Lytics Seminar – Week 1 – Class Notes

Great initial class going over what the Lytics Lab does: looks at data provided by online education and contributes to the emerging field of Learning Sciences. Sounds like it will be a perfect match for the the Engineering Education course which looks at the ‘front-end’ of education while this class looks at the ‘back-end’. Terrible picture – got into class early – class is packed actually!

Brazilian Education – Week 1 – Class Notes

Had a great talk about Bolsa Familia: here’s the call for the seminar: Nadejda Marques, PhD “Bolsa-Familía, healthy familia? Bridging the gap in health outcomes by linking school-based health care to conditional cash-transfer programs in Brazil” With approximately 50 million beneficiaries, Brazilian Bolsa Familia has been considered one of the main programs to combat poverty in the world. The program seeks to reduce income inequality and expand access to education by providing a minimum level of income (cash transfers) to the poor, those with monthly per capita income of up to R$140 (US$35) with children of 0 to 17 years. … Continue reading “Brazilian Education – Week 1 – Class Notes”

Engineering Education – Week 1 – Reading Summary

Readings: Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons. Nathan, M. J., & Wagner Alibali, M. (2010). Learning sciences. Wiley Interdisciplinary Reviews: Cognitive Science, 1(3), 329-345. Summary: I was very pleased to learn more about what Learning Sciences are. It is a profoundly interdisciplinary field and vast in reach that seem to strive for a culmination of several theories, research methods, design approaches, and implementation strategies. The readings provided me with a cognitively cohesive way of looking at all … Continue reading “Engineering Education – Week 1 – Reading Summary”

Engineering Education – Week 1 – Reading Notes

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons. Opening Quote: Learning depends solely on the student. Teacher only influences what the student does to learn. “Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.” (Ambrose et al, 2010, p.1) Research and practice “Instructors need a bridge between research and practice, between teaching and learning.” (Ambrose et … Continue reading “Engineering Education – Week 1 – Reading Notes”

Spring Quarter started!

After a well deserved break, here we are again ready for the third quarter. The course line up is a lot lighter, but the pressure to advance the Master’s project and think about the future is exponentially bigger now. All going according to plan 🙂 This quarter I will be taking the following courses + an internship! EDUC 391 – Engineering Education and Online Learning “A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of … Continue reading “Spring Quarter started!”

Teacher PD – Final Paper

That’s it! Last deliverable of the quarter completed! This was a big one: 67% of the grade. Here’s the prompt and below my response: Final Paper For this paper you will study in-depth a professional development program (or set of programs with similar foci) of your choosing and write a paper describing and analyzing that program(s). Be sure to select a program for which research has been conducted and reports of that research are available. Your paper should address the following topics: Nature of the professional development program Underlying assumptions about teaching and teacher learning Summary of research conducted on … Continue reading “Teacher PD – Final Paper”

LDT Seminar – Winter Quarter Reflection

Prompt:  Evaluate your own contributions to seminar based on the rubric below. Explore your own learning inside and outside of class in a brief reflection paper (1-2 pages). LDT SEMINAR RUBRIC Below Expectations Meets Expectations Exceeds Expectations Attendance* Misses two or more seminars. Comes late or leaves early. Does not inform instructor of absence in advance. Attends all of seminar, or misses one, with very good excuse (e-mailed to instructor ahead of time). Always on time. Organizes extra learning opportunities for other learners. Assignments** Assignments are late, incomplete, or poorly executed. Assignments are turned in on time. All outside work … Continue reading “LDT Seminar – Winter Quarter Reflection”