[ { "key": "ZBAIQQ4M", "version": 300, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/ZBAIQQ4M", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/ZBAIQQ4M", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Estill and Guiliano", "parsedDate": "2023-02-20", "numChildren": 0 }, "data": { "key": "ZBAIQQ4M", "version": 300, "itemType": "book", "title": "Digital Humanities Workshops: Lessons Learned", "creators": [ { "creatorType": "editor", "firstName": "Laura", "lastName": "Estill" }, { "creatorType": "editor", "firstName": "Jennifer", "lastName": "Guiliano" } ], "abstractNote": "Digital Humanities Workshops is the first volume to focus explicitly on the most common and accessible kind of training in digital humanities (DH):", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2023-02-20", "publisher": "Routledge", "place": "London", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "240", "ISBN": "978-1-00-330109-7", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "Digital Humanities Workshops", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "DOI: 10.4324/9781003301097", "tags": [], "collections": [ "GQE6VWCT" ], "relations": {}, "dateAdded": "2023-02-10T12:31:44Z", "dateModified": "2023-02-10T12:31:44Z" } }, { "key": "XE6ZTCF2", "version": 302, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/XE6ZTCF2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/XE6ZTCF2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Healey et al.", "parsedDate": "2020", "numChildren": 0 }, "data": { "key": "XE6ZTCF2", "version": 302, "itemType": "book", "title": "Writing About Learning and Teaching in Higher Education. Creating and Contributing to Scholalrly Conversations across a Range of Genres", "creators": [ { "creatorType": "author", "firstName": "Mick", "lastName": "Healey" }, { "creatorType": "author", "firstName": "Kelly E.", "lastName": "Matthews" }, { "creatorType": "author", "firstName": "Alison", "lastName": "Cook-Sather" } ], "abstractNote": "\"Our goal with this book is to model and to support the creation of\nand contributions to scholarly conversations about learning and teaching in higher education across a wide range of genres\" [p. 3]", "series": "Center for Engaged Learning Open Access Book Series", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2020", "publisher": "Elon University Center for Engaged Learning", "place": "Elon, North Carolina", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "x; 392", "ISBN": "(PDF) 978-1-951414-04-7", "DOI": "", "citationKey": "", "url": "https://www.centerforengagedlearning.org/wp-content/uploads/2020/09/writin-about-learning_2020-08-24.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "CC: By-NC-ND 4.0 International", "extra": "Identifiers: LCCN 2020941985 | ISBN (PDF) 978-1-951414-04-7 | ISBN\n(PBK) 978-1-951414-05-4 | DOI https://doi.org/10.36284/celelon.oa3", "tags": [], "collections": [ "GQE6VWCT" ], "relations": {}, "dateAdded": "2020-09-16T10:36:55Z", "dateModified": "2020-09-16T10:36:55Z" } }, { "key": "54ZIZNQQ", "version": 299, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/54ZIZNQQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/54ZIZNQQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Brame", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "54ZIZNQQ", "version": 299, "itemType": "journalArticle", "title": "Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content", "creators": [ { "creatorType": "author", "firstName": "Cynthia J.", "lastName": "Brame" } ], "abstractNote": "Educational videos have become an important part of higher education, providing an important content-delivery tool in many flipped, blended, and online classes. Effective use of video as an educational tool is enhanced when instructors consider three elements: how to manage cognitive load of the video; how to maximize student engagement with the video; and how to promote active learning from the video. This essay reviews literature relevant to each of these principles and suggests practical ways instructors can use these principles when using video as an educational tool. [SOURCE: Article]", "publicationTitle": "CBE Life Sciences Education", "publisher": "", "place": "", "date": "2016", "volume": "15", "issue": "4 [Winter]", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1187/cbe.16-03-0125", "citationKey": "", "url": "https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5132380/", "accessDate": "2020-03-17", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "English", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "STEAM_education" }, { "tag": "STEM_education" }, { "tag": "course_delivery" }, { "tag": "course_design" }, { "tag": "instructional_design" }, { "tag": "multimedia" }, { "tag": "online_classroom" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T16:47:05Z", "dateModified": "2020-03-17T16:47:05Z" } }, { "key": "MIPZXIAV", "version": 298, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/MIPZXIAV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/MIPZXIAV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Columbia University", "parsedDate": "2020", "numChildren": 0 }, "data": { "key": "MIPZXIAV", "version": 298, "itemType": "webpage", "title": "Creating Effective Educational Videos", "creators": [ { "creatorType": "author", "name": "Columbia University" } ], "abstractNote": "Video has become an important component of many flipped, blended, and online classes, but ensuring that videos are helping students involves taking a deeper look at video design and production. The key to designing effective educational videos is to begin with clear instructional intentions and follow research-based design principles. Instructors should consider the four general principles that are explained below. [SOURCE: Web page]", "websiteTitle": "Columbia Centre for Teaching and Learning", "websiteType": "", "date": "[2020]", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://ctl.columbia.edu/resources-and-technology/teaching-with-technology/diy-video/effective-videos/", "accessDate": "2020-03-17", "shortTitle": "", "language": "English", "rights": "", "extra": "", "tags": [ { "tag": "instructional_design" }, { "tag": "multimedia" }, { "tag": "online_classroom" }, { "tag": "pedagogy" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T16:36:31Z", "dateModified": "2020-03-17T16:36:31Z" } }, { "key": "T29EWP5H", "version": 297, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/T29EWP5H", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/T29EWP5H", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "CAST", "parsedDate": "2018", "numChildren": 0 }, "data": { "key": "T29EWP5H", "version": 297, "itemType": "webpage", "title": "Universal Design for Learning Guidelines version 2.2", "creators": [ { "creatorType": "author", "name": "CAST" } ], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "2018", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://udlguidelines.cast.org/", "accessDate": "2020-03-17", "shortTitle": "", "language": "English", "rights": "", "extra": "", "tags": [ { "tag": "UDL" }, { "tag": "course_design" }, { "tag": "curriculum_design" }, { "tag": "pedagogy" }, { "tag": "universal_design" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T16:28:59Z", "dateModified": "2020-03-17T16:28:59Z" } }, { "key": "D2E2KQKA", "version": 296, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/D2E2KQKA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/D2E2KQKA", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Talbert", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "D2E2KQKA", "version": 296, "itemType": "videoRecording", "title": "Making Screencasts: The pedagogical framework", "creators": [ { "creatorType": "director", "firstName": "Robert", "lastName": "Talbert" } ], "abstractNote": "This video describes my use of screencasts in teaching and the pedagogical framework that goes into making different kinds of screencasts. It is part 1 of a three-part series first appearing in the massively open online course \"An Introduction to Evidence-Based Undergraduate STEM Teaching\" offered through Coursera. 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"course_delivery" }, { "tag": "distance_education" }, { "tag": "institutional_framework" }, { "tag": "learning_technology" }, { "tag": "online_classroom" }, { "tag": "online_collaboration" }, { "tag": "online_seminars" }, { "tag": "online_teams" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T15:37:59Z", "dateModified": "2020-03-17T15:37:59Z" } }, { "key": "7JBQAWV4", "version": 291, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/7JBQAWV4", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/7JBQAWV4", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "King", "parsedDate": "2020", "numChildren": 0 }, "data": { "key": "7JBQAWV4", "version": 291, "itemType": "blogPost", "title": "Migrating to Online Teaching pt.1", "creators": [ { "creatorType": "author", "firstName": "Martin", "lastName": "King" } ], "abstractNote": "", "blogTitle": "E-Learning Team Blog [@ Royal Holloway]", "websiteType": "", "date": "2020", "DOI": "", "citationKey": "", "url": "https://elearningroyalholloway.blog/2020/03/16/migrating-to-online-teaching-pt-1/", "accessDate": "2020-03-17", "ISSN": "", "shortTitle": "", "language": "English", "rights": "", "extra": "", "tags": [ { "tag": "RHUL" }, { "tag": "course_delivery" }, { "tag": "distance_education" }, { "tag": "institutional_framework" }, { "tag": "interactive_lectures" }, { "tag": "learning_technology" }, { "tag": "online_classroom" }, { "tag": "online_lectures" }, { "tag": "online_portfolios" }, { "tag": "student_engagement" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T15:37:52Z", "dateModified": "2020-03-17T15:37:52Z" } }, { "key": "XCJQFPWX", "version": 290, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/XCJQFPWX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/XCJQFPWX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Stanford Online Highschool", "parsedDate": "2020", "numChildren": 0 }, "data": { "key": "XCJQFPWX", "version": 290, "itemType": "webpage", "title": "Checklist: Essentials for Your Remote Learning Plan", "creators": [ { "creatorType": "author", "name": "Stanford Online Highschool" } ], "abstractNote": "", "websiteTitle": "Stanford Online Highschool", "websiteType": "", "date": "2020", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "https://ohs.stanford.edu/essentials-checklist", "accessDate": "2020-03-16", "shortTitle": "", "language": "English", "rights": "", "extra": "", "tags": [ { "tag": "course_design" }, { "tag": "curriculum_design" }, { "tag": "distance_education" }, { "tag": "educational_technology" }, { "tag": "institutional_framework" }, { "tag": "online_classroom" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T15:16:26Z", "dateModified": "2020-03-17T15:20:38Z" } }, { "key": "GH9CK85S", "version": 294, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/GH9CK85S", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/GH9CK85S", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Morehead et al.", "parsedDate": "2019-02-04", "numChildren": 0 }, "data": { "key": "GH9CK85S", "version": 294, "itemType": "journalArticle", "title": "How Much Mightier Is the Pen than the Keyboard for Note-Taking? A Replication and Extension of Mueller and Oppenheimer (2014)", "creators": [ { "creatorType": "author", "firstName": "Kayla", "lastName": "Morehead" }, { "creatorType": "author", "firstName": "John", "lastName": "Dunlosky" }, { "creatorType": "author", "firstName": "Katherine A.", "lastName": "Rawson" } ], "abstractNote": "Many students use laptops to take notes in classes, but does using them impact later test performance? In a high-profile investigation comparing note-taking writing on paper versus typing on a laptop keyboard, Mueller and Oppenheimer (Psychological Science, 25, 1159–1168, 2014) concluded that taking notes by longhand is superior. We conducted a direct replication of Mueller and Oppenheimer (2014) and extended their work by including groups who took notes using eWriters and who did not take notes. Some trends suggested longhand superiority; however, performance did not consistently differ between any groups (experiments 1 and 2), including a group who did not take notes (experiment 2). Group differences were further decreased after students studied their notes (experiment 2). A meta-analysis (combining direct replications) of test performance revealed small (nonsignificant) effects favoring longhand. Based on the present outcomes and other available evidence, concluding which method is superior for improving the functions of note-taking seems premature.", "publicationTitle": "Educational Psychology Review", "publisher": "", "place": "", "date": "2019-2-4", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1007/s10648-019-09468-2", "citationKey": "", "url": "http://link.springer.com/10.1007/s10648-019-09468-2", "accessDate": "2019-05-16T16:52:24Z", "PMID": "", "PMCID": "", "ISSN": "1040-726X, 1573-336X", "archive": "", "archiveLocation": "", "shortTitle": "How Much Mightier Is the Pen than the Keyboard for Note-Taking?", "language": "en", "libraryCatalog": "Crossref", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "educational_technology" }, { "tag": "handwriting_fluency" }, { "tag": "learning_preferences" }, { "tag": "memory" }, { "tag": "note-taking" }, { "tag": "online_classroom" }, { "tag": "physical_classroom" }, { "tag": "study_skills" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2020-03-17T15:04:44Z", "dateModified": "2020-03-17T15:04:44Z" } }, { "key": "WVSCG5ZX", "version": 257, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/WVSCG5ZX", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/WVSCG5ZX", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Presner", "parsedDate": "2012", "numChildren": 0 }, "data": { "key": "WVSCG5ZX", "version": 257, "itemType": "journalArticle", "title": "How to Evaluate Digital Scholarship", "creators": [ { "creatorType": "author", "firstName": "Todd", "lastName": "Presner" } ], "abstractNote": "'The purpose of this document is to provide a set of guidelines for the evaluation of digital scholarship in the Humanities, Social Sciences, Arts, and related disciplines. The document is aimed, foremost, at Academic Review Committees, Chairs, Deans, and Provosts who want to know how to assess and evaluate digital scholarship in the hiring, tenure, and promotion process. Secondarily, the document is intended to inform the development of university-wide policies for supporting and evaluating such scholarship.'", "publicationTitle": "The Journal of Digital Humanities", "publisher": "", "place": "", "date": "2012", "volume": "1", "issue": "4 Fall", "section": "", "partNumber": "", "partTitle": "", "pages": "n.p.", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://journalofdigitalhumanities.org/1-4/how-to-evaluate-digital-scholarship-by-todd-presner/", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "2165-6673", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Digital_Humanities" }, { "tag": "Scholarship" }, { "tag": "assessment" } ], "collections": [], "relations": {}, "dateAdded": "2019-10-28T09:09:09Z", "dateModified": "2019-10-28T09:09:09Z" } }, { "key": "9IIS3V5Z", "version": 285, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/9IIS3V5Z", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/9IIS3V5Z", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Bailey and Challen", "parsedDate": "2015", "numChildren": 0 }, "data": { "key": "9IIS3V5Z", "version": 285, "itemType": "journalArticle", "title": "Student Perceptions of the Value of Turnitin Text-matching software as a learning tool", "creators": [ { "creatorType": "author", "firstName": "Carol", "lastName": "Bailey" }, { "creatorType": "author", "firstName": "Rachel", "lastName": "Challen" } ], "abstractNote": "The University of Wolverhampton has been using Turnitin as a teaching aid with groups of students since 2007, but in 2011 changed its policy to encourage student access on a formative basis across the institution. In one School, 748 students undertaking final year undergraduate projects were invited to check multiple drafts via Turnitin before the final deadline. Use of the software was monitored, and students were invited to express their views on its value as a learning tool. Uptake was substantially higher where Turnitin was introduced within a module than through extracurricular workshops. The number of draft resubmissions was greater than that reported in other studies. Most participants thought that despite certain limitations Turnitin was helpful in learning about appropriate source use, and wished it had been introduced earlier in their degree course. Given that the participants were in their sixth undergraduate semester, a surprisingly high number expressed anxiety regarding the risk of unintentional plagiarism.", "publicationTitle": "Practitioner Research in Higher Education", "publisher": "", "place": "", "date": "2015", "volume": "9", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "38-51", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://194.81.189.19/ojs/index.php/prhe/article/viewFile/217/345", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Turnitin" }, { "tag": "learning" }, { "tag": "self-directed" }, { "tag": "student_experience" }, { "tag": "writing_skills" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-11-05T13:06:34Z", "dateModified": "2016-11-05T13:07:02Z" } }, { "key": "MDZ3CAFN", "version": 255, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/MDZ3CAFN", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/MDZ3CAFN", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Bhagat and O'Neill", "parsedDate": "2011", "numChildren": 0 }, "data": { "key": "MDZ3CAFN", "version": 255, "itemType": "book", "title": "Inclusive Practices, Inclusive Pedagogies: Learning from Widening Participation Research in Art and Design Higher Education", "creators": [ { "creatorType": "author", "firstName": "Dipti", "lastName": "Bhagat" }, { "creatorType": "author", "firstName": "Peter", "lastName": "O'Neill" } ], "abstractNote": "[FROM UKADIA WEBSITE:] Inclusive Practices, Inclusive Pedagogies: Learning from Widening Participation Research in Art and Design Higher Education, a new anthology of research into widening participation in art and design higher education, was launched at Sadler’s Wells Theatre on Thursday 27th October.\n\nThe anthology was officially launched by Wes Streeting, Chief Executive of the Helena Kennedy Foundation.\n\nIt was edited by Dr Dipti Bhagat and Dr Peter O’Neill, as part of a collaboration between CHEAD, ukadia, Arts Council England and the Art Design Media Subject Centre.\n\nThe volume brings together recent research and argues that best practice in widening participation demands an inclusive approach whereby all students are embraced in truly participatory universities.", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2011", "publisher": "", "place": "", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "numPages": "", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.ukadia.ac.uk/inclusive-practices-inclusive-pedagogies-launched-by-wes-streeting/", "accessDate": "2016-10-19", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "HE_policy" }, { "tag": "inclusive_pedagogy" }, { "tag": "teaching" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-10-19T11:17:27Z", "dateModified": "2016-10-19T11:17:27Z" } }, { "key": "XHMBVSIR", "version": 255, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/XHMBVSIR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/XHMBVSIR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Office of Institutional Diversity", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "XHMBVSIR", "version": 255, "itemType": "document", "title": "Inclusive Pedagogy and Diversity: Education for the 21st Century", "creators": [ { "creatorType": "author", "name": "Office of Institutional Diversity" } ], "abstractNote": "[FROM WEBSITE:] Eleven Ball State University faculty recently studied teaching and learning with regard to diversity. Each participant developed a research-based, best practice pedagogy, implementing it in the subsequent semester. These videos include faculty describing their innovations, footage of students experiencing the pedagogies, and faculty reflections on the successes and challenges associated with their work. Most importantly, these videos reveal the powerful thinking of excellent pedagogues and the transformative impact inclusive pedagogy has on diverse students.", "type": "", "date": "2016", "publisher": "Ball State University", "place": "", "DOI": "", "citationKey": "", "url": "http://cms.bsu.edu/about/administrativeoffices/institutionaldiversity/faculty/inclusive-pedagogy", "accessDate": "2016-10-19", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "HE_policy" }, { "tag": "inclusive_pedagogy" }, { "tag": "student_experience" }, { "tag": "teaching" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-10-19T11:08:37Z", "dateModified": "2016-10-19T11:08:37Z" } }, { "key": "ZK5IDKPD", "version": 253, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/ZK5IDKPD", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/ZK5IDKPD", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "[The] Mathematics Education Centre", "numChildren": 0 }, "data": { "key": "ZK5IDKPD", "version": 253, "itemType": "document", "title": "Engineering, Mathematics and the Dyslexic Student", "creators": [ { "creatorType": "author", "name": "[The] Mathematics Education Centre" } ], "abstractNote": "[Custom:] \"Overview of the 'Engineering, Mathematics and the Dyslexic Student' event organised by the Dyscalculia and Dyspraxia Interest Group at the University of Leicester on the 16th of March 2004. Inlcudes links to materials by Sarah Parsons, Jan Robertson, Stephen Hibberd, Glynis Perkin and Fiona White.", "type": "", "date": "n/a", "publisher": "[Loughborough University]", "place": "", "DOI": "", "citationKey": "", "url": "http://www.lboro.ac.uk/departments/mec/activities/maths-statistics-support/thedyscalculiaanddyslexiainterestgroup/events/previousevents/engineeringmathematicsandthedyslexicstudent/", "accessDate": "2016-09-27", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dyscalculia" }, { "tag": "dyslexia" }, { "tag": "inclusive_education" }, { "tag": "inclusive_teaching" }, { "tag": "student_experience" }, { "tag": "study_skills" }, { "tag": "teaching" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-09-27T12:43:08Z", "dateModified": "2016-09-27T12:52:04Z" } }, { "key": "IS9XD9XP", "version": 253, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/IS9XD9XP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/IS9XD9XP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "numChildren": 0 }, "data": { "key": "IS9XD9XP", "version": 253, "itemType": "document", "title": "", "creators": [], "abstractNote": "", "type": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [], "relations": {}, "dateAdded": "2016-09-27T12:43:21Z", "dateModified": "2016-09-27T12:43:21Z" } }, { "key": "V478T8HC", "version": 254, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/V478T8HC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/V478T8HC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "MacDougall", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "V478T8HC", "version": 254, "itemType": "journalArticle", "title": "Dyscalculia, Dyslexia, and Medical Students’ Needs for Learning and Using Statistics", "creators": [ { "creatorType": "author", "firstName": "Margaret", "lastName": "MacDougall" } ], "abstractNote": "[From article:] \"Much has been written on the learning needs of dyslexic and dyscalculic students in primary and early secondary education. However, it is not clear that the necessary disability support staff and specialist literature are available to ensure that these needs are being adequately met \nwithin the context of learning statistics and general quantitative skills in the self-directed learning \nenvironments encountered in higher education. This commentary draws attention to dyslexia and \ndyscalculia as two potentially unrecognized conditions among undergraduate medical students and \nin turn, highlights key developments from recent literature in the diagnosis of these conditions. \nWith a view to assisting medical educators meet the needs of dyscalculic learners and the more varied needs of dyslexic learners, a comprehensive list of suggestions is provided as to how learning resources can be designed from the outset to be more inclusive. A hitherto neglected area for future \nresearch is also identified through a call for a thorough investigation of the meaning of statistical literacy within the context of the undergraduate medical curriculum\"", "publicationTitle": "", "publisher": "", "place": "", "date": "2009", "volume": "14", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "", "series": "Medical Education Online", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.3885/meo.2009.F0000213", "citationKey": "", "url": "https://www.researchgate.net/publication/41467055_Dyscalculia_Dyslexia_and_Medical_Students%27_Needs_for_Learning_and_Using_Statistics", "accessDate": "2016-09-27", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dyscalculia" }, { "tag": "dyslexia" }, { "tag": "inclusive_education" }, { "tag": "inclusive_teaching" }, { "tag": "student_experience" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-09-27T10:04:11Z", "dateModified": "2016-09-27T10:11:07Z" } }, { "key": "56SGRT8T", "version": 252, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/56SGRT8T", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/56SGRT8T", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "Perkin and Croft", "parsedDate": "2007-02-28", "numChildren": 0 }, "data": { "key": "56SGRT8T", "version": 252, "itemType": "journalArticle", "title": "The Dyslexic Student and Mathematics in Higher Education", "creators": [ { "creatorType": "author", "firstName": "Glynis", "lastName": "Perkin" }, { "creatorType": "author", "firstName": "Tony", "lastName": "Croft" } ], "abstractNote": "[From publisher:] \"Difficulties that are encountered by dyslexic undergraduates with their learning and understanding of mathematics are explored. Specific consideration is given to issues arising through mathematical content, its delivery, the procedures and processes of ‘doing’ mathematics, and its assessment. Particular difficulties, which have emerged through exploratory and explanatory multiple-case studies, and witnessed through the provision of one-to-one support to a dyslexic and dyspraxic engineering undergraduate, are detailed. Recommendations for the provision of mathematical support to dyslexic students and proposals for future research are given. Copyright # 2007 John Wiley & Sons, Ltd.\"", "publicationTitle": "Dyslexia", "publisher": "", "place": "", "date": "28 February 2007", "volume": "", "issue": "13", "section": "", "partNumber": "", "partTitle": "", "pages": "193-210", "series": "[Wiley InterScience]", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1002/dys.334", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Higher_Education" }, { "tag": "dyslexia" }, { "tag": "mathematics" }, { "tag": "statistics" }, { "tag": "student_experience" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-09-27T09:48:38Z", "dateModified": "2016-09-27T09:56:07Z" } }, { "key": "XWKIQFN3", "version": 252, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/XWKIQFN3", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/XWKIQFN3", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "McLoughlin and Leather", "parsedDate": "2013", "numChildren": 1 }, "data": { "key": "XWKIQFN3", "version": 252, "itemType": "book", "title": "The Dyslexic Adult: Interventions and Outcomes -- an Evidence Based Approach", "creators": [ { "creatorType": "author", "firstName": "David", "lastName": "McLoughlin" }, { "creatorType": "author", "firstName": "Carol", "lastName": "Leather" } ], "abstractNote": "", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": 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combining academic understanding with everyday issues Contributors possess a wealth of practical experience in the field which provides an indispensible guide to the subject Case studies are included to capture the immediate experiences of dyslexic adults in education and at work to highlight prevalent issues Offers practical advice to adults with dyslexia, from how to disclose their particular needs to employers and colleagues to legal aspects of dyslexia support Highlights to employers the particular skills and strengths that dyslexic adults can bring to the workplace\"-- Provided by publisher \"Supporting Dyslexic Adults provides an overview of the latest research and best practice in supporting adults with dyslexia in higher education and employment\"-- Provided by publisher", "tags": [], "relations": {}, "dateAdded": "2016-09-27T09:39:23Z", "dateModified": "2016-09-27T09:39:23Z" } }, { "key": "6I8AP8NR", "version": 252, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/6I8AP8NR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/6I8AP8NR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "The Yale Center for Dyslexia and Creativity", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "6I8AP8NR", "version": 252, "itemType": "document", "title": "[Dyslexia and maths:] Counting and comparing difficulties", "creators": [ { "creatorType": "author", "name": "The Yale Center for Dyslexia and Creativity" } ], "abstractNote": "[First paragraph:] \"A common response to students who are having counting problems is to simply have them do daily counting practice; however, students with counting and comparing difficulties also benefit from practice that utilizes patterns and relationships.   These strategies improve their ability to conceptualize and compare numbers without counting.  Data in a study of dyslexic students who had difficulty with basic arithmetic skills (Fischer B., Kongeter A., Hartnegg K., 2008) showed that dyslexic children could also improve subitizing and visual counting through daily practice.  It is important to distinguish the whole-to part process involved with this training.  Not all daily counting practice is created equal.  These dyslexic students did not achieve their gains in arithmetic merely through the process of counting.  They were taught counting strategies for many years to add and subtract numbers with little benefit to their overall concept of number.  Students made their gains because they were supplied with a whole- or gestalt then they combined subordinate parts to reconstruct the image.  Over time they improved their ability to match quantity with successively larger patterns.\"", "type": "", "date": "2016", "publisher": "[Yale University]", "place": "", "DOI": "", "citationKey": "", "url": "http://dyslexia.yale.edu/Edu_countingcomparing.html", "accessDate": "2016-09-27", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dyslexia" }, { "tag": "mathematics" }, { "tag": "statistics" }, { "tag": "student_experience" }, { "tag": "study_skills" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-09-27T09:34:20Z", "dateModified": "2016-09-27T09:36:39Z" } }, { "key": "8AQ87JUT", "version": 252, "library": { "type": "group", "id": 80796, "name": "Emergent Practice", "links": { "alternate": { "href": "https://www.zotero.org/groups/emergent_practice", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/80796/items/8AQ87JUT", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/emergent_practice/items/8AQ87JUT", "type": "text/html" } }, "meta": { "createdByUser": { "id": 990523, "username": "aghague", "name": "Alina Ghimpu-Hague", "links": { "alternate": { "href": "https://www.zotero.org/aghague", "type": "text/html" } } }, "creatorSummary": "The Yale Center for Dyslexia and Creativity", "parsedDate": "2016", "numChildren": 0 }, "data": { "key": "8AQ87JUT", "version": 252, "itemType": "document", "title": "[Dyslexia and maths:] Memory challenges", "creators": [ { "creatorType": "author", "name": "The Yale Center for Dyslexia and Creativity" } ], "abstractNote": "[First paragraph:] \"Often an educational evaluation will describe a dyslexic student as having “low working memory.”  Low working memory is indicated when someone cannot keep many things on their “screen.\"  For example, think about when you first learned to drive.  You had many steps to remember.  You held those steps in your active working memory.  Once you drove a lot, you didn't think about where the key went, where your feet should be positioned, when you needed to look in the mirrors (and know which ones to look at), where to put the shifter, which side the blinkers were on, etc.  Multistep problems or directions pose the same challenge for students with low working memory.  For instance, when they are borrowing in subtraction they have to hold onto numbers as they work through the problem.  Students with low active-working memory usually have to write everything down.  They also benefit from underlining/highlighting directions before they start. \"", "type": "", "date": "2016", "publisher": "[Yale University]", "place": "", "DOI": "", "citationKey": "", "url": "http://dyslexia.yale.edu/Edu_memorychallenges.html", "accessDate": "2016-09-27", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "dyslexia" }, { "tag": "mathematics" }, { "tag": "statistics" }, { "tag": "student_experience" }, { "tag": "study_skills" } ], "collections": [ "IJ7Q3VRM" ], "relations": {}, "dateAdded": "2016-09-27T09:28:51Z", "dateModified": "2016-09-27T09:33:03Z" } } ]