The less rigorous professors even get good performances out of their students in the courses taught but those students subsequently, in follow up courses, do poorer than the more rigorous professors who do more than teach to the standardized test. Sounds reasonable to me.
Group items tagged
5More
Student Evaluations, Grade Inflation, and Declining Student Effort - Innovations - The ... - 0 views
-
-
would note that student evaluations began to become popular during the 1960s and early 1970s as a common evaluation tool for faculty. I would also note that most of the great grade inflation in America has occurred since evaluations began, with national grade point averages probably rising from the 2.5 or 2.6 range in about 1960 to well over 3.0 today
-
The colleges of education, which in my judgment should be put out of business (topic for another blog), are the worst offenders, but the problem is pretty universal.
- ...1 more annotation...
-
Alternatively, colleges could by mandate or the use of financial incentives encourage faculty to become more rigorous in their grading
7More
ETAP687amp2010: Both videos - 0 views
-
old school
-
-
If a student multitasks while doing homework and does well in school are they being challenged enough?
-
being given ideal test taking conditions that will not happen in the real world?
- ...1 more annotation...
-
every new task that you take on “you dilute your investment in each task
-
this has been scientifically obeserved; there is a higher oxygen concentration in the area of that brain that is engaged. The oxygen concentraion does not double when 2 separate areas of the brain are engaged. Each area's oxygen concentration is less than what it would've been in a single-task engagement -
-
1More
Breeze Presenter: Creating Online Quizzes and Questions - 0 views
45More
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
-
30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
-
Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them.
-
Web 2.0,
-
-
Web 1.0 was individuals accessing information. Web 2.0 is the "social web." Users focusing on social interaction rather than just getting conent.
-
- ...26 more annotations...
-
from access to information toward access to other people.
-
What do we mean by “social learning”?
-
e that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
-
Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
-
The dichotomy between Cartesian and Social Learning is problematic, and this is one of the reasons why. If Social Learning still comes down to group learning from each other, it remains unclear what would be the "alternative" model of learning/teaching between group users, if not substance/pedagogy.
-
-
But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
-
Schools of Ed/teacher prep programs are being charged with providing "clinically rich" programs that engage candidates more actively, earlier, and more frequently in their program of study. This is proving to be difficult to actualize in the current wave of APPR uncertainty.
-
-
apprenticeship
-
open source movement
-
Open Source Project may be a model for building up knowledge base among devoted users who are willing to follow the "path" set by predecessors. It is quite another issue whether it is a model for education.
-
-
Digital StudyHall (DSH)
-
It's not clear in what sense this DSH method is an example of social learning.
-
-
We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
-
open participatory learning ecosystems
-
-
Not only is it a matter of "if" such campuses are a possibility, but "should" such campuses be a priority. If online and distance education can yield at least comparable results to traditional academic settings, then their ease of accessibility and lower overhead costs warrant further exploration as a viable possibility.
-
-
“I think, therefore I am,” and from the assumption that knowledge is something that is transferred to the student via various pedagogical strategies, the social view of learning says, “We participate, therefore we are
-
provided students with opportunities to observe and then to emulate how experts function
-
-
How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
-
Open Source/Access research. One of the problems right now is that the NIH or fed government will pay for research, but the public then had to pay for the results of that research. We are paying for the same research twice. Open Access Journals (see Harvard Memo) hopes to change this.
-
-
seeking the knowledge when it is needed in order to carry out a particular situated task.
-
Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
-
I grew to see high school as a time for exposure to all disciplines in order to find what best suited one in preparation for college or the workplace. Now I am wondering if the multiplicity of disciplines will be "tailored" to fit the personal interests of the learner. Will differentiating for all eradicate the question Ben mentions?
-
-
all student writing was done on public blogs
-
-
This form of education was also based on what could be called an industrial style of education. They education system became an extension of industry--students were passed along on the assembly line from one course to the next, year after year and came out a finished produce with similar skills and altitudes as their peers. Now education has and can become more narrow and niche based and less industrial.
-
-
This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
-
-
In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
-
And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
-
Will the professions embrace as colleague one who excels in a non-credit course of study or will opportunities continue to be closed to those who don't present the "right" credentials?
-
-
Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
-
I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
-
-
he site’s developers note: “We fundamentally believe that the new electronic environment and its tools enable us to revive the humanistic spirit of communal and collaboratively ‘playful’ learning of which the Decameron itself is the utmost expression.”
-
The notion of 'playful' learning is my ideal; this seems to be at odds with the test drill environment I am currently observing in grades 3 - 6. Currently, it seems as though there are two tracks developing in "Learning 2.0": assessment-driven and learner-driven.
-
-
As more of learning becomes Internet-based, a similar pattern seems to be occurring. Whereas traditional schools offer a finite number of courses of study, the “catalog” of subjects that can be learned online is almost unlimited. There are already several thousand sets of course materials and modules online, and more are being added regularly. Furthermore, for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
-
that will support active, passion-based learning: Learning 2.0. This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
-
Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
-
-
In addition to supporting lecture-style teaching, Terra Incognita includes the capability for small groups of students who want to work together to easily “break off” from the central classroom before rejoining the entire class. Instructors can “visit” or send messages to any of the breakout groups and can summon them to rejoin the larger group.
-
CyberOne Classroom in Second Life
4More
Guns Germs & Steel: The Show. Overview | PBS - 0 views
-
Inspired by a question put to him on the island of Papua New Guinea more than thirty years ago, Diamond embarks on a world-wide quest to understand the roots of global inequality.
-
These are some of the main questions Diamond answers in his book, Guns, Germs, and Steel. He theorizes that due to the east-west axis of Asia/ Europe (which would include its favorable climate, terrain, and ease of sharing and borrowing technology), the availability of domesticable plants and animals, to name a few, this area had all the right ingredients to be successful, as opposed to the Americas/Africa. The latter had few domesticable animals, a north-south axis, and a difficult terrain for "sharing", to name a few. We will all need to dive further into his book and these sites to uncover all of the necessities that helped some succeed over others.
-
-
This is just a page from the other PBS bookmark - I've just highlighted text on this page and added a sticky note so you don't need to peruse the site to find it.
-
i see your bookmarks in diigo, nicely done! now incorporate the things you bookmarked into a post with links directly to the source urls, not to diigo. (Think of diigo as our shared library where we keep/organize all our links, tagged so we can find them later easily if we want.) in your post link to the source url, on which will be your diigo comments, highlights, and stickies making your post 100% richer. (view all bookmarks and then you can see the list of bookmark tags. Also, what do you thing of tagging things with "module 1" and so on so you can isolate all the resources you bookmark in the course by course module? Think about what will make the tool useful to you today and tomorrow, and what will make it useful to the rest of us in the course. I am very interested in exploring the potential of this tool with your help and in having you tests its features and functionality and push the limits as we kick its tires.
13More
CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning - 1 views
-
Thinking is not driven by answers but by questions
-
every field stays alive only to the extent that fresh questions are generated and taken seriously as the driving force in a process of thinking
-
To think through or rethink anything, one must ask questions that stimulate our thought.
- ...7 more annotations...
-
thinking begins with respect to some content only when questions are generated by both teachers and students.
-
No questions equals no understanding. Superficial questions equals superficial understanding. Most students typically have no questions. They not only sit in silence, their minds are silent as well. Hence, the questions they do have tend to be superficial and ill-informed. This demonstrates that most of the time they are not thinking through the content they are presumed to be learning. This demonstrates that most of the time they are not learning the content they are presumed to be learning.
-
Questions define tasks, express problems and delineate issues. Answers on the other hand, often signal a full stop in thought. Only when an answer generates a further question does thought continue its life as such.
-
-
An entirely radical and unique approach to assessment. I wonder if anyone has tried it before. It will be the most demanding exam ever.
-
-
Feeding students endless content to remember (that is, declarative sentences to remember) is akin to repeatedly stepping on the brakes in a vehicle that is, unfortunately, already at rest. Instead, students need questions to turn on their intellectual engines and they need to generate questions from our questions to get their thinking to go somewhere. Thinking is of no use unless it goes somewhere, and again, the questions we ask determine where our thinking goes.
-
It is possible to give students an examination on any subject by just asking them to list all of the questions that they have about a subject, including all questions generated by their first list of questions.
-
-
-
My sticky note got "stuck" in the wrong place...should be down by testing by students listing all the questions they had in course.
-
-
CriticalThinking.org - The Role of Questions in Teaching, Thinking and Learning -
One of the reasons that instructors tend to overemphasize "coverage" over "engaged thinking" is that they assume that answers can be taught separate from questions. Indeed, so buried are questions in established instruction that the fact that all assertions - all statements that this or that is so - are implicit answers to questions is virtually never recognized. For example, the statement that water boils at 100 degrees centigrade is an answer to the question "At what temperature centigrade does water boil?"
10More
What Online Students Want to Tell Faculty - 0 views
-
Designing your course to promote quality interaction between faculty and students and among students is essential. Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
-
Be patient and available. Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
-
Be accessible
- ...4 more annotations...
-
Put yourself into the class. “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.” “She gave us constant feedback and encouragement.”
-
Think about your role in the discussion. Students want you to be present.
-
It's important to be present, but it's also necessary to know when to step back and observe interaction between students.
-
-
Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
-
Helps students to know that you are "there" and motivates them to improve in subsequent activities.
-
-
Your presence in the class is important. These courses should not be seen by the student as “self-taught.”
-
Outlines student concerns of online learning and what instructors should know about student needs.
4More
Constructivism as a Paradigm for Teaching and Learning - 0 views
-
In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.
-
Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences.
-
Constructivism modifies that role, so that teachers help students to construct knowledge rather than to reproduce a series of facts. The constructivist teacher provides tools such as problem-solving and inquiry-based learning activities with which students formulate and test their ideas, draw conclusions and inferences, and pool and convey their knowledge in a collaborative learning environment. Constructivism transforms the student from a passive recipient of information to an active participant in the learning process. Always guided by the teacher, students construct their knowledge actively rather than just mechanically ingesting knowledge from the teacher or the textbook.
1More
shared by Kristen Della on 30 May 11
- No Cached
Immediate Feedback and Opportunity to Revise Answers to Open-Ended Questions - 0 views
epm.sagepub.com/...22.short
Immediate feedback socratic methods qualitative open-ended discusssion forums discussion board
shared by Kristen Della on 30 May 11
- No Cached
-
Immediate Feedback and Opportunity to Revise Answers to Open-Ended Questions. Two experiments examine the psychometric effects of providing immediate feedback on the correctness of answers to open-ended questions, and allowing participants to revise their answers following feedback. Participants answering verbal and math questions are able to correct many of their initial incorrect answers, resulting in higher revised scores. In addition, the reliability of these scores is significantly higher than the reliability of scores based on no feedback. Finally, anxiety is significantly lower following a test section with feedback and revision.
6More
Tenured Faculty Less Likely to Focus on Teaching - 0 views
-
Researchers found that the few who focus primarily on teaching tend to share certain characteristics - including teaching without tenure.
-
A recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
-
Nevertheless, academic culture seems to prioritize research over teaching. Graduate assistants teaching undergraduate classrooms with hundreds of students and infamous practices like 'publish or perish' all point to a system designed to sacrifice quality instruction for research pursuits. As Boyer argued back in 1990, academia and its students would be better served by treating instruction as an equally valuable pursuit.
- ...2 more annotations...
-
recent study by the University of Michigan on the work experiences of non-tenure track faculty found that one of their most common reasons for entering the profession was 'a love of teaching.'
-
Boyer called for a revision of academic priorities, suggesting that the study of teaching methods should be as valuable as the pursuit of knowledge and the generation and testing of new theory.
2More
Course: Child Psychology - 0 views
-
Module 1. Test Driving the Course At A Glance
-
You have these titles above every link to pages within your course...how do you get them? I see that Alex has them in our class too but I'm struggling to accomplish this!
-
32More
Describing the Habits of Mind - 0 views
-
h, cultivate, observe, and assess. The intent is to help students get into the habit of behaving intelligently. A Habit of Mind is a pattern of intellectual behaviors that leads to productive actions.
-
Persisting
-
Success seems to be connected with action. Successful people keep moving. They make mistakes, but they never quit. —Conrad Hilton
- ...28 more annotations...
-
Managing Impulsivity
-
Listening with Understanding and Empathy
-
Highly effective people spend an inordinate amount of time and energy listening (Covey, 1989).
-
Senge, Roberts, Ross, Smith, and Kleiner (1994) suggest that to listen fully means to pay close attention to what is being said beneath the words—listening not only to the "music" but also to the essence of the person speaking; not only for what someone knows but also for what that person is trying to represent
-
our inclination and ability to find problems to solve.
-
Thinking Flexibly
-
Flexible thinkers display confidence in their intuition
-
They tolerate confusion and ambiguity up to a point, and they are willing to let go of a problem, trusting their subconscious to continue creative and productive work on it. Flexibility is the cradle of humor, creativity, and repertoire. Although many perceptual positions are possible—past, present, future, egocentric, allocentric, macrocentric, microcentric, visual, auditory, kinesthetic—the flexible mind knows when to shift between and among these positions
-
Thinking About Thinking (Metacognition)
-
Striving for Accuracy
-
Whether we are looking at the stamina, grace, and elegance of a ballerina or a carpenter, we see a desire for craftsmanship, mastery, flawlessness, and economy of energy to produce exceptional results
-
Questioning and Posing Problems
-
Generative listening is the art of developing deeper silences in oneself, slowing the mind's hearing to the ears' natural speed and hearing beneath the words to their meaning
-
Applying Past Knowledge to New Situations
-
Thinking and Communicating with Clarity and Precision
-
Gathering Data Through All Senses
-
Creating, Imagining, Innovating
-
Creative people are open to criticism. They hold up their products for others to judge, and they seek feedback in an ever-increasing effort to refine their technique. They are uneasy with the status quo. They constantly strive for greater fluency, elaboration, novelty, parsimony, simplicity, craftsmanship, perfection, beauty, harmony, and balance.
-
Responding with Wonderment and Awe
-
Taking Responsible Risks
-
Finding Humor You can increase your brain power three to fivefold simply by laughing and having fun before working on a problem. —Doug Hall
-
Thinking Interdependently
-
Collaborative humans realize that all of us together are more powerful, intellectually or physically, than any one individual
-
Working in groups requires the ability to justify ideas and to test the feasibility of solution strategies on others
-
t also requires developing a willingness and an openness to accept feedback from a critical friend. Through this interaction, the group and the individual continue to grow. Listening, consensus seeking, giving up an idea to work with someone else's, empathy, compassion, group leadership, knowing how to support group efforts, altruism—all are behaviors indicative of cooperative human being
-
Remaining Open to Continuous Learning
-
Intelligent people are in a continuous learning mode
-
They are invigorated by the quest of lifelong learning. Their confidence, in combination with their inquisitiveness, allows them to constantly search for new and better ways. People with this Habit of Mind are always striving for improvement, growing, learning, and modifying and improving themselves. They seize problems, situations, tensions, conflicts, and circumstances as valuable opportunities to learn (Bateson, 2004).
-
Have you every heard of habitus? http://en.wikipedia.org/wiki/Habitus_(sociology)
5More
Why I do what I do | JJ Wagner - 0 views
-
I didn’t like English
-
We are complete opposites. I love English because I love to write and find it easy to explain why I like something I've read, how it makes me feel emotionally, etc. Writing is as natural as breathing for me. That being said, I don't understand math beyond the basics. Stats was a VERY difficult course for me, and quite frankly if it hadn't been curved I don't think I would have passed. I do understand that math is a lot more concrete; however, it still doesn't make sense to me. Like I always say, everybody is good at something.
-
-
discussion online.
-
Try thinking about the posts as small research projects that you share with our class. If you have to respond to a comment, again - think of it as a short research assignment. You're still collaborating, but it will feel less social/personal.
-
-
-
Hi Jerry, I think the test question is reflective of the discpline. In education and sociology I am looking for application and synthesis of the material. In math I think doing the problem is like a math essay, is it not? I hate that my grandson, gifted in math (he would convert fractions in his head at age 4) but he is only feed in school on repetitive worksheets on computation...any suggestions what I can do this summer to feed his gift? Diane
-
5More
ETAP640amp2011: how do you do it f2f? - 0 views
-
the one who will determine your grade
-
The teacher is not the sole source of a grade; the student is very much a part of the process.
-
Hi Donna What I was implying is the students' view. After a whole semester of self-evaluation, peer evaluation, with me only grading one test worth 10% of their grade, a student thanked me for giving her an "A" I smiled and said "Did I give you an A or did you earn a A? She said "Ok I get it, I earned an A, but thanks anyway." To shift students' paradigm/perception of "the teacher" takes work!
-
-
-
Hi Nicole, Thanks for the resource. I too have been thinking about my F2F these weeks also. I have a intro course up to 45 students...getting everyone to participate every class, even in small groups has been challenging. What I would like to do (but can't) is split the class in two,,,one day in class (while the other half is working online in discussion forums) and the other online (while the other group comes to class for a f2f.
-
-
-
1More
Web Usability - Welcome - 0 views
-
WCAG 2.0 Compliance Checklist February 2009 Checklist has been prepared to help test how well a site complies with the Success Criteria and Sufficient Techniques of the Web Content Accessibility Guidelines Version 2.0. Use of Web 2.0 Tools 26 December 2008 Report on a recent survey into how people use some of the newer features of the web such as blogs, tags and social networking sites.