Rice University announces open-source textbooks | Inside Higher Ed - 0 views
Stop Chasing High-Tech Cheaters | Inside Higher Ed - 0 views
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It has long been academe's dirty little secret that bad instructors and bad assignments create cheating.
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"In today's information age, where a body of information in all but the narrowest of fields is beyond anyone's ability to master, why aren't colleges teaching students how to research, organize and evaluate the information that is out there?"
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If, however, processing information is the issue, if creative solutions are being sought, if students are being asked to develop new syntheses, then cheating will be much rarer, and much more difficult, technology use will become essential, and learning will be far more relevant.
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Calhoun School: Steve's Blog Is it Learning or Training? - 0 views
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proponents claim, the methods “work,” as represented by higher test scores. Because, they add, the methods are efficient, meaning you can produce results with brutal economic efficiency and large classes. And, in ed policy-speak, the systematized, highly structured methodologies are “scaleable,” easily replicated and exported to other schools.
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Anyone intensely “drilled” in facts or simple algorithms will demonstrate superior performance when tested on short-term retention. The students in programs like that at Williamsburg Collegiate are being trained to give the “right” answers, but they are learning little or nothing. Other evidence exposes the folly of these practices, as test score gains among younger students are not holding as the same students move into older grades. But the policy response in most places is reflexive, not reflective. Drill them more and test ‘em again!
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Perhaps the greatest tragedy of this approach to education is that it disregards, often punishes, the qualities that most characterize real learning. Children are discouraged from expressing a point of view – no time for that and it isn’t on the test. Creativity is irrelevant. Children who are sensitive and poetic are devalued, forced into quick, aggressive responses by a drill sergeant teacher. Critical thinking is not welcome. Where is the space for empathy and imagination? What about the child whose unique intelligence is the ability to visualize something beautiful, to see another possible way to solve a problem, to turn a history assignment into a song?
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Web 2.0 is all about responding to abundance, which is a shift of profound significance.
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Chefs simply couldn't exist in a world of universal scarcity
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
Beyond Campus Boundaries ePortfolio Transforms into 'Cultural Application' -- Campus Te... - 1 views
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The point is that people will be using ePortfolios for their own purposes.
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student ownership is an important point about ePortfolios
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The more engaged, the more time on task, the more that a person puts into something, the more they learn—this g'es along with all the data I’ve seen over the years. The challenge has always been, how do you engage students?
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News: A Call for Copyright Rebellion - Inside Higher Ed - 0 views
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“If copyright law, at its core, regulates something called ‘copies,’ then in the analog world… many uses of culture were copyright-free,” he explained. “They didn’t trigger copyright law, because no copy was made. But in the digital world, very few uses are copyright-free because in the digital world … all uses produce a copy.”
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Absolute open access does weaken the incentive to create insofar as scholars crave some tangible remuneration for their commercially published works. The solution to the problem, he said, probably lies in hybrid systems such as Creative Commons, of which he is a board member. Creative Commons licenses allow authors to designate what portions of their work can be copied and how it may be used, thereby avoiding the “thicket” of the copyright system — where, Lessig said, things are never nearly that simple.
East Stroudsburg U. Suspends Professor for Facebook Posts - Wired Campus - The Chronicl... - 0 views
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Gloria Y. Gadsden, an associate professor of sociology at East Stroudsburg University of Pennsylvania, was escorted off the campus on Wednesday because of jokes she had made on her Facebook page about wanting to kill students.
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Ms. Gadsden said the Facebook comments were a way of venting to family members and friends, who she mistakenly believed were the only ones who could view the postings.
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op-ed article
WSU ePortfolio Assessment Work - 0 views
academhack » Blog Archive » A Model for Teaching College Writing - 0 views
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most rhetoric courses focus strictly on writing, and they limit assignments to the classroom environment – practices that devalue other rhetorical mediums, and the purpose of rhetoric itself.
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A website containing copies of their larger papers coincided with the blog. This made the assignments more communal in nature and reinforced that writing is meant to be shared.
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Creating work in a vacuum delegitimizes it. When the goal of your course is to teach students to persuade, and you don’t include what is now the most influential tool for disseminating your argument, you are crippling your students.
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Faculty on Facebook: Privacy concerns raised by suspension - USATODAY.com - 0 views
Why I Ban Laptops in My Classroom | Britannica Blog - 0 views
News: New Measures of Scholarly Impact - Inside Higher Ed - 0 views
News: The Web of Babel - Inside Higher Ed - 0 views
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Some adventurous professors have used Twitter as a teaching tool for at least a few years. At a presentation at Educause in 2009, W. Gardner Campbell, director of the academy of teaching and learning at Baylor University, extolled the virtues of allowing students to pose questions to the professor and each other — an important part of the thinking and learning process — without having to raise their hands to do so immediately and aloud. And in November, a group of professors published a scientific paper suggesting that bringing Twitter into the learning process might boost student engagement and performance.
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But while Lomicka and her tech-forward peers are not advocating that every college go the way of Chapel Hill, they are finding out that some relatively novel teaching technologies that are used by academics of all stripes, such as Twitter and iTunes U, are particularly useful for teaching languages.
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At Emory University, language instructional content is far and away the biggest export of its public repository on iTunes U, where visitors from around the world have downloaded more than 10 million files since Emory opened the site in 2007.
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News: What Students Don't Know - Inside Higher Ed - 0 views
News: The Promise of Digital Humanities - Inside Higher Ed - 0 views
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Amid financial crises, humanities departments at many public universities have been razed. But even amid cuts, there has been a surge in interest in the digital humanities -- a branch of scholarship that takes the computational rigor that has long undergirded the sciences and applies it the study of history, language, and culture.
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The NEH held a symposium on Tuesday for 60 recipients of its 2011 Digital Humanities Start-Up Grants, most of whom were given between $25,000 and $50,000. They were allowed two minutes each to describe their projects.
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“While we have been anguishing over the fate of the humanities, the humanities have been busily moving into, and even colonizing, the fields that were supposedly displacing them,”
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