Friday, October 25, 2013

Twitter, Women and Power - NYTimes.com

Twitter, Women and Power - NYTimes.com:

'via Blog this'

Monday, October 21, 2013

Skepticism about online degrees, Kresge-supported study finds | News | The Kresge Foundation

Skepticism about online degrees, Kresge-supported study finds | News | The Kresge Foundation:

'via Blog this'

Wednesday, September 25, 2013

Monday, September 23, 2013

MPS for Penelope

MPS

test results
performance reports

http://www2.milwaukee.k12.wi.us/acctrep/mpsspr.html

SCHOOL PERFORMANCE REPORT

The Milwaukee Public Schools proudly presents the 2011-12 School Performance Report to parents and the community. This report provides information on student achievement and other outcomes for the Milwaukee Public Schools (MPS). The state of Wisconsin requires all school districts in the state to report specific selected data on students in a School Performance Report. Data is detailed for each MPS elementary, K-8, middle, middle-high, high and K-12 school, as well as totals for the district and the state for comparison.

There are 16 separate sections of information for 2011-12 presented in this report:
1. Wisconsin Knowledge and Concepts Examination for grades 4, 8, and 10	9. Graduation Requirements
2. Attendance Rate	10. Post-Graduation Follow-up
3. Habitual Truant Rate	11. ACT Test Results
4. Retention Rate	12. Advanced Placement and International Baccalaureate Exams
5. Suspension Rate	13. School-Sponsored Activities
6. Expulsion Rate	14. Extra/Co-Curricular Activities
7. High School Dropout Rate	15. District Revenues and Expenditures
8. High School Graduation Rate	16. District Personnel

For most of the sections, data is presented by individual school, the district and the state. In each section we suggest you first read the description about the data. This description explains how the data is computed. Important highlights of the data and recent trends are also presented. This should help you better understand the data found in the accompanying table.

Click here to view the 2011-2012 School Performance Report for Milwaukee Public Schools.
Click here to view the 2010-2011 School Performance Report for Milwaukee Public Schools.
Click here to view the 2009-2010 School Performance Report for Milwaukee Public Schools.
Click here to view the 2008-2009 School Performance Report for Milwaukee Public Schools.

If you have any questions about this information, please contact the Milwaukee Public Schools Department of Research and Evaluation at 414-475-8520.
'via Blog this'

Thursday, August 22, 2013

Learning How To Overcome Trust Issues | Lifescript.com

Learning How To Overcome Trust Issues | Lifescript.com:

'via Blog this'

Retention of Research Records and Destruction of Data

Retention of Research Records and Destruction of Data

Virginia

What do you do with your data and other research materials once the study has concluded? Different regulations apply to how long you are required to store records after the completion of research, and you must keep records for the longest applicable period of time. Federal regulations require research records to be retained for at least 3 years after the completion of the research (45 CFR 46) and UVa regulations require that data are kept for at least 5 years. Additional standards from your discipline may also be applicable to your data storage plan. Research that involves identifiable health information is subject to HIPAA regulations, which require records to be retained for at least 6 years after a participant has signed an authorization. Finally, research sponsors may require longer retention periods. In sum, you must keep your research records for at least 5 years and possibly longer, depending on the longest applicable standard. Another good practice is to retain data until there is no reasonable possibility that you will be required to defend against an allegation of scientific misconduct.

Notice that these regulations do not specify when you must destroy data, only state the minimum amount of time you must retain it. As long as you can guarantee that your research records are secure, you can keep them indefinitely. Of course, practical considerations of storage space may make this impossible. Moreover, some participants may object to retention of their study records for an indefinite amount of time. Ideally, you should define your retention policy in your consent form, so that your participants can agree to it. Sometimes researchers wish to reuse data for subsequent studies. If you anticipate this situation, you should state in your consent form that data may be retained for use in future studies. In this case, you should destroy any identifying information and linking files once you have kept them for the longest applicable standard. Especially if participants are unable to give consent to additional uses of their data, all records should be de-identified before use. Careful data storage for subsequent use prevents researchers from collecting the same data over and over again, protecting participants from inefficient research practices and exposing them to less risk. For more information about data management, please see UVa Library's website on data management.

When research records are to be destroyed instead of stored securely, you should remember to protect your participants’ confidentiality throughout the process. Paper records should be shredded and recycled, instead of carelessly tossed in the garbage. Records stored on a computer hard drive should then be erased using commercial software applications designed to remove all data from the storage device. Contact ITC for more information on erasing electronic records. For data stored on USB drives or recorded data on tapes, CDs, or DVDs, the storage devices should be physically destroyed. You should keep records stating what records were destroyed, and when and how you did so.

Thursday, August 15, 2013

WPI Teaching with Technology Collaboratory - Improving the Use of Discussion Boards

WPI Teaching with Technology Collaboratory - Improving the Use of Discussion Boards:

'via Blog this'

Sunday, August 4, 2013

The Keys to Inquiry: Section I

The Keys to Inquiry: Section I:

'via Blog this'

Thursday, August 1, 2013

Teaching Resources - Bloom's Taxonomy of Cognitive Levels

Teaching Resources - Bloom's Taxonomy of Cognitive Levels: "demonstrate the correct usage of a method or procedure."

'via Blog this'

Saturday, July 13, 2013

Regent University - School of Communication & the Arts - Contact Us

Regent University - School of Communication & the Arts - Contact Us

PhD

Thursday, June 13, 2013

Job Details: Director of Center for Online Learning, Research and Service (COLRS)

Job Details: Director of Center for Online Learning, Research and Service (COLRS):

'via Blog this'

Job Details

Category:

Academic Professional

Title:

Director of Center for Online Learning, Research and Service (COLRS)

Location:

Springfield

Close Date:

07/05/2013

Description:

The Director of the Center for Online Learning, Research and Service (COLRS) is responsible for leading the pedagogical and technological support of the faculty teaching online and supervising the staff and activities of the Center. In addition, the Director is responsible for leading and carrying out research and service through the online medium, securing grants and promoting innovation in technology-assisted learning. The Director provides national leadership in online learning – sharing the innovative practices and concepts developed by COLRS and UIS. This position reports to the Associate Vice Chancellor for Online Learning.

Duties:

Characteristic Duties and Responsibilities:

· 1. Provide campus leadership and administer support for the more than 200 faculty members who deliver learning online to the one-third of UIS students who are online degree majors and the 60% of UIS students who take online learning classes each semester.

· 2. Conceptualize, revise, develop and deploy the online learning support structure for faculty members who are teaching the approximately 450 classes offered each semester online at UIS.

· 3. Conceptualize, write, secure, administer and serve as fiscal officer and principal investigator for national grants in online learning. Specifically, to build upon the record of securing millions of dollars in national projects in the field of online learning, to aggressively expand the UIS national agenda of grant-supported research into cutting-edge technological and pedagogical studies that help to shape the emerging practices in higher education nationally.

· 4. The director must teach an online course(s) to remain current with issues and best practices and to demonstrate the practice of innovation and leadership in online learning teaching.

· 5. Maintain and extend the UIS reputation for excellence in online learning, through research, peer-reviewed publication and national presentations.

· 6. Propose, develop, and efficiently execute budgets and fiscal officer responsibilities for multiple national grants, online learning fees, and appropriated budgets.

· 7. Advise the Associate Vice Chancellor for Online Learning, Vice Chancellor for Academic Affairs and the Chancellor on the development of new policies, practices and initiatives addressing the evolving role of the Internet and related technologies in higher education as they relate to UIS.

· 8. Anticipate changes in higher education delivery as they relate to online learning and assure that UIS remains in a leadership position, protecting and expanding the online enrollment base.

· 9. Ensure that the multi-part mission (learning, research and service) of COLRS is fulfilled – developing new modes for online curriculum delivery, identifying funding to support new research in online learning, and creating opportunities for UIS to perform service online, including:

o Review, revise, develop and expand the faculty research fellows program

o Create and teach faculty development programs and workshops on online learning

o Seek out opportunities for collaboration in online learning research and practice with other higher education institutions

· 10. Meet with campus committees, cabinets, administrators, and faculty members to advise; plan; devise; design; propose; and promote university-wide practices and policies; and implement those policies to create measurable innovation and excellence in online learning.

Qualifications:

Qualifications/Minimum Education and Work Experience:

This position requires:

1. A doctorate.

2. Qualifications for faculty appointment.

3. Experience in teaching online, including at least three years in leading online learning at a college or university.

4. State and/or regional recognition and leadership in online learning.

5. Experience in higher education administration.

6. Fiscal officer, budget and planning experience.

7. Grant-getting experience.

8. Ability to collaborate with a variety of constituencies.

9. Excellent oral and written skills.

10. Zeal for online learning.

Preferred Experience:

1. Work with community colleges and online degree completion programs.

2. Peer reviewed publications on online learning.

Application Process:

To apply, please select the "Apply To Job" tab below and upload a letter of application addressing qualifications related to the position, a resume and the names and contact information for at least 3 references.

UIS is an affirmative action/equal opportunity employer with a strong institutional commitment to recruitment and retention of a diverse and inclusive campus community. Persons with disabilities, women, and minorities are encouraged to apply.

Back to Job Board

Saturday, June 8, 2013

Gluten-free diet: What's allowed, what's not - MayoClinic.com

Gluten-free diet: What's allowed, what's not - MayoClinic.com:

'via Blog this'

Friday, May 17, 2013

Educational Jargon Generator

Educational Jargon Generator:

'via Blog this'

Thursday, May 9, 2013

The Rise of Teaching Machines - The Digital Campus 2011 - The Chronicle of Higher Education

The Rise of Teaching Machines - The Digital Campus 2011 - The Chronicle of Higher Education:

Adaptive learning
Gamification
Badges

'via Blog this'

Adaptive learning, vendor comparison, etc.

Education Growth Advisors

LEARNING TO ADAPT:
A Case for Accelerating Adaptive
Learning in Higher Education

http://edgrowthadvisors.com/wp-content/uploads/2013/03/Learning-to-Adapt-White-Paper_Education-Growth-Advisors_March-2013.pdf

http://screencast.com/t/DfX33IAX

'via Blog this'

Tuesday, May 7, 2013

Man's runny nose was brain leaking fluid | Fox News

Man's runny nose was brain leaking fluid | Fox News:

'via Blog this'

UMN overview of Mead Dept of Ed

http://www.oit.umn.edu/prod/groups/oit/@pub/@oit/@web/@evaluationresearch/documents/article/oit_article_336064.pdf

t TEL
Instructors interested in technology-enhanced learning (TEL) frequently want to know whether digital technology is
educationally effective. Their question is not whether students like digital technology, or whether students are
engaged by it, but instead whether it enhances student learning outcomes.
Despite a growing body of research into TEL, it is hard to give a simple answer to this question, in part because
TEL studies are frequently deeply embedded in a particular context, which makes it difficult to know how well the
studies generalize outside of that context.
A recent thorough and methodologically sound meta-analysis1
by Barbara Means and colleagues for the U.S.
Department of Education helps to address this problem by providing an overview of conclusions that are supported
overall by the research on TEL. Means’ primary concern was to compare the effectiveness of courses with an online
component2
to fully face-to-face courses.
Means used a stringent selection procedure in selecting studies for the meta-analysis, limiting the studies to
those that used a comparative research design, measured learning outcomes objectively, controlled statistically for
possible differences between control and treatment samples, and reported effect sizes for student learning
outcomes. This procedure yielded 50 contr

'via Blog this'

Learning Theory - What are the established learning theories?

Learning Theory - What are the established learning theories?:

'via Blog this'

Sunday, April 14, 2013

LUXURY DOWNTOWN LIVING - INNOVATIVE/HISTORICAL PRESERVATION

LUXURY DOWNTOWN LIVING - INNOVATIVE/HISTORICAL PRESERVATION:

Purdue Housing

'via Blog this'

joostennotes