Wednesday, September 24, 2014

Using Technology to Aid At-Risk Students

In ʺUsing Technology to Support At-Risk Students' Learning,ʺ a review of more than 70 research studies, the Alliance for Excellent Education and the Stanford Center for Opportunity Policy in Education offer some ideas. The report's main takeaways for how technology can benefit at-risk students: focus on interactive learning and student creation, rather than rote memorization and testing, and provide a combination of teachers and technology, rather than using programs to replace in-person instruction. As Bob Wise, president of the Alliance for Excellent Education, explains, ʺReplacing teachers with technology is not a successful formulaʺ--rather, districts must make a plan for how technology can assist educators before bringing it into the classroom.

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Teaching Roundtable Small Flips: Small Steps in Flipping of a Class

Flipped classrooms have received attention in educational articles, but flipping an entire course can seem daunting. This lunchtime discussion will cover strategies for small steps in trying out flipping, including a day’s worth of activities or parts of a course. The pros and cons of flipping will also be discussed as well as the relationship between flipped classroom and blended learning.


Read more articles...
Bloom's Taxonomy Flipped
Flipping the Classroom
Southern Blend
What is a Flipped Classroom? (You're probably already doing this!)
Four Things I Wish I'd Known about the Flipped Classroom
Microflipping: A Modest Twist about the Flipped Classroom
7 Things You Should Read about Flipped Classrooms
6 Myths of the Flipped Classroom

Wednesday, September 17, 2014

The Surprising Secret to Better Student Recall

Last spring, a new study showed that students who took notes in longhand did substantially better on conceptual questions than those who took notes on a laptop. The results were, perhaps, not that surprising—until you consider that the laptops in the study had Internet access disabled.

It wasn’t that the laptop note-takers were more distracted. That may indeed be a valid concern with personal technology in the classroom, but it was not what Pam Mueller of Princeton University and Daniel Oppenheimer of the University of California at Los Angeles set out to measure. Rather, their study suggests there are real differences between the utility of taking notes by hand and on a computer.

When students take notes on a laptop, the study concluded, the ease of data entry makes them more likely to transcribe everything the professor is saying. Students who take notes in longhand, in contrast, cannot write fast enough to get everything down and so must be selective. It is precisely that process—of summarizing, thinking about what’s most important, predicting what might be useful down the road—that helps those who take notes on paper. Students who use laptops end up with neater, more easily searchable notes, but they may be denying themselves the opportunity to do the upfront processing that is a crucial factor, it seems, in long-term retention of class material.

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Faculty Forum "In Search of the Aryan Seed: Intimate Labor and Affective Economies"

Come listen to Mona Bhan (Sociology/Anthropology) discuss her research on the Brogpas, a minority ethnic community trying to situate itself in the complex mix of race, religion and nationalism of modern India.


Wednesday, September 10, 2014

Professional Development Roundtable Scholarly Publishing and DePauw's Open Access Policy

The DePauw faculty approved an open access policy last spring. What does that mean for you and how does it work? Join Rick Provine and Bruce Sanders from the Libraries for some information about open access, the process and our policy.


Top Colleges that Enroll Rich, Middle Class and Poor

New York Times analysis of the colleges that do the most to attract and support middle class and poor students.

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The Case for Conversational Writing

As the author argues, ʺThis discussion is actually part of a larger debate about what constitutes good writing. I always tell my first-year composition students, when I’m trying to correct all the misconceptions about writing they’ve picked up in high school—you can’t use personal pronouns or start a sentence with a conjunction, etc.—that the only reasonable standard for good writing is what good writers actually do. How many of our best nonfiction writers, the ones who are widely read and have a genuine impact, write in an academic style? Virtually none.ʺ

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