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Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics [[electronic resource] /] / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council
| Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics [[electronic resource] /] / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council |
| Pubbl/distr/stampa | Washington, D.C., : National Academy Press, c2003 |
| Descrizione fisica | xiv, 215 p |
| Disciplina | 507.1 |
| Altri autori (Persone) |
FoxMarye Anne <1947-2021.>
HackermanNorman |
| Soggetto topico |
Science - Study and teaching - Evaluation
College teaching - Evaluation |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-18517-1
9786610185177 0-309-51211-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910456193303321 |
| Washington, D.C., : National Academy Press, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics [[electronic resource] /] / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council
| Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics [[electronic resource] /] / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council |
| Pubbl/distr/stampa | Washington, D.C., : National Academy Press, c2003 |
| Descrizione fisica | xiv, 215 p |
| Disciplina | 507.1 |
| Altri autori (Persone) |
FoxMarye Anne <1947-2021.>
HackermanNorman |
| Soggetto topico |
Science - Study and teaching - Evaluation
College teaching - Evaluation |
| ISBN |
0-309-13294-0
1-280-18517-1 9786610185177 0-309-51211-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910780004603321 |
| Washington, D.C., : National Academy Press, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics / / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council
| Evaluating and improving undergraduate teaching in science, technology, engineering, and mathematics / / Marye Anne Fox and Norman Hackerman, editors ; Committee on Recognizing, Evaluating, and Rewarding Undergraduate Teaching, Center for Education, Division of Behavioral and Social Sciences and Education National Research Council |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, D.C., : National Academy Press, c2003 |
| Descrizione fisica | xiv, 215 p |
| Disciplina | 507.1 |
| Altri autori (Persone) |
FoxMarye Anne <1947->
HackermanNorman |
| Soggetto topico |
Science - Study and teaching - Evaluation
College teaching - Evaluation |
| ISBN |
9786610185177
9780309132947 0309132940 9781280185175 1280185171 9780309512114 0309512115 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Front Matter -- Preface -- Acknowledgments -- Contents -- Executive Summary -- PART I What Is Known: Principles, Research Findings, and Implementation Issues -- 1 Recent Perspectives on Undergraduate Teaching and Learning -- 2 Characterizing and Mobilizing Effective Undergraduate Teaching -- 3 Aligning the Cultures of Research and Teaching in Higher Education -- 4 Evaluating Teaching in Science, Technology, Engineering, and Mathematics: Principles and Research Findings -- PART II Applying What Is Known: Strategies for Evaluating Teaching Effectiveness -- 5 Evaluation Methodologies -- 6 Evaluation of Individual Faculty: Criteria and Benchmarks -- 7 Evaluation of Departmental Undergraduate Programs -- 8 Recommendations -- References -- Appendix A Selected Student Evaluation Instruments -- Appendix B Samples of Questionnaires Used to Evaluate Undergraduate Student Learning -- Appendix C Examples of Questions for Conducting Peer Evaluations of Teaching -- Appendix D Biographical Sketches of Committee Members -- Index. |
| Record Nr. | UNINA-9910964127703321 |
| Washington, D.C., : National Academy Press, c2003 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910460511503321 |
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910798046303321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major
| Learning assessment techniques : a handbook for college faculty / / Elizabeth F. Barkley and Claire Howell Major |
| Autore | Barkley Elizabeth F. |
| Pubbl/distr/stampa | San Francisco, California : , : Jossey-Bass, , 2016 |
| Descrizione fisica | 1 online resource (483 p.) |
| Disciplina | 378.1/25 |
| Soggetto topico |
College teaching - Evaluation
College students - Rating of Learning - Evaluation Education, Higher - Aims and objectives |
| ISBN |
1-119-05093-6
1-119-05092-8 |
| Classificazione | EDU029000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Machine generated contents note: Preface Acknowledgments Introduction: Conceptual FrameworkHow Can We Best Teach to Promote Learning? What Is a Learning Assessment Technique (LAT)? How Do LATs Support the Kind of Teaching that Promotes Significant Learning? Part One: The Learning Assessment Techniques Cycle 1 Step One: Clarifying What You Want Students to Learn Defining Learning Aiming for Significant Learning Using the Learning Goals Inventory (LGI) to Identify Significant Learning Goals Expressing What You Want Students to Learn in Language that Is Helpful for Assessment Identifying Course-Level Goals Considering the Challenges Related to Course Learning Objectives and Outcomes Determining Course-Level Learning Objectives Identifying Course-Level Student Learning Outcomes (SLOs) Differentiating Between Learning Objectives and Learning Outcomes Crafting a Course Learning Outcome Statement Determining Performance Criteria and Standards for Individuals and the Class as a Whole Is All the Work Required Worth the Effort? 2 Step Two: Determining Your Purpose for Assessing Learning Defining Assessment How Learning Assessment Is Different from Grading Types of Learning Assessment Assessing Students to Determine for Ourselves How Well Students Are Learning Assessing to Give Learners Feedback on Their Progress Assessing to Improve Our Profession Through the Scholarship of Teaching and Learning (SoTL) Assessing to Provide Information to Institutional and External Stakeholders on How Well Students Are Learning Crafting the Assessment Question 3 Step Three: Selecting a LAT Using the Learning Goals Inventory (LGI) Considering Instructional Context When Choosing a LAT Key Instructional Elements to Consider Considering Clustering LATs Together 4 Step Four: Implementing the Learning Activities and Collecting the Learning ArtifactsCreating Assessment Rubrics Creating Student Self-Evaluation Forms Creating Peer Evaluation Forms Introducing the Activity Providing Students with Information They Need About the Learning Assessment Facilitating the Learning Assessment Concluding the Activity Timing the Phases Collecting the Learning Artifacts Managing the Learning Artifacts 5 Analyzing and Reporting What Students Have LearnedIdentifying Whose Learning You Are Gauging Considering Independent and Collaborative Data Analysis Scoring Individual Learning Artifacts Scoring Group Artifacts Determining the Method of Data Analysis Using Quantitative Data Analysis Using Qualitative Data Analysis Displaying the DataInterpreting the Results Writing Up the Results of the Assessment 6 Closing the LoopModifying Your Learning Goals, Objectives, and Outcomes Adjusting Your Purpose for Assessing Learning Selecting a Different LAT Altering an Aspect of Implementation Changing the Way You Analyze or Report Findings Part Two: Learning Assessment Techniques 7 Teaching and Assessing for Foundational Knowledge Clarifying Learning Goals Related to Foundational Knowledge Identifying Learning Outcomes for Foundational Knowledge Aligning Course Level Foundational Knowledge Learning Outcomes with Institutional Learning Goals Assessing Achievement of Foundational Knowledge Learning Outcomes Foundational Knowledge Domain LATs 8 Teaching and Assessing for Application Clarifying Learning Goals Related to Application Learning Identifying Learning Outcomes for Application Learning Aligning Course Level Application Learning Outcomes with Institutional Learning Goals Assessing Achievement of Application Learning Outcomes Application Domain LATs 9 Teaching and Assessing for the Integration Domain Clarifying Learning Goals Related to the Integration Domain Identifying Learning Outcomes for Integration Learning Aligning Course Level Integration Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning in the Integration Domain Integration Domain LATs 10 Teaching and Assessing for the Human Dimension Domain Clarifying Learning Goals Related to the Human Dimension Domain Identifying Learning Outcomes for Human Dimension Learning Aligning Course Level Human Dimension Learning Outcomes with Institutional Learning Goals Assessing Achievement of Learning Regarding the Human Dimension Domain Human Dimension Domain LATs 11 Teaching and Assessing for the Caring Domain Clarifying Learning Goals Related to the Caring Domain Identifying Learning Outcomes for Caring Domain Aligning Learning Outcomes Related to Caring with Institutional Learning Goals Assessing Achievement of Learning Outcomes in the Domain of Caring Caring Domain LATs 12 Teaching and Assessing for the Learning How to Learn Domain Clarifying Learning Goals Related to the Learning How to Learn Domain Identifying Learning Outcomes for the Learning How to Learn Domain Aligning Learning Outcomes Related to Learning How to Learn with Institutional Learning GoalsAssessing Achievement of Learning Outcomes in the Domain of Learning How to LearnLearning How to Learn Domain LATs Appendices . |
| Record Nr. | UNINA-9910815951703321 |
|
Barkley Elizabeth F.
|
||
| San Francisco, California : , : Jossey-Bass, , 2016 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming Digital Learning and Assessment : A Guide to Available and Emerging Practices, and Building Institutional Consensus
| Transforming Digital Learning and Assessment : A Guide to Available and Emerging Practices, and Building Institutional Consensus |
| Autore | Maki Peggy L |
| Pubbl/distr/stampa | Bloomfield : , : Stylus Publishing, LLC, , 2021 |
| Descrizione fisica | 1 online resource |
| Altri autori (Persone) | SheaPeter |
| Soggetto topico |
Web-based instruction
Web-based instruction - Evaluation College teaching - Methodology College teaching - Evaluation Educational technology College teaching - Aids and devices |
| ISBN |
1-00-344833-X
1-000-97286-0 1-003-44833-X 1-62036-988-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | The evolving landscape of 21st-century learning technologies / Peggy L. Maki -- The learning sciences and educational technology / Kristen DiCerbo and Daniel Belenky -- Empowering faculty to design technology-enriched student learning : a constructivist and connectivist hybrid massive open online course / Roberta (Robin) Sullivan, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino, and Jennifer H. Herman -- A guide for successful integration and support of learning technologies / Danielle Leek, Matthew Olson, and Peter Shea -- Applying a learning analytics approach to improve course achievement : using data stored in learning management systems / Pauline Salim Muljana, Greg Placencia, and Tian Luo -- Data-informed online discussion facilitation : using data from a social network analysis app to improve students' online interactions / Jing Qi -- Teaching, technology, and building trust : what I've learned about how artificial intelligence can improve student writing / Jamey Heit -- How we may learn : cybersecurity awareness training as a model for future learning platforms / Peter Shea and Bora Aytun -- Enabling a solution for assessment and technology / Ruth Newberry, Robin Robinson, and Adriana Botha -- Advancing general education assessment through faculty and student engagement with college-wide electronic portfolios and an assessment portfolio / Kem Barfield -- Assessment and technology use at a graduate health university / Melanie Davis, Jordan Farris, Jill Matejcik, Forrest Bollow, Lise McCoy, Arron Hunt, and Ammar Musawi. |
| Altri titoli varianti | Transforming Digital Learning and Assessment |
| Record Nr. | UNINA-9910794688603321 |
|
Maki Peggy L
|
||
| Bloomfield : , : Stylus Publishing, LLC, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Transforming Digital Learning and Assessment : A Guide to Available and Emerging Practices, and Building Institutional Consensus
| Transforming Digital Learning and Assessment : A Guide to Available and Emerging Practices, and Building Institutional Consensus |
| Autore | Maki Peggy L |
| Pubbl/distr/stampa | Bloomfield : , : Stylus Publishing, LLC, , 2021 |
| Descrizione fisica | 1 online resource |
| Altri autori (Persone) | SheaPeter |
| Soggetto topico |
Web-based instruction
Web-based instruction - Evaluation College teaching - Methodology College teaching - Evaluation Educational technology College teaching - Aids and devices |
| ISBN |
1-00-344833-X
1-000-97286-0 1-003-44833-X 1-62036-988-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | The evolving landscape of 21st-century learning technologies / Peggy L. Maki -- The learning sciences and educational technology / Kristen DiCerbo and Daniel Belenky -- Empowering faculty to design technology-enriched student learning : a constructivist and connectivist hybrid massive open online course / Roberta (Robin) Sullivan, Cherie van Putten, Emily Cole, Katrina Fulcher-Rood, Jessica Kruger, Gina Sipley, Rachel Rigolino, and Jennifer H. Herman -- A guide for successful integration and support of learning technologies / Danielle Leek, Matthew Olson, and Peter Shea -- Applying a learning analytics approach to improve course achievement : using data stored in learning management systems / Pauline Salim Muljana, Greg Placencia, and Tian Luo -- Data-informed online discussion facilitation : using data from a social network analysis app to improve students' online interactions / Jing Qi -- Teaching, technology, and building trust : what I've learned about how artificial intelligence can improve student writing / Jamey Heit -- How we may learn : cybersecurity awareness training as a model for future learning platforms / Peter Shea and Bora Aytun -- Enabling a solution for assessment and technology / Ruth Newberry, Robin Robinson, and Adriana Botha -- Advancing general education assessment through faculty and student engagement with college-wide electronic portfolios and an assessment portfolio / Kem Barfield -- Assessment and technology use at a graduate health university / Melanie Davis, Jordan Farris, Jill Matejcik, Forrest Bollow, Lise McCoy, Arron Hunt, and Ammar Musawi. |
| Altri titoli varianti | Transforming Digital Learning and Assessment |
| Record Nr. | UNINA-9910820816503321 |
|
Maki Peggy L
|
||
| Bloomfield : , : Stylus Publishing, LLC, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding teaching excellence in higher education : towards a critical approach / / Alan Skelton
| Understanding teaching excellence in higher education : towards a critical approach / / Alan Skelton |
| Autore | Skelton Alan |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2005 |
| Descrizione fisica | 1 online resource (202 p.) |
| Disciplina | 378.1/25 |
| Collana | Key issues in higher education series |
| Soggetto topico |
College teaching - Evaluation
Teacher effectiveness |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-134-31763-8
1-280-24383-X 9786610243839 0-203-41294-X |
| Classificazione |
81.31
81.80 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Acknowledgements; Chapter 1 Introduction; Chapter 2 A critical framework; Chapter 3 Awards for teachers; Chapter 4 Institutions and teaching excellence; Chapter 5 The contribution of subject disciplines; Chapter 6 Local knowledge? 'Ordinary' teacher and student perceptions; Chapter 7 Internationalization and intercultural learning; Chapter 8 Seduced by glitz and glamour? Press reporting of teaching excellence; Chapter 9 Professional development and teaching excellence; Chapter 10 Lost in the translation?
Chapter 11 Research into teaching excellence in higher educationChapter 12 Conclusion; Bibliography; Index |
| Record Nr. | UNINA-9910450858303321 |
|
Skelton Alan
|
||
| London ; ; New York : , : Routledge, , 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Understanding teaching excellence in higher education : towards a critical approach / / Alan Skelton
| Understanding teaching excellence in higher education : towards a critical approach / / Alan Skelton |
| Autore | Skelton Alan |
| Pubbl/distr/stampa | London ; ; New York : , : Routledge, , 2005 |
| Descrizione fisica | 1 online resource (202 p.) |
| Disciplina | 378.1/25 |
| Collana | Key issues in higher education series |
| Soggetto topico |
College teaching - Evaluation
Teacher effectiveness |
| ISBN |
1-134-31762-X
1-134-31763-8 1-280-24383-X 9786610243839 0-203-41294-X |
| Classificazione |
81.31
81.80 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Book Cover; Title; Copyright; Contents; Acknowledgements; Chapter 1 Introduction; Chapter 2 A critical framework; Chapter 3 Awards for teachers; Chapter 4 Institutions and teaching excellence; Chapter 5 The contribution of subject disciplines; Chapter 6 Local knowledge? 'Ordinary' teacher and student perceptions; Chapter 7 Internationalization and intercultural learning; Chapter 8 Seduced by glitz and glamour? Press reporting of teaching excellence; Chapter 9 Professional development and teaching excellence; Chapter 10 Lost in the translation?
Chapter 11 Research into teaching excellence in higher educationChapter 12 Conclusion; Bibliography; Index |
| Record Nr. | UNINA-9910783940403321 |
|
Skelton Alan
|
||
| London ; ; New York : , : Routledge, , 2005 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
