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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.

The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training Sense of ecstasy – of being outside everyday reality Great inner clarity – knowing what needs to be done and how well it is going Knowing the activity is doable – that the skills are adequate, and neither anxious or bored Sense of serenity Timeliness – thoroughly focused on present, don’t notice time passing Intrinsic motivation – whatever produces “flow” becomes its own reward

(http://austega.com/education/articles/flow.htm)

Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)

In simple terms students personal use of the internet is generally very effective for their education but they are nervous that their practices are not valid and don’t reveal them to their tutors.

The learning black market exists largely in the Personal area of the map. Our data from the Transitional education-stage (Late stage secondary school + first year undergraduate) is indicating that learning activity in this area has two main elements

I suspect that Facebook IM is used extensively for homework as it’s convenient and immediate. It’s also private and a very low risk way of collaborating with a fellow student.

digital literacy - which she defines as "those capabilities that equip an individual for living, learning and working in a digital society"

While it was still around, Becta defined digital literacy as  “…the skills, knowledge and understanding learners need to participate fully and safely in our increasingly digital world. 

For me, the main characteristics of the many of the available definitions of digital literacy are that: it supports and helps develop traditional literacies – it isn’t about the use of technology for it’s own sake or ICT as an isolated practice it's a life long practice – developing and continuing to maintain skills in the context of continual development of technologies and practices it's about skills and competencies, and critical reflection on how these skills and competencies are applied it's about social engagement – collaboration, communication, and creation within social contexts

And for my own account of the decision not to use term papers when I taught at Michigan State, you can check out a piece I published in Academe in Sept-Oct 2011.   In some ways, it is more assertive on this issue than Richtel's piece, and is highly critical of the establishment English Department that too-often forgets its own importance as society’s “keeper” of two of the three R’s of traditional literacy, namely “reading” and “‘writing.’”   I won’t rehearse my critique; here's the link:  http://www.aaup.org/AAUP/pubsres/academe/2011/SO/Feat/davi.htm).

She is also working with composition teachers around the country who are documenting similar findings that, in fact, this generation comes in reading and writing more and better–and, yes, differently–than earlier ones, not worse.  Lunsford uses the same metrics to assess these students as were used to evaluate past ones.  Her website is:  http://www.stanford.edu/~lunsfor1/

We have a Word Press class website.  Students blog every week about the reading and project-based assignments they create.   The two students charged with leading the class that week have to respond to every blog.  The students respond to one another.  

(1) Our story begins with RSS feeds (in my case via Google Reader) and Twitter. Lots of reading material turns up every day through these initial filters. Some of it I can tell immediately I don't need to follow up on, but if I see something that's even potentially interesting I send it to ...

(2) Instapaper. What a great gift Instapaper is. The bookmarklet makes it trivially easy to send articles to Instapaper from your browser, and the better Twitter and RSS clients for the iPad and iPhone

(3) What I read in Instapaper I pass along to one of three destinations. If I have no further use for an article or post after reading it, I simply trash it. If I decide I'd like to share something in the article with others, I post it to my tumblelog.

You can still buy albums, but what Jobs and Apple did was completely unbundle how music is sold. We now buy just those songs we prefer from individual artists, and create our own playlists. Now apply that idea to higher education.

but for the most part only a single institution can provide the whole bundle. This makes a great deal of sense for accreditation purposes. If your university is accredited, then every course and degree earned from it has the seal of approval. Now a new group of providers are bringing courses to the market, and their goal is to do to higher education what Apple did to music.

What they all have in common is unbundling. None offers degrees, and even if they did there’s no accreditation to back them up. In time that barrier will likely be eradicated. Recall that for-profit online universities once faced challenges obtaining accreditation in many states, but it is a thing of the past. Their growth was unstoppable, and in time states and accrediting agencies has to capitulate.