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Peer evaluation:  You must do your assignments satisfactorily to fulfill your contract.   Each week, two or three students will work as a peer group in charge of leading our joint education for two or three classes.  During that unit, the peer leaders will assign readings as well as writing or multimedia assignments--and they will be charged with determining if each student has satisfactorily completed the assignment.   They will be charged with providing written feedback on all assignments.  Their goal will be to ensure that each student satisfactorily completes the assignment and they will work with each student to make sure they succeed.

How to Crowdsource Grading, I described this method: http://www.hastac.org/blogs/cathy-davidson/how-crowdsource-grading

SYLLABUS We will be co-creating a syllabus in this course.  Professor Davidson will begin, there will be several special guests or other events, but the remainder of the course content will be assigned by peer-leaders charged with offering a challenging, creative, informative, inspiring, participatory educational experience (No Talking Heads Please!) for the class.   Peer-led classes might that involve reading/seeing/listening to/experiencing imaginative works (including scientific papers,) attending lectures, visiting art museums and going to concerts together, or visiting businesses and community organizations to understand how these literacies are changing.  I will get us started with some readings and a museum visit and a collaborative public wiki-based writing assignment.   We have a number of exciting visitors coming this term.   The rest of the syllabus will be filled out by the peer leaders and will evolve over the course.

According to Babson Survey Research Group, 65 percent of all reporting higher education institutions said that online learning was a critical part of their long-term strategy, and over 6.1 million students took at least one online course during the fall 2010 term—an increase of 560,000 students over the previous year.

A post-LMS world does not suggest that the LMS is obsolete but, rather, that the practice of evaluating learning outcomes through a traditional LMS as the sole means for knowledge acquisition is obsolete. The original design of the LMS was transactional and largely administrative in nature, hence the “M” in “LMS.” The function of the traditional LMS is to simplify how learning is scheduled, deployed, and tracked as a means to organize curricula and manage learning materials.

LMS 3.0 design focuses on four essential applications: learning grids; e-learning intelligence; content clouds; and open architecture.

Articles Copyright: Regulation Out of Line with our Digital Reality? PDF Abigail J. McDermott 7-20 Library Use of Web-based Research Guides PDF Jimmy Ghaphery, Erin White 21-31 Investigations into Library Web-Scale Discovery Services PDF Jason Vaughan 32-82 Usability Test Results for a Discovery Tool in an Academic Library PDF Jody Condit Fagan, Meris A. Mandernach, Carl S. Nelson, Jonathan R. Paulo, Grover Saunders