A
dynamic model for faculty development and support. February 1997This is a list of short written pieces that pertain to teaching, learning and technology. I hope to establish a thread through these pieces that shows how technology can increase the value of education for both students and faculty.
A
dynamic model for faculty development and support. February 1997
A
new metaphor for faculty development. January 1999
The
benefits of flexible format courses. March 1999
Real
Time Experience. November 1999.
A simultaneous review of "Real Time" by Regis McKenna and "The Experience Economy" by Pine and Gilmore.
Modular
Courses and Intellectual Property March 2000
Teaching with
Structured Information June 2000
A talk and paper for the Title3 2000 workshop.
Teaching
with Structured Information, Part 2: Example Course December 2000
Experience with a real course.
Disruptive
Innovations in Educational Technology October 2001
Teaching
with Databases- the power and the fury. February 2001
Short version of the above 2 papers submitted for the CAE Teaching and Learning with Technology Award
Notes on intellectual property - for 2000/2001 TLTR
A
model for complex learning - March 14, 2001
A simulation model for student learning that depends on the structure and sequence of the scaffolding of teaching and learning resources.
Teaching
with Structure - April 10, 2002
A compilation on the importance of structured information in teaching and assessing student learning.
This compilation includes short sections on:
- assessment
- improvisation
- a term-frequency study of text books and courses
Innovation
- Summer 2002 - in progress
Innovation is important for institutions that are undergoing change. Scholarship and innovations are similar concepts in a university setting. A new model is proposed for understanding the propogation of teaching innovations within and between institutions that depends on faculty time and the nature of the innovation.
Identifying and Managing University Assets: A Campus Study of Portland State
University.
Rueter, John and Talya Bauer (in press)
In. Faculty Rewards Reconsidered: Lessons Learned, New Directions. Kerry Ann O’Meara and R. Eugene Rice [eds]. AAHE.
link to pdf version of this chapter July 14, 2004.
Teaching
and Learning about Complexity November 13,, 2004
This is a collection of six or seven short papers explores how we can teach and learn to make decisions in complex systems. Even if we were working on a problem in environmental science for which the "science" or "technology" portion were deterministic and linear, the larger context of any decision made to implement this solution would be in the complex contexts of the economy or society. Since all of our work will eventually lead to a complex decision, it may be valuable to address our scientific and technological contributions in a more general framework from the very beginning. In these papers, the complex system approach is assumed to be more general than the deterministic/equilibrium approaches. What we know about deterministic systems serve as useful examples and, in fact, the deterministic approach may provide a perfectly suitable solution to some of the problems that we face. My claim is that we won't really know whether the deterministic solution is appropriate until we set that in the larger context, i.e. until we test the assumptions that limit the parameters against the larger parameter space encompased by complex systems.