Monday April
19 -- CONTENT
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8:30 |
Breakfast at the DUC
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9:30 |
Introductions
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10:00 |
Overview of course design process
Analysis of content
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10:15 |
Case study: Fundamentals of Photonics
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10:45 |
Development of concept maps
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12:00 |
Lunch
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1:30 |
Prepare concept map for presentation
to small group
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1:45 |
Microteaching (presentation of
concept maps)
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3:45 |
Review preparation for Tuesday
Formative evaluation
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down
Reading related to Monday’s activities (Content
- Section II of the Readings)
Core reading
Novak, J. D. (1998). Meaningful learning for empowerment. In Learning,
creating, and using knowledge: Concept maps as facilitative tools
in schools and corporations (19-34). Mahwah, NJ: Erlbaum.
- Defines concept mapping. Discusses the value of concept
mapping in enhancing meaningful learning, helping students study
more effectively, and organizing and sequencing instruction.
Complementary reading
Donald J. G., (1983). Knowledge Structures: Methods of exploring
course content. Journal of Higher Education, 54(1), 31-41.
- Describes disciplinary differences in how knowledge is structured.
Jonassen, D., Beissner, K., & Yacci, M. (1993). Explicit methods
for conveying structural knowledge through concept maps. Structural
knowledge: Techniques for representing, conveying and acquiring structural
knowledge (155-163). Hillsdale, NJ: Erlbaum.
- Describes concept maps and discusses application and representation.
Preparation for Tuesday
- View your videotape and fill out the follow up form, if you find
it useful to your thinking.
- Please revise your concept maps based on the feedback you received.
- Read the following in Sections I (Microteaching) and III (Outcome)
of the readings in preparation for tomorrow.
Core reading
Woodberry, R. D., & Aldrich, H.E. (2000). Planning and running
effective classroom exercises. Teaching Sociology, Vol. 28, 241-248.
- Offers concrete, practice-based suggestions for designing
and executing in-class learning activities that engage students
in active co-construction of knowledge.
LaSere Erickson, B., & Weltner-Strommer, D. (1991). Knowing,
understanding and thinking: The goals of freshman instruction.
In Teaching College Freshmen. (65-80). San Francisco: Jossey-Bass.
- A brief introduction to different forms of learning with definitions.
Complementary reading
Entwistle, N. (1998). Approaches to learning and forms of understanding.
In B. Dart & Boulton-Lewis (Eds.), Teaching and learning in
higher education (72-101). Melbourne: ACER.
- A description of understanding the ways in which students approach
learning in an academic environment.
Leckie, Gloria J. (1996). Desperately Seeking Citations: Uncovering
Faculty Assumptions about the Undergraduate Research Process. In The
Journal of Academic Librarianship. (201-208).
- From the perspective of academic librarians, explores the limited
success of undergraduate students with research paper assignments
and proposes solutions based on a curriculum-integrated approaching
that involves faculty members as partners in the instruction of
appropriate information seeking and retrieval skills.
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