Browsing by Subject "learning technologies"

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David Arendale’s 2017 Guide to iPad Apps
(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN., 2017) Arendale, David R.
This document provides an overview of the iPads apps I have found useful as an educator and in my personal life. Most of the apps were free, some cost a dollar or two. Only a few cost $9.99. Many thanks to my colleagues in my home academic department of Curriculum & Instruction as well as the College of Education and Human Development staff within the Office of Information Technology at the University of Minnesota. I received good recommendations from them reflected in this document.
David Arendale’s guide to Apple TV apps
(Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2017) Arendale, David R.
This document provides an overview of the Apple TV apps I have found useful as a college educator and in my personal life. I enjoy Apple TV since I am able to watch on a large-screen with a great sound system the same content that used to be confined to my iPhone, laptop, or desktop computer. There is enough free content available through Apple TV that I could cancel my cable TV subscription. I will be interested to see the bundle of cable channels that will be eventually available for a monthly charge from Apple. At the University of Minnesota where I am a history professor, the Apple TV device has been integrated into a growing number of classrooms so that students can share video content through the room projection television system. First-year students in the College of Education and Human Development receive an iPad upon arrival and use of it is integrated into many of their first-year courses. I use the history apps to help me connect today’s events with the history topics we are studying in class.
Integrating best practices of developmental education in introductory history courses
(University of Minnesota, General College, Center for Research on Developmental Education and Urban Literacy, 2005) Arendale, David R.; Ghere, David
This chapter provides a practical model for social science teachers to integrate the best practices of developmental education within a course. The approach requires systemic changes in the learning environment that facilitate both higher educational outcomes and concurrent development of lifelong learning skills among all students. This new model stands in contrast with the traditional developmental education approach that identifies individual students within a class based on predictive measures and prescribes specific activities for them alone. This chapter’s narrative identifies practices used by the authors successfully with their college students in introductory courses in American history and world history.
Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators
(2020) Arendale, David R.
This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.
Lessons learned in 2020 from taking postsecondary peer assisted learning programs online: Raw survey data
(2020) Arendale, David R.
With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring programs online due to Covid-19 pandemic. This document contains the results of that survey. (Methods) In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. (Results) Their comments were candid and honest about the things that went well and those that did not. The survey statements were grouped into six categories that included: needed equipment and meeting software, approaches and activities, program evaluation, expectations for participants and students leaders, and more. (Implications) Best education practices for providing online academic support were shared that can be studied by others as they make plans for fall 2020 academic term which may be offered online.
NEXT GENERATION EDUCATION: Implications For Technical Communicators
(2018) Canon, Sarah
The revolution has arrived. Technology is advancing, the classroom is evolving, and the role of the technical communicator is shifting. With all of these changes, the next generation has great potential for their educational experience. How might technical communicators play a role in developing the future of our society through these next generation students? This study documents the shift in the educational paradigm due to technological advancements, analyses of the future of learning technologies, and examines methods of teaching and learning with specific attention to the role of the technical communicator. The objective is to understand how the role of the technical communicator has and will change, add value to learning technologies, and mediate gaps in terms of developing and implementing learning technologies. As a whole, the project provides insight into the overlap of emerging technologies, classroom education, and technical communication.
Postsecondary peer assisted learning programs offered online: 2020 annotated bibliography
(2020) Arendale, David R.
The purpose of this annotated bibliography is to identify best education practices for offering traditional student-led study group programs online. Lessons can be learned from the past to enable educators now and in the future to offer programs can promote higher student outcomes and increased persistence towards graduation. (Method) This topical annotated bibliography is drawn from a larger database of peer-assisted learning (PAL) programs available at https://www.arendale.org/peer-learning-bib Major national and international models in the bibliography of nearly 1600 citations are: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction (SI), and (g) Video-based Supplemental Instruction (VSI). Some programs are also known by other names such as PASS for the SI Program. Check back throughout the year since the database is frequently updated. Only two of these models provided research studies or implementation information for providing their program online: Peer-Led Team Learning (also known as cPLTL or Cyber PLTL), and Supplemental Instruction/PAL/PASS (also known as iPASS, OPAL, OPASS, and OSI). These publications provide examples from North America, Europe, and Australasia. When available, a weblink is provided so that they can be downloaded. (Results) The thirty-eight publications identify key principles for successful online student peer study groups: needed technology, methods to evaluation, samples of activities and engagement, and more. (Implication) Online academic support programs will continue to be an important part of student retention and academic achievement programs for the future. Identifying best education practices are essential for student success.
Preliminary results of pilot study concerning use of emerging technologies by students within an introductory history course
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2007) Arendale, David R.
The preliminary data gathered through self-reported data from the students provide a more diverse image than the one often described in the popular press. The most popular Internet activity was visiting Facebook and Myspace social networking Web sites. Nearly two-thirds of the students had done so before the fall semester. About half the students had composed material on collaborative wiki Web pages. Listening to podcasts was the least frequently accessed service. While more than half of the students have been downloading music from the Internet, less than a third had listened to podcasted shows. Students expressed that they were very confident of their computer skills and ability to create material for the Internet. However, about a third were very concerned about privacy issues on the Internet. Preliminary data analysis suggests that this may adversely limit some students from accessing selected Internet learning tools. During the Fall 2006 semester, the most popular Internet resource was the wiki Web page that contained the students’ self-generated exam study guide. Nearly three-quarters of the students used it and rated it highly effective from their point of view for helping them academically. The podcasts were used by about half the students in the class. This was about double the rate of listening to podcasting when compared with earlier semesters. Their ratings of the podcast were more mixed with nearly an equal number rating it low, medium, and high. An interesting result was that most students just went to the podcast Web site and downloaded the individual episodes for listening. A much smaller number took the additional step of subscribing to the podcast. This replicates reports from other podcasters who noticed that some listeners preferred to download from the Web rather than subscribe. While the average student probably has lots of experience with visiting Web pages, the additional steps for subscribing to podcasts seem to discourage the additional effort.
Taking GEAR UP and TRIO Online during 2020
(Educational Opportunity Association, 2020) Arendale, David R.
During this pandemic crisis, TRIO and GEAR UP programs are innovating how to take their programs online and meet student needs. The Educational Opportunity Association expanded its Best Practices Clearinghouse to include administrative and teaching practices to take TRIO and GEAR UP online. The information in this report is based on the content contributed by programs from across the U.S. https://besteducationpractices.squarespace.com/online-resources Contributions came from across the nation and included each GEAR UP and TRIO program category.
Using social media for academic support and engagement
(National Association for Developmental Education, 2017) Arendale, David R.
For over a decade at the University of Minnesota, I use social media tools in my introductory global history course to improve engagement and final grades. Students and I work as partners in using the tools to engage them more in the class, prepare for exams, and develop these skills for other courses. Our approach is guided by the principles of Universal Design for Learning. We remove barriers so all students can access exam preparation resources and they have options to validate their knowledge gained in addition to traditional exams. Students report satisfaction with the usefulness of the resources and evaluation studies document effectiveness in raising final course grades. This article shares practical steps to use no-cost and low-cost social media applications to accomplish these purposes.
Video-based Supplemental Instruction: Interactive video courses
(1998) Martin, Deanna C; Arendale, David R.
The magical ingredient in the process appears to be the technology that manifests in the form of the videocassette and the remote control device. This technology enables the student to alternate between the professor's lecture and the silence in which to consider the meaning. The moments of silence are precious. Silence offers the student a rare commodity in the context of a classroom: time to think. And the reflective time allows the student to form questions, observations, and opinions. Those, then, are shared with fellow students. Confusion is resolved; conflicting views are weighed; differences are explored. Students leave the session with clearly defined questions and a sense of what to do next.

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Browsing by Subject "learning technologies"