From The Chronicle of Higher Education
November 12, 2009
http://chronicle.com/blogPost/Course-Requirement-Friend/8827/?sid=wc&utm_source=wc&utm_medium=en
Some professors don't let students see their Facebook pages. Peter Juvinall insists students "friend" him.
The Illinois State University instructor decided the best way to connect with a bunch of freshman business students in a short 8 a.m. class was to conduct much of the course where they are anyway—on Facebook.
So, as he explained during last week’s Educause conference and in a subsequent interview, he uses Facebook as a course-management system by instructing students to “friend” his personal page on the first day of class.
...
Teaching on Facebook works with one of Mr. Juvinall's main messages: that students should think of their online presence as a digital resume. Employers have been known to ask alumni to check out the Facebook pages of job candidates, he points out, since some Facebook users allow anyone within their university's network to view their profiles.
Showing posts with label chronicle. Show all posts
Showing posts with label chronicle. Show all posts
Thursday, November 12, 2009
Tuesday, June 30, 2009
Article: The $5,000 Approach to Teaching Writing
An interesting take on motivating students, external validity and relevance of classroom work with implications for how we might scaffold and support reflection.
The $5,000 Approach to Teaching Writing
By Bob Kunzinger
The Chronicle of Higher Education
June 29, 2009
http://chronicle.com/weekly/v55/i40/40kunzinger.htm?utm_source=at&utm_medium=en
The $5,000 Approach to Teaching Writing
By Bob Kunzinger
The Chronicle of Higher Education
June 29, 2009
http://chronicle.com/weekly/v55/i40/40kunzinger.htm?utm_source=at&utm_medium=en
Monday, June 15, 2009
Article: Studies Explore Whether the Internet Makes Students Better Writers (6/15/09)
Emerging findings from the "Stanford Study of Writing," a five-year study of the writing lives of Stanford students, have important implications for how and where written reflection occurs in students' lives and the role of ePortfolios in supporting these activities.
STUDY EXPLORES WHETHER INTERNET MAKES STUDENTS BETTER WRITERS
The Chronicle for Higher Education
June 15, 2009
http://chronicle.com/temp/email2.php?id=Mr9MvgS2wzmnzwTKdqfgDgdfh9nQMpVp
As a student at Stanford University, Mark Otuteye wrote in any medium he could find. He wrote blog posts, slam poetry, to-do lists, teaching guides, e-mail and Facebook messages, diary entries, short stories. He wrote a poem in computer code, and he wrote a computer program that helped him catalog all the things he had written. But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt. "I got away with it," says Mr. Otuteye, who graduated from Stanford in 2006. "Most of the time." The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
From The Carnegie Foundation for the Advancement of Teaching
STUDY EXPLORES WHETHER INTERNET MAKES STUDENTS BETTER WRITERS
The Chronicle for Higher Education
June 15, 2009
http://chronicle.com/temp/email2.php?id=Mr9MvgS2wzmnzwTKdqfgDgdfh9nQMpVp
As a student at Stanford University, Mark Otuteye wrote in any medium he could find. He wrote blog posts, slam poetry, to-do lists, teaching guides, e-mail and Facebook messages, diary entries, short stories. He wrote a poem in computer code, and he wrote a computer program that helped him catalog all the things he had written. But Mr. Otuteye hated writing academic papers. Although he had vague dreams of becoming an English professor, he saw academic writing as a "soulless exercise" that felt like "jumping through hoops." When given a writing assignment in class, he says, he would usually adopt a personal tone and more or less ignore the prompt. "I got away with it," says Mr. Otuteye, who graduated from Stanford in 2006. "Most of the time." The rise of online media has helped raise a new generation of college students who write far more, and in more-diverse forms, than their predecessors did. But the implications of the shift are hotly debated, both for the future of students' writing and for the college curriculum.
From The Carnegie Foundation for the Advancement of Teaching
Subscribe to:
Posts (Atom)