learning
A Teaching Experiment Shows Students How to Grasp Big Concepts
Submitted by Vera Crowell on Wed, 11/18/2009 - 11:28Tags:
Instructors at Indiana U. break student-stumping concepts into small, evidence-focused steps
Technology Enhanced Collaborative Group Work
Submitted by Lindsey Schmidt on Wed, 11/11/2009 - 13:21Tags:
The 2008-2009 Engage Adaptation Award, Technology Enhanced Collaborative Group Work, gathered data from students and instructors across campus on technology enhanced group assignments.
Assessment of Student Learning in STEM Disciplines: Connecting Issues of Theory and Design to Contexts of Application and Practice
Submitted by Engr Learning Ctr on Mon, 09/21/2009 - 21:46Tags:
The College of Engineering 2010 Roundtable invites you to join them for this special presentation.
James Pellegrino, Distinguished Professor of Education, Univ. of Illinois at Chicago
Oct. 1, 2009, 3:00-4:00 pm, 1610 Engineering Hall
What do we know about learning that can invigorate education? How could this help faculty make decisions about their courses? Does assessment really drive learning? What does it take to integrate assessment into the curricular improvement process? How can we, if at all, apply research practices with which we are familiar to improve student learning? Expand your knowledge base about learning and merge your entrepreneurial spirit to design effective courses with the confirmed theories and practices on how people learn. Join us for a presentation by Jim Pellegrino, Liberal Arts and Sciences Distinguished Professor, Distinguished Professor of Education, and co-Director of the Learning Sciences Research Institute at the University of Illinois at Chicago.
Dr. Pellegrino will help us answer these questions. His research and development interests focus on children's and adult's thinking and learning and the implications of cognitive research and theory for assessment and instructional practice. Much of his current work is focused on analyses of complex learning and instructional environments, including those incorporating powerful information technology tools, with the goal of better understanding the nature of student learning and the conditions that enhance deep understanding.
Learn@UW or Moodle: Which to Use?
Submitted by Catherine Stephens on Thu, 09/10/2009 - 10:48Tags:
Learn@UW and Moodle are two leading course management systems that allow instructors to manage online course sites.
This consultative guide outlines the similarities and differences of the two systems as well as how to obtain access and assistance at UW-Madison.
Document prepared by the UW-Madison Moodle Council.
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Reaching At-Risk Students
Submitted by Teaching Academy on Sun, 08/23/2009 - 17:20Tags:
Holly Hassel and Joanne Giordano of UW-Marathon County presented an OPID funded conference this past June called Reaching At-Risk Students. Their website offers information on the conference and will also serve as an ongoing resource for faculty and staff across the state of Wisconsin who work with students who are at-risk of not succeeding academically. Please check it out at http://www.uwmc.uwc.edu/rars/index.htm
The Reaching At-Risk Students Workshop was held on Friday, June 5, 2009 at UW-Marathon County in Wausau, WI. It's purpose was to create a venue for system-wide conversations about working with the broad spectrum of students entering higher education who are at risk for probation, suspension, or simply dropping out.
