“Without having to miss out on fun, just outsource your test to us, an expert will take it and you will get the awesome grade that you deserve. All at prices you will not believe. How does that sound?”
—Excerpt from one of many results of googling “take my test” This pitch is more than incredibly crass. It is really just outright pimping of hired poseurs to online students willing to “pay for performance.” With the massive growth of online education, such parasitic companies have sprung up like weeds, presenting a serious threat to program integrity.
In Ontario, every winter, students in grade 8 must choose between taking applied or academic courses in their core subjects for grade 9. The decisions they make will have a long-term impact.
The choice will affect their options during the rest of their years in high school, and after they graduate. It may also
have an impact on their chances for success.
It is not clear that grade 8 students and their families have all the information they need to make these important decisions.
Perhaps even more important, international evidence suggests that the fact they have to choose at such an early age may contribute to greater achievement gaps, and greater inequality.
In preparation for the coming semester, a faculty member recently asked me how to change deadlines on the LMS to midnight on
a given day. After helping the professor, I started thinking about why we might need to reconsider this option, both for our own good and for our students. How did so many of us come to accept the universality of a midnight deadline that casts professors in the fabled role of fairy godmothers, and what exactly turns into a pumpkin when the clock strikes twelve in this scenario?
Quality learning takes place when students connect with information and can internalize it in a way that alters or enriches their thinking. In a world of rich media, instantaneous connectivity and high expectations, educators must deploy techniques that focus student attention while providing meaningful presentations that encourage and engage. This Special Report focuses on those classroom technologies that enable teachers to more effectively capture student interest, develop lifelong learning skills, deliver content relevant for each student and efficiently assess student understanding.
Chalk and filmstrips don’t cut it anymore. Along those same lines, the classroom must be redefined. Today’s classroom is not only that which is contained within four walls of bricks and mortar. A classroom in the 21st century is any location where a convergence of instruction and learning can take place. These new classrooms can include online sessions, collaborative sessions and other virtual sessions in addition to more traditional settings. Regardless of the setting, students and teachers
expect to have access to pertinent resources that support the learning process.
In this report the term classroom refers to all of these locations. To be an effective learning locale, the site must possess appropriate technology along with other vital resources including subject content, instructional modality and assessment tools.
Overview of the Special Report This Special Report’s prime objective is to help policy decision-makers and educational leaders understand what today’s classroom technologies are evolving toward, and, more importantly, why. It is hoped that examining current classroom technologies will spur conversation as to how the practice of teaching is evolving and why that evolution makes sense.
The most difficult challenge in putting this report together was to adequately address all of the key technologies
deployed in classrooms today. Technologies range from tactile objects in Pre-K to hyper-dense 3D modeling programs in graduate-level science classes at research universities. They involve devices, interactive software and assessment tools.
Ultimately we chose to group technologies by function as they would be used in the classroom, regardless of curriculum subject or grade level.
Overview of the Special Report
This Special Report’s prime objective is to help policy decision-makers and educational leaders understand what
today’s classroom technologies are evolving toward, and, more importantly, why. It is hoped that examining current
classroom technologies will spur conversation as to how the practice of teaching is evolving and why that evolution
makes sense.
The most difficult challenge in putting this report together was to adequately address all of the key technologies
deployed in classrooms today. Technologies range from tactile objects in Pre-K to hyper-dense 3D modeling programs in
graduate-level science classes at research universities. They involve devices, interactive software and assessment tools.
Ultimately we chose to group technologies by function as they would be used in the classroom, regardless of curriculum
subject or grade level.
This report builds on the work of the past decade by the research team of the College Mathematics Project (CMP) and the College Student Achievement Project (CSAP) based at Seneca College, of which the authors were members. In particular, the senior author was a principal author of the final reports of both CMP and CSAP over the past several years. However, the present paper, while drawing heavily from those reports, is the responsibility of its two authors.
The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to include in a presentation, that’s collaboration. When one student in the group solves the problem and everyone else copies the answer, that’s cheating. When one student fails to deliver material she or he’s been assigned and the rest of the group covers, that’s cheating.
As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with
economically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,
21% in mathematics, and 13% in science. For many students, especially those from disadvantaged backgrounds, learning gaps
appear in early childhood.2 Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. This situation poses a challenge for
intervention models that presume that 15% or so of students need short-term additional help, 5% or so need long-term intervention, and the regular academic program will take care of the rest. In cases where the great majority of students are
academically behind and need major assistance, the regular academic program must be upgraded to deliver a richer curriculum to all students. Such a curriculum is highly beneficial for all students, but is especially critical for disadvantaged students, who often arrive from home with limited knowledge and vocabulary. School districts must develop a system of practices that enable such a curriculum to be taught effectively.
As our nation strives to have all students graduate from high school ready for college and other postsecondary learning opportunities, we have to confront the reality that we are far from achieving this goal. The problem is most severe with
economically disadvantaged students. For example, in states where all eleventh graders take the ACT® college readiness assessment, only 45% of low-income students in 2012 met the ACT College Readiness Benchmarks in English, 30% in reading,
21% in mathematics, and 13% in science.
Confederation College president Jim Madder delivers his state of the college address on Wednesday; May 24; 2017
(Leith Dunick; tbnewswatch.com)
Thunder Bay school might be celebrating its 50th anniversary, but it's certainly not standing pat says, President Jim
Madder.
A monumental shift is steadily occurring in America’s workforce, as an ever-increasing percentage of jobs require some form of postsecondary education and training. In the Recovery 2020 report, Georgetown University Center for Education and the Workforce projects that by 2020, 65 percent of all jobs will require some form of postsecondary education. However, this may be a conservative estimate, according to the center, considering that of the 11.6 million jobs created in the 2010 to 2016 recovery, 11.5 million of them, or 99 percent, were filled by workers with postsecondary training.
While higher education has seen a plethora of initiatives designed to increase educational attainment and alternative delivery methods intended to expand educational opportunities, large numbers of students still do not have access to higher education while still in high school. In particular, offering academically advanced high school students the chance to take college courses (dual enrollment) is widely seen as a way to help them make better use of their senior year. And even less advanced students can participate in dual enrollment courses with support, through approaches such as the Early College model.
Another semester is over, and it's always a bitter sweet moment! Nevertheless, I'm glad that my students' - at least
most of them - successfully completed my courses. However, I'm also sad that another group is gone; it's a kind of a
proud parent moment --- no matter the age of my students.
Usually for a few days after a semester ends, I reflect on the things that went well and anything that could be
improved. It's in this critical examination of the latter that my teaching and classroom learning environment evolves
toward reflections of organizational growth and team-based results. My progression as an educator is driven by
continuous feedback from multiple sources. Throughout the semester, students are encouraged to provide me with
honest and candid feedback, which can be used to make my teaching along with my courses better.
CHICAGO -- Community college leaders across the country are looking through the hundreds of courses in their catalogs and trying to find a way to streamline their offerings in order to get students to completion.
That's because the days of students taking courses without direction is no longer acceptable if colleges hope to get them to complete within a reasonable time, with a degree and minimal student debt.
Student participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.
Abstract:
Student participation in applied research as a form of experiential learning in community colleges is relatively new. Ontario Colleges today participate at different levels with different numbers of projects and faculty involved. A few colleges in Ontario are more established in doing applied research including having basic infrastructure for research and having defined in which disciplines they will conduct research. This study took place in a college with a more established applied research program with the study goal of hearing and listening from the students and their teacher/research leaders as to their perceived benefit from the research program. The findings showed that the students found the program very beneficial and that student learning in areas considered important for the workplace was occurring that would not have been possible in the regular classroom.
Rapid scientific and technological advancement, globalization, cross-cultural encounters and changes in the balance of economic and political power show no sign of slowing down (Association of American Colleges & Universities, 2007). Canada has also been subject to these trends, which has resulted in greater demand for individuals with higher levels of education and skill (OECD, 1996). For example, Statistics Canada found that in Canada the number of high-knowledge businesses (such as those providing services in engineering, sciences and related disciplines) increased by 78% between 1991 and 2003, while the number of low-knowledge businesses (such as accommodation, and food and beverage services) grew by just 3% (Lapointe et al., 2006).
This report describes a study exploring the impact of academic community-based learning (CBL), course community-service learning (CSL) and other in-course learning activities (ICLA) on student learning. Informed by Kolb’s (1984) experiential learning cycle, the study used a survey instrument, adapted from several existing survey instruments, examining students’ self-reporting in a number of areas such as:
• Student engagement
• Depth of learning
• Perceptions of course environment including teaching quality and course workload
• Educational outcomes
The study, conducted over a two-year period (July 2011 to July 2013), surveyed 485 York University undergraduate students enrolled in a variety of introductory and upper-year courses across various academic disciplines. In addition, faculty members who taught these courses were also invited to take part in focus group sessions. The focus groups provided additional qualitative data about instructors’ motivations, strategies and challenges associated with incorporating experiential
education approaches to their teaching and instructors’ perceptions of how CBL, CSL and ICLA impact student learning and
experience.
This report describes a study exploring the impact of academic community-based learning (CBL), course community-service learning (CSL) and other in-course learning activities (ICLA) on student learning. Informed by Kolb’s (1984) experiential learning cycle, the study used a survey instrument, adapted from several existing survey instruments, examining students’ self-reporting in a number of areas such as:
Student engagement
Depth of learning
Perceptions of course environment including teaching quality and course workload
Educational outcomes
The growth of competency-based education in an online environment requires the development and measurement of
quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online courses. The purpose of this paper is to provide background and research for a proposed rubric to measure quality in competency-based online courses.
Altnough competency-based education may seem relative new to postsecondary education, the concept has been widely discussed throughout American education since 1990s.