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Anne Dalke's picture

EDUC 285 (Jody Cohen)

Repeats every week until Wed Mar 05 2014 .
Wed, 01/22/2014 - 12:10pm - 1:30pm
Wed, 01/29/2014 - 12:10pm - 1:30pm
Wed, 02/05/2014 - 12:10pm - 1:30pm
Wed, 02/12/2014 - 12:10pm - 1:30pm
Wed, 02/19/2014 - 12:10pm - 1:30pm
Wed, 02/26/2014 - 12:10pm - 1:30pm
Wed, 03/05/2014 - 12:10pm - 1:30pm
Anne Dalke's picture

EDUC 285 (Jody Cohen)

Repeats every week until Mon Mar 03 2014 .
Mon, 01/27/2014 - 11:40am - 1:00pm
Mon, 02/03/2014 - 11:40am - 1:00pm
Mon, 02/10/2014 - 11:40am - 1:00pm
Mon, 02/17/2014 - 11:40am - 1:00pm
Mon, 02/24/2014 - 11:40am - 1:00pm
Mon, 03/03/2014 - 11:40am - 1:00pm
Anne Dalke's picture

ECON 136 (David Ross)

Repeats every week until Fri Mar 07 2014 .
Fri, 01/24/2014 - 10:10am - 11:00am
Fri, 01/31/2014 - 10:10am - 11:00am
Fri, 02/07/2014 - 10:10am - 11:00am
Fri, 02/14/2014 - 10:10am - 11:00am
Fri, 02/21/2014 - 10:10am - 11:00am
Fri, 02/28/2014 - 10:10am - 11:00am
Fri, 03/07/2014 - 10:10am - 11:00am
Anne Dalke's picture

ECON 136 (David Ross)

Repeats every week until Wed Mar 05 2014 .
Wed, 01/22/2014 - 10:10am - 11:00am
Wed, 01/29/2014 - 10:10am - 11:00am
Wed, 02/05/2014 - 10:10am - 11:00am
Wed, 02/12/2014 - 10:10am - 11:00am
Wed, 02/19/2014 - 10:10am - 11:00am
Wed, 02/26/2014 - 10:10am - 11:00am
Wed, 03/05/2014 - 10:10am - 11:00am
Anne Dalke's picture

ECON 136 (David Ross)

Repeats every week until Mon Mar 03 2014 .
Mon, 01/27/2014 - 10:10am - 11:00am
Mon, 02/03/2014 - 10:10am - 11:00am
Mon, 02/10/2014 - 10:10am - 11:00am
Mon, 02/17/2014 - 10:10am - 11:00am
Mon, 02/24/2014 - 10:10am - 11:00am
Mon, 03/03/2014 - 10:10am - 11:00am
Anne Dalke's picture

Mark Luther King Day Trip to the Center for Environmental Transformation, Camden, NJ

Mon, 01/20/2014 - 9:00am - 6:00pm
jcohen's picture

Places in Time

Places in Time

Welcome....
A quick intro:

This is intended as a venue for historical scholarship about places in the Philadelphia area, in a venue that is collaborative, immediate, and rich, easily accommodating texts, images, and other media.  It would ideally involve a small community of participants, where an initial post would become fodder for a conjunction of evidence contributed by others. 

It may look like a blog, but the idea is to move toward something less singly authored, combining the credited contributions of many, or at least several, and to develop things responsively, in real time, but building things up as a resource (which means figuring out how to make this persistent or archivlble, but more on that later). Recent work together has demonstrated that there is a potential in our collective interests and energies that is circulating ephemerally mainly in our mutual emails and conversations, for perhaps eventual surfacing through publications that could be years down the road, if they ever find a print home.  This new venue might allow us to put that valuable work somewhere that is not only visible, but encourages more collaboration, leveraging our mutual complementarity in terms of research interests and skills.  A key scruple might be the transparent connection of evidence, clearly cited and often brought in or linked, where permissions allow -- to show vs. simply cite.

blendedlearning's picture

Blended Learning -- to go!

Once the great menace of the classroom, cellphones and other mobile devices are gaining functionality as an educational tool, both in and out of the classroom. Though many educators may be skeptical about introducing or encouraging the use of these devices, creators of OERs and other educational materials are increasingly working to harness their potential for interesting and diverse uses. While there isn't necessarily cohesion to the pool of uses, the diversity is part of the appeal. It's worth experimenting with the different possibilities to see if and where they can be useful to you.

Resources covered:
Top Hat
Twitter
Flowboard

jspohrer's picture

Five Models for Blended Learning

What exactly IS blended learning? The term (along with its analogue "hybrid" learning) is broadly used to describe individual courses or educational programs that combine "traditional" classroom-based teaching and computer-aided learning outside the classroom. This is a very broad umbrella, however, and I get many questions attempting to clarify what counts and doesn't count or what blended learning looks like on the ground in more concrete terms. 

The National Center for Academic Transformation has developed a taxonomy of blended learning models that might provide some clarity to those new to the subject and inspiration for faculty looking for ways to transform a "traditional" course into a blended one.

blendedlearning's picture

The Growth of 'Adaptive Learning' Technologies

Over the last few years, "adaptive learning" technologies have gotten validation from mainsteam education publishing companies like McGraw-Hill Education and Pearson Education, as Pearson began to integrate new adaptive learning softwares from Knewton into their own software and McGraw-Hill purchased ALEKS Corporation. Though both companies had online textbooks already in existence, the move to embrace adaptive learning technology reflects an effort to create more interactive, more individualized experiences. Early this year, The Chronicle of Higher Education published The Object Formerly Known as the Textbook discussing the potential risks and benefits of transitioning to adaptive learning technologies, as well as making the valid point that although publishers have begun to splurge on software companies and building up digital capabilities, very few textbooks today are born-digital.

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