of Fiona Shaw performing Eliot’s dense masterpiece; listen to readings by Eliot, Alec Guinness, Jeremy Irons, and others; watch a video of Seamus Heaney speaking about the poem; see the manuscript with Eliot’s handwritten revisions and related photographs; and read the many explanatory notes. Immersion in Shaw’s exquisite performance makes the poem come alive, an inkling of our ancestors’ pleasurable experiences of oral performance.

One student told me that pairing such a dynamic medium with the old-fashioned "words on the page" was an obvious recipe for disengagement with the less-dynamic medium

In effect, they spend more time avoiding literature than it would have taken to read it.

I often require students to write three paragraphs of analytical commentary for a reading assignment. Yet rather than actually read and analyze the text, some students instead spend their time combing the internet for summaries and then copying vague language they’ve clearly lifted from online sources. That happens no matter how short the reading.

I have gradually decreased the length of my reading assignments — from long novels to short stories and poetry — yet students still balk.

they are increasingly reluctant to engage with course readings.

My students’ literary analyses were indisputably enriched by Hypothes.is. It facilitated easy online interaction with a variety of texts and each other, and it required students to anchor their comments rigorously in specific textual passages.

Annotations disappear from the sidebar if their original text ‘anchor’ has been deleted from the page code.

Students’ two major problems were not technological but practical. First, they posted to the wrong websites.

No student accepted my offer to confer via Collaborate on Blackboard (through screen sharing) but I will require this in the future.

who were generally well motivated but from diverse disciplinary backgrounds and unfamiliar with online annotation – I have compiled some lessons to consider for future semesters.

he staff at Hypothes.is emailed with students, and Jeremy Dean provided a Student Resource Guide and video tutorial.

Jeremy Boggs has noted three roles for instructors using technology in the classroom: role model; tech support; and cheerleader.1212. ‘Three Roles for Teachers Using Technology’, in Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities, ed. by Daniel J. Cohen and Tom Scheinfeldt (Ann Arbor: University of Michigan Press, 2013), DOI: <http://dx.doi.org/10.3998/dh.12172434.0001.001> [accessed 20 May 2016].View all notes

focused annotation along a number of axes:

For this course, I simply required students to post literary, historical, or ethical annotations, sometimes guiding them with a broad prompt.

The students spread out among all the different pages of this site as though wandering through a many-roomed museum.

In the other assignments, students annotated Victorian texts that had not already been discussed in class, although they were expected to draw upon and refer to knowledge they had gained from the course. These assignments asked students to pull together two to five weeks’ new knowledge to make sense of a difficult new text, acting as capstone assignments at the end of each of the main segments of the course.

In one assignment, the students group-annotated an e-text of George Eliot’s novella The Lifted Veil, an assigned text, which had been discussed in other course materials such as my video lecture and discussion questions. Annotation in Hypothes.is requires students to attach their response to a specific element in the text.

Jeremy Dean

And I wanted to require students to make links to our assigned Victorian texts. I wanted our tool to anchor students’ analysis in specific words, phrases, passages, and images so they were forced to engage with the language of the period.

Literature and Medicine: Diseases and Debates, Then and Now

students working independently drift into general statements that do not support their claims.

in class, we turn to specific pages in a novel and discuss how the words on the page do or do not align with our ideas about the novel.

Whether through new techniques for visualizing the nuances of a line of text or through our ability to discover the multilayered history of a single word or phrase, literary analysis has reached a new sphere.

close reading

digital reading tools

Observers of the digital humanities often see them as shifting literary study away from close reading.

Video Annotation Assignment

It illustrates the value of social annotation for teaching students to read images as well as text

Pointing out that commentary is a genre

Working in teams, students select passages from the assigned reading that they consider "rich in figurative language, curious in form or otherwise abundant in detail,

How News Genius Silences Writers

By giving student writers the ability to "talk back" collectively to texts, social annotation has the potential to advance a pedagogy committed to questioning authority and asserting democratic ownership of knowledge and culture.

Online, annotators can build on one another's insights, share contextual knowledge they find through research, and argue with each other as well as the text.

One creative writing exercise might be to have students annotate in the voices of a characters from a novel being read.

10. Annotation as Creative Act

Instructional Design in Higher Education3Summary of Findings

However, what we won’t know is how many high-school seniors opted out of the four-year college pathway in favor of shorter-term, anytime, lower-cost credentialing.

Consider this comment from May 2019 by Tim Cook, Apple’s chief executive: “I don’t think a four-year degree is necessary to be proficient in coding. I think that is an old, traditional view.”

For too long, colleges — public and private, liberal arts and research-driven, rural and urban — have operated as if they’re solely in the higher-education business rather than in the broader postsecondary-education sector.

but they can trim the institutional sails.

Some preprofessional majors are faring no better: Bachelor’s degrees in education declined by 15 percent between 2005 and 2015. It is little wonder that the Pennsylvania System of Higher Education, significantly dependent on teacher education, has seen its 14 state-owned universities lose 20 percent of their collective enrollment since 2010.

Up and down the selectivity ladder, especially among private colleges

father of enrollment management, the science

he top-cited competency found in the literature was collaborationfollowed closely by communicationand theoretical knowledge, course design, and problem-solving.