Trying out the Outlook preview app on android, which is developing quite fast and I have moved over totally from my previous app. It is interesting how it has features not avaliable on the normal version, like the ability to insert a number of optional times to meet into an email, together with the standard inserting a calendar.
Category: Academic Practice
Journal of Pedagogic Development
Journal of Pedagogic Development:
New Edition:
Vol 5, No 1 (2015): JPD 5(1)
Table of Contents
Papers
M. James C. Crabbe, Lucy O'Rorke, Eamonn Egan, Ali Hadawi
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David William Stoten
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Michelle Blackburn
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Caroline Elbra-Ramsay, Anita Backhouse
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Greg Michaelson
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Gloria Park
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Veronica Barnes
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Articles
David Mathew
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Book Reviews
Kathy-Ann Daniel-Gittens
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Peter Norrington
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Mary Malcolm
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You don’t need to take notes – the slides will be available……
One of the things that I notice when I observe lectures is that either very few students make any notes, or students have laptops and make occasional notes while watching the powerpoint on their screen. There are a number of issues here:
Is note taking a necessary academic/professional skill - I often notice that when I give the observation feedback the lecturer general makes notes - we do make notes, and our students don't - is this a problem.
When the laptop option becomes predominant there are other problems - in giving feedback to a lecturer I often comment on their eye contact with the students - if there aren't any students looking at the lecturer - that becomes problematic.
At a deeper level there is a question about the value of handwritten note-taking, I use my tablet a lot so I am not sure about this - but two recent articles about the importance of handwritten notes - http://chronicle.com/article/The-Benefits-of-No-Tech-Note/228089/ and
Useful literature review from Sandra Sinfield - http://learning.londonmet.ac.uk/TLTC/learnhigher/Resources/resources/Notemaking/Staff/Note-takingliteraturereview%20FINISHEDv2.pdf
Useful Infographichttp://www.lifehack.org/articles/productivity/the-ultimate-guide-note-taking-infographic.html?ref=fbp&n=1
Higher Education politics becoming hotter again?
Across the globe there have been recent outbursts of activity about the nature of Universities, funding etc, from Chile to Canada and now Holland - is this going to develop into a new wave of student protest?
FW: Studies in Higher Education: latest articles on Taylor & Francis Online
FW: Educational Studies in Mathematics, Vol. 88, Issue 3 – New Issue Alert
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Google charts site
An improved google site show what you can do with graphs on google. Very useful.
https://developers.google.com/chart/
And for balance - tutorials on excel charts - http://blogs.office.com/2012/05/30/our-eight-best-tutorials-on-excel-charts/
Enhancing self-efficacy in first year students
This research finds that:
"Subject-specific self-concepts of ability predict study-related self-concepts of ability according to individuals' similarity judgements. Subject-specific mastery experience predicts expectancy of success only if the respective school subject is emphasized in the course description."
So again making the link to previous study/knowledge explicitly enhances learning and student success.
British Journal of Educational Psychology
How do I know what I can do? Anticipating expectancy of success regarding novel academic tasks
Another article about Kolb and Teaching
This time from the man himself – with others – it will be interesting to read the two together.
http://sag.sagepub.com/content/45/2/204
Abstract
Background.
Becoming an experiential educator involves more than just being a
facilitator or matching learning style with teaching style. Experiential education
is a complex relational process that involves balancing attention to the learner and to
the subject matter while also balancing reflection on the deep meaning of ideas with the
skill of applying them.
Aim.
To describe a dynamic matching model of education based on Experiential Learning
Theory and to create a self-assessment instrument for helping educators understand
their approach to education.
Method.
A dynamic matching model for “teaching around the learning cycle” describes
four roles that educators can adopt to do so—facilitator, subject expert, standardsetter/evaluator,
and coach. A self-assessment instrument called the Educator
Role Profile was created to help educators understand their use of these roles.
Results.
Research using the Educator Role Profile indicates that to some extent educators
do tend to teach the way they learn, finding that those with concrete learning styles
are more learner-centered, preferring the facilitator role; while those with abstract
learning styles are more subject-centered preferring the expert and evaluator roles.
Conclusion.
A model for the practice of dynamic matching of educator roles, learner
style, and subject matter can aid in the planning and implementation of educational
experiences. With practice, both learners and educators can develop the flexibility to
David Andrew
HEA CPD Manager
Senior Tutor
Centre for Academic and Professional Development
Queen Mary, University of London
Mile End, London E1 4NS