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.
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Student Evaluations, Grade Inflation, and Declining Student Effort - Innovations - The ... - 0 views
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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
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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.
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Alternatively, colleges could by mandate or the use of financial incentives encourage faculty to become more rigorous in their grading
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Flash Tip: Alternate Website for Non-Flash Users - 0 views
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While designing a website in Flash, it's easy to assume that your viewers will not have some version of the Macromedia Flash player. However, you may find that a large percentage of your users either have an older version of the Flash player or none at all. For these users, it's helpful to have a non-Flash version of your website available.
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Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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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.
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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.
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Web 2.0,
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Web 1.0 was individuals accessing information. Web 2.0 is the "social web." Users focusing on social interaction rather than just getting conent.
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from access to information toward access to other people.
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What do we mean by “social learning”?
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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
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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).
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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.
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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.
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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.
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apprenticeship
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open source movement
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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.
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Digital StudyHall (DSH)
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It's not clear in what sense this DSH method is an example of social learning.
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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.
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open participatory learning ecosystems
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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.
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“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
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provided students with opportunities to observe and then to emulate how experts function
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How does the open source idea fit with fields like medicine or chemistry where knowledge is less "socially constricted"?
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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.
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seeking the knowledge when it is needed in order to carry out a particular situated task.
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Knowledge that is obtained when "needed" then answers the famous question many high school students ask their teachers, "When will I ever use this?"
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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?
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all student writing was done on public blogs
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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.
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This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
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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.
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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.
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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?
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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.
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I am wondering if "leveraging" these networks will become a basis for funding in the case of state colleges and universities.
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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.”
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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.
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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.
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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.
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Surely the content and skills currently being taught and assessed Pk-12 must give way to a new set of literacies.
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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.
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CyberOne Classroom in Second Life
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Economics Interactive Tutorial: Elasticity - 0 views
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In each of the following examples, choose whether you would expect demand to be elastic or inelastic. In none of these examples will the demand be as elastic as the demand for gasoline at a particular gas station on a street with many gas stations. Drivers will flock to a gas station with a price a few pennies below its neighbors' prices, and will abandon a gas stations with a price a few pennies higher. Choose "Elastic demand" if you think that buyers will buy somewhat less if the price goes up, or somewhat more if the price goes down. Choose "Inelastic demand" if you think that the buyers will buy about the same amount if the price goes up or down. An unconscious bleeding man is brought to a hospital emergency room. A patient is given a presciption for a drug to control high blood pressure. The patient's insurance doesn't cover drugs, so the patient must pay out of pocket. A hospital in-patient has insurance that will pay all charges. What would the demand be like for nurse-administered propoxyphene (Darvon), a pain-reliever? A senior signs up with a managed care plan to get the Medicare drug benefit. Even though the senior is locked in for a year, the plan can, at any time, change which drugs it will pay for, based on the plan's judgement about a drug's effectiveness and price relative to other drugs that do about the same thing. For members of that plan, what might the demand for the Darvon be like? Darvon's cheapest alternative might be acetomenophen (Tylenol) in this case. A family has a high-deductible health insurance policy. The effect is that the family pays for primary care office visits out of pocket. Now, one of their children has an earache. What would their demand be like for an office visit to get this checked out? In general, if the decision-maker has an incentive to spend less on some product and if there is an adequate substitute for that product, then demand is more ...
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This area is a perfect tool for the student to self-assess whether or not he/she grasps the concept of elasticty. The student reponds to each scenario and is provided with an immediate solution to confirm their answer.
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Health Savings Accounts -- The Best Way to Make Demand More Elastic?
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This section would be the perfect way to take the concept of elasticity and apply it to a current event. It could also be an excellent prereading for a discussion or blog.
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Elasticity
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This initial section provides a nice summary of elasticity and would be useful to assign as a reading to provide background at the beginning of the module.
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Terrific website to use as part of a short unit on elasticity. It provides all the basic background information, provides a self-assessment, and applies it to a current event. Students should have no trouble getting some good information out of this site.
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This is a very cool interative activity for students to use in their learning about the concept of elasticity.
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Encouraging Students to Give Feedback - JCU - 0 views
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Students who believe their efforts will not result in any changes are less motivated
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Students believe that negative feedback will lead to retribution from their teacher.
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few minutes spent telling students how you value their feedback can influence their attitude towards feedback.
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Feedback should be specific
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Feedback should concentrate on observable behaviour
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Feedback should not be personalised or use emotional wording
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Feedback should describe the effect the behaviour has so the teacher can experience it from a different perspective.
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Feedback should offer alternatives to the behaviour being criticised
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Feedback should point out the good and the bad.
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Give students adequate notice of the evaluation
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Provide students with adequate instructions.
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Provide the students with adequate time to give their feedback
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Requirements for out of school instruction - 0 views
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Remarks by the President on Innovation and Sustainable Growth - 0 views
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Speech by President Obama at Hudson Valley Community College on September 21, 2009 on economic recovery, alternative energy expansion, higher education, and strengthening of infrastructures (like internet access)
Creating Meaningful Performance Assessments - ERIC Digest - 0 views
Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing. - 0 views
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In One Room, Many Advantages - WSJ.com - 0 views
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In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms"
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Decades after consolidation had obliterated one-room schools, researchers discovered their advantages. The child in the small school is not just a statistic on a government chart. She receives "individual attention and recognition." She works at her own pace. She has, most important, a place. As Mr. Zimmerman remarks, recent alternatives to "the large, alienating modern school," from charter schools to homeschooling, have sought to foster "the snug, communal aspects of the one-room school." But the one-room-school model entails community control, which liberals and conservatives alike resist if the "community" sings from the wrong hymnal.
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By World War II, the little red schoolhouse whose razing had been a New Deal project became a symbol of homefront democracy. In the 1960s, some liberals praised the one-room school of yore as "the precursor to group learning" and "open classrooms" -- daily Bible reading not included. At the same time some conservatives extolled its alleged (and exaggerated) hickory-stick discipline.
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Engaging students by answering their needs. - 0 views
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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Survival (food, clothing, shelter, breathing, personal safety and others) and four fundamental psychological needs: Belonging/connecting/love Power/significance/competence Freedom/autonomy, and Fun/learning
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. All we can give another person is information.
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also believed in the importa
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An example of Choice Theory and education are Sudbury Model schools
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tudents of all ages determine what they will do, as well as when, how, and where they will do it.
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Course: Alternative Education: History and Future - 0 views
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Micheal This has been an interest of mine for decades. I am really interested in how this all goes.
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AJET 16(1) McLoughlin and Oliver (2000) - cultural inclusivity - indigenous online lear... - 0 views
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Sites that are 'local' in the sense that they are made in one context and culture, but visited by other cultures Category 2 Sites that are 'international' or designed specifically for cross cultural participation. (See Figure 1.)
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strive to reach a cross cultural population, and serve the needs of an international audience.
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the inclusive or perspectives approach which imports the social, cultural and historical perspectives of minority groups, but does not challenge the dominant culture and is therefore cosmetic;
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technologies are being described as 'cognitive tools', w
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Situated cognition can be summarised as follows:
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Learning is situated and contextualised in action and everyday situations;
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Knowledge is acquired through active participation;
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Learning is a process of social action and engagement involving ways of thinking, doing and communicating;
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Learning can be assisted by experts or supportive others and through apprenticeship
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Learning is a form of participation in social environments.
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Is cultural pluralism possible in instructional design?
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cultural variations in interpreting and communicating information are influenced by pedagogical and instructional design decisions, and the cultural dimensions of learning must be constantly problematised and not marginalised (Wild & Henderson, 1997).
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the inverted curriculum approach which attempts to design an instructional component from the minority perspective but fails to provide the learners with educationally valid experiences as it does not admit them into the mainstream culture;
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the culturally unidimensional approach which excludes or denies cultural diversity and assumes that educational experiences are the same for minority students as they are for others.
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Establish flexible and responsive student roles and responsibilities.
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instructional design model,
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endorses multiple cultural realities or zones of development (
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Ten design principles for culturally inclusive instructional design
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Adopt an epistemology that is consistent with, and supportive of constructivist learning and multiple perspectives.
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Design authentic learning activities.
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Create flexible tasks and tools for knowledge sharing.
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Ensure different forms of support, within and outside the community.
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multiple cultural model of instructional design. T
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Provide communication tools and social interaction for learners to co-construct knowledge.
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Create tasks for self direction, ownership and collaboration.
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Ensure flexible tutoring and mentoring roles that are responsive to learner needs.
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Create access to varied resources to ensure multiple perspectives. This can be achieved by moving away from instructivist approaches where all texts are prescribed by the teacher to constructive approaches where learners actively add to the resources by posting new URL's, suggesting additional resources of interest and discussing alternatives through the bulletin boards. For indigenous learners the creation and inclusion of the indigenous perspectives is an important dimension and a means of recognising and integrating cultural knowledge.
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Provide flexibility in learning goals, outcomes and modes of assessment.
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Culturally inclusive Web based environments should provide learning activities, supportive contexts, and learning processes that allow for inclusivity and flexibility, while offering learners a scaffolded, structured learning environment. To achieve this balance, instructional designers need to move beyond the narrowly prescriptive boundaries of current instructional design models. It is proposed that a multiple cultural model of design that caters for diversity, flexibility and cultural inclusivity in the design process affirms the social and cultural dimensions of constructed meaning.
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"Designing learning environments for cultural inclusivity: A case study of indigenous online learning at tertiary level"
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shared by Diane Gusa on 06 Jul 11
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E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
www.designingforlearning.info/...tip25.html
E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses
shared by Diane Gusa on 06 Jul 11
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Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
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"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
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Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
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Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
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Create a closing discussion thread labeled "Summary," "Wrap-up" "Key Ideas"
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Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
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Create a group summary be asking each student to identify the key concept for t
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Flipping, Podcasting and Friendly Competition - 0 views
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Emily: becuase this is a webpage and not a pdf, i can leave a sticky note comment on it. All i did was search on the title and the author and found this alternative to the pdf. : )
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Ten Best Practices for Teaching Online - 2 views
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Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
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A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
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Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
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Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
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Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
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As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
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How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
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This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future. W
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
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Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future
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STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
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One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),
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Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them
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Involving students in determining the evaluation criteria initiates a negotiation
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If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.
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- Give students feedback on their self-evaluations.
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Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.
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when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).
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Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.
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Our own research and that of others substantiate these four arguments.
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Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).
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ETAP640amp2014: Are you prepared to change the way you teach? - 0 views
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50 things to do in your course besides lecture
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Thank you - a funny thing happened with this. I was working with Bill on something and mentioned I use this in my training. He said he had no copy of it and asked me to forward. I had scraped it off the old SLN site and made a pdf of it for my faculty to use offline. So it is good to see there is a new source for this I can link to in my training. They do love this!
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Alternate reality games for developing student auto nomy and peer learning" - 0 views