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Author: Lee-Ann Kastman Breuch
Publisher: State University of New York Press
ISBN: 0791485242
Category : Education
Languages : en
Pages : 198
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Book Description
In a reassessment of peer review practices, Lee-Ann Kastman Breuch explores how computer technology changes our understanding of this activity. She defines "virtual peer review" as the use of computer technology to exchange and respond to one another's writing in order to improve it. Arguing that peer review goes through a remediation when conducted in virtual environments, the author suggests that virtual peer review highlights a unique intersection of social theories of language and technological literacy.
Author: Lee-Ann Kastman Breuch
Publisher: State University of New York Press
ISBN: 0791485242
Category : Education
Languages : en
Pages : 198
Get Book Here
Book Description
In a reassessment of peer review practices, Lee-Ann Kastman Breuch explores how computer technology changes our understanding of this activity. She defines "virtual peer review" as the use of computer technology to exchange and respond to one another's writing in order to improve it. Arguing that peer review goes through a remediation when conducted in virtual environments, the author suggests that virtual peer review highlights a unique intersection of social theories of language and technological literacy.
Author: Asao B. Inoue
Publisher: Parlor Press LLC
ISBN: 1602357757
Category : Language Arts & Disciplines
Languages : en
Pages : 347
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Book Description
In Antiracist Writing Assessment Ecologies, Asao B. Inoue theorizes classroom writing assessment as a complex system that is “more than” its interconnected elements. To explain how and why antiracist work in the writing classroom is vital to literacy learning, Inoue incorporates ideas about the white racial habitus that informs dominant discourses in the academy and other contexts.
Author: Management Association, Information Resources
Publisher: IGI Global
ISBN: 1799872955
Category : Education
Languages : en
Pages : 843
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Book Description
With the future of education being disrupted and the onset of day-to-day uncertainties and challenges that have to be solved quickly, teachers are now turning to professional development communities/support communities where they can share and learn about effective practices to use in the classroom. While transitioning to blended or online learning and keeping up with the technological advances in education, these communities provide an essential backbone for teachers to rely on for support and updated knowledge on what educational practices are being utilized, how they are working, and what solutions have been found for the ever-changing climate of education. Research on the benefits and use of these communities, as well as on the latest educational practices, is essential in teacher development and student learning in the current culture of a rapidly changing educational environment. The Research Anthology on Facilitating New Educational Practices Through Communities of Learning contains hand-selected, previously published research that provides information on the communities of learning that teachers are currently involved in to seek the latest educational practices. The chapters cover the context of these communities, the benefits, and an overview of how this support is a necessary tool in today’s practices of teaching and learning. While highlighting topics such as learning communities, teacher development, mentoring, and virtual communities, this book is essential for inservice and preservice teachers, administrators, teacher educators, practitioners, stakeholders, researchers, academicians, and students who are interested in how communities of practice tie into professional development, teacher learning, and the online shift in teaching.
Author: Kelli Cargile Cook
Publisher: Routledge
ISBN: 1351842498
Category : Psychology
Languages : en
Pages : 343
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Book Description
In "Online Education: Global Questions, Local Answers", 24 college educators focus on the most important questions to be addressed by all scholar-teachers and administrators committed to developing high-quality online education programs. We describe these questions as "global" because they transcend the particular situations of individual institutions. They are questions that everyone involved in online education needs to address: What are the issues to consider when first developing and then sustaining an online education program? How do we create interactive, pedagogically sound online courses and classroom communities? How should we monitor and assess the quality of online courses and programs? And how should recent developments and innovations in online education cause us to reexamine our roles and responsibilities as educators in technical communication?While these global questions affect all of us in one way or another, they demand different local answers, such as those presented by the contributors to this text. Readers will need to consider which of these local answers might apply to their own situations and how these answers might need to be adapted to reflect the particular needs of their own institutions.
Author: Mary Hill
Publisher:
ISBN: 9781085779159
Category : College students
Languages : en
Pages : 57
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Book Description
The following is a public-facing thesis project. It includes three main components that function as a professional teaching portfolio and materials for future academic work. First, the course design article is a proposal for a first-year writing course at the University of Wyoming. The course emphasizes utilizing peer review to facilitate online learning communities. The course design article does not follow the conventions of a traditional article, rather it employs the genre conventions of a course design article and includes a course description, institutional context, theoretical rationale, critical reflection, and syllabus. Second, the community college application materials are useful to my future career aspirations and include a teaching philosophy, cover letter, and curriculum vitae. Third, the book review is an examination of Lee-Ann Kastman Breuch’s Virtual Peer Review: Teaching and Learning about Writing in Online Environments. While this project is separated into three distinct sections, each section is related in topic or purpose.
Author: Sarbani Sen Vengadasalam
Publisher: Cambridge Scholars Publishing
ISBN: 1527570657
Category : Education
Languages : en
Pages : 164
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Book Description
This book grows out of the insights and proficiencies gained through teaching undergraduate and graduate students in onsite, online, and blended formats for almost three decades. Using a practitioner focus, it proffers best practices utilized and validated during the process of successfully instructing students in writing their scientific or technical proposals, professional or business reports, and academic papers or doctoral dissertations at premier American universities. The book guides facilitators through syllabus creation, discussion management, and open educational resources use, while specifically offering strategies and support to the underserved online writing teachers who utilize multimedia materials and virtual discussions in learning management systems to reach out to students. Also, insider insights and specialist knowledge on using visual creation tools and open educational resources are shared. The text is a must-have handbook for undergraduate and graduate teachers, and particularly fills the need for a helpful sourcebook for remote teaching in a post-COVID world.
Author: Kimberly A. Lowe
Publisher: Taylor & Francis
ISBN: 1000978303
Category : Education
Languages : en
Pages : 151
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Book Description
Student-led peer review can be a powerful learning experience for both giver and receiver, developing evaluative judgment, critical thinking, and collaborative skills that are highly transferable across disciplines and professions. Its success depends on purposeful planning and scaffolding to promote student ownership of the process. With intentional and consistent implementation, peer review can engage students in course content and promote deep learning, while also increasing the efficiency and effectiveness of faculty assessment.Based on the authors’ extensive experience and research, this book provides a practical introduction to the key principles, steps, and strategies to implement student peer review – sometimes referred to as “peer critique” or “workshopping”. It addresses common challenges that faculty and students encounter. The authors offer an easy-to-follow and rigorously tested three-part protocol to use before, during, and after a peer review session, and advice on adapting each step to individual courses.The process is applicable across all disciplines, content types, and modalities, face-to-face and online, synchronous and asynchronous. Instructors can guide students in peer review in one course, across two or more courses that are team-taught, or across programs or curriculums. When instructors, students, and university stakeholders create a culture of peer review, it enhances learning benefits for students and allows faculty to share pedagogical resources.Student peer review is a high-impact pedagogy that’s easily implemented, inculcates lifelong learning skills in students, and relieves the assessment burden on faculty as students collaborate to improve their own work.
Author: Salim Razi
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
This study compares the impact of "open" and "anonymous" peer feedback as an adjunct to teacher-mediated feedback in a digital online environment utilising data gathered on an academic writing course at a Turkish university. Students were divided into two groups with similar writing proficiencies. Students peer reviewed papers either anonymously or openly, then resubmitted them. The lecturer provided feedback and students again resubmitted their assignments. Finally, students submitted a reflection paper on how or whether they benefited from both peer and teacher-mediated feedback. Findings provide evidence for the positive contribution of multiple anonymous peer feedback in a digital online environment towards improved academic writing skills. [For the complete volume, "Innovative Language Teaching and Learning at University: Enhancing Participation and Collaboration," see ED565011.].
Author: Brenta Blevins
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 172
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Book Description
Author: Csenge Virág Zalka
Publisher: McFarland
ISBN: 1476672849
Category : Social Science
Languages : en
Pages : 216
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Book Description
When people hear the term "role-playing games," they tend to think of two things: a group of friends sitting around a table playing Dungeons & Dragons or video games with exciting graphics. Between those two, however, exists a third style of gaming. Hundreds of online forums offer gathering places for thousands of players--people who come together to role-play through writing. They create stories by taking turns, describing events through their characters' eyes. Whether it is the arena of the Hunger Games, the epic battles of the Marvel Universe or love stories in a fantasy version of New York, people build their own spaces of words, and inhabit them day after day. But what makes thousands of players, many teenagers among them, voluntarily type up novel-length stories? How do they use the resources of the Internet, gather images, sounds, and video clips to weave them into one coherent narrative? How do they create together through improvisation and negotiation, in ways that connect them to older forms of storytelling? Through observing more than a hundred websites and participating in five of them for a year, the author has created a pilot study that delves into a subculture of unbounded creativity.
