However, Falchikov (2007) urged us to be wary of all grading processes, not just peer-assessment, and she argued that concerns about the validity and reliability of peer-assessment can be addressed.
1More
Peer Edit With Perfection: Effective Strategies - ReadWriteThink - 0 views
7More
TEACHING PEER REVIEW AND THE PROCESS OF SCIENTIFIC WRITING | Advances in Physiology Edu... - 0 views
-
improved grades, much higher quality in the final manuscript,
-
reducing instructor workload
-
e graded on the quality of their reviews, not on the reviews their papers received
4More
shared by Joy Quah Yien-ling on 11 Jul 10
- Cached
MODELS FOR ACTIVITIES AND COLLABORATION IN WIKI ENVIRONMENTS IN ACADEMIC COURSES - 1 views
webcache.googleusercontent.com/search
collaboration model for online cooperative learning online learning model
![](/images/link.gif)
-
Cooperation (1): the simplest collaborative model (Dillenbourg, 1999; Schneider et. al, 2003) and the basis for all the other models. In this model, most of the work is performed individually. Every student creates a Wiki page, writing and editing only his/her page and share his/her product with his peers.
-
Collaboration and Cooperation (2): in this model, the degree of collaboration is higher than in the previous model, because all students are required to work together on the same content, in groups or as one group, and to edit and improve it together (Dillenbourg, 1999; Schneider et. al, 2003).
-
Cooperation, Collaboration and Peer-Assessment (3): in the final model, the most complex of all, collaboration is implemented with respect to all dimensions: product, process and assessment. Students work in groups or alone, upload information to Wiki, edit each other’s products and provide peer feedback about the parts that they did not write (Dominick, Reilly & McGourty, 1997; Morgan & O’reilly, 1999).
11More
ETAP640amp2011: Peer evaluation- does it tell the whole story?: Peer evaluation- does i... - 0 views
-
-
- ...7 more annotations...
-
-
-
-
use the feedback to gauge your success.
1More
https://www.msu.edu/~mannandr/documents/analysistechinnovation.pdf - 0 views
3More
Peer Edit With Perfection: Effective Strategies - ReadWriteThink - 0 views
16More
Managing the Platform: Higher Education and the Logic of Wikinomics (EDUCAUSE Review) |... - 0 views
-
Wikipedia and other social networking sites provide a space or platform upon which all kinds of activities can flourish, with the idea of a platform transcending any particular technology or application and referring to either virtual or physical worlds. Collaboration among many users upon such a platform often produces unplanned and emergent
-
the logic of commons-based peer production, and the logic of platform management transform the idea of the university and the very activities—teaching and learning, research, and publishing—that lie at the heart of this enterprise
- ...12 more annotations...
-
But at its heart, the university was born to provide a structure to govern the student-teacher relationship.
-
development of Wikiversity (http://en.wikiversity.org/wiki/Wikiversity:Main_Page), an initiative from the Wikimedia Foundation
-
materials are produced by Wikiversity participants, who are, like their counterparts in Wikipedia, motivated volunteers. In addition, the Wikiversity course materials, unlike those made available by MIT, are editable by users
-
. Instead, students are invited to work together, to engage in discussion, to solve problems, and to otherwise “construct their knowledge.”
-
transformed into a kind of platform where students were invited to explore/create/construct knowledge. Peer production is very much a part of the constructivist classroom setting.
-
Put another way, the role of the teacher in a constructivist setting is like being a “procedural author,” as defined by Janet Murray when discussing virtual reality spaces.9
-
are more theme-parks than sandboxes,” meaning that learning is made as uniform and as controlled as possible (under the name of “standardization” and “outcomes-based” assessments).
-
In contrast, a sandbox conjures up images of unstructured, unplanned, emergent play that is determined by the players. Imagine a university organized and managed like a sandbox, where teachers and students are invited to play and create in an unstructured environment—or, rather, in an environment structured by their own actions, choices, and decisions.
-
Concerns would surely be raised about the quality of these credentials, similar to the debates about the quality of the articles in Wikipedia
-
To what degree will such informal learning and “credentialing by reputation” be legitimated and accepted by society?
-
emerge from the decisions, the edits, the additions, and the deletions of a number of people, all bound by the rules and protocols of Wikipedia
-
The wiki-ized university will probably not displace the traditional university but will likely exist alongside it, albeit in direct competition.
72More
ETAP640 Summer 2011 Blog - 2 views
-
So far I am enjoying the experience
-
What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
-
challenge!
- ...37 more annotations...
-
I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
-
I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
-
-
I have been spending quite a bit of time and energy learning the Moodle system,
-
I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
-
I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
-
-
It is ENGAGING
-
Blackboard
-
I’m really starting to get the hang of the expectations for posts
-
-
I had the same thought. I only hope that the computer lab is open during my class time.
-
Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
-
I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
-
-
I was teetering between dropping the class
-
punishment
-
I am still under the impression that the interactions required of us in the discussion space are too numerous.
-
I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
-
I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
-
-
half of the requirement for this class.
-
There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
-
Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
-
It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
-
I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
-
I made all of my assignments turned in to me, privately,
-
This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
-
So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
-
I thought done, done, done is at the end...aren't we going to have peer feedback next module?
-
-
I’ll have my master’s in December and I couldn’t be more proud.
-
#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
-
I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
-
"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
-
-
feedback
-
I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
-
-
o there will likely never be online courses at Mildred Elley.
-
Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
-
Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
-
-
ETAP 680 (research seminar).
-
quality with the traditional classroom in the public eye?
-
I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
-
-
prettying up
-
-
-
One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
-
Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
-
If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.