The Learning & Teaching Office
The Learning & Teaching Office Monthly DigestOctober 2011Issue Number 17The Monthly Digest is produced by Ryerson University's Learning and Teaching Office for distribution via the LTO's Teachnet mailing list. It highlights new scholarly publications in learning and teaching, as well as recent news from the world of higher education.In this issue...
Computers in LibrariesProject iPad: Investigating Tablet Integration in Learning and Libraries at Ryerson University
By Naomi Eichenlaub, Laine Gabel, Dan Jakubek, Graham McCarthy, and Weina Wang “Project iPad came out of an opportunity presented by the Ryerson chief librarian to a small group of new Ryerson librarians. In early summer 2010, she presented the group with an opportunity to have access to $5,000 in funds to use at their discretion.The librarians decided that since there had just been a major release of tablet technology in Canada, they would conduct a tablet-focused project with a small group of students.” They “found that the iPad, though not yet as integral to academic life as a computer, can be a powerful tool in aiding collaboration,encouraging organization, and assiting learning e-gardless of field or level of academic achievement.” Inside Higher EducationHow to Hack Academic Book Publishing in Two (Not So) Easy Steps
By Barbara Fister “The book based on the Hacking the Academy project is now online and soon will be available in print from Digital Culture Books, the innovate open access imprint of the University of Michigan Press - also known as MPub. This publishing enterprise, integrated into the library and beyond, is where you should look if you want to know what the open future could look like... The book is a collection of itelligently-articulted and provocatie ideas submited via Twitter within a single week on the subject of how we can rethink the academy – teaching, learning, scholarship, libraries, and everything related to what we do.” Journal of Computing in Higher Education
A Multi-Year Investigation of the Relationship between Pedagogy, Computer Use and Course Effectiveness in Postsecondary Education
By Rana M. Tamim, Gretchen Lowerison, Richard F. Schmid, Robert M. Bernard, Philip C. Abrami “This study investigated the change in the relationship between pedagogy, computer-use and students’ perceptions about course-effectiveness over time. Students from a Canadian university completed a questionnaire in two different years (2003 and 2007). Of greatest interest were characteristics of technology that interact with pedagogy to achieve positive learning outcomes. A factor analysis revealed a three-factor solution: “course-structure,” “active-learning,” and “computer-use.” Multiple regression analysis showed that the three variables are predictive of perceived course effectiveness, with “course-structure” being most predictive in both years. “Computer-use” was least predictive with the 2003 sample while it was second in predictive power with the 2007 sample, most likely reflecting increased technology integration in post-secondary education...Findings reveal that while pedagogy seems to be of highest importance to students, the relationship between computer use and perceived course effectiveness is changing over time. Implications are discussed and suggestions for future research are presented.” Journal of Education for BusinessStudent Expectations of Technology-Enhanced Pedagogy: A Ten-Year Comparison
By Mary Jo Jackson, Marilyn M. Helms, William T. Jackson, John R. Gum “The influx of technology into education has begun a transformation of the classroom. The authors replicated a 1996 study of college students’ expectations of technology to be used in the classroom. Students reported prior experience with computer technology, their ideal classroom instruction techniques, and what technology-enhanced pedagogies they anticipated in college classrooms. Although student desires have changed, the picture of an ideal classroom still shows a strong desire for lecture-dominated classes with class discussion and exercises, written handouts, and outlines.” Mobility ShiftsLearning Through Digital Media: Experiments in Technology and Pedagogy
Edited by R. Trebor Scholz “This publication is the product of a collaboration that started in the fall of 2010 when a total of eighty New School faculty, librarians, students, and staffcame together to think about teaching and learning with digital media. These conversations, leading up to the MobilityShifts Summit, inspired this collection of essays, which was rigorously peer-reviewed.” Essays include:
CUNY Digital Humanities InitiativeDigital Humanities SyllabiBy Matthew K. Gold “A brief selection of DH-related syllabi. The Zotero group Digital Humanities Education, launched by Lisa Spiro, is collaboratively building a library that ‘includes syllabi and curriculum planning documents, as well as articles about open education, networked pedagogies, and more.’” The CUNY Digital Humanities Initiative also provides access to its Wiki, The CUNY Digital Humanities Resource Guide. Association for Computers and the HumanitiesDigital Humanities in the Classroom: Questions and AnswersThis collaborative project between the Association for Computers and the Humanities and the ProfHacker blog on The Chronicle of Higher Education, is “a community-based Q&A board for digital humanities questions that need (just a little) more than 140 character answers.” Contribute, or explore the topics currently available. Questions include “What should I read and what software should I use to do textual studies well?,” “What’s the best open source e-Portfolio tool for teaching?,” and “Should we still be teaching HTML?” The Monthly Digest is compiled by Michelle Schwartz. To receive copies of the Monthly Digest, as well as other LTO publications and updates, send an email to majordomo@ryerson.ca with "subscribe teachnet" in the body of the message. The Learning & Teaching Office, Ryerson University, Kerr Hall West, Room KHW373, 416 979 5000, Extension 6598, michelle.schwartz@ryerson.ca |
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