[ { "key": "IGEWKDRW", "version": 978, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/IGEWKDRW", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/IGEWKDRW", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "IGEWKDRW", "version": 978, "itemType": "webpage", "title": "Extension Services: ES-Grad", "creators": [], "abstractNote": "In partnership with Google, Extension Services is piloting ES-Grad, designed to support doctoral computing programs in the development and implementation of strategic initiatives to increase gender diversity in their programs while advocating for systemic change. Resources and a consultation process, grounded in a central theoretical model, support doctoral graduate programs in admitting and retaining women, and placing them in research careers after graduation.", "websiteTitle": "National Center for Women & Information Technology", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://www.ncwit.org/extension-services-es-grad", "accessDate": "2019-09-23T14:41:41Z", "shortTitle": "Extension Services", "language": "en", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2019-09-23T14:41:41Z", "dateModified": "2019-09-23T14:41:41Z" } }, { "key": "LMY9L8KF", "version": 974, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/LMY9L8KF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/LMY9L8KF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Reimer et al.", "parsedDate": "2016-04-01", "numChildren": 0 }, "data": { "key": "LMY9L8KF", "version": 974, "itemType": "journalArticle", "title": "Evaluating Promising Practices in Undergraduate STEM Lecture Courses", "creators": [ { "creatorType": "author", "firstName": "Lynn C.", "lastName": "Reimer" }, { "creatorType": "author", "firstName": "Katerina", "lastName": "Schenke" }, { "creatorType": "author", "firstName": "Tutrang", "lastName": "Nguyen" }, { "creatorType": "author", "firstName": "Diane K.", "lastName": "O'Dowd" }, { "creatorType": "author", "firstName": "Thurston", "lastName": "Domina" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Warschauer" } ], "abstractNote": "DOAJ is an online directory that indexes and provides access to quality open access, peer-reviewed journals.", "publicationTitle": "RSF: The Russell Sage Foundation Journal of the Social Sciences", "publisher": "", "place": "", "date": "2016/04/01", "volume": "2", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "212-233", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "https://doaj.org", "accessDate": "2018-08-31T12:01:03Z", "PMID": "", "PMCID": "", "ISSN": "2377-8253, 2377-8261", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "doaj.org", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-08-31T12:01:03Z", "dateModified": "2018-08-31T12:01:03Z" } }, { "key": "VYME2L9X", "version": 973, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/VYME2L9X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/VYME2L9X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Porter et al.", "parsedDate": "2013-08", "numChildren": 0 }, "data": { "key": "VYME2L9X", "version": 973, "itemType": "journalArticle", "title": "Success in Introductory Programming: What Works?", "creators": [ { "creatorType": "author", "firstName": "Leo", "lastName": "Porter" }, { "creatorType": "author", "firstName": "Mark", "lastName": "Guzdial" }, { "creatorType": "author", "firstName": "Charlie", "lastName": "McDowell" }, { "creatorType": "author", "firstName": "Beth", "lastName": "Simon" } ], "abstractNote": "How pair programming, peer instruction, and media computation have improved computer science education.", "publicationTitle": "Communications of the ACM", "publisher": "", "place": "", "date": "August 2013", "volume": "56", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "34–36", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Commun. ACM", "DOI": "10.1145/2492007.2492020", "citationKey": "", "url": "http://doi.acm.org/10.1145/2492007.2492020", "accessDate": "2018-08-31T06:58:41Z", "PMID": "", "PMCID": "", "ISSN": "0001-0782", "archive": "", "archiveLocation": "", "shortTitle": "Success in Introductory Programming", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-08-31T06:58:41Z", "dateModified": "2018-08-31T06:59:35Z" } }, { "key": "A8XMPRT9", "version": 972, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/A8XMPRT9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/A8XMPRT9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Hu and Shepherd", "parsedDate": "2013-08", "numChildren": 0 }, "data": { "key": "A8XMPRT9", "version": 972, "itemType": "journalArticle", "title": "Using POGIL to Help Students Learn to Program", "creators": [ { "creatorType": "author", "firstName": "Helen H.", "lastName": "Hu" }, { "creatorType": "author", "firstName": "Tricia D.", "lastName": "Shepherd" } ], "abstractNote": "POGIL has been successfully implemented in a scientific computing course to teach science students how to program in Python. Following POGIL guidelines, the authors have developed guided inquiry activities that lead student teams to discover and understand programming concepts. With each iteration of the scientific computing course, the authors have refined the activities and learned how to better adapt POGIL for the computer science classroom. This article details how POGIL activities differ from both traditional computer science labs and other active-learning pedagogies. Background is provided on POGIL's effectiveness. The article then includes a full description of how POGIL activities were used in the scientific computing course, as well as an example POGIL activity on recursion. Discussion is provided on how to facilitate and develop POGIL activities. Quotes from student evaluations and an assessment on how well students learned to program are provided.", "publicationTitle": "ACM Transactions on Computing Education", "publisher": "", "place": "", "date": "August 2013", "volume": "13", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "13:1–13:23", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "ACM Trans. Comput. Educ.", "DOI": "10.1145/2499947.2499950", "citationKey": "", "url": "http://doi.acm.org/10.1145/2499947.2499950", "accessDate": "2018-08-31T06:50:45Z", "PMID": "", "PMCID": "", "ISSN": "1946-6226", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "POGIL", "type": 1 }, { "tag": "active learning", "type": 1 }, { "tag": "inquiry-based learning", "type": 1 }, { "tag": "process skills", "type": 1 }, { "tag": "process-oriented guided inquiry learning", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-08-31T06:50:45Z", "dateModified": "2018-08-31T06:58:41Z" } }, { "key": "S9TM999X", "version": 969, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/S9TM999X", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/S9TM999X", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Russell et al.", "parsedDate": "2016-02", "numChildren": 0 }, "data": { "key": "S9TM999X", "version": 969, "itemType": "journalArticle", "title": "Large Lecture Transformation: Adopting Evidence-Based Practices to Increase Student Engagement and Performance in an Introductory Science Course", "creators": [ { "creatorType": "author", "firstName": "Jae-eun", "lastName": "Russell" }, { "creatorType": "author", "firstName": "Sam", "lastName": "VanHorne" }, { "creatorType": "author", "firstName": "Adam S.", "lastName": "Ward" }, { "creatorType": "author", "firstName": "E. Arthur", "lastName": "Bettis" }, { "creatorType": "author", "firstName": "Maija", "lastName": "Sipola" }, { "creatorType": "author", "firstName": "Mariana", "lastName": "Colombo" }, { "creatorType": "author", "firstName": "Mary K.", "lastName": "Rocheford" } ], "abstractNote": "This study investigated students' attitudes, engagement, satisfaction, and performance in Introduction to Environmental Science after it was transformed from a typical large lecture to a student-centered learning environment. The instructors of the course collaborated with the Office of Teaching, Learning & Technology and radically redesigned the course by adopting evidence-based pedagogical methods and instructional technology to offer a rich active learning environment. Students' engagement, satisfaction, and performance in the transformed course were compared to the students in the same course that was traditionally taught in a previous semester in order to measure the effect of the transformed course on student learning. Four self-reported surveys and a focus group interview were administered during the semester, and performance scores, prior learning data, and demographic information were collected at the end of the semester. The assessment results indicate that the students in the transformed course prepared for the class significantly more, engaged in the course significantly better, and were significantly more satisfied with the course than were the students in the traditional lecture-format course. Most of all, multiple linear regression indicates that the students in the transformed course earned, on average, about three-fourths of a letter grade higher on their final grade after controlling for cumulative grade point average. The students in the transformed course reported that online learning materials and frequent formative assessments using online quizzes were helpful in their learning, and they perceived the course was relevant to real-world applications that matter to their daily life.", "publicationTitle": "Journal of Geoscience Education; Bellingham", "publisher": "", "place": "", "date": "Feb 2016", "volume": "64", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-51", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org.colorado.idm.oclc.org/10.5408/15-084.1", "citationKey": "", "url": "http://search.proquest.com/docview/1768145562/abstract/71876C24EEF849E9PQ/1", "accessDate": "2018-08-31T06:38:35Z", "PMID": "", "PMCID": "", "ISSN": "10899995", "archive": "", "archiveLocation": "", "shortTitle": "Large Lecture Transformation", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Copyright National Association of Geoscience Teachers Feb 2016", "extra": "", "tags": [ { "tag": "Collaboration", "type": 1 }, { "tag": "College students", "type": 1 }, { "tag": "Design", "type": 1 }, { "tag": "Earth Sciences--Geology", "type": 1 }, { "tag": "Education--Higher Education", "type": 1 }, { "tag": "Studies", "type": 1 }, { "tag": "Teaching methods", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-08-31T06:38:36Z", "dateModified": "2018-08-31T06:38:36Z" } }, { "key": "HKNLMA9Y", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/HKNLMA9Y", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/HKNLMA9Y", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Norton et al.", "parsedDate": "2005-11-01", "numChildren": 0 }, "data": { "key": "HKNLMA9Y", "version": 967, "itemType": "journalArticle", "title": "Teachers’ beliefs and intentions concerning teaching in higher education", "creators": [ { "creatorType": "author", "firstName": "Lin", "lastName": "Norton" }, { "creatorType": "author", "firstName": "T. E.", "lastName": "Richardson" }, { "creatorType": "author", "firstName": "James", "lastName": "Hartley" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Newstead" }, { "creatorType": "author", "firstName": "Jenny", "lastName": "Mayes" } ], "abstractNote": "A questionnaire measuring nine different aspects of teachers’ beliefs and intentions concerning teaching in higher education was distributed to teachers at four institutions in the United Kingdom, yielding 638 complete sets of responses. There was a high degree of overlap between the participants’ scores on the subscales measuring beliefs and intentions, and analyses of both sets of scores yielded two factors reflecting an orientation towards learning facilitation and an orientation towards knowledge transmission. However, teachers’ intentions were more orientated towards knowledge transmission than were their beliefs, and problem solving was associated with beliefs based on learning facilitation but with intentions based on knowledge transmission. Differences in teachers’ intentions across different disciplines and between men and women seemed to result from different conceptions of teaching, whereas differences in teachers’ intentions across different institutions and between teachers with different levels of teaching experience seemed to result from contextual factors. Teaching intentions thus reflect a compromise between teachers’ conceptions of teaching and their academic and social contexts", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "2005/11/01", "volume": "50", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "537-571", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "High Educ", "DOI": "10.1007/s10734-004-6363-z", "citationKey": "", "url": "http://link.springer.com/article/10.1007/s10734-004-6363-z", "accessDate": "2018-04-06T01:16:30Z", "PMID": "", "PMCID": "", "ISSN": "0018-1560, 1573-174X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link-springer-com.colorado.idm.oclc.org", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T01:16:30Z", "dateModified": "2018-04-06T01:16:30Z" } }, { "key": "VTEFZKTY", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/VTEFZKTY", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/VTEFZKTY", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Richardson", "parsedDate": "2005-12-01", "numChildren": 0 }, "data": { "key": "VTEFZKTY", "version": 967, "itemType": "journalArticle", "title": "Students’ Approaches to Learning and Teachers’ Approaches to Teaching in Higher Education", "creators": [ { "creatorType": "author", "firstName": "John T. E.", "lastName": "Richardson" } ], "abstractNote": "Research into learning and teaching in higher education over the last 25 years has provided a variety of concepts, methods, and findings that are of both theoretical interest and practical relevance. It has revealed the relationships between students’ approaches to studying, their conceptions of learning, and their perceptions of their academic context. It has revealed the relationships between teachers’ approaches to teaching, their conceptions of teaching, and their perceptions of the teaching environment. And it has provided a range of tools that can be exploited for developing our understanding of learning and teaching in particular contexts and for assessing and enhancing the student experience on specific courses and programs.", "publicationTitle": "Educational Psychology", "publisher": "", "place": "", "date": "December 1, 2005", "volume": "25", "issue": "6", "section": "", "partNumber": "", "partTitle": "", "pages": "673-680", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/01443410500344720", "citationKey": "", "url": "https://doi.org/10.1080/01443410500344720", "accessDate": "2018-04-06T01:12:10Z", "PMID": "", "PMCID": "", "ISSN": "0144-3410", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T01:12:10Z", "dateModified": "2018-04-06T01:12:10Z" } }, { "key": "5MPNEGV9", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/5MPNEGV9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/5MPNEGV9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Kember and Kwan", "parsedDate": "2000-09", "numChildren": 0 }, "data": { "key": "5MPNEGV9", "version": 967, "itemType": "journalArticle", "title": "Lecturers' approaches to teaching and their relationship to conceptions of good teaching", "creators": [ { "creatorType": "author", "firstName": "David", "lastName": "Kember" }, { "creatorType": "author", "firstName": "Kam-por", "lastName": "Kwan" } ], "abstractNote": "", "publicationTitle": "Instructional Science; Dordrecht", "publisher": "", "place": "", "date": "Sep 2000", "volume": "28", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "469-490", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "http://dx.doi.org.colorado.idm.oclc.org/10.1023/A:1026569608656", "citationKey": "", "url": "http://search.proquest.com/docview/740299985/abstract/7E544201E3A0410DPQ/1", "accessDate": "2018-04-06T01:03:23Z", "PMID": "", "PMCID": "", "ISSN": "0020-4277", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "ProQuest", "callNumber": "", "rights": "Kluwer Academic Publishers 2000", "extra": "", "tags": [ { "tag": "Education", "type": 1 }, { "tag": "Higher education", "type": 1 }, { "tag": "Psychology", "type": 1 }, { "tag": "Social Sciences: Comprehensive Works", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T01:03:23Z", "dateModified": "2018-04-06T01:03:23Z" } }, { "key": "YE8AIY6A", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/YE8AIY6A", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/YE8AIY6A", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Kember", "parsedDate": "1997-09-01", "numChildren": 0 }, "data": { "key": "YE8AIY6A", "version": 967, "itemType": "journalArticle", "title": "A reconceptualisation of the research into university academics' conceptions of teaching", "creators": [ { "creatorType": "author", "firstName": "David", "lastName": "Kember" } ], "abstractNote": "Articles about the conceptions of teaching of university academics are reviewed. There is found to be a high level of correspondence between largely independent studies reported in 13 articles. An attempt to synthesise the body of research places conceptions under two broad orientations characterised as teacher-centred/content-oriented and student-centred/learning-oriented. Each orientation has two associated conceptions. A transitionary category, labelled student-teacher interaction, links the two orientations. The five conceptions beneath the orientations are visualised as well-defined points within a continuum, and there is some evidence of lecturers shifting beliefs across the spectrum over time. Teaching conceptions have been shown to be related to measures of the quality of student learning, so are modelled as influencing teaching approaches which in turn effect student learning approaches and learning outcomes. It is argued that measures to enhance the quality of teaching should take account of teaching conceptions if they are to be effective, as teaching approaches are strongly influenced by the underlying beliefs of the teacher.", "publicationTitle": "Learning and Instruction", "publisher": "", "place": "", "date": "September 1, 1997", "volume": "7", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "255-275", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Learning and Instruction", "DOI": "10.1016/S0959-4752(96)00028-X", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S095947529600028X", "accessDate": "2018-04-06T00:57:30Z", "PMID": "", "PMCID": "", "ISSN": "0959-4752", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:57:30Z", "dateModified": "2018-04-06T00:57:30Z" } }, { "key": "IVBBPZCP", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/IVBBPZCP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/IVBBPZCP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Argyris", "parsedDate": "1982", "numChildren": 0 }, "data": { "key": "IVBBPZCP", "version": 967, "itemType": "book", "title": "Reasoning, learning, and action: individual and organizational", "creators": [ { "creatorType": "author", "firstName": "Chris", "lastName": "Argyris" } ], "abstractNote": "", "series": "A Joint publication in the Jossey-Bass series in social and behavioral science & in management, training, and development", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "1st ed", "date": "1982", "publisher": "Jossey-Bass", "place": "San Francisco", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "499", "ISBN": "978-0-87589-524-6", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Reasoning, learning, and action", "language": "", "libraryCatalog": "libraries.colorado.edu Library Catalog", "callNumber": "BF441 .A64 1982", "rights": "", "extra": "", "tags": [ { "tag": "Learning", "type": 1 }, { "tag": "Learning, Psychology of", "type": 1 }, { "tag": "Organization and Administration", "type": 1 }, { "tag": "Organizational effectiveness", "type": 1 }, { "tag": "Problem Solving", "type": 1 }, { "tag": "Problem solving", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:50:33Z", "dateModified": "2018-04-06T00:50:33Z" } }, { "key": "NK6MBHT7", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/NK6MBHT7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/NK6MBHT7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Kane et al.", "parsedDate": "2002-01-01", "numChildren": 0 }, "data": { "key": "NK6MBHT7", "version": 967, "itemType": "journalArticle", "title": "Telling Half the Story: A Critical Review of Research on the Teaching Beliefs and Practices of University Academics", "creators": [ { "creatorType": "author", "firstName": "Ruth", "lastName": "Kane" }, { "creatorType": "author", "firstName": "Susan", "lastName": "Sandretto" }, { "creatorType": "author", "firstName": "Chris", "lastName": "Heath" } ], "abstractNote": "A critical review of research on teaching beliefs and practices of university academics revealed that the espoused theories of action of academics have not been distinguished from their theories-in-use in some studies. It is our contention that research that examines only what university teachers say about their practice and does not directly observe what they do is at risk of telling half the story. Our review revealed several unsupported claims about university academics' teaching practice, raised concerns about data gathering and analysis methods, and found that research on primary and secondary teachers' beliefs has been used infrequently to inform research in tertiary settings. The review identifies implications for understanding university academics' development as teachers and provides direction for further research.", "publicationTitle": "Review of Educational Research", "publisher": "", "place": "", "date": "January 1, 2002", "volume": "72", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "177-228", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3102/00346543072002177", "citationKey": "", "url": "http://rer.sagepub.com/cgi/content/abstract/72/2/177", "accessDate": "2010-03-21T15:05:54Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Telling Half the Story", "language": "", "libraryCatalog": "Sage Journals Online", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:30:58Z", "dateModified": "2018-04-06T00:30:58Z" } }, { "key": "7ZBPUEKT", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/7ZBPUEKT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/7ZBPUEKT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Trigwell and Prosser", "parsedDate": "1996-07-01", "numChildren": 0 }, "data": { "key": "7ZBPUEKT", "version": 967, "itemType": "journalArticle", "title": "Congruence between intention and strategy in university science teachers' approaches to teaching", "creators": [ { "creatorType": "author", "firstName": "Keith", "lastName": "Trigwell" }, { "creatorType": "author", "firstName": "Michael", "lastName": "Prosser" } ], "abstractNote": "This paper describes the results, and some implications, of an empirical study of the congruence between intention and strategy of university science teachers' approaches to teaching in their first year science courses. The study drew upon the results of a previous phenomenographic study which identified qualitatively different approaches to teaching. An approaches to teaching inventory was subsequently developed which included scales representing the intentions and strategies identified in the first study. This inventory was distributed to a sample of university teachers of first year science courses in Australia. The results confirmed the proposed relationship between intention and strategy, and showed that a Student-focused Strategy was associated with a Conceptual Change Intention, while a Teacher-focused Strategy was associated with an Information Transfer Intention. It is concluded that the traditional form of academic development focussing on teaching strategies (for example, activity based strategies) is unlikely to be successful without an ongoing focus on the intentions which are associated with the strategy.", "publicationTitle": "Higher Education", "publisher": "", "place": "", "date": "1996/07/01", "volume": "32", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "77-87", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "High Educ", "DOI": "10.1007/BF00139219", "citationKey": "", "url": "https://link.springer.com/article/10.1007/BF00139219", "accessDate": "2018-04-06T00:25:39Z", "PMID": "", "PMCID": "", "ISSN": "0018-1560, 1573-174X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "link.springer.com", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:25:39Z", "dateModified": "2018-04-06T00:25:39Z" } }, { "key": "JHTHUK2Z", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/JHTHUK2Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/JHTHUK2Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Czerniak and Lumpe", "parsedDate": "1996", "numChildren": 0 }, "data": { "key": "JHTHUK2Z", "version": 967, "itemType": "journalArticle", "title": "Relationship between Teacher Beliefs and Science Education Reform", "creators": [ { "creatorType": "author", "firstName": "Charlene M.", "lastName": "Czerniak" }, { "creatorType": "author", "firstName": "Andrew T.", "lastName": "Lumpe" } ], "abstractNote": "Examines three questions about science teachers' beliefs regarding the necessity of science reform strands, teachers' perceptions of the implementation of reform strands in their classrooms, and how teachers' beliefs relate to their perceived implementation of reform efforts. Contains 43 references. (DDR)", "publicationTitle": "Journal of Science Teacher Education", "publisher": "", "place": "", "date": "1996/00/00", "volume": "7", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "247-66", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "2018-04-06T00:22:24Z", "PMID": "", "PMCID": "", "ISSN": "1046-560X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "ERIC", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Educational Change", "type": 1 }, { "tag": "Elementary Secondary Education", "type": 1 }, { "tag": "Science Curriculum", "type": 1 }, { "tag": "Science Education", "type": 1 }, { "tag": "Science and Society", "type": 1 }, { "tag": "Teacher Attitudes", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:22:24Z", "dateModified": "2018-04-06T00:22:24Z" } }, { "key": "K83VGDYC", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/K83VGDYC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/K83VGDYC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Henderson Charles et al.", "parsedDate": "2011-09-02", "numChildren": 0 }, "data": { "key": "K83VGDYC", "version": 967, "itemType": "journalArticle", "title": "Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature", "creators": [ { "creatorType": "author", "name": "Henderson Charles" }, { "creatorType": "author", "name": "Beach Andrea" }, { "creatorType": "author", "name": "Finkelstein Noah" } ], "abstractNote": "Abstract This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics (STEM) courses. The review is based on 191 conceptual and empirical journal articles published between 1995 and 2008. Four broad categories of change strategies were developed to capture core differences within this body of literature: disseminating curriculum and pedagogy, developing reflective teachers, enacting policy, and developing shared vision. STEM education researchers largely write about change in terms of disseminating curriculum and pedagogy. Faculty development researchers largely write about change in terms of developing reflective teachers. Higher education researchers largely write about change in terms of enacting policy. New work often does not build on prior empirical or theoretical work. Although most articles claim success of the change strategy studied, evidence presented to support these claims is typically not strong. For example, only 21% of articles that studied implementation of a change strategy were categorized as presenting strong evidence to support claims of success or failure of the strategy. These analyses suggest that the state of change strategies and the study of change strategies are weak, and that research communities that study and enact change are largely isolated from one?another. In spite of the weak state of the literature, some conclusions related to the design of change strategies can be drawn from this review. Two commonly used change strategies are clearly not effective: developing and testing ?best practice? curricular materials and then making these materials available to other faculty and ?top?down? policy?making meant to influence instructional practices. Effective change strategies: are aligned with or seek to change the beliefs of the individuals involved; involve long?term interventions, lasting at least one semester; require understanding a college or university as a complex system and designing a strategy that is compatible with this system. ? 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 952?984, 2011", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "September 2, 2011", "volume": "48", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "952-984", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Research in Science Teaching", "DOI": "10.1002/tea.20439", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/full/10.1002/tea.20439", "accessDate": "2018-04-06T00:04:13Z", "PMID": "", "PMCID": "", "ISSN": "0022-4308", "archive": "", "archiveLocation": "", "shortTitle": "Facilitating change in undergraduate STEM instructional practices", "language": "", "libraryCatalog": "onlinelibrary.wiley.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "higher education", "type": 1 }, { "tag": "pedagogy", "type": 1 }, { "tag": "professional development", "type": 1 }, { "tag": "science education", "type": 1 }, { "tag": "teacher change", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2018-04-06T00:04:13Z", "dateModified": "2018-04-06T00:04:13Z" } }, { "key": "I4N7UEX5", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/I4N7UEX5", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/I4N7UEX5", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Henderson Charles et al.", "parsedDate": "2011-09-02", "numChildren": 0 }, "data": { "key": "I4N7UEX5", "version": 967, "itemType": "journalArticle", "title": "Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature", "creators": [ { "creatorType": "author", "name": "Henderson Charles" }, { "creatorType": "author", "name": "Beach Andrea" }, { "creatorType": "author", "name": "Finkelstein Noah" } ], "abstractNote": "Abstract This article reviews current scholarship about how to promote change in instructional practices used in undergraduate science, technology, engineering, and mathematics (STEM) courses. The review is based on 191 conceptual and empirical journal articles published between 1995 and 2008. Four broad categories of change strategies were developed to capture core differences within this body of literature: disseminating curriculum and pedagogy, developing reflective teachers, enacting policy, and developing shared vision. STEM education researchers largely write about change in terms of disseminating curriculum and pedagogy. Faculty development researchers largely write about change in terms of developing reflective teachers. Higher education researchers largely write about change in terms of enacting policy. New work often does not build on prior empirical or theoretical work. Although most articles claim success of the change strategy studied, evidence presented to support these claims is typically not strong. For example, only 21% of articles that studied implementation of a change strategy were categorized as presenting strong evidence to support claims of success or failure of the strategy. These analyses suggest that the state of change strategies and the study of change strategies are weak, and that research communities that study and enact change are largely isolated from one?another. In spite of the weak state of the literature, some conclusions related to the design of change strategies can be drawn from this review. Two commonly used change strategies are clearly not effective: developing and testing ?best practice? curricular materials and then making these materials available to other faculty and ?top?down? policy?making meant to influence instructional practices. Effective change strategies: are aligned with or seek to change the beliefs of the individuals involved; involve long?term interventions, lasting at least one semester; require understanding a college or university as a complex system and designing a strategy that is compatible with this system. ? 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 952?984, 2011", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "September 2, 2011", "volume": "48", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "952-984", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Journal of Research in Science Teaching", "DOI": "10.1002/tea.20439", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/full/10.1002/tea.20439", "accessDate": "2018-04-06T00:04:06Z", "PMID": "", "PMCID": "", "ISSN": "0022-4308", "archive": "", "archiveLocation": "", "shortTitle": "Facilitating change in undergraduate STEM instructional practices", "language": "", "libraryCatalog": "onlinelibrary.wiley.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "higher education", "type": 1 }, { "tag": "pedagogy", "type": 1 }, { "tag": "professional development", "type": 1 }, { "tag": "science education", "type": 1 }, { "tag": "teacher change", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-06T00:04:06Z", "dateModified": "2018-04-06T00:04:06Z" } }, { "key": "AHT4CFW4", "version": 967, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/AHT4CFW4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/AHT4CFW4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "creatorSummary": "Hora Matthew T.", "parsedDate": "2015-08-17", "numChildren": 0 }, "data": { "key": "AHT4CFW4", "version": 967, "itemType": "journalArticle", "title": "Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms", "creators": [ { "creatorType": "author", "name": "Hora Matthew T." } ], "abstractNote": "ABSTRACT Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems?of?practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking about teaching in science classrooms in more multidimensional terms. Using descriptive statistics and social network analysis, I examine the teaching practices employed by a group of science and engineering faculty (n = 56). Results indicate the extensive use of lecturing with premade visuals (observed in 65% of all 2?minute intervals comprising a class). However, the majority of instructors (n = 34) lectured for periods of 20 minutes or less. Using the Differentiated Overt Learning Activities (Chi students problem solving (PS),15%), ?being constructive? (students asking questions, 4%; students doing creative tasks, 2%), and ?being interactive? (students working with peers to do creative tasks, 2%). Results indicate variation across disciplines and course contexts, that active learning is embedded within PowerPoint lectures, and that small group work exercises are not synonymous with constructivist activities. Implications for research, practice, and policy are discussed.", "publicationTitle": "Science Education", "publisher": "", "place": "", "date": "August 17, 2015", "volume": "99", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "783-818", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Science Education", "DOI": "10.1002/sce.21175", "citationKey": "", "url": "https://onlinelibrary.wiley.com/doi/abs/10.1002/sce.21175", "accessDate": "2018-04-05T23:49:05Z", "PMID": "", "PMCID": "", "ISSN": "0036-8326", "archive": "", "archiveLocation": "", "shortTitle": "Toward a Descriptive Science of Teaching", "language": "", "libraryCatalog": "onlinelibrary.wiley.com (Atypon)", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-04-05T23:49:05Z", "dateModified": "2018-04-05T23:49:05Z" } }, { "key": "P3D6BUHZ", "version": 964, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/P3D6BUHZ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/P3D6BUHZ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Hausmann et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "P3D6BUHZ", "version": 964, "itemType": "journalArticle", "title": "Sense of Belonging as a Predictor of Intentions to Persist Among African American and White First-Year College Students - ProQuest", "creators": [ { "creatorType": "author", "firstName": "Leslie R. M.", "lastName": "Hausmann" }, { "creatorType": "author", "firstName": "Janet Ward", "lastName": "Schofield" }, { "creatorType": "author", "firstName": "Rochelle L.", "lastName": "Woods" } ], "abstractNote": "This study investigates the role of students’ sense of belonging to their university in college student retention. Using individual growth curve modeling, we examined (a) whether sense of belonging predicts intentions to persist, and (b) the effects of an intervention designed to enhance students’ sense of belonging. African American and white first-year students completed surveys three times throughout the academic year. Students were randomly assigned to a group that received an intervention to enhance students’ sense of belonging or to one of two control groups. Sense of belonging was found to predict intentions to persist, controlling for background variables and other predictors of persistence. Overall, sense of belonging and intentions to persist declined over the academic year. However, the decline in sense of belonging was smaller for students in the intervention group. Implications for the development of college retention programs and for existing models of student persistence are discussed.", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "2007", "volume": "48", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "803-839", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s11162-007-9052-9", "citationKey": "", "url": "https://search-proquest-com.colorado.idm.oclc.org/docview/763655159?pq-origsite=summon&accountid=14503", "accessDate": "2018-02-20T17:32:52Z", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "en", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "SX2EJKQX" ], "relations": {}, "dateAdded": "2018-02-20T17:32:52Z", "dateModified": "2018-03-23T12:05:18Z" } }, { "key": "ETIFVKCD", "version": 949, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/ETIFVKCD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/ETIFVKCD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "McCord and Drummond", "parsedDate": "2010", "numChildren": 0 }, "data": { "key": "ETIFVKCD", "version": 949, "itemType": "bookSection", "title": "Lecture Capture: Technologies and Practices", "creators": [ { "creatorType": "author", "firstName": "S.A.", "lastName": "McCord" }, { "creatorType": "author", "firstName": "William H.", "lastName": "Drummond" }, { "creatorType": "editor", "firstName": "H.", "lastName": "Song" } ], "abstractNote": "This chapter provides faculty members and distance learning administrators with a broad overview of the options available to capture, store, edit, distribute, and re-purpose in-class lectures. The authors propose three dimensions to guide the selection of lecture capture systems, review existing technologies for enterprise and individual lecture capture, and discuss the technical and pedagogical challenges associated with implementing lecture capture solutions. They close by considering the emerging trend of community captured audio and video and its impact on how students interact with lecture materials.", "bookTitle": "Distance Learning Technology, Current Instruction, and the Future of Education: Applications of today, practices of tomorrow", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2010", "publisher": "Information Science Reference", "place": "Hershey, PA", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "113-131", "ISBN": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Lecture Capture", "language": "", "libraryCatalog": "Primo", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "44Y9CFPP" ], "relations": {}, "dateAdded": "2014-01-14T17:49:16Z", "dateModified": "2018-03-23T11:51:43Z" } }, { "key": "Z39G2966", "version": 939, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/Z39G2966", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/Z39G2966", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Phillips", "parsedDate": "2007-10-23", "numChildren": 2 }, "data": { "key": "Z39G2966", "version": 939, "itemType": "conferencePaper", "title": "Pedagogical, institutional and human factors influencing the widespread adoption of educational technology in higher education", "creators": [ { "creatorType": "author", "firstName": "R.", "lastName": "Phillips" } ], "abstractNote": "This paper will present an analysis of the factors which influence the adoption of educational technology in higher education. It will consider the characteristics of different types of educational technology, in terms of interactions between students and other students, educators, resources and computers. It will also consider what is known about learning in higher education, claiming that learning environments should be student-centric, knowledge-centric, assessment-centric and community-centric. \n\nThe paper then considers the way that educational technology can effectively facilitate learning, through a deep-learning, student-centred, outcomes-based approach, focusing on learning activities. It argues that educational technology is mature enough from a technical perspective, and we know enough about how to design effective educational technology environments, but this knowledge is not widely applied. Weaknesses in project management and teamwork factors have impacted on project success in the past, but these issues are also well understood if not widely applied. \n\nFinally, the paper discusses research about institutional and human factors which impact on adoption of new technologies in higher education, identifying several human factors which influence adoption. The paper concludes that these issues can only be addressed through effective leadership and change management.", "proceedingsTitle": "EDUCAUSE 2007: The Best Thinking in Higher ED IT", "conferenceName": "EDUCAUSE 2007: The Best Thinking in Higher ED IT", "publisher": "", "place": "Seattle, WA", "date": "23-26 October 2007", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "", "series": "", "seriesNumber": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://researchrepository.murdoch.edu.au/12209/", "accessDate": "2014-01-15T20:45:51Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "eng", "libraryCatalog": "researchrepository.murdoch.edu.au", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "RC9V5247" ], "relations": {}, "dateAdded": "2014-01-15T20:45:51Z", "dateModified": "2018-03-23T11:43:27Z" } }, { "key": "6U8PVJKB", "version": 946, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/6U8PVJKB", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/6U8PVJKB", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Vermetten et al.", "parsedDate": "2002-06", "numChildren": 0 }, "data": { "key": "6U8PVJKB", "version": 946, "itemType": "journalArticle", "title": "Powerful learning environments? How university students differ in their response to instructional measures", "creators": [ { "creatorType": "author", "firstName": "Yvonne J", "lastName": "Vermetten" }, { "creatorType": "author", "firstName": "Jan D", "lastName": "Vermunt" }, { "creatorType": "author", "firstName": "Hans G", "lastName": "Lodewijks" } ], "abstractNote": "This study aimed at measuring the effects of a university educational reform project on student learning, and individual differences in students' responses to similar instructional measures. The reforms mainly failed to influence reported learning strategies in the direction of more deep and self-regulated learning. One explanation for this could be that the instructional measures were not powerful enough to create more deep-level learning strategies. In a second study, a different explanation was explored. It was found that student groups with different learner characteristics tend to use instructional measures in different ways, such that they suit their own habits, ideas and preferences of learning well. This makes it quite clear that direct influence of instructional measures on learning processes does not take place. We explore suggestions for adapting instructional practice.", "publicationTitle": "Learning and Instruction", "publisher": "", "place": "", "date": "June 2002", "volume": "12", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "263-284", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Learning and Instruction", "DOI": "10.1016/S0959-4752(01)00013-5", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0959475201000135", "accessDate": "2014-01-07T17:44:40Z", "PMID": "", "PMCID": "", "ISSN": "0959-4752", "archive": "", "archiveLocation": "", "shortTitle": "Powerful learning environments?", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Constructivist learning environment", "type": 1 }, { "tag": "Higher education", "type": 1 }, { "tag": "Learning strategies", "type": 1 }, { "tag": "Student responses", "type": 1 }, { "tag": "individual differences", "type": 1 } ], "collections": [ "3ZU5WFZW" ], "relations": {}, "dateAdded": "2014-01-07T20:42:48Z", "dateModified": "2018-03-23T11:42:17Z" } }, { "key": "JN6ME9DT", "version": 934, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/JN6ME9DT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/JN6ME9DT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Tang and Austin", "parsedDate": "2009-12", "numChildren": 0 }, "data": { "key": "JN6ME9DT", "version": 934, "itemType": "journalArticle", "title": "Students’ perceptions of teaching technologies, application of technologies, and academic performance", "creators": [ { "creatorType": "author", "firstName": "Thomas Li-Ping", "lastName": "Tang" }, { "creatorType": "author", "firstName": "M. Jill", "lastName": "Austin" } ], "abstractNote": "This study examined business students’ perceptions of four objectives (i.e., Enjoyment, Learning, Motivation, and Career Application) across five teaching technologies (i.e., Projector, PowerPoint, Video, the Internet, and Lecture), business professors’ effective application of technologies, and students’ academic performance. We collected data from 215 students at a regional state university in the USA. We developed Students’ Perceptions of Technology Scale, SPOTS, specifically for the present study, used the most rigorous criteria, and investigated reliability, convergent and discriminant validity, exploratory and confirmatory factor analysis, and measurement invariance of this scale. Mean scores revealed that Video conveyed the highest amount of Enjoyment. PowerPoint provided the highest amount of Learning and Motivation. The Internet provided the highest Career Application for future jobs. Younger students preferred Video, whereas older students favored Lecture. Regression results showed that the use of Video for Learning, Projector and Lecture for Enjoyment, PowerPoint for career and Motivation, and the Internet for Learning contributed to professors’ teaching effectiveness. Students’ high ratings for professors’ effective use of the Lecture method and low expectation for the use of a Projector predicted their self-reported GPA (academic performance) . Professors may use a different mix of technologies in the classroom and use them creatively in order to promote the most Learning for students and satisfy students’ Learning needs and objectives.", "publicationTitle": "Computers & Education", "publisher": "", "place": "", "date": "December 2009", "volume": "53", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "1241-1255", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Computers & Education", "DOI": "10.1016/j.compedu.2009.06.007", "citationKey": "", "url": "http://www.sciencedirect.com/science/article/pii/S0360131509001547", "accessDate": "2014-01-07T20:08:52Z", "PMID": "", "PMCID": "", "ISSN": "0360-1315", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ScienceDirect", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Computer-mediated communication", "type": 1 }, { "tag": "Evaluation methodologies", "type": 1 }, { "tag": "Multimedia/hypermedia systems", "type": 1 }, { "tag": "Post-secondary education", "type": 1 }, { "tag": "Teaching/learning strategies", "type": 1 } ], "collections": [ "44Y9CFPP" ], "relations": {}, "dateAdded": "2014-01-07T20:42:48Z", "dateModified": "2018-03-23T11:39:38Z" } }, { "key": "ZA8UH84J", "version": 931, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/ZA8UH84J", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/ZA8UH84J", "type": "text/html" } }, "meta": { "createdByUser": { "id": 27350, "username": "leciab", "name": "Lecia Barker", "links": { "alternate": { "href": "https://www.zotero.org/leciab", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Werner et al.", "parsedDate": "2011", "numChildren": 1 }, "data": { "key": "ZA8UH84J", "version": 931, "itemType": "journalArticle", "title": "Perceptions of Indiana Parents Related to Project Lead the Way", "creators": [ { "creatorType": "author", "firstName": "Gary", "lastName": "Werner" }, { "creatorType": "author", "firstName": "Todd", "lastName": "R.Kelley" }, { "creatorType": "author", "firstName": "George E.", "lastName": "Rogers" } ], "abstractNote": "", "publicationTitle": "Journal of STEM Teacher Education", "publisher": "", "place": "", "date": "2011", "volume": "48", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2158-6594", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2015-05-28T21:40:23Z", "dateModified": "2018-03-23T11:37:41Z" } }, { "key": "XNNU4G5D", "version": 913, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/XNNU4G5D", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/XNNU4G5D", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Lewis et al.", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "XNNU4G5D", "version": 913, "itemType": "conferencePaper", "title": "\"I Don't Code All Day\": Fitting in Computer Science When the Stereotypes Don't Fit", "creators": [ { "creatorType": "author", "firstName": "Colleen M.", "lastName": "Lewis" }, { "creatorType": "author", "firstName": "Ruth E.", "lastName": "Anderson" }, { "creatorType": "author", "firstName": "Ken", "lastName": "Yasuhara" } ], "abstractNote": "Stereotypes of computer scientists are relevant to students' performance and feelings of belonging. While efforts exist to change these stereotypes, we argue that it may be possible to challenge a student's belief that stereotypes of computer scientists are relevant to whether they can become a computer scientist. In our previous work, we presented a model of five factors that influence students' decisions to major in computer science (CS). Data were collected from interviews with 31 students enrolled in introductory CS courses at two public universities in the United States. Here we elaborate on our grounded theory of one of these factors: how students assess their fit with CS. We describe how students measure their fit with CS in terms of the amount they see themselves as expressing the traits of singular focus, asocialness, competition, and maleness and how students make interpretations and decisions based upon these measurements. We found that students' interpretations were influenced by their attitudes toward the nature of stereotypes.", "proceedingsTitle": "Proceedings of the 2016 ACM Conference on International Computing Education Research", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2016", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "23–32", "series": "ICER '16", "seriesNumber": "", "DOI": "10.1145/2960310.2960332", "ISBN": "978-1-4503-4449-4", "citationKey": "", "url": "http://doi.acm.org/10.1145/2960310.2960332", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "\"I Don't Code All Day\"", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "fit", "type": 1 }, { "tag": "grounded theory", "type": 1 }, { "tag": "major choice", "type": 1 }, { "tag": "stereotypes", "type": 1 } ], "collections": [ "SX2EJKQX", "TC72UNGG" ], "relations": {}, "dateAdded": "2018-03-20T21:54:20Z", "dateModified": "2018-03-23T11:07:22Z" } }, { "key": "LKSJM9P2", "version": 907, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/LKSJM9P2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/LKSJM9P2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Brusilovsky et al.", "parsedDate": "2014", "numChildren": 0 }, "data": { "key": "LKSJM9P2", "version": 907, "itemType": "conferencePaper", "title": "Increasing Adoption of Smart Learning Content for Computer Science Education", "creators": [ { "creatorType": "author", "firstName": "Peter", "lastName": "Brusilovsky" }, { "creatorType": "author", "firstName": "Stephen", "lastName": "Edwards" }, { "creatorType": "author", "firstName": "Amruth", "lastName": "Kumar" }, { "creatorType": "author", "firstName": "Lauri", "lastName": "Malmi" }, { "creatorType": "author", "firstName": "Luciana", "lastName": "Benotti" }, { "creatorType": "author", "firstName": "Duane", "lastName": "Buck" }, { "creatorType": "author", "firstName": "Petri", "lastName": "Ihantola" }, { "creatorType": "author", "firstName": "Rikki", "lastName": "Prince" }, { "creatorType": "author", "firstName": "Teemu", "lastName": "Sirkiä" }, { "creatorType": "author", "firstName": "Sergey", "lastName": "Sosnovsky" }, { "creatorType": "author", "firstName": "Jaime", "lastName": "Urquiza" }, { "creatorType": "author", "firstName": "Arto", "lastName": "Vihavainen" }, { "creatorType": "author", "firstName": "Michael", "lastName": "Wollowski" } ], "abstractNote": "Computer science educators are increasingly using interactive learning content to enrich and enhance the pedagogy of their courses. A plethora of such learning content, specifically designed for computer science education, such as visualization, simulation, and web-based environments for learning programming, are now available for various courses. We call such content smart learning content. However, such learning content is seldom used outside its host site despite the benefits it could offer to learners everywhere. In this paper, we investigate the factors that impede dissemination of such content among the wider computer science education community. To accomplish this we surveyed educators, existing tools and recent research literature to identify the current state of the art and analyzed the characteristics of a large number of smart learning content examples along canonical dimensions. In our analysis we focused on examining the technical issues that must be resolved to support finding, integrating and customizing smart learning content in computer science courses. Finally, we propose a new architecture for hosting, integrating and disseminating smart learning content and discuss how it could be implemented based on existing protocols and standards.", "proceedingsTitle": "Proceedings of the Working Group Reports of the 2014 on Innovation & Technology in Computer Science Education Conference", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2014", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "31–57", "series": "ITiCSE-WGR '14", "seriesNumber": "", "DOI": "10.1145/2713609.2713611", "ISBN": "978-1-4503-3406-8", "citationKey": "", "url": "http://doi.acm.org/10.1145/2713609.2713611", "accessDate": "2018-03-22T22:03:27Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "classroom management", "type": 1 }, { "tag": "computer science education", "type": 1 }, { "tag": "dissemination", "type": 1 }, { "tag": "educational research", "type": 1 }, { "tag": "educational tools", "type": 1 }, { "tag": "intelligent tutoring systems", "type": 1 }, { "tag": "smart learning content", "type": 1 }, { "tag": "teaching with technology", "type": 1 }, { "tag": "technology adoption", "type": 1 }, { "tag": "technology integration", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-03-22T22:03:27Z", "dateModified": "2018-03-22T22:03:27Z" } }, { "key": "HGMEB2UY", "version": 906, "library": { "type": "group", "id": 240597, "name": "InfoProjects", "links": { "alternate": { "href": "https://www.zotero.org/groups/infoprojects", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/240597/items/HGMEB2UY", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/infoprojects/items/HGMEB2UY", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1541963, "username": "hovey", "name": "Christopher Hovey", "links": { "alternate": { "href": "https://www.zotero.org/hovey", "type": "text/html" } } }, "creatorSummary": "Budd", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "HGMEB2UY", "version": 906, "itemType": "conferencePaper", "title": "An Active Learning Approach to Teaching the Data Structures Course", "creators": [ { "creatorType": "author", "firstName": "Timothy A.", "lastName": "Budd" } ], "abstractNote": "In this paper, we describe the how active learning techniques have been successfully applied in a CS 2 course.", "proceedingsTitle": "Proceedings of the 37th SIGCSE Technical Symposium on Computer Science Education", "conferenceName": "", "publisher": "ACM", "place": "New York, NY, USA", "date": "2006", "eventPlace": "", "volume": "", "issue": "", "numberOfVolumes": "", "pages": "143–147", "series": "SIGCSE '06", "seriesNumber": "", "DOI": "10.1145/1121341.1121388", "ISBN": "978-1-59593-259-4", "citationKey": "", "url": "http://doi.acm.org/10.1145/1121341.1121388", "accessDate": "2018-03-22T22:02:19Z", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "ACM Digital Library", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "active learning", "type": 1 }, { "tag": "data structures", "type": 1 } ], "collections": [ "MQHMVX2Q" ], "relations": {}, "dateAdded": "2018-03-22T22:02:19Z", "dateModified": "2018-03-22T22:02:19Z" } } ]