This is a public group open to those working and teaching in General Education– whether that be traditional models, integrative models, or hybrids. Welcoming scholars and practitioners from various fields and institutions, this group seeks to engage in an interdisciplinary conversation on the challenges and victories of General Education in the 21st century, including but […]
Thinking about teaching, learning, and study.
This group is for those who are involved in education sicences and educational research.
Forum for discussion on post-secondary arts education including the development of contemporary arts education.
Standards for Reporting Data to Educators provides a synthesis of research and best practices of how data should be presented to educators in order to optimize the effectiveness of data use. Synthesizing over 300 sources of peer-reviewed research, expert commentary, and best practices, Rankin develops a set of data reporting standards that education data system vendors, providers, and creators can apply to improve how data is displayed for educators. The accurate and effective presentation of data is paramount to educators’ ability to successfully implement and make use of the most current knowledge in the field. This important book reveals the most effective ways to communicate data to ensure educators can use data easily and accurately.
This article presents an argument from a German background in a current American debate about new challenges in teacher education. Experience and theory both show how necessary Transnational History is as a foundation for contemporary teacher training. Three ways to proceed in Germany are presented here, with suggestions for other countries, too.
This very broad introductory workshop was held at Howard-Tilton Memorial Library at Tulane University as one in a series of four workshops held during Open Access Week 2018. Over the course of the workshop, we reviewed core terminology, collaboratively developed an understanding of the potential purpose of OERs, explored a selection of OER repositories for content that may align with faculty teaching needs, and briefly reviewed resources available through Howard-Tilton Memorial Library to support faculty wishing to develop their own OERs.
This post reflects on colleges rankings by the U.S. News & World Report. The main idea is that the rankings are inaccurate and unreliable.
An informational town hall about the activities of the Education Committee of MLA during the 2017-2018 year and plans for the 2018-2019 year.
Adding to the long list of “post” conditions, the term “post-internet” offers a fairly recent attempt to characterize a certain social, political, historical, and material condition that artists, curators, educators, and critics are currently working with. For some, it provides a language to articulate the complex entwinements between online and offline, while for others, it presents yet another blasé attempt to excite the neoliberal art world. This paper was presented at a symposium whose aim was to offer entry points to the post-internet logic, its conceptualization, and its critique by examining its (ab)uses in artistic, educational, and curatorial practices. We ask, why and how to engage with or disengage from the post-internet and what happens when the post-internet enters the institution.