Introducing: Classroom Salon

In 2008, Professors David Kaufer, a humanist, and Ananda Gunawardena, a computer scientist, wondered if it was possible to design software that would encourage social reading and annotation. The result is Classroom Salon, and Professor Gunawardena will demonstrate how to you can use it to create an interactive online learning environment in which learners simultaneously build and benefit from collective intelligence of the group, using tags, questions, annotations, and really cool analytics

The Center for Teaching & Learning: July 1, 2014 - December 2015

Contents: From the Director New Center Supports Teaching and Learning CTL Supports Scholarly Publishing iCE Platform Fosters Interactive Learning Experience A Physical and Virtual Makeover for Scott Library Reaching Out to Our Users Exhibits & Special Events Staff Highlight

Connecting a Community through a Family Literacy Project and Virtual Writing Collaboration: University Students Facilitate Access to Literature during the Pandemic

The importance of accessing and sharing children’s literature took on new meaning as educators pivoted to remote and online learning models over the course of the past school year. In light of the pandemic, College of Education pre-service educators enrolled in a Fall 2020 Language and Literacy Development course (which is usually scheduled to meet face-to-face twice a week) was re-structured as hybrid, where a group of students were scheduled to meet partially face-to-face and partially online on a weekly basis. I planned to adapt my family literacy project collaboration with a local community center, an academic service learning assignment that I incorporate each semester as part of the course. A second community literacy project embedded in the course involved reading and discussing Look both ways: A tale told in ten blocks (Reynolds, 2019), short stories that detail experiences of middle school characters on their walk home from school. My original plan was for both middle school students and pre-service educators to draft personal place-based writing short stories- inspired by the mentor text- and participate in writing conferences. Instead, Zoom sessions were conducted in which both sets of students virtually conferenced about their writing pieces when schedules allowed. In this manner, authentic conversations about writing were being cultivated through a virtual approach

25th Annual Conference Program

Welcome, by Virleen Carlson (Conference Coordinator), Bill Burke (Program Chair), Christine Stanley (President) Core Committee, 2000-2001 POD Presidents/Conference Sites Conference Overview Acknowledgements Pre-Conference Workshops Conference Schedule Mission Statemen

25th Annual Conference Program

Welcome, by Virleen Carlson (Conference Coordinator), Bill Burke (Program Chair), Christine Stanley (President) Core Committee, 2000-2001 POD Presidents/Conference Sites Conference Overview Acknowledgements Pre-Conference Workshops Conference Schedule Mission Statemen

The Journal of the Center for Interdisciplinary Teaching and Learning

IMPACT: The Journal of the Center for Interdisciplinary Teaching & Learning is a peer-reviewed, biannual online journal that publishes scholarly and creative non-fiction essays about the theory, practice and assessment of interdisciplinary education. Impact is produced by the Center for Interdisciplinary Teaching & Learning at the College of General Studies, Boston University (www.bu.edu/cgs/citl).In this issue, podcasts are looked at as a pedagogical game changer. Using the award-wining podcast Serial as their catalyst, this issue's essayists look at podcast's emerging role in higher education, how multimodal learning can help students find their voices, the podcast's place in the curriculum at a criminal justice college, and how podcasts can inspire students to reflectively assess their own writing. Our reviewers take a critical look at the podcasts Welcome to Night Vale and Revisionist History

Authentic workplace situations as a motivational element in foreign language learning in vocational education on the example of the hairdresser syllabus

The goal of teaching English as a foreign language has remained the achievement of communicative competence and the 21st-century challenges the teachers and learners in finding motivation for teaching and learning. The aim of the present Master thesis is to find out how the authentic learning environment and authentic activities support the motivation level of foreign language learning and develop communication skills of hairdresser students in Tartu Vocational Education Centre. The research question was answered through former hairdresser students’ perceptions before and after the exposure to authentic learning. The results of the study show how the perceptions changed after experiencing authentic learning and whether the process increased learners’ motivation when using a foreign language for communicative purposes. The present thesis comprises of an introduction, two core chapters and a conclusion. The introduction of the paper explains the situation of vocational education in Estonia, defines the need for authentic learning, and focuses on previous research in the field. The first chapter gives an overview of the concept of authenticity, introduces authentic learning and its characteristics, explains how authentic learning raises motivation and discusses the areas of concern. The second chapter introduces the research design, including the research instruments and a discussion of the procedure of the study. The results of the research are analysed and compared to previous studies. The conclusion summarises the two chapters presented in the paper, focuses on the major findings as well as limitations and practical value of the current thesis.https://www.ester.ee/record=b5156583*es

Taking Flight as a Campus Partner: Library Programs Support a Residential Curriculum

In this chapter, librarians discuss the process of taking part in a university co-curricular residential learning program that effectively tripled attendance at library workshops and continues to challenge and inspire librarians to try new topics and partnerships. By connecting the programs to campus learning goals, the number of library events grew 50% over one year, with individuals from multiple library departments hosting or supporting the events. The authors also include descriptions of efforts related to planning, marketing and assessment of these programs and offer some benefits and challenges to UD’s program model. As the demand for campus programs continues to rise, growth management and coordination, as well as considerations for the future are discussed. This chapter provides helpful case studies, program models, and a feasible structure for all types of libraries. Even without a library-based incentive program, libraries can use these tools, techniques and the program management model to reach their student population and create quality programs to help them reach their destination.https://ecommons.udayton.edu/books/1056/thumbnail.jp

2013 Symposium on Scholarship of Teaching and Learning: Conference Program

The Nexen Scholars Program and the Institute for Scholarship of Teaching and Learning at Mount Royal Universit

The challenge of 21st Century literacies

In the second edition of their influential book on ‘New Literacies’, Lankshear & Knobel (2006) argued that engagement with these practices was ‘largely confined to learners’ lives in spaces outside of schools’ (p.30). That was nearly ten years ago, and in some respects very little has changed. Of course, in many classrooms there’s a lot more technology than there was, provision of smartboards desktops, laptops and portable devices is better, and there is a greater variety of software and hardware on offer. But even when equipment is available, up-to-date and in good working order, problems of curriculum integration still arise. Despite all the rhetoric about the importance of ‘new’ or ‘digital’ literacies in education, recent curriculum reforms and their associated assessment regimes have tended to privilege traditional literacy skills and print text. Although some innovative teachers are able to incorporate 21st Century Literacies in their classroom practice (see digitalfutures.org for example), for others the challenge is greater, particularly when it is coupled with competing curriculum priorities or the extensive blocking of websites associated with certain approaches to Internet safety (Hope, 2013). An expansive view of new literacies in practice somehow seems hard to realize