By Drew Bush and Renee Sieber
Each week, we discussed how technology-based learning with a global climate model (GCM) impacted students. Most mornings, Drew also rode the bus to John Abbott College. Over the course of the winter term in 2014, he collaborated with a Geology instructor there to teach 39 students how to conduct research with an actual GCM from the United States National Aeronautics and Space Administration (NASA).
Many of the students were shocked by their findings. They had been taught how to design appropriate modeling experiments, run simulations, post-process data, conduct visual analyses and interpret results. One student reported dismay at changes to ice cover at the poles. Others calculated an alarming estimate of global sea-level rise. More than a few realized that a favorite animal, tree or vintage could suffer with climatic changes. These findings were made despite the fact that few of our students had ever worked with computer models beyond “toy” models used to teach basic physics or those generated through statistical programs/Microsoft Excel. Continue reading Global Climate Models for The Classroom: Improving Science Education on Today’s Complex Socioscientific Issues
This post, featuring Casey McCormick, a PhD candidate and course lecturer in Cultural Studies, and Dr. Nathalie Cooke, a professor in the English Department and Associate Dean, McGill Library, Archives & Rare Collections, is the latest installment in our ongoing series about assessment tools for large classes. On October 17, 2016, Casey and Prof. Cooke were the guest speakers at a session entitled Critical Analysis and Student Engagement: Social Media Strategies. This post provides a summary of the session and access their presentation slides, which include hyperlinks to their assignment details and assessment rubrics.
Continue reading Instructors branch out by offering students social media as an alternative to traditional assignments and assessment
Last week I had the pleasure of presenting at an Education Technologies conference, on the topic of using social media tools and mobile technology in teaching and learning. The conference attendees were diverse and included educators (from elementary school through to Universities), information technology officers, school board representatives, and others. The presentation was focused on using the case study of McGill’s St Lawrence Ecosystems course to illustrate advantages of using social media tools and mobile technology in an outdoor classroom, and during the presentation, the audience (situated in groups, around tables) was asked for comments on three questions. Each group provided verbal feedback, and also provided written comments. These responses are shared, below. Continue reading Using social media and mobile technology in the classroom