Group items tagged

1. The Complete and Utter Lack of Assessment in the OER Space.

The vast majority of OER in the world do not include any assessments.

some people in the field need to turn their attention to the creation of Open Assessment Resources (OAR).

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This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)

MOOCs question the value of teaching as an economic value point.”

Good eLearning is about design, not software

When approaching a project, ask: “What is it you want people to do back on the job?” Then, “What does successful performance look like?” “How will you measure that?” Design that assessment first. Then design the instruction that leads to that goal.

instructional design and visual design are different things. Visual design is just as important (and it isn’t about making things “pretty”), and it needs to be done before the development phase begins.

When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,

Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.

Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.

We know that people learn best by being actively and collaboratively involved in learning but in universities, we continue to use lectures and other one-way, vessel filling, sage-on-stage, methods to tell students what they need to know

An authentic learning approach enables educators to design tasks and assessments that are based on the kinds of activities that are performed in the so called ‘real world’.

An authentic learning pedagogy focuses on students collaboratively creating genuine products that are polished and professional, and that are shared and published.

"All that is clicky-clicky bling-bling does not make for an effective learning experience."

s a load of elearning junk

It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.

n short, there is activity across the entire spectrum of learning, from pre-engineered and self-paced to open sourced and self-directed with more conventional models in between. All are enhanced and scalable as never before by the web and web-enabled technology.

Colleges are filled with students who could give a damn about learning but desperately need that credential.

Then it's all about the badges. My kids can just give up on ever having a single moment of joy in their lives. Even if they were going to enjoy something, how can they when they've already committed to this transactional experience instead?

The commodification of learning was already quite clear in the Reagan era when we stopped thinking of higher education as a social good and instead defined it as an individual's investment in his/her human capital.