Below, you’ll find a link for the May 5th showcase:
FERPA guides
How much do you know about the Family Educational Rights and Privacy Act (FERPA)? Check your FERPA knowledge with this quiz (here’s a link).
Then, head over to the Graduate Center Digital Fellows’ archive of FERPA guidelines for more information, resources, and background information.
Before the May 5th Meeting
Hi everyone!
Here are your “to do” items before our final meeting on May 5th. This looks like a long list, but
- Meet with your CTL buddy
- Attend a workshop, tweet about it, or add it to the “I went to a workshop” Google Doc
- Prep your 5-minute presentation on your course
- Decide on and develop an artifact / visual aid (related to your course) for the Gallery Session (see details below)
- By May 3rd, post two versions of your “Course Model Canvas” to the Hybridization Blog, and categorize your post under “Responses.” The purpose of you creating the two versions is to express the “before” and “after” of how your teaching might have shifted from participation in this seminar. Doing this should assist other people to more quickly get an overview of what you have been doing in your course versus what you plan to do in the future.
- Your “Before” canvas should consider how you have previously taught your course before starting this seminar. (If you have been working on a totally new course in this seminar, choose to represent a different course that you currently teach.) Do not spend more than 20 minutes on this.
- Your “After” canvas should focus on the new course you are developing in this seminar.
- We sent you an invitation to the course blog on April 6. In order to access it, you need to click on the confirmation link. Then, to post to the blog, log in to Blogs@Baruch using your Baruch credentials, and then navigate to the Hybrid Seminar page. You can watch this video if you need help with posting to the site, or feel free to ask us any questions that you have. Click here for the template, an explanation of each specific block, and a sample Course Model Canvas for the Hybrid Seminar.
- Bring printed copies of your Course Model Canvas to the May 5th session.
Let us know if you have any questions! Looking forward to seeing you on the 5th.
Fake News resources
The following resources were developed by Seth Graves and Robert Greco for a series of workshops on Fake News.
As faculty, we face an across-the-curriculum challenge to address the proliferation of maliciously fabricated news and to help students identify the biases, perspectives, and methods that influence the news they read. The rapid rise of online news and social media have created new challenges in information literacy by narrowing readers’ communities, introducing vast quantities of fabricated or unverified articles, and blurring the distinction between reporting and opinion content. The resources below should support instructors when addressing these issues in the classroom.
Online Resources:
- Fact Checking, Verification, and Fake News from the CUNY Graduate School of Journalism
This site offers a wide variety of resources and links to materials to support teachers and journalists trying to address fabricated and highly biased news. Below, find some links to key resources, but the site as a whole deserves attention. - The News Literacy Project
Articles
- Inside Higher Ed: “The Ghost in the Machines of Loving Grace“
- Points: “How do you deal with a problem like ‘fake news?’ “
- NPREd: “5 Ways Teacher Are Fighting Fake News“
- Stanford History Education Group Research Study “Evaluating Information: The Cornerstone of Civic Online Reasoning” – Short Descriptive Article; Executive Summary of the Report
Handouts and Materials:
- Types of News Articles: From Journalism to Fabrication
- Creating Rhetorical Outlines for News Articles
- Rhetorical Terms for Interrogating News Articles
Example Assignments:
Annotating a Vocat video (documentation)
You can find some documentation on how to annotate VOCAT videos here. Let us know if you run into any problems!
Active Learning resources
Here’s a CTL site on active learning strategies where you can search for descriptions of activities that you can try with your class. You might also be interested in this post on the CTL blog about an active teaching technique called guided discovery.
Recently, we’ve been tailor-making active learning workshops for academic departments or programs. If you’re interested in collaborating with us on a discipline-specific active learning workshop, let us know!
OERs
Here’s the OER Resource Directory, where you can find a list of Open Educational Resources that are free and available for students and instructors to use. If you’re interested in OERs, you might also be interested in this syllabus that Cailean Cooney from City Tech developed for an OER Fellowship Seminar there.
Customizing Blackboard and Blogs@Baruch
Blackboard: This is a presentation by an Instructional Designer at Baruch, Kevin Wolff. It discusses some of the possible ways professors can customize Blackboard to fit the needs of the class. If you’re interested in learning more about these customizations, Kevin is available for individual conferences at [email protected].
Blogs@Baruch: Blogs@Baruch is run on WordPress. Craig Stone ([email protected]) and Christopher Silsby ([email protected]) in the CTL office are available to field questions about customizing your course site. Additionally, the WordPress codex is an excellent resource for finding answers to questions about site design. The YouTube channel WordPress Beginner also provides free video tutorials.
Learning Objectives and Backwards Design
Here’s the backwards design template that we used in the workshop at the February 3rd meeting. And here’s a link to “The Professor and the Instructional Designer: A Course Design Journey.”
Before the February 3rd Meeting
Hi everyone!
Here are your “homework” assignments to complete before the first meeting on February 3rd.
- Watch the hypothesis how-to video and make a hypothesis account.
- Join the hybrid seminar hypothesis group here, and make sure to annotate the articles in the group rather than in the public option.
- Read + annotate “Teaching and Turing Machines: The History of the Future of Labor and Learning” by Audrey Watters
- Read + annotate “The Professor and the Instructional Designer: A Course Design Journey” by Adrienne Gauthier and Thomas Jack
- Get a Twitter account if you don’t have one, or get a new handle if you don’t want to use your own. Tweet at us at Baruch_CTL introducing yourself and your course. Use the hashtag #CTLHybridSem in your tweet.