Last March, Randy Bass and Bret Eynon (LaGuardia Community College) shared their thoughts on teaching, learning, and technology as guest bloggers for The Chronicle of Higher Education’s Wired Campus blog.
Posts Categorized: Innovation
Creating ePortfolios, which are digital collections of student work, helps students to articulate their academic goals, make connections across disparate courses and disciplines, and reflect back on work done throughout their academic careers.
A recent article in the Washington Post highlighted some of the issues surrounding students, technology, and contemplation explored by last semester’s guest speaker David Levy in his talk “No Time to Think” and at CNDLS’ December 2008 Symposium “Teaching to Connect the Heart and Mind.”
In the following post, CNDLS Graduate Associate Lindsay Pettingill addresses the challenges of assessment in the digital age and shares a helpful resource.
After conducting preliminary assessment interviews for the Apprenticeship in Teaching Program, the AT team noticed a recurring theme in participants’ answers; they want to feel like they are part of a cohort or student community as they travel through the program.
With the support of a Curriculum Enrichment Grant, Professor Sarah McNamer’s Medieval Literature students were able to experience a thrilling night at the Kennedy Center watching the Washington Ballet’s performance of Don Quixote.
Check out the featured blog “Freedom Without Walls.” This blog was designed to collect and publicize information about events taking place this week at Georgetown to commemorate the anniversary of the fall of the Berlin Wall.
CNDLS’ Digital Commons team has just released the first in a new series of podcasts which will explore uses of digital tools in Georgetown classrooms.
CNDLS is researching innovative educational uses for a wide variety of Web 2.0 tools, including microblogging, social bookmarking, and data visualization tools.
CNDLS Writer/Editor Theresa Schlafly explores questions about technology and students’ writing skills, drawing on a recent Stanford study which analyzed students’ informal writing along with their written assignments.