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*UPDATED* Partners in Learning: Engaging Students with Metacognitive Strategies - Shared screen with speaker view
Andrew Greene
22:29
Can everyone please mute microphones. There is background noise of someone typing. Thanks
Clea Mahoney
22:47
Ahhh guilty! So sorry Andrew.
Andrew Greene
23:01
No worries. Thanks!
Clea Mahoney
32:04
Love the Getting Started section — my Instructional Designer friends spent a lot of time creating a “How to succeed as an online student” page, but our LMS analytics showed students weren’t actually reading that page. Probably a matter of instructors orienting students into a course site. Curious if others have similar experiences.
Clay
37:32
Clea, my experience is that if faculty takes time in class to talk about the importance of this material (which is to say visibly investing the precious resource of time and attention) to the materials, students take them seriously.
an71
38:06
Content itself cannot be metacognitive unless there is intentional attention give to it - by faculty in class or online, in order to trigger metacognitive reflection. I’ve used mini-surveys/questions that can students respond to to ensure there’s an opportunity for them to think about the instructions and articulate whether and how it is helpful
Clea Mahoney
38:21
Thanks, Clay!
Andrew Greene
39:52
I agree. Instruments that make learning observable afford opportunities form metacognitive activities.
Andrew Greene
57:17
Perfect is the enemy of good
Clea Mahoney
59:07
Comments function is my favorite Lessons “tool” :)
Andrew Greene
59:15
Student pages are under-utilized as well
Clea Mahoney
59:27
Agreed, Andrew!
Lucile Griffin Appert
59:37
Comments tool
Andrew Greene
01:02:44
How is accessibility handled? Captioning etc.
Lucile Griffin Appert
01:08:47
Link to that program is here: http://bit.ly/UDpartners
Lucile Griffin Appert
01:08:53
Also in our slide deck
Andrew Greene
01:10:49
Wanted to mention earlier: There are good e.g.s of reflection on practice within performing arts studies (music, art, etc.). Practice is particularly crucial in those areas of study and metacognitive strategies are key to effective practice.
Andrew Greene
01:13:12
We built pre/post activities into the current version of the modules used in LS Life Science course., as well as certain units in the Quarks course
Clay
01:15:31
nice, thanks andrew
Andrew Greene
01:17:18
Like a easy-to-use “retention center”
Andrew Greene
01:17:43
(If anyone knows the blackboard tool)
Lydia
01:18:40
Whiteboard: http://bit.ly/faswhiteboard
Clea Mahoney
01:19:50
Gotta run, sorry, thank you for this webinar! FAS team rocks.
Lydia
01:20:21
Thanks, Clea!!
Andrew Greene
01:20:46
Thanks, Clea
Andrew Greene
01:21:39
Kalantzis and Cope
Clay
01:23:33
bye clea
Lucile Griffin Appert
01:24:11
More info on Back on Track is here: https://wp.nyu.edu/fas-innovation/?s=back+on+track
Anandi Nagarajan
01:27:18
Thanks so much for getting the conversation started!
Andrew Greene
01:27:37
http://newlearningonline.com/kalantzis-and-cope
Anandi Nagarajan
01:27:38
And for the shared resources. I’ve added a few thoughts on the doc and would love to continue the conversation
Andrew Greene
01:27:54
Thanks, Anandi
Lucile Griffin Appert
01:28:00
Thanks Anandi!
Ryan
01:30:07
https://www.tsugicloud.org/tsugi/store/
Lauren
01:32:29
thanks!
Paula Torres
01:32:31
Thank you!
Renee A McGarry
01:32:33
Thank you!