Don Tapscott, author of titles such as
*Grown Up Digital: How the Net Generation is Changing Your World
*Growing Up Digital: The Rise of the Net Generation
*Wikinomics: How Mass Collaboration Changes Everything
believes in the value of mentoring. Reverse mentoring to be specific; his mentor is 23 years old. Don also shares insight from his survey of 11,000 people in 10 countries, focusing particularly on this 8 million strong generation of Millennials.
The largest group ever to enter the workforce or higher education, Tapscott acknowledges their unique experience with social media will change the way we work. Tapscott believes you need to do more than focus on your customers – you need to engage them and co-innovate customized, products, experiences, and jobs.
Go here to view presentation.
Centre for Teaching and Learning, Cate Walker Hammond
February 5th, 2010
We have just completed week four and the KPI surveys. This might be a good time to collect some fast feedback from the students in your course(s) about how well YOU are managing their expectations as learners. I have provided a link to the “Start-Stop-Continue” form on the Centre for Teaching & Learning web page. (Teaching Tools Tab on MocoMotion) http://spin.mohawkcollege.ca/ctlr/docs/stop-start-continue-form.pdf
You may want to use this form with your class. You could post it on your on-line learning space.
Another option is to distribute blank paper during the last 5-10 minutes of a class and ask students to answer two questions about their learning environment:
1) Which practices most help you to learn? 2) Which practices could be improved?
Ideally, you will want to respond to the students’ feedback in the next class. It is helpful for students to hear that they have different perspectives and learning preferences. What one person likes another dislikes. You are attempting to satisfy different learning styles. Do let students know what, if anything will change as a result of the feedback.
Peter Seldin and Associates, in Evaluating Faculty Performance, believes gathering data and taking action to address any problems that arise virtually guarantees higher ratings when the formal feedback process takes place.
The formal survey process will likely take place towards the end of the term, using the electronic Student Feedback on Teaching survey. You will hear more about this from the Institutional Research Department or your Associate Dean.
February 5th, 2010
This Reading Week, eLearning Services will be offering a series of Introductory, Course Configuration, and Drop-In sessions. These sessions will be of interest to faculty who are migrating to eLearn@Mohawk, but also to anyone who wants to learn about the new system.
The offerings and schedule can be found here.
February 3rd, 2010
One noteworthy example of institutional commitment to assessment through effective rubric design is the Critical Thinking Project at Washington State University, a collaboration between WSU’s Center for Teaching, Learning, and Technology, its General Education Program, and its Writing Program.
They have identified seven performance criteria for critical and integrative thinking:
1. Identifies and summarizes (and appropriately reformulates) the problem, question, or issue
2. Identifies and considers the influence of context (cultural/social, educational, technological, political, scientific, economic, ethical, or experiential) and assumptions
3. Develops, presents, and communicates individual perspective, hypothesis, or position
4. Presents, assesses, and analyzes appropriate supporting data/evidence
5. Integrates issue using other disciplinary perspectives and positions (to qualify analysis)
6. Identifies and assesses conclusions, implications, and consequences
7. Communicates effectively
Washington State University, 2006
To download a copy, click on the link.
http://spin.mohawkcollege.ca/ctlr/docs/Critical_Thinking_Rubric.pdf
January 29th, 2010
In “Once upon a school”, Dave Eggers shares an inspiring insight into applied innovation, reminding us of the power of collaboration and the connection between learning and laughter.
Go here to view
Centre for Teaching and Learning, Cate Walker Hammond
January 29th, 2010
This update focuses on system and resource improvements on eLearn@Mohawk since October 2009, and presents the progress made to date, the current enrolment and usage, the immediate challenges, and the work that still needs to be completed. The most significant advances since October include the successful Banner integration, and the completion and availability of Modules 1 and 2 of the eLearning Certificate Program.
To view the January 2010 eLearn@Mohawk Project update document, go here.
January 28th, 2010
This week, I have chosen an interesting article from Dr. Ron Berk, Professor Emeritus, Johns Hopkins University. The focus of the article is on how to adjust teaching to meet the instructional needs of our Net Generation students in order to be more effective teachers in the future.
Net Geners is the generation that never knew a world without computers. Dr. Berk asks, “What do we know about this generation that can direct your efforts to provide effective instruction in higher education? Why should you change your teaching methods? Specifically, how do you change? What do you change?
Below are his thoughts on how to improve teaching in the future:
1. The 20 Net Gener Characteristics described in this article indicate that these students crave in-class and out of-class experiences that are active, participatory, visual, collaborative, fast moving, quick thinking, rapid responding, emotionally freeing and spontaneous. They must be ENGAGED.
To learn more about the 20 learner characteristics of the net generation and how you can adjust your teaching, click on the article:
https://webmail.mohawkcollege.ca/owa/redir.aspx?C=93bf3220cbdb40979a909577726474a6&URL=http%3a%2f%2fwww.ronberk.com%2farticles%2f2009_strategies.pdf
http://www.ronberk.com/articles/2009_strategies.pdf
2. Since your students live in a complicated remixed, mashed-up digital, mobile, always-on media environment; your classroom should be active, collaborative, social, and learner-centered environment.
3. Plan memorable learning experiences that draw on their multiple intelligences and learning styles, which may even include dynamic, animated PowerPoint lecture segments in the mix. Anything less, they will probably consider borrrrrrring? Please don’t waste your students’ time assigning in-class exercises that could be performed outside of class. (think blended learning).
4. Make every effort to custom-tailor your methods to fit your students. Every student should have the opportunity to succeed and perform at the highest level in your courses.
Dr. Berk observes that, “the dramatic contrast between the Net Geners and previous generation of students points to the importance of learner-centered teaching strategies blended with the latest technology.
Posted by Roberta Burke, Faculty Development
January 22nd, 2010
If you think academic integrity is important, but don’t want to be the watchdog, this alternative method of using Turnitin may be for you!
Students are responsible for submitting their own work to Turnitin for proper citation or potential plagiarism; and you, the teacher, don’t enter the Turnitin environment. Students enroll in a school-centralized account and are free to upload and check assignments without teachers having to create class I.D.s and assignments in Turnitin.
If you are interested in learning more about this alternative, contact Peggy French, Outreach and Instruction Librarian, peggy.french@mohawkcollege.ca . The Library will provide access and training for this helpful tool.
The following information is provided to students through the Library website and program guides:
Turnitin’s Originality Checking allows students to proof work for improper citation or potential plagiarism by comparing it against continuously updated databases, including journal articles, paper mills, and work previously submitted through Turnitin. Every Originality Report provides students with the opportunity to ensure proper citation methods as well as to safeguard their academic integrity.
Cite Your Sources page on The BRAIN provides great information. If one still encounters difficulties, contact Peggy French to set up a time for more assistance or attend one of the Library’s help sessions.
Psst…! Students will need a class I.D. and password. These are based on your program’s school (e.g. Social Worker would use the School of Human Services’ login information). Students can get this info from their teacher, the e-Library at x 2444, or see your program’s LibGuide.
Timesaving Tips for Original Turnitin Accounts
If you would like an instructor account for Turnitin to track assignments, Peggy French can also create it. You would be in charge of setting up the assignments’ parameters and tracking the originality reports. The Library has tips for making this option more user-friendly as well.
For eLearn users, great news! Turnitin will be seamlessly integrated to the teaching and learning environment. Stay tuned!
Posted by Roberta Burke, Centre for Teaching and Learning
January 15th, 2010
Imagine working in a culture of I CAN. A contagious culture of awareness and empowerment, where learning is embedded in real world context. Kiran Bir Sethi was infected with the I CAN bug while attending College; inspired by a teacher who challenged, encouraged, and believed in her. Kiran Bir Sethi’s Riverside School role models being the change you want to see in the world, and offers exciting possibilities for education, workplaces, and communities.
Go here to view presentation
Centre for Teaching and Learning, Cate Walker Hammond
January 15th, 2010
We all know change is our only constant, and this thought-provoking webinar provides insight on how each generation approaches change, and strategies for engaging and creating ownership throughout cultural change. Listen to archived webinar:
Go here
Centre for Teaching and Learning, Cate Walker Hammond
January 8th, 2010
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