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  • Bibliography for Coin Finds

    Article thumbnail: Bibliography for Coin Finds
    Type:
    Article
    Description/Abstract:
    This document is a bibliography of all published reports of coin finds used for the Google Earth dataset.
    Creator/Author:
    Neumann, Kristina
    Submitter:
    Kristina Neumann
    Date Uploaded:
    04/03/2015
    Date Modified:
    12/11/2015
    License:
    All rights reserved

  • Guide to KML Files for Antiochene Coin Finds

    Article thumbnail: Guide to KML Files for Antiochene Coin Finds
    Type:
    Article
    Description/Abstract:
    Each kml file in Google Earth is labeled according to a code based upon coin attributes (type of find, coin type, material, and date). This document explains the code used for coin finds that were minted at Antioch.
    Creator/Author:
    Neumann, Kristina
    Submitter:
    Kristina Neumann
    Date Uploaded:
    04/03/2015
    Date Modified:
    12/11/2015
    License:
    All rights reserved

  • Distribution of Antiochene Coin Finds

    Dataset thumbnail: Distribution of Antiochene Coin Finds
    Type:
    Dataset
    Description/Abstract:
    This dataset shows the quantities and findspots of coins minted by the ancient mint(s) at Antioch on the Orontes in northern Syria. The kml files are usable in Google Earth. Coin finds are sorted by material (bronze, silver, antoniniani), type (provincial SC, provincial silver and misc. bronze, civic coins with imperial portrait, civic coins without imperial portrait), and chronology (223 BCE-91 BCE, 90 BCE-31 BCE, 30 BCE-235 CE, 236 CE-283 CE, 284 CE-423 CE). For the original publication of this data, see the attached appendix.
    Creator/Author:
    Neumann, Kristina
    Submitter:
    Kristina Neumann
    Date Uploaded:
    04/03/2015
    Date Modified:
    12/11/2015
    License:
    All rights reserved

  • Creating an Interactive Lecture

    Document thumbnail: Creating an Interactive Lecture
    Type:
    Document
    Description/Abstract:
    Are you looking for new ways to engage the students in your classroom? Do you want more student involvement, but you aren’t ready to flip your classroom just yet? Learn some practical, easy-to-use strategies to involve your students in your lecture’s content. This workshop is structured as an interactive lecture and will address tools and techniques that encourage students to respond and get involved in class. Both low tech and high tech strategies will be discussed.
    Creator/Author:
    Greywitt, Sarah
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/26/2017
    Date Modified:
    04/26/2017
    License:
    Attribution-NonCommercial 4.0 International

  • “I Just Hadn’t Thought about it Before:” Developing Self-Regulated Learners in a Fully Online Course

    Image thumbnail: “I Just Hadn’t Thought about it Before:” Developing Self-Regulated Learners in a Fully Online Course
    Type:
    Image
    Description/Abstract:
    Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan. ABSTRACT A major goal of higher education is to help students choose purposeful pathways through college as they acquire skills that support them in becoming self-regulated and lifelong learners. This poster describes the successful implementation of two practices that foster self-regulated learning, a before- and after-course case study used to assess course knowledge and goal setting, in a fully online teacher education course. In addition to describing the practices, the poster includes a thematic analysis of the data from open-ended student responses to the assignment. Participants are invited to discuss the implications of this work and its potential applications in their classrooms. OBJECTIVES After interacting with others at this poster, you will be able to: (a) describe two practices for developing self-regulated learners, (b) identify lessons learned from the implementation of these practices in a fully online teacher education course, and (c) apply these practices to one of your own courses.
    Creator/Author:
    Faller, S. Elisabeth (Beth)
    Submitter:
    S. Elisabeth (Beth) Faller
    Date Uploaded:
    04/19/2017
    Date Modified:
    04/27/2017
    License:
    All rights reserved

  • Gamifying an Online Course: Using Achievements and Levels Instead of Grades and Assignments

    Document thumbnail: Gamifying an Online Course: Using Achievements and Levels Instead of Grades and Assignments
    Type:
    Document
    Description/Abstract:
    This presentation will explain the design of a gamified online first year composition course that is taught at the University of Cincinnati. The design is based on adaptive learning and four component instructional design. It includes a game like structure where students advance through varying levels of competency. It also uses achievements to represent course competencies that students must earn. After presenting the design, the instructor will discuss his successes and struggles in creating an online course that provides students flexibility and quick and frequent interaction with the instructor. Topics will include flexible due dates, use of achievements and badges, adaptive release rules in blackboard, alternative grading systems, and the use of technology for learning. Prezi:  http://prezi.com/odkuil76cp5m/?utm_campaign=share&utm_medium=copy&rc=ex0share
    Creator/Author:
    Mast, Eric
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/05/2017
    Date Modified:
    04/05/2017
    License:
    Attribution-NonCommercial 4.0 International

  •  Slacking: How We Can Prepare Students for the Cloud-Based Workplace

    Document thumbnail:  Slacking: How We Can Prepare Students for the Cloud-Based Workplace
    Type:
    Document
    Description/Abstract:
    Over the past 20 years the internet and technology boom has transformed education teaching approaches and techniques. The introduction of online courses has brought remote communication and collaboration to the center of the discussion. It’s no longer an option for faculty and staff to put their head in the sand and ignore this technological revolution. Even traditional courses and student service offices must engage in communicating and collaborating with students where they are, both in person and online. The presentation will include a walk-through of Professor Theis’ history of integrating cloud-based technology tools in his courses. There have been many ups and downs, successes and failures. He’ll then explain how he’s using one primary application called Slack to engage his students and prepare them for similar tools they’ll be expected to use in the workplace. He’ll discuss a step-by-step process to help higher education professionals determine if, when, and how to introduce or integrate industry-related cloud-based tools into their work with students. We’ll walk through the questions we need to ask when making these decisions. How is my student demographic currently communicating with their faculty and with each other? What are the standard communication and collaboration tools in the industry they may enter in the next few years? Are there processes or tools that I’m currently using that can be easily replaced with a cloud-based technology? Which tools are free for practitioners and students? Finally, he’ll help attendees create a plan and timeline for integrating one or two cloud-based technologies into their work.
    Creator/Author:
    Theis, Brodie
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/05/2017
    Date Modified:
    04/28/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Visible Thinking Strategies in Teacher Preparation

    Document thumbnail: Visible Thinking Strategies in Teacher Preparation
    Type:
    Document
    Description/Abstract:
    Paraprofessional education candidates (associate degree level) and pre-service teachers participated in Visible Thinking (Ritchart, Church & Morrison, 2011) activities during undergraduate coursework to understand, inform, and then reflect on current topics in education while forming professional identities. The Visible Thinking process and reflections will be shared relating to professional development and inquiry.
    Creator/Author:
    Watters, Shawn DiNarda
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/03/2017
    Date Modified:
    04/03/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Paraprofessional Education Candidates and a Dynamic Research Based Experience

    Document thumbnail: Paraprofessional Education Candidates and a Dynamic Research Based Experience
    Type:
    Document
    Description/Abstract:
    Recent demands on professionalism and scholarship in teacher preparation require institutions to prepare active practitioner scholars prepared to teach. The session content is supported through the research of Levin & Rock (2003), Price & Valli (2005) and Mertler (2009). Conferees will benefit from the session through a greater understanding of how-to integrate and scaffold the research process throughout an undergraduate education program.
    Creator/Author:
    Watters, Shawn DiNarda
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/03/2017
    Date Modified:
    04/03/2017
    License:
    Attribution-NonCommercial 4.0 International

  • Colleagues Empowering Colleagues Through Teaching Observations

    Document thumbnail: Colleagues Empowering Colleagues Through Teaching Observations
    Type:
    Document
    Description/Abstract:
    Participants in this interactive workshop discover the value of peer-teaching observations in higher education, regardless of discipline, and collaborative peer feedback. Through visual presentations, dialogue, handouts, and small-group discussion, participants realize how colleague observations can inform and reflect on participants’ own practices and give insights to improve approaches. Results and reflections are shared to help participants gain skills, replicate the experience, develop professional identities, and further independent inquiry. This is an expansion in to higher education of research previously conducted with pre-service teachers during a clinical practice setting. LEARNING OBJECTIVES: 1. To recognize and value the importance of continuing professional development in higher education. 2. To replicate similar reflective experiences in institutions of higher education.
    Creator/Author:
    Watters, Shawn DiNarda
    Submitter:
    UC Clermont College Library
    Date Uploaded:
    04/03/2017
    Date Modified:
    04/03/2017
    License:
    Attribution-NonCommercial 4.0 International