Sense of Place in the Anthropocene: A students-teaching-students course

Contemporary environmental education is tasked with the acknowledgement of the Anthropocene - an informal but ubiquitous term for the current geological epoch which arose from anthropogenic changes to the Earth system - and its accompanying socio-ecological implications. Sense of Place can be a hybridized tool of personal agency and global awareness for this task. Through the creation, execution and reflection of a 14-student students-teaching-students (STS) course at the University of Vermont in the Spring of 2019, Giannina Gaspero-Beckstrom and Ella Mighell aimed to facilitate a peer-to-peer learning environment that addressed sense of place, social justice and community engagement. The students-teaching-students framework is an alternative educational approach that supports the values and practices of the University of Vermont’s Environmental Program, as well as an intentional breakdown of the hierarchical knowledge paradigm. Using alternative pedagogies (predominately critical and place-based), we attempted to facilitate meaningful learning through creative expression, experiential education, community dialogue and personal reflection. Our intention with this was to encourage awareness and action

Harnessing the creativity of digital multimedia tools in distance learning

Over the past few decades, advances in information and communication technologies, and particularly the digitisation of information, have brought about radical changes in the way media can be produced, distributed and shared. The exchange of information, once predominately the domain of the written word, now also embraces the digital technologies of audio and video. User-generated multimedia content proliferates, and the presence of audio and video adds dimensions that greatly increase the amount of information an audience can assimilate, adding a richness and depth to the messages we want to convey. This paper presents and discusses a creative approach to the use of digital multimedia production tools incorporated in the Open University’s 60 credit level 2 module, T215 Communication and Information Technologies. These tools are used in a way that: - explores new ways to help people understand technical concepts; - supports the development of students’ technical skills; - provides opportunities for students to be creative; - provides an alternative to traditional text-based assessment. We briefly explain the key decisions made by the module team during the design stages of the teaching materials and explain the common assessment framework used throughout the different blocks of the module. We then draw on the experience of two presentations of the module, each attracting around 500 students, to examine how students have engaged with the video creation activities and to identify issues that arise in supporting students for these tasks in a distance learning environment. Finally we discuss the success of the assessment task: a 30-second video designed to explain a technical concept related to one of the module topics

Faith Integration in the Higher Education Online Classroom: Perspectives and Practice

Online instruction in higher education has grown dramatically in recent years, and more faith-based colleges and universities are including online courses as a part of their educational offerings. The integration of faith in learning is an important goal in many of these faith-based institutions; however, the practice of faith integration in online settings presents unique challenges for faculty members. The purpose of this article is to provide support for faculty members teaching online in Christian colleges and universities with faith integration by presenting a series of strategies for their use. Approaches to faith integration are grouped utilizing a model presented by Dulaney et al. (2015) and adapted here for online contexts. Recommendations for working with students of differing faith backgrounds are also provided

Social media in collaborative learning in higher education : a qualitative case study of teachers’ and students’ views

In this study, it was investigated how social media are used in collaborative learning in higher education and also how it can be better used in teaching and learning according to the students and teachers. The research questions of this study were: 1) How social media are used in collaborative learning by the teachers and students in higher education for educational purposes? 2) How could social media be used in collaborative learning process in higher education, according to the students and teachers? Qualitative interviews were conducted to collect the data from ten students and five teachers from the different faculties of University of Lapland and Lapland University of Applied Sciences. In conclusion it was found that, social media were not much used in collaboration with teachers by the students of both institutions. In case of teachers, it was found that all of them were using social media in their collaborative ways of teaching design and they have found social media as useful tool to deliver their teaching. Most of the students and all the teachers found social media to be useful in their teaching and learning. But there were also some challenges faced and areas of improvements identified by them. Thus the higher educational institutions should understand the importance of using social media in teaching and learning and take initiatives to overcome the current challenges identified by the students and teachers

Structure-function relationships at the human spinal disc-vertebra interface.

Damage at the intervertebral disc-vertebra interface associates with back pain and disc herniation. However, the structural and biomechanical properties of the disc-vertebra interface remain underexplored. We sought to measure mechanical properties and failure mechanisms, quantify architectural features, and assess structure-function relationships at this vulnerable location. Vertebra-disc-vertebra specimens from human cadaver thoracic spines were scanned with micro-computed tomography (μCT), surface speckle-coated, and loaded to failure in uniaxial tension. Digital image correlation (DIC) was used to calculate local surface strains. Failure surfaces were scanned using scanning electron microscopy (SEM), and adjacent sagittal slices were analyzed with histology and SEM. Seventy-one percent of specimens failed initially at the cartilage endplate-bone interface of the inner annulus region. Histology and SEM both indicated a lack of structural integration between the cartilage endplate (CEP) and bone. The interface failure strength was increased in samples with higher trabecular bone volume fraction in the vertebral endplates. Furthermore, failure strength decreased with degeneration, and in discs with thicker CEPs. Our findings indicate that poor structural connectivity between the CEP and vertebra may explain the structural weakness at this region, and provide insight into structural features that may contribute to risk for disc-vertebra interface injury. The disc-vertebra interface is the site of failure in the majority of herniation injuries. Here we show new structure-function relationships at this interface that may motivate the development of diagnostics, prevention strategies, and treatments to improve the prognosis for many low back pain patients with disc-vertebra interface injuries. © 2017 The Authors. Journal of Orthopaedic Research® Published by Wiley Periodicals, Inc. on behalf of Orthopaedic Research Society. J Orthop Res 36:192-201, 2018

Teaching with infographics: practising new digital competencies and visual literacies

This position paper examines the use of infographics as a teaching assignment in the online college classroom. It argues for the benefits of adopting this type of creative assignment for teaching and learning, and considers the pedagogic and technical challenges that may arise in doing so. Data and insights are drawn from two case studies, both from the communications field, one online class and a blended one, taught at two different institutions. The paper demonstrates how incorporating a research-based graphic design assignment into coursework challenges and encourages students' visual digital literacies. The paper includes practical insights and identifies best practices emerging from the authors' classroom experience with the infographic assignment, and from student feedback. The paper suggests that this kind of creative assignment requires students to practice exactly those digital competencies required to participate in an increasingly visual digital culture

Write Free or Die: Vol. 02, No. 02

Reading Student Writing Assignments, Page 1 Upcoming Events, Page 1 Writing Committee Members, Page 2 Barbara Walvoord, Page 2 Dangling Modifier, Page 3 Ask Sarah, Page 4 Clayton Barrows Profile, Page 5 Past Perfect, Page 6 Grammar Box, Page 6 Faculty Resources, Page