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Writing Math: Integrating Universal Design with “Social Turn” Writing Pedagogy

Pixels&Praxis May 19, 2018 May 19, 2018Accessibility, andragogy, assessment, blog, constructivism, EDTC 6103, individualized learning, ISTE Coaching Standard 2 Teaching, Learning, and Assessments, ISTE Coaching Standard 5 Digital Citizenship, ISTE Educator Standard 3 Citizen, ISTE Educator Standard 6 Facilitator, ISTE Student Standard 2 Digital Citizen, motivation, nontraditional students, persistence, standards, student engagement

Research-based Frameworks for Addressing and Assessing Online Learning Engagement

Pixels&Praxis May 7, 2018 May 7, 2018andragogy, blog, closing the loop, Constant Comparison Method, constructivism, diversity, EDTC 6103, Ethics, Framework Method, ISTE Coaching Standard 2 Teaching, Learning, and Assessments, ISTE Coaching Standard 3 Digital Age Learning Environments, ISTE Educator Standard 5 Designer, ISTE Educator Standard 7 Analyst, motivation, nontraditional students, online learners, persistence, research, strategic planning, student engagement, vision

I begin this post with three hypotheses about online learning, based on my experience as a community college composition and humanities teacher in both face to face and digital formats, and on my experience as a graduate student who has taken digital courses from two … Continue readingResearch-based Frameworks for Addressing and Assessing Online Learning Engagement

Reading, Writing, and Digital Age Assessment

Pixels&Praxis April 23, 2018 April 23, 2018assessment, blog, Ethics, ISTE Coaching Standard 2 Teaching, Learning, and Assessments, ISTE Educator Standard 1 Learner, ISTE Educator Standard 2 Leader

Collaborative Professional Development as a Key to Sustainable Technology Integration

Pixels&Praxis March 28, 2018 March 28, 20184. Professional development and program evaluation, advocacy, androgogy, blog, continuous learning, infrastructure, organizational leadership, Professional Development

In a recent post, I explored the way faculty behavior—specifically in the form of modeling and collaboration in the classroom that enables students to co-construct knowledge—is a primary factor in connectivist learning. Here, I would like to address the subject of how an institution can … Continue readingCollaborative Professional Development as a Key to Sustainable Technology Integration

Blogging as Co-Emergent Learning Process

Pixels&Praxis March 18, 2018 March 18, 2018blog

https://www.iste.org/standards/for-students References: Bates, A.W. (n.d.). Fundamental change in education. Teaching in a digital age. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/chapter-1-fundamental-change-in-education/ Berger, P. (2010). Student inquiry and web 2.0. School library monthly, 26(5), 14-17. Boyd, P. (2013). Blogging in the classroom: Using technologies to promote learner-centered pedagogies. The researcher: … Continue readingBlogging as Co-Emergent Learning Process

Redesigning the Blended Synchronous Peer Review Session

Pixels&Praxis March 18, 2018 March 18, 20182. Teaching, learning, and assessments, 3. Digital Age Learning Environments, 5: Digital citizenship, blog, collaborative classroom, infrastructure, reflective practice, student engagement

References:
Wiggins, G. & McTighe, J. (2008). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

Pixels & Praxis 2018-03-04 17:54:33

Pixels&Praxis March 4, 2018 March 4, 2018androgogy, assessment, blog, continuous learning, metacognition

The goal of college writing classes is that students will gain not only knowledge of the “threshold” writing concepts that characterize academic writing (Adler-Kassner & Wardle, 2015), but that they will also develop the agency and self-efficacy to employ those concepts in deconstructing writing tasks … Continue reading

Balancing Process and Product

Pixels&Praxis February 19, 2018 February 19, 20182. Teaching, learning, and assessments, 3. Digital Age Learning Environments, 5: Digital citizenship, 6. Content knowledge and professional growth, blog

Creativity in learning involves both imagination and an ability to work with content knowledge (Hadzigeorgiou et al., 2012). A creative learning process will involve both iterations of refinement and application of core content knowledge such as disciplinary frameworks and core skills such as research methods. … Continue readingBalancing Process and Product

Intellectual Access

Pixels&Praxis February 5, 2018 February 5, 2018blog

Intellectual access: Using digital archives in an introductory literature course Learning the discipline of literary analysis and interpretation and how these activities deepen one’s ability to think, read, and write critically about life is what a college Introduction to Literature course is about. In … Continue readingIntellectual Access

Supporting engagement through note-taking

Pixels&Praxis January 21, 2018 January 21, 20182. Teaching, learning, and assessments, 3. Digital Age Learning Environments, assessment, blog, individualized learning, metacognition, reflective practice, student engagement

The subskill as a key to cognitive autonomy: How can note-taking support metacognitive engagement with a research task? This post is about a deceptively simple concept, note-taking. Or, rather, it is about teaching students to take notes. This post is about how achieving poor outcomes … Continue readingSupporting engagement through note-taking

Author: Pixels&Praxis