Writing useful comments on students’ work can be a fine art. And for instructors who put a lot of effort into crafting a critique, there’s always a substantial risk students will skip the written feedback and go right to the grade.
When Michael Henderson is grading his students’ final assignments, he likes to skip the written comments for them. Instead of a red pen, Mr. Henderson, a senior lecturer in education at Monash University, in Australia, takes out a video camera. He records a five-minute, unscripted critique for each student. He doesn’t bother editing the videos, even if he says “um” a lot or has to rephrase a sentence or two.
By Steve Kolowich
Read more.
http://chronicle.com/blogs/wiredcampus/
Wednesday, February 25, 2015
As High-Tech Teaching Catches On, Students With Disabilities Can Be Left Behind
Educational innovations like the flipped classroom, clickers, and online discussions can present difficulties for students with disabilities.
The issue was highlighted this month, when Harvard University and the Massachusetts Institute of Technology were sued for allegedly failing to provide such students with closed captioning for online lectures and course materials.
Peter Blanck, chairman of the Burton Blatt Institute at Syracuse University and author of eQuality: The Struggle for Web Accessibility by Persons With Cognitive Disabilities (Cambridge University Press, 2014), said blind and deaf students need to be considered when shifting core parts of teaching to the Internet.
By Casey Fabris
Read more.
http://chronicle.com/
The issue was highlighted this month, when Harvard University and the Massachusetts Institute of Technology were sued for allegedly failing to provide such students with closed captioning for online lectures and course materials.
Peter Blanck, chairman of the Burton Blatt Institute at Syracuse University and author of eQuality: The Struggle for Web Accessibility by Persons With Cognitive Disabilities (Cambridge University Press, 2014), said blind and deaf students need to be considered when shifting core parts of teaching to the Internet.
By Casey Fabris
Read more.
http://chronicle.com/
Monday, February 23, 2015
Wednesday, February 18, 2015
Illumination in Education
SDSU's Matt Anderson is changing the face of online learning.
Is it magic? Or is it physics in action?
Matt Anderson, a physics professor at San Diego State University, together with a team of engineers from SDSU's Instructional Technology Services are defying instructional norms with the introduction of a unique learning tool.
The innovation — dubbed Learning Glass — is an LED-lit glass board that faculty can use to write on or project PowerPoints and video, while maintaining eye contact with their students.
By Hallie Jacobs
Read more.
http://newscenter.sdsu.edu
Is it magic? Or is it physics in action?
Matt Anderson, a physics professor at San Diego State University, together with a team of engineers from SDSU's Instructional Technology Services are defying instructional norms with the introduction of a unique learning tool.
The innovation — dubbed Learning Glass — is an LED-lit glass board that faculty can use to write on or project PowerPoints and video, while maintaining eye contact with their students.
By Hallie Jacobs
Read more.
http://newscenter.sdsu.edu
Monday, February 16, 2015
Harvard and M.I.T. Are Sued Over Lack of Closed Captions
Advocates for the deaf on Thursday filed federal lawsuits against Harvard and M.I.T., saying both universities violated antidiscrimination laws by failing to provide closed captioning in their online lectures, courses, podcasts and other educational materials.
“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”
By Tamar Lewin
Read more.
http://www.nytimes.com/
“Much of Harvard’s online content is either not captioned or is inaccurately or unintelligibly captioned, making it inaccessible for individuals who are deaf or hard of hearing,” the complaint said, echoing language used in the M.I.T. complaint. “Just as buildings without ramps bar people who use wheelchairs, online content without captions excludes individuals who are deaf or hard of hearing.”
By Tamar Lewin
Read more.
http://www.nytimes.com/
Thursday, February 5, 2015
3 Things Academic Leaders Believe About Online Education
The Babson Survey Research Group released its annual online-education survey on Thursday. The Babson surveyors, Jeffrey Seaman and I. Elaine Allen, have been tracking online higher education since 2002, soliciting responses from chief academic officers at thousands of institutions.
By Steve Kolowich
http://chronicle.com/blogs/wiredcampus
Read more.
By Steve Kolowich
http://chronicle.com/blogs/wiredcampus
Read more.
The MOOC Hype Fades, in 3 Charts
Few people would now be willing to argue that massive open online courses are the future of higher education. The percentage of institutions offering a MOOC seems to be leveling off, at around 14 percent, while suspicions persist that MOOCs will not generate money or reduce costs for universities—and are not, in fact, sustainable.
By Steve Kolowich
Read more.
http://chronicle.com/blogs/wiredcampus
By Steve Kolowich
Read more.
http://chronicle.com/blogs/wiredcampus
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