John A. Logan College faculty and staff can install Microsoft Office 2016 on up to 5 computers for free. Office 2016 is available for both Windows and Mac computer. Apps for mobile devices are also available. The video below shows how you can install Microsoft Office from within you JALC webmail (Office 365) interface.
The video below demonstrates how to enter your 10th day attendance report in the MyJALC Portal using the Enter Grades page. For this report you use the “ATT” (Attending) and “NAT” (Not Attending) selections from the pull-down menu in the “Miderm Grade” column. When entries for each student have been selected, click the “Save” button to submit your report. The handout for this procedure is available here: https://www.jalc.edu/files/uploads/global/tlc/10th_Day_Attendance_Report_In_the_MyJALC_Portal.pdf.
Title: Technology and the Evolving Business Model in Higher Education Date: Thursday, August 25, 2016 Time: 02:00 PM Eastern Daylight Time Duration: 1 hour
Technology and the Evolving Business Model in Higher Education
Technology is changing the business model for colleges and universities in myriad ways.
Regardless of whether institutions are primarily about educating students in person or online, technology is providing new tools to track and encourage student success and to reshape how colleges think about retention and completion. In turn, these efforts have a major impact on the economic health of colleges.
For the many colleges that now offer online courses or full programs, technology is expanding the universe of potential students and creating a range of business models to serve those students.
In this webinar we will explore the strategies some colleges are using, and the challenges faced by institutions as they seek to use technology to strengthen their financial bases.
Join Inside Higher Ed editors Scott Jaschik and Doug Lederman for a lively discussion on these issues Thursday, August 25 at 2:00 PM ET.
Scott Jaschik, Editor, Inside Higher Ed, has been published in The New York Times, The Boston Globe,The Washington Post, and Salon. He is a member of the board of the Education Writers Association. From 1999-2003, Scott was editor of The Chronicle of Higher Education.
Doug Lederman, Editor, Inside Higher Ed, has been published in The New York Times, USA Today, the Nieman Foundation Journal, and The Christian Science Monitor. Doug was managing editor of The Chronicle from 1999-2003.
Building on the work of Frank C. Pearce, who identified the seven characteristics of an effective adult educator (see post here), Colorado Mountain College (CMC) has provided a list of seven characteristics of a “good educator.” In the earlier work, Pearce stated:
The teacher’s foremost concern must be the adult student, and his effectiveness in this concern must be judged on his ability to help the student to develop and maintain self-confidence. The ideal teacher could be described as people oriented, more interested in people than things, more interested in individuality than conformity, and more interested in finding solutions than in following rules. He would be considered a mature, integrated personality that had chosen his own role and relationship to society and coveted for everyone else the same privilege.
The updated list by CMC of “A Good Educator” is as follows:
Listens – Listening is as important as effective speaking. It is an important aspect of effective teaching because much learning takes place when the student is expressing an idea.
Helps insecure learners – Learners who lack confidence in themselves are common in adult learning. A secure environment is important and positive reinforcement keeps the desire to learn alive.
Uses Humor – Humor is good therapy. It puts people at ease, allows them to relax and lets tension disappear. Humor helps promote learning.
Maintains a positive climate – By carefully bringing in each member of the group, you can create a good climate. By welcoming diversity and encouraging the expression of cultural differences, you can enhance the learning environment. By positive reinforcement and by welcoming disagreement, you can promote learning and the stimulus to learn.
Offers a genuine friendship – This can be effective if you know your students and allow them to know you.
Changes approaches – Using a variety of teaching methods will increase interest and help to eliminate boredom. This takes careful planning and knowledge of available resources and media.
Gives regular feedback – This can be in the form of positive reinforcement or evaluations such as tests or oral communication. Continued feedback helps the students understand their progress and can be a tool to help you understand how well the needs of the students are being met.
Description: During this fun and interactive webinar, participants learn icebreaker activities and active-learning strategies that increase student engagement, encourage higher-level thinking, enliven classroom discussions, and enhance learning in the classroom. Participants leave with practical strategies they can implement immediately to move students from passive observers to active participants in their education.
Shawn Orr sees some of the characteristics of the Koala in her students, and she does not want to cultivate those qualities. She is interested in turning her students into learners who more resemble Kangaroos (actually that possess the characteristics of Kangaroos). She provides eighteen useful applications for active learning techniques that you can apply to your classes. She defines active learning as anything that involves the student in their own learning. Needless to say, she does think “Koalas” are involved in the learning process.
Providing students with lecture outlines provides greater student engagement than finished lecture notes or or finished presentation materials like PowerPoint slide decks. Faculty often report that they tend to stay more on track and follow a more logical order in their lectures when they hand out lecture notes to students. There is great educational value in this form of handout. Mel Silberman recommends providing prepared form or skeletal outlines that prompt students to take notes during the class. While there are a number of note-taking methods, the simplest are to fill in the blanks or fill in the outline. And, to do that you must be engaged in the class to pick out the appropriate material for those blanks.
Please Note: These lecture outlines need to be handed out in class or made available prior to the class if they are distributed though an online platform.
Mel Liberman. Learning: 101 Strategies to Teach Any Subject (Boston: Allyn and Bacon, 1996).