Mark Kann

February 24, 2009

Mark E. Kann, University of Southern California Multimedia in the Classrom at USC: A Ten Year Perspective Does multimedia scholarship add academic value to a liberal arts education? How do we know? Looking back at the history of the Honors Program in Multimedia Scholarship at USC, Mark Kann draws on his own teaching experience, discussions […]

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Bernie Cook

February 24, 2009

Bernie Cook, Georgetown University Producing Audiovisual Knowledge: Documentary Video Production and Student Learning in the American Studies Classroom Traditionally, academic institutions have segregated multimedia production from disciplinary study. Bernie Cook wondered what his American Studies students would learn from working collaboratively to produce documentary films based on primary sources, and what he in turn might […]

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Rina Benmayor

February 24, 2009

Rina Benmayor, California State University, Monterey Bay Theorizing Through Digital Stories: The Art of “Writing Back” and “Writing For” Discovering how digital stories engage students in critical, theoretical frameworks lives at the center of Rina Benmayor’s work. Through her course, Latina Life Stories, Rina asked each student to tell his or her own life story […]

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Assessment, CSU-Monterey Bay, Digital Stories, Finding Evidence of Learning, Multicultural Teaching, Scholarship of Teaching & Learning, Social Pedagogies, Student Voice | Comments (0)

Juan-José Gutiérrez

February 24, 2009

Juan-José Gutiérrez, California State University, Monterey Bay Focusing on Process: Exploring Participatory Strategies to Enhance Student Learning Confronting the challenge of improving student writing in a large sociology class, Juan José Gutiérrez developed a software-based peer review process. He required students to evaluate one another’s papers based on specific criteria and to provide constructive feedback. […]

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Lynne Adrian

February 24, 2009

Lynne Adrian, University of Alabama Trace Evidence: How New Media Can Change What We Know About Student Learning Clicker technology, often used in large-enrollment science courses, works well when every question has a single right answer. Lynne Adrian wanted to find out whether clickers could be used in disciplines which raise more questions than answers, […]

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Taimi Olsen

February 23, 2009

Taimi Olsen, Tusculum College Engaging Students as Researchers through Internet Use Effective habits of research begin early and should be practiced often. Unearthing discoveries, making connections, and evaluating judiciously are research traits valued by Taimi Olsen in her first-year composition course. Not only should these research habits exist in the library, but Olsen advocates the […]

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David Jaffee

February 23, 2009

David Jaffee, Bard Graduate Center From Looking to Seeing: Student Learning in the Visual Turn Rather than simply using primary source images as illustrations for his course on Power, Race, and Culture in the U.S. City, David Jaffee wanted to teach his students how to interpret visual texts as a historian would. By paying close […]

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Randy Bass

February 20, 2009

Randy Bass, Georgetown University, Co-Principal Investigator & Project Director Essays Capturing the Visible Evidence of Invisible Learning Randy Bass and Bret Eynon What endures about the work from the Visible Knowledge Project (VKP) are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. These insights emerged from the work […]

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Bret Eynon

February 20, 2009

Bret Eynon, Assistant Dean for Teaching & Learning, LaGuardia Community College Co-Principal Investigator & Project Co-Director Capturing the Visible Evidence of Invisible Learning Randy Bass and Bret Eynon What endures about the work from the Visible Knowledge Project (VKP) are the insights about teaching and learning that bridge from Web 1.0 technologies to Web 2.0. […]

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Qualitative Research: Anita Salem’s Experience

January 16, 2009

Many VKP participants are at the stage of their work where they have gathered examples of student learning and are wondering what the best methods are for organizing and understanding that data. One of the ways faculty in the project are doing this is to adapt and borrow techniques from others fields—especially the qualitative methods […]

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