Here’s the teaser for the project: An Intergenerational Feedback Audience from Supergenerational on Vimeo. Here’s a video of the first proposed flow for the app And a more robust/recent version (still in progress)
Final Project Version 1: Final Project Version 2: Final Project Write Up: Individual Reflection:
Prompt Evaluate your own contributions to seminar based on this rubric. Explore your own learning inside and outside of class in a brief reflection paper (1-2 pages). Response
Check-in 3 Integration: Start to think about how this internship integrates with your overall learning experience this quarter. Where did your courses inform your internship? Where did your internship inform your class experiences? Response My internship has been a culmination of all of most of my LDT courses since I am seeing firsthand what it means to create a full online course at VPTL. Even though most of the work I have been assigned is more towards the labor intensive side of things, as opposed to the intellectual creation of the material, being in touch with all the content and seeing what … Continue reading “Internship Check-In & Final Reflection” →
Wow! It’s practically over! Summer quarter and then graduation! Looking for jobs, opportunities, where to live, and so on! Good perspectives but also a lot of decisions to make and factors to consider… Now rushing to finish all the final reports and projects!
Reading: Ambrose, 2010, “How Learning Works” “Conclusion: Applying the Seven Principles to Ourselves” and “Appendices” Summary: Loved the very practical and direct appendices and the acknowledgment of how complex (but not impossible) to teach well and considerately. Some of the strategies are quite simple to implement but with potentially great impacts for the learning and quality of work produced by the students. Notes: Teaching is complex “To develop mastery in teaching, we need to acquire its component skills, integrate them, and apply them appropriately. Of course, this requires that we first unpack the multifaceted task of teaching.” (Ambrose, 2010) Formative feedback … Continue reading “Engineering Education – Week 9.1 – Reading Notes” →
Reading: Ambrose, “How Learning Works.” Chapter 7: “How do Students Become Self-Directed Learners?” Summary Growth mindset keeps coming to mind obviously, along with the notion that metacognition must be taught starting much earlier than college. But to do so, one must focus on first teaching it to the professors and teachers, who most likely were never taught the topic either. Beyond simply teaching about it, one must recognize that self-monitoring, self-evaluating, planning and so on, are cognitively demanding tasks that must come with high motivation to be adopted by someone who is already overloaded with their practice, research, and work. The … Continue reading “Engineering Education – Week 8.2 – Reading Notes” →
This week we discussed “Hypothesis Testing Methods at Scale” and “Causal Inference” based on the reading of “Counterfactuals and Causal Inference” by Stephen Morgan and Christopher Winship (Cambridge Press).
We had the opportunity to hear from Engin Walter Bumbacher on “Remote Biology Laboratories for Model-based Science Inquiry” “Recent curricular frameworks (NGSS, 2013) are pushing for scientifically more authentic inquiry-based curricula that integrate relevant scientific practices revolving around data, models and theory. However, there are various obstacles to the classroom implementations of such a view of inquiry that range from logistical, structural and economic constraints (Abd-El-Khalick et al., 2004) to teachers’ knowledge and beliefs about science (Wallace & Kang, 2004). I argue that another important obstacle is the lack of proper learning tools and environments that integrate all the practices, yet that … Continue reading “Topics in Brazilian Education – Week 8 – Class Notes” →
Ambrose, 2007, Chapter 3: “What Factors Motivate Students to Learn?” Motivation -> towards a goal Subjective: values of the goals Expectancies: what do you expect out of it Goals Multiple goals are usually in operation simultaneously Conflicting, simultaneous, and even synergic goals – potentially reinforcing Performance goals “Performance goals involve protecting a desired self-image and projecting a positive reputation and public persona” Two kinds Performance-approach goals: focus on attaining competence Performance-avoidant goals: focus on avoiding incompetence Learning goals Produce deeper understanding Work-avoidant goals Finish as fast as possible with minimum effort possible Affective goals Social goals Values Attainment value Pleasure … Continue reading “Engineering Education – Week 8.1 – Reading Notes” →