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Todd Suomela

Rejecting Test Surveillance in Higher Education by Lindsey Barrett :: SSRN - 0 views

papers.ssrn.com/...papers.cfm

digital-pedagogy proctoring testing education

shared by Todd Suomela on 24 Jun 21 - No Cached
  • Todd Suomela on 24 Jun 21
     
    "The rise of remote proctoring software during the COVID-19 pandemic illustrates the dangers of surveillance-enabled pedagogy built on the belief that students can't be trusted. These services, which deploy a range of identification protocols, computer and internet access limitations, and human or automated observation of students as they take tests remotely, are marketed as necessary to prevent cheating. But the success of these services in their stated goal is ill- supported at best and discredited at worst, particularly given their highly over- inclusive criteria for "suspicious" behavior. Meanwhile, the harms they inflict on students are clear: severe anxiety among test-takers, concerning data collection and use practices, and discriminatory flagging of students of color and students with disabilities have provoked widespread outcry from students, professors, privacy advocates, policymakers, and sometimes universities themselves. To make matters worse, the privacy and civil rights laws most relevant to the use of these services are generally inadequate to protect students from the harms they inflict. Colleges and universities routinely face difficult decisions that require reconciling conflicting interests, but whether to use remote proctoring software isn't one of them. Remote proctoring software is not pedagogically beneficial, institutionally necessary, or remotely unavoidable, and its use further entrenches inequities in higher education that schools should be devoted to rooting out. Colleges and universities should abandon remote proctoring software, and apply the lessons from this failed experiment to their other existing or potential future uses of surveillance technologies and automated decision-making systems that threaten students' privacy, access to important life opportunities, and intellectual freedom. "
Todd Suomela

Tools for Scaffolding Students in a Complex Learning Environment: What Have We Gained a... - 0 views

www.tandfonline.com/...s15326985ep4001_1

teaching pedagogy scaffolding

shared by Todd Suomela on 24 May 18 - No Cached
  • Todd Suomela on 24 May 18
     
    "This article discusses the change in the notion of scaffolding from a description of the interactions between a tutor and a student to the design of tools to support student learning in project-based and design-based classrooms. The notion of scaffolding is now increasingly being used to describe various forms of support provided by software tools, curricula, and other resources designed to help students learn successfully in a classroom. However, some of the critical elements of scaffolding are missing in the current use of the scaffolding construct. Although new curricula and software tools now described as scaffolds have provided us with novel techniques to support student learning, the important theoretical features of scaffolding such as ongoing diagnosis, calibrated support, and fading are being neglected. This article discusses how to implement these critical features of scaffolding in tools, resources, and curricula. It is suggested that if tools are designed based on the multiple levels of the student understanding found in a classroom, tools themselves might be removed to achieve fading."
Leslie Harris

Flipped learning skepticism: Do students want to have lectures? - Casting Out Nines - T... - 0 views

chronicle.com/...students-want-to-have-lectures

higher education flipped classroom lectures students learning

shared by Leslie Harris on 06 May 14 - No Cached
  • Leslie Harris on 06 May 14
     
    An additional article about student skepticism of the flipped classroom model, exploring what students mean when they complain that they would prefer letures.
Todd Suomela

Rescuing Student Participation Through Digital Platforms - DML Central - 0 views

dmlcentral.net/articipation-digital-platforms

education digital-pedagogy pedagogy effectiveness satisfaction social-media community-of-practice

shared by Todd Suomela on 27 Apr 17 - No Cached
  • One problem is that participation is largely taken for granted and under theorized in many classrooms. The way we make use of a term like participation is in need of rescuing: moving away from a limited view of participation as it is often linked to motivation, engagement, or hand-raising and toward the view that participation as a concept is more generative when connected to the idea of membership in communities of practice (Wenger, 1998). Our limited view of participation is evident by simply turning to the language included in most syllabi: often, syllabi list “participation points” as part of the grade of the course. I find this to be an odd way to think about participation. What we often mean is that we will give students some points for “talking in class” and “raising their hands.” But demonstrating engagement by hand-raising and talk are fairly limited views of participation, and in fact, these ways of being are more connected to performance — acting like a student — than participation. We certainly want students to participate more than 10 percent, or even half, of the time. Are they participating when they are listening and pondering the ideas of their peers? Of course they are, but how do they demonstrate that? In thinking about course design, we should consider how students become members of our classroom community and our disciplines. Social media sites can open up other avenues for participation, and further, connect students to communities of practice outside our classrooms that they hope to enter.
Todd Suomela

vSTEM.org - 0 views

vstem.org

engineering education technology simulation pedagogy digital-pedagogy

shared by Todd Suomela on 07 Jul 17 - No Cached
  • Todd Suomela on 07 Jul 17
     
    "The simulations on this site are meant to give students the ability to experiment on traditionally static textbook problems and examples. We believe experimenting with a flexible, dynamic system can give students deeper insights into core engineering concepts than that gained from solving for single snapshots of a system. Tweak variables; solve for unknowns; experiment; see what happens and figure out why. This site is also used to augment hands-on experiments, by tracking student training on lab equipment and comparing lab with simulated data. "
Leslie Harris

Research: The Proof is In! Multi-Tasking in Class Reduces Test Scores -- Campus Technology - 1 views

campustechnology.com/...class-reduces-test-scores.aspx

multi-tasking attention deficit Internet lecture student performance exams

shared by Leslie Harris on 09 Jul 14 - No Cached
  • Leslie Harris on 09 Jul 14
     
    The study itself involved student self-reporting of Internet use during lecture, and the researchers used ACT scores as an indicator of academic ability, but the results are not surprising: students who surfed the Internet during lecture did worse on course exams. Duh!
Jennifer Parrott

Inside the inverted transition-to-proofs class: What the students said - Casting Out Ni... - 0 views

chronicle.com/...s-class-what-the-students-said

flipped classroom higher education

shared by Jennifer Parrott on 29 Mar 13 - No Cached
  • Jennifer Parrott on 29 Mar 13
     
    Student responses to a flipped classroom in math
Matt Gardzina

Rise in "flipped classroom" model, improvements apparent | The Chronicle - 0 views

www.dukechronicle.com/...om-model-improvements-apparent

Duke flipped classroom flipping video education

shared by Matt Gardzina on 10 Oct 13 - No Cached
  • Matt Gardzina on 10 Oct 13
     
    Duke University student newspaper "As the use of the "flipped classroom" model rises on campus, students and faculty are taking time to adjust to the idea."
Leslie Harris

55% More STEM Students Fail Lectures Than Active Learning Classes -- Campus Technology - 0 views

campustechnology.com/...rses-with-Active-Learning.aspx

STEM lecture active learning

shared by Leslie Harris on 14 May 14 - No Cached
  • Leslie Harris on 14 May 14
     
    This article about an article didn't define active learning, but it points to a study that asserts that 55% more students in STEM courses fail the course when lecture is used, as compared to active learning.
Leslie Harris

Teens do better in science when they know Einstein and Curie also struggled - Quartz - 0 views

qz.com/...stein-and-curie-also-struggled

growth mindset Education Psychology fixed mindset school

shared by Leslie Harris on 29 Feb 16 - No Cached
  • Leslie Harris on 29 Feb 16
     
    Apparently learning that science does not always come naturally-even to geniuses-helps children succeed. Students who learned that great scientists struggled, both personally and intellectually, outperformed those who learned only of the scientists' great achievements, new research shows. Ninth- and 10th-grade students in low-performing New York City schools who read about Albert Einstein's struggles, including multiple school changes...
karch10k

GPAs don't really show what students learned. Here's why. - 0 views

www.washingtonpost.com/...hat-students-learned-heres-why

education pedagogy teaching higher education

shared by karch10k on 01 Jul 18 - No Cached
  • karch10k on 01 Jul 18
     
    An interesting look into the problem of GPA not being representative to what a student knows, learned, or can demonstrate in any given course. This certainly isn't a new issue and solutions vary - from competency based education (CBE) to utilizing metrics like GPAM. I think one of the big takeaways here is that utilizing any singular metric to measure student achievement is missing the forest for the trees.
Leslie Harris

Flipped learning skepticism: Is flipped learning just self-teaching? - Casting Out Nine... - 0 views

chronicle.com/...ed-learning-just-self-teaching

learning higher education calculus flipped classroom criticism student reluctance

shared by Leslie Harris on 29 Apr 14 - No Cached
  • Leslie Harris on 29 Apr 14
     
    Math professor responds to potential/actual student criticisms of flipped classroom model
Todd Suomela

Fluent in Social Media, Failing in Fake News: Generation Z, Online - Pacific Standard - 0 views

psmag.com/...-better-kind-of-media-literacy

information-literacy education digital digital-pedagogy

shared by Todd Suomela on 24 Apr 19 - No Cached
  • Instead of burrowing into a silo or vertical on a single webpage, as our Gen Z digital natives do, fact checkers tended to read laterally, a strategy that sent them zipping off a site to open new tabs across the horizontal axis of their screens. And their first stop was often the site we tell kids they should avoid: Wikipedia. But checkers used Wikipedia differently than the rest of us often do, skipping the main article to dive straight into the references, where more established sources can be found. They knew that the more controversial the topic, the more likely the entry was to be "protected," through the various locks Wikipedia applies to prevent changes by anyone except high-ranking editors. Further, the fact checkers knew how to use a Wikipedia article's "Talk" page, the tab hiding in plain sight right next to the article—a feature few students even know about, still less consult. It's the "Talk" page where an article's claims are established, disputed, and, when the evidence merits it, altered.
  • In the short term, we can do a few useful things. First, let's make sure that kids (and their teachers) possess some basic skills for evaluating digital claims. Some quick advice: When you land on an unfamiliar website, don't get taken in by official-looking logos or snazzy graphics. Open a new tab (better yet, several) and Google the group that's trying to persuade you. Second, don't click on the first result. Take a tip from fact checkers and practice click restraint: Scan the snippets (the brief sentence accompanying each search result) and make a smart first choice.
  • What if the answer isn't more media literacy, but a different kind of media literacy?
  • ...1 more annotation...
  • We call them "digital natives." Digitally naive might be more accurate.Between January of 2015 and June of 2016, my colleagues and I at the Stanford History Education Group surveyed 7,804 students across 12 states. Our goal was to take the pulse of civic online reasoning: students' ability to judge the information that affects them as citizens. What we found was a stunning and dismaying consistency. Young people's ability to navigate the Internet can be summed up in one word: bleak.
Todd Suomela

A Guide for Resisting Edtech: the Case against Turnitin - Hybrid Pedagogy - 0 views

www.digitalpedagogylab.com/...resisting-edtech

education technocracy ed-tech plagiarism computer technology

shared by Todd Suomela on 20 Jun 17 - No Cached
  • At the Digital Pedagogy Lab Institutes where we’ve taught, there’s one exercise in particular we return to again and again. In our “crap detection” exercise (named for Rheingold’s use of the term), participants use a rubric to assess one of a number of digital tools. The tools are pitted, head to head, in a sort of edtech celebrity deathmatch. Participants compare Blackboard and Canvas, for instance, or WordPress and Medium, Twitter and Facebook, Genius and Hypothes.is. We start by seeing what the tools say they do and comparing that to what they actually do. But the work asks educators to do more than simply look at the platform’s own web site, which more often than not says only the very best things (and sometimes directly misleading things) about the company and its tool. We encourage participants to do research — to find forums, articles, and blog posts written about the platform, to read the tool’s terms of service, and even to tweet questions directly to the company’s CEO.
  • Here’s the rubric for the exercise: Who owns the tool? What is the name of the company, the CEO? What are their politics? What does the tool say it does? What does it actually do? What data are we required to provide in order to use the tool (login, e-mail, birthdate, etc.)? What flexibility do we have to be anonymous, or to protect our data? Where is data housed; who owns the data? What are the implications for in-class use? Will others be able to use/copy/own our work there? How does this tool act or not act as a mediator for our pedagogies? Does the tool attempt to dictate our pedagogies? How is its design pedagogical? Or exactly not pedagogical? Does the tool offer a way that “learning can most deeply and intimately begin”? Over time, the exercise has evolved as the educators we’ve worked with have developed further questions through their research. Accessibility, for example, has always been an implicit component of the activity, which we’ve now brought more distinctly to the fore, adding these questions: How accessible is the tool? For a blind student? For a hearing-impaired student? For a student with a learning disability? For introverts? For extroverts? Etc. What statements does the company make about accessibility? Ultimately, this is a critical thinking exercise aimed at asking critical questions, empowering critical relationships, encouraging new digital literacies.
Todd Suomela

The Necessity of Looking Stupid | Just Visiting - 0 views

www.insidehighered.com/...necessity-looking-stupid

teaching failure teaching-moment pedagogy experiments technology

shared by Todd Suomela on 10 Jul 17 - No Cached
  • I’ve found students to be very insightful when it comes to understanding and assessing their own learning and very forgiving of my “mistakes.” Just about 100% of what I now do in the classroom has been “authorized” by student feedback, not given through end-of-semester evaluations, but collaborative discussion. Ask students if something worked, and they will tell you. The best part of moving the professorial pedestal out of the room is that all of us get to be a little less fearful, and little more brave.
Todd Suomela

Author discusses new book about how American higher education has always been 'a perfec... - 0 views

www.insidehighered.com/...gher-education-has-always-been

academia university college education history america organization challenge

shared by Todd Suomela on 29 Jun 17 - No Cached
  • The typical university is in constant tension between autonomous academic departments, which control curriculum and faculty hiring and promotion, and a strong president, who controls funding and is responsible only to the lay board of directors who own the place. Also thrown into the mix are a jumble of independent institutes, research centers and academic programs that have emerged in response to a variety of funding opportunities and faculty initiatives. The resulting institution is a hustler’s paradise, driven by a wide array of entrepreneurial actors: faculty trying to pursue intellectual interests and forge a career; administrators trying to protect and enrich the larger enterprise; and donors and students who want to draw on the university’s rich resources and capitalize on association with its stellar brand. These actors are feverishly pursuing their own interests within the framework of the university, which lures them with incentives, draws strength from their complex interactions and then passes these benefits on to society.
  • The biggest problem facing the American system of higher education today is how to deal with its own success. In the 19th century, very few people attended college, so the system was not much in the public spotlight. Burgeoning enrollments in the 20th century put the system center stage, especially when it became the expectation that most people should graduate from some sort of college. As higher education moved from being an option to becoming a necessity, it increasingly found itself under the kind of intense scrutiny that has long been directed at American schools.
  • The danger posed by this accountability pressure is that colleges, like the K-12 schools before them, will come under pressure to narrow their mission to a small number of easily measurable outcomes. Most often the purpose boils down to the efficient delivery of instructional services to students, which will provide them with good jobs and provide society with an expanding economy. This ignores the wide array of social functions that the university serves. It’s a laboratory for working on pressing social problems; a playpen for intellectuals to pursue whatever questions seem interesting; a repository for the knowledge needed to address problems that haven’t yet emerged; a zone of creativity and exploration partially buffered from the realm of necessity; and, yes, a classroom for training future workers. The system’s organizational messiness is central to its social value.
    • Todd Suomela
      Todd Suomela on 29 Jun 17
       
      The idea that colleges should be valued for their organizational messiness is also quite interesting. Where does this messiness fit into Bucknell?
  • ...1 more annotation...
  • The American system of higher education emerged in a unique historical setting in the early 19th century, when the state was weak, the market strong and the church divided. Whereas the European university was the creature of the medieval Roman Catholic church and then grew strong under the rising nation-state in the early modern period, the American system lacked the steady support of church or state and had to rely on the market in order to survive. This posed a terrible problem in the 19th century, as colleges had to scrabble around looking for consumers who would pay tuition and for private sponsors who would provide donations. But at the same time, it planted the seeds of institutional autonomy that came to serve the system so well in the next two centuries. Free from the control of church and state, individual colleges learned to survive on their own resources by meeting the needs of their students and their immediate communities.
debsatbucknell

WaterWheel - 0 views

water-wheel.net/about

water research presentation collaboration

shared by debsatbucknell on 13 Mar 13 - No Cached
  • debsatbucknell on 13 Mar 13
     
    Waterwheel is an interactive, collaborative platform for sharing media and ideas, performance and presentations on Water. Waterwheel calls on everyone-performers and artists, scientists and environmentalists, students and academics, you and me, anyone and anywhere-to test the water... At WaterWheel, a tool called The Tap provides an online, real-time venue and forum, workshop and stage, for live networked performance and presentation.
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