bookmarks for July 19th, 2013 through July 22nd, 2013

  • ‘Introduction to Ancient Rome,’ the Flipped Version – Commentary – Observations on flipping. An observation on outsourcing content

    "But in the humanities, at least, a flipped class is unlikely to work very well with content created by someone other than the instructor because doing so reduces the instructor's authority in the eyes of the students. Mohamed Noor, a biology professor at Duke University, used his own Coursera course to flip his campus-based course. But I suspect that the flipped class would have been substantially less successful if he had been required to use someone else's lectures and other course materials as the "textbook" of his own course.

    "In basic terms, every instructor tells his or her own story with the course content. Not only is that part of the fun, but it's the place where our research intersects with our teaching. Furthermore, students tell us that an essential component of a successful flipped class is a strong connection between in-class and outside-of-class activities."

    And another about generic activities –
    "Another key secret about flipping a class: Content delivery is the easy part. The hard part is figuring out what to do in class that keeps students engaged, and motivated to prepare for class. In other words, they have to come to see the value of doing assigned pre-class work and then see that coming to class is an efficient way to learn (or, more precisely, to earn high grades). It will take considerable effort and resources, not to mention additional classroom support staff in larger classes, to run pedagogically sound flipped classes. It will take a lot of energy to develop activities that work for one's particular audience—and what works for my group may well not work for a class at Haverford or Yale. – (xmooc flippedcourse DH outsourcing )

  • Student Reading Practices in Print and Electronic Media – "The research found that they almost always used e-book readers, mobile devices, and tablet computers for nonacademic reading but relied on paper printouts for academic reading." and "Perhaps most notably, many of the study participants said they saw themselves as belonging to the generation before the first truly digital generation. " from the Chronicle report on the work. <http:></http:>
    – (none)