Approximate Reading Time: < 1 minuteWe are almost there. The publisher webpage is up, and we are offering a free preview that includes the first two chapters. We have regained the rights to our 2011 book, The Guide to Computer Simulations and Games, originally published … Continue reading
Approximate Reading Time: < 1 minuteWe have regained the rights to our 2011 book, The Guide to Computer Simulations and Games, originally published by Wiley. We are in the process of updating it for a new edition, but in the meantime we have decided to … Continue reading
Approximate Reading Time: 3 minutesA common kind of complaint among many HE faculty: My student comes with a long story about why they need an extension on an assignment. I have already gone to some lengths to make sure my students have plenty of … Continue reading
Approximate Reading Time: < 1 minuteThis post distinguishes between Constructivism, the cognitive theory, Constructivism, the educational philosophy, and Constructionism. It does an excellent job. Thanks Mark Guzdial! Source: Constructivism vs. Constructivism vs. Constructionism | Computing Education Research Blog 1 person likes this post. Like Unlike … Continue reading
Approximate Reading Time: < 1 minuteThe first job of a teacher is to make the student fall in love with the subject. That doesn’t have to be done by waving your arms and prancing around the classroom; there’s all sorts of ways to go at … Continue reading
Approximate Reading Time: 2 minutesLast time we looked at how different a score of 75% can be, depending on which 75% the student got right in an exam where the questions are ‘perfectly balanced’. BUT, what if the exam ISN’T perfectly balanced. What if, … Continue reading
Approximate Reading Time: < 1 minuteWe all have a sense of what an ‘A’ Student is. They are the ones who have earned our top marks, of course. But comparing our own personal ‘A’s with that of other faculty quickly becomes problematic. All those complaints … Continue reading
Approximate Reading Time: 2 minutesProblem 1, as outlined yesterday is that we really have no objective way of ensuring that our exams actually ‘cover’ the course content. Now, what about exams from the student’s perspective? I know, I know, tons of people have talked … Continue reading