The Cowl - v.79 - n.22 - Apr 9, 2015

The Cowl - student newspaper of Providence College. Vol 79- No. 22 - April 9, 2015. 21 pages

The Cowl - v.80 - n.9 - Nov 12, 2015

The Cowl - student newspaper of Providence College. Volume 80 - No. 9 - November 12, 2015. 24 pages

Spartan Daily, March 15, 2004

Volume 122, Issue 31https://scholarworks.sjsu.edu/spartandaily/9966/thumbnail.jp

Electronic Ticket and Check-in System for Indico Conferences

Project Specification: This project should build on the existing participant registration module of Indico and provide additional functionalities for managing the check-in process. While in small conferences it is easy to keep track of participants with a simple paper list, such techniques become inefficient when the need to scale the process up arises. Therefore Indico’s participant registration module would be extended with the functionality to generate electronic tickets. This will allow conference organizers to keep track of attendees after they finish the registration process. As part of this project it is also necessary to develop a mobile application that will be used to scan the electronic tickets, identify the user and mark them as checked in when they arrive at the conference. Additionally Indico’s HTTP API would be extended to be used by the mobile application to retrieve data about conferences and attendees. Abstract: The main goal of this project is to simplify the check-in process for conferences that use the Indico conference management system. This is archived by extending Indico’s core to include electronic ticket generation functionality and developing a mobile application that is used to scan the electronic tickets during the check-in process. Indico’s HTTP API is also extended to provide the mobile application with the necessary data

I am not a superhero but I do have secret weapons! : using technology in higher education teaching to redress the power balance

This article explores the role of technology in supporting student learning. It expresses the view that university/college students need to have educators who act as 'superheroes' seeking to understand their students' views of the world and their learning experiences within it. The author explores how a range of 'secret weapons' namely learning and communication technologies have been used by a reluctant adopter (not a superhero) to simply and effectively engage and empower students in the classroom. The overall aim of this approach was to offer students an opportunity to learn in a way that will put them in a strong position to be successful not only at university but also in their life ahead. Beginning with a discussion of the current UK learning context and the power dynamics that exist within the university classroom, the article then goes on to offer practical and pragmatic advice on using a specific range of technologies to support student learning. These technologies are a student response system called Socrative (available as a free smartphone app); Google Sites (a free website building tool - used for enhancing case studies and designing authentic assessments); tablet computers and audio (voice) feedback recorders. The paper concludes with a range of general tips for those adopting new technologies. These include involving the wider team (fellow academics and learning technologists) as well as students. Additionally it encourages thinking about pedagogical and practical approaches that need to be considered when adopting new technology either in the classroom or in assessment

The Cowl - v.82 - n.10 - Nov 16, 2017

The Cowl - student newspaper of Providence College. Volume 82, Number 10 - November 16, 2017. 24 pages

The Cowl - v.81-n.24 - May 4, 2017

The Cowl - student newspaper of Providence College. Volume 81, Number 24 - May 4, 2017. 32 pages

The Impact of the Lead Teacher Professional Learning Community within the Rice University Mathematics Leadership Institute

Now in its fourth year, Rice University’s Mathematics Leadership Institute (MLI) has developed over sixty high school mathematics Lead Teachers. We focus on how membership in MLI has impacted participant teachers’ professional lives. The Lead Teacher community that emerged during MLl’s first Summer Leadership Institute embodies the characteristics of a sustaining and coherent knowledge community where teachers are able to share their secret “stories of practice in safe places . . . in order to make their personal practical knowledge explicit to themselves and to others” [1]. This article includes stories of individual teachers who refused to sacrifice hours of instructional time for mandated curriculum testing, who encouraged and supported a large group of MLI teachers to participate in a grueling advanced certification program, and who challenged the local administration’s expectation to compromise personal professional standards. These stories may not have emerged in their particular ways had these teachers and their supporting co-manager not been members of this coherent and sustained knowledge community. This knowledge community has enabled the achievement of MLI goals with respect to teachers’ increased mathematics content knowledge, leadership development, and student achievement. We also include focus group comments and quantitative data