30 Quotations Volume 2

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Kenneth Ronkowitz

A second set of 30 quotations that can be used when doing presentations or in the classroom.

Educación Tecnología

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The Writing Initiative: Granted, Technology Makes Better Writers

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The Writing Initiative at Passaic County Community College has a primary goal of improving writing by redesigning more than 20 GenEd courses across disciplines as writing-intensive. An embedded component of the project is the use of technology by the faculty and students participating in the WI courses. A secondary goal is to expand the number of other instructors integrating technology into their courses – to start a ripple effect in the college community.

Ripple Effect: Faculty Redesign Through Course Redesign

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Learning spaces continue to evolve as web tools further erase the physical walls of classrooms, libraries and other educational settings. This presentation examines the use of LibGuides, a web 2.0 content management and information sharing system from Springshare designed specifically for libraries but being used at Passaic County Community College as a collaborative tool for courses. This hosted service offers opportunities to create and share reusable content, tagging, widgets, embedded video, RSS, and easy integration with other tools like Delicious and Facebook.

LibGuides and Evolving Learning Spaces

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This presentation discusses the practice of using a public forum in both online and in face-to-face classes and having students publically reflect on their learning experiences. Requiring students to document their work in public immediately changes student ownership of their work. This type of documentation makes learning visible, rather than the private 1:1 relationship that assessment and evaluation often has between a student and instructor. The presentation explains the documentation and process reflection methodology and shows student examples.

Making Learning Visible

Kenneth Ronkowitz

The New York Times said that 2012 was “the year of the MOOC” EDUCAUSE said that they have “the potential to alter the relationship between learner and instructor and between academe and the wider community.” Can a course where the participants and the course materials are distributed across the web and the courses are "open" and offered at no cost to a very large number of participants who do not receive institutional credit be a worthwhile venture for a college?

Academia and the MOOC

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Technology Ethics: An Oxymoron?

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Discussion and research on blogs and teaching and learning often focuses on them as a technological tool. This presentation looks at the use of blogging as a way to address traditional writing practices such as e-portfolios, audience, publishing, copyright and plagiarism, authentic writing, and writing in a digital age in varied disciplines. more information at http://dl.njit.edu/serendipity/index.php?/archives/1337-Blogging-as-Pedagogic-Practice-Across-the-Curriculum.html

Blogging As Pedagogic Practice Across the Curriculum

Kenneth Ronkowitz

This presentation looks at how a technical writing course can emphasize a research approach and problem solving unlike the academic writing done for most classes. Students learn to do audience analysis, work in collaborative environments and gain familiarity with tools used for writing digital modes. While designing professional documents, such as proposals, they become familiar with the cultural and ethical concerns of a global workplace. The writing tasks are all based on the content of their majors.

Technical Writing Across Disciplines

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Open textbooks are openly-licensed textbooks offered free online by authors. The open license sets them apart from traditional textbooks by allowing users to read online, download, and print. They are also editable so instructors can customize content, cross-platform compatible and work with adaptive technology. This session looks at the how to identify, evaluate, and adopt Open Textbooks, and training opportunities for those wanting to adopt open resources, do peer reviews or open their own writing.

Adopting Open Textbooks

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This presentation looks at some of the issues and trends in technology that have emerged this year that some are saying will lead to the end of the traditional university and/or the traditional degree. Is 2013 the beginning of the end of the university, or the starting place for University 2.0? This was a plenary session at Rutgers University's OIRT’s 2012 Technology in Learning Showcase on December 12, 2012, sponsored by the Office of Instructional and Research Technology.

2013: The Beginning of the End of the University

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Waking the Angel: A Mindlord Novel by Igor Swann. Angel has always felt the world had it in for him, but now he realized the universe felt the same way. Abducted by your every day anal probing aliens, he found himself in a wonderful world where fantasy meets science fiction and mythology stands in for reality. Finding that he has lost his mind, literally, and can now play tic-tac-toe against it seems of little comfort with the difficult choice facing him; attempt to save the universe or attempt to save his home. Joined on this futile quest by a size changing blue monkey, a magic spy, and a hammer wielding little person as well as two dangerous blonds, and a really dangerous little eight-year-old girl he is going to try his utmost to save something. At least he has Skibladne; the amazing ship of legends, to ensure someone is going to be envious of him before the end. An end that might well have occurred two weeks ago, and everybody knows that time travel is a myth.

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Using game design elements in non-game settings to engage participants and encourage desired behaviors is gamification. This technique was used in a project of Web Adventures developed by Rice University. Their goals were to increase students' science and health knowledge through free, online serious games, and to inspire science-related careers. This presentation shows the available resources and suggests some alternative applications in humanities and non-STEM coursework.

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Social media is redefining the relationships between organizations and their audiences, and it introduces new ethical, privacy, and legal issues. As an organization, an employee and an individual user, we need to have a better understanding of the ethics, and also the law, as it applies in these new contexts. Pre-existing media law about copyright and fair use was not written with social media in mind, so changes and interpretations are necessary.

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Coding, like language study, has cognitive advantages. Learning a system of signs, symbols and rules used to communicate improves thinking by challenging the brain to recognize, negotiate meaning and master different language patterns. Multilingual people are more adept at switching between communication structures. Unfortunately, few high schools and far fewer middle and elementary schools offer courses in computer programming. Some educators are considering a programming language as fulfilling the requirement for a “second language.” Why teach coding outside a computer science class? Should it count as a “second language?” How is a programming language comparable to a spoken language? What should we be teaching as coding?

Coding as a (second) Language

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The flipped classroom has been used in different ways for the past decade in education, and more recently, the idea of flipping professional development has been experimented with at schools and in corporate training. In both cases, the idea is to rethink what we want to spend our time with in face-to-face sessions and how can we move learning before & after those sessions to be more self-directed. This presentation was paired with a makerspaces session and included an exercise to flip the learning model. Attendees were asked a DIY activity before the face-to-face session.

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This keynote presentation was given at the 8th Annual Faculty Technology Showcase at Bloomfield College in New Jersey, January 2012. This presentation addressed the then-current advertising tagline that "There's an app for that" which has moved into education as a possible solution for many software needs. Apps – small, easy to download software for mobile devices – are changing how students use technology. It is also changing the way colleges design and deploy software. How are schools reacting to this app world? This presentation examines how mobile and web apps are currently being developed and used, and the ways educators can implement them for teaching and for campus-wide initiatives.

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It’s the End of the University As We Know It (and I feel fine)" was presented as an "Ignite" session at the 9th Annual NJEDge.Net conference (November 2012, New Jersey). It comes out of my ideas about how the next ten years will transform universities in ways that will be frightening for anyone hoping to hold onto the university model that has existed for almost 900 years. It is very likely that, powered by technology, movements such as open educational resources, MOOCs, big data, non-degree programs and alternatives to a traditional university degree will lead to the end of University 1.0. What will be the tipping point that brings about not only University 2.0 but also a broader School 2.0?

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The Writing Initiative at Passaic County Community College developed over five years a program of student and faculty support and collaboration across disciplines at the general education course level. The Writing Initiative, which received a Diane Hacker 2012 Award, solidifies a targeted approach to student success by focusing on reforming curriculum, providing ample academic support, and creating opportunities for faculty professional development.

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Instructors spend many hours giving feedback to students on paper, online and in face-to-face interactions. But feedback is often underutilized, misinterpreted and misapplied by students. This presentation looks at a hybrid model of feedback. 360-degree feedback is multisource assessment where the feedback comes from all around a student in contrast to a traditional performance model of downward feedback from teacher to student. These practices can be used for instructor-to-student, and student-to-/student (peer) feedback situations and is based on the presenter’s adaptation of current feedback theory in online and traditional courses at the undergraduate and graduate levels.

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In these times of a bankrupt General Motors, failing newspapers and old media, colleges can be seen as similar institutions that have not responded to changing technologies and economic shifts. My own list of terms that we deal with in our classrooms that are being redefined - whether we agree with these new definitions or we resist changes to the definitions includes: Writing, Reading, Literacy, Publishing, Ownership/IP/Copyright, Research, Privacy, and Class hours.

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