Technologies are made up of both technical objects and the cultural practices and behaviors that arise around, in and through these technical objects. As you might expect, these cultural practices have a way of shaping our use of the next generation of technology (think: “desktop” interface for computers). So, when we say ‘lecture capture,’ weRead more about Forget ‘Lecture,’ Tegrity Transcends The ‘Sage On The Stage’[…]
Have you had a chance to check out UW2-121? It is the University of Washington Bothell’s Digital Media Lab! Inside you will find twenty-four high-end audio, photo and video production machines. The Digital Media Lab, or DML for short, is an open computer lab, a tutoring space and a digital media classroom. We offer in-classRead more about Digital Media Lab: A Media Oasis[…]
UW Bothell student and Learning Tech Assistant Avalon Willows gives her perspective on ePortfolios:
As a student who has gone through two portfolio classes already, I have been around my fair share of ePortfolio frustration. Any UWB student will agree with me when I say that the process of compiling a portfolio, while technically easy, is very tedious. On top of that, many students just don’t “get” the ePortfolio; the reason for it is just unclear. This causes many students to have feelings of disdain towards the degree requirement.
This is unfortunate, considering that an ePortfolio can be a very useful tool for students. ePortfolios show things that a college transcript or GPA won’t. They showcase the hard work that goes into individual assignments, they reflect on individual learning styles and processes, and of course, they show what fantastic work you have the ability of producing.
Reflection is a vital part of the education process, and ePortfolios allow students to reflect on progress in the beginning, middle and end of their time in college. This allows room for improvement and perhaps the creation of set goals. Personally, when I was going through past assignments to build my ePortfolio, I came across a lot of work that I enjoyed reflecting on. Some assignments I had turned in in such a hurry that I didn’t even realize what great work I had produced. While reviewing other assignments, I often found things I didn’t like—so, I took note and used it for improvement in my future work.
There will be new online tools available for use once the campus moves to Blackboard 9.1 for spring quarter, 2012. One of those new tools will be SafeAssign which helps instructors prevent plagiarism by detecting unoriginal content in student papers. How it works is that an instructor sets up a SafeAssign assignment turn in area,Read more about Blackboard 9.1 Close Up: Plagiarism Prevention using SafeAssign[…]
Having good course learning goals are essential for not only developing effective hybrid classes but for teaching courses in any format whether face-to-face, hybrid and online.
Essentially, learning goals answer the question of what a student will have learned.
For students, learning goals help to illuminate what’s important in a course and make it easier to reflect on their learning at the end of a course. This learning roadmap is especially important for students who are taking a hybrid course since there is more out-of-classroom learning which can sometimes lead to miscommunication.
For faculty, learning goals can help structure a course and make it easier to determine what will be evaluated throughout the course. Course-level goals can also be used to create learning goals for modules or units within a course.
So what goes into creating a good learning goal?