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Gary Brown

The Wired Campus - Duke Professor Uses 'Crowdsourcing' to Grade - The Chronicle of High... - 0 views

  • Learning is more than earning an A says Cathy N. Davidson, the professor, who recently returned to teach English and interdisciplinary studies after eight years in administration. But students don't always see it that way. Vying for an A by trying to figure out what a professor wants or through the least amount of work has made the traditional grading scale superficial, she says."You've got this real mismatch between the kind of participatory learning that’s happening online and outside of the classroom, and the top-down, hierarchical learning and rigid assessment schemes that we’re using in the classroom from grades K through 12 and all the way up to graduate school," Ms. Davidson says. "In school systems today, we’re putting more and more emphasis on quantitative assessment in an era when, out of the classroom, students are learning through an entirely different way of collaboration, customizing, and interacting."
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    We need to contact Cathy Davidson and work together on this.
Theron DesRosier

Participatory Learning and the New Humanities: An Interview with Cathy Davidson | Acade... - 0 views

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    "Participatory Learning includes the ways in which new technologies enable learners (of any age) to contribute in diverse ways to individual and shared learning goals. Through games, wikis, blogs, virtual environments, social network sites, cell phones, mobile devices, and other digital platforms, learners can participate in virtual communities where they share ideas, comment upon one another's projects, and plan, design, advance, implement, or simply discuss their goals and ideas together. Participatory learners come together to aggregate their ideas and experiences in a way that makes the whole ultimately greater than the sum of the parts."
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    Theron helped me keep up with developments at HASTAC by socially sharing this bookmark and excerpt in the CTLT and Friends Group. I add this comment to acknowledge his contribution to my ongoing professional development. The comment function also gives me a link (perma?) to his bookmark.
Nils Peterson

How To Crowdsource Grading | HASTAC - 0 views

  • My colleagues and I at the University of Maine have pursued a similar course with The Pool, an online environment for sharing art and code that invites students to evaluate each other at various stages of their projects, from intent to approach to release.
    • Nils Peterson
       
      This is feedback on our Harvesting Gradebook and Crowdsourcing ideas. The Pool seems to be an implementation of the feedback mechanism with some ideas about reputation.
  • Like Slashdot's karma system, The Pool entrusts students who have contributed good work in the past with greater power to rate other students. In general students at U-Me have responded responsibly to this ethic; it may help that students are sometimes asked to evaluate students in other classes,
    • Nils Peterson
       
      While there is notion of karma and peer feedback, there does not seem to be notion of bringing in outside expertise or if it were to come in, to track its roles
Nils Peterson

Crowdsourcing Authority in the Classroom | DMLcentral - 0 views

  • I’m fascinated that the blogosphere was so annoyed with me for wanting to teach responsible judgment practices as part of my pedagogy. I think it is because grading, in a curious way, exemplifies our deepest convictions about excellence and authority, and specifically about the right of those with authority to define what constitutes excellence.  If we “crowdsource grading,” we are suggesting that those without authority can also determine excellence.  That is what happens in the non-refereed world of the internet, that’s what digital thinking is, and it is quite revolutionary. 
    • Nils Peterson
       
      THis is Cathy Davidson in a new blog post about crowdsourcing authority, responding to the critics of her earlier crowdsourcing grading.
Nils Peterson

Open Access or Close It? Two Views | HASTAC - 2 views

  • Now here is the irony:   this morning, in the wake of the Publisher's Weekly article, I really wanted to be able to give all of my HASTAC readers a url so they could go right to my article.
    • Nils Peterson
       
      so, her disciplinary and departmental affiliation rewards her for publishing in a closed community rather than for working in a world community and then when she wants to engage a world community she can't
  • My larger point?  We are in a confusing and damned-if-you-do-damned-if-you-don't moment for publishing.  Scholarly publishing loses money.  Scholars who do not publish (at present) lose careers.  How do we balance these complex and intertwined issues in a sane way?  That is our question.
    • Nils Peterson
       
      publishing reputation is a surrogate for reputation in community
Theron DesRosier

The Future of Thinking - The MIT Press - 0 views

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    "Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites. The authors propose an alternative definition of "institution" as a "mobilizing network"-emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change-and explore the implications for higher education."
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    A new book by Cathy Davidson.
Peggy Collins

How to Outlive the Profession of English: Research and Methods (Syllabus) | HASTAC - 0 views

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    from a academic in TX this link to an interesting syllabus for an English course
Nils Peterson

The Huffington Post Allows Top Commenters To Become Bloggers - Publishing 2.0 - 0 views

  • they took a middle path, opening up an opportunity for ANYONE who actively comments on Huffington Post to become a blogger — but with one caveat…they have to EARN it. Or put another way — they are leveraging the power of the network, while still creating boundaries to channel value.
    • Nils Peterson
       
      How to become a HuffPost blogger. Gives insight into assessment scales
  • Since launching in May 2005, we’ve received more than 2.7 million comments, posted by over 115,000 commenters.
  • Our decision will be based on how many fans a commenter has, how often their comment is selected as a Favorite, and our moderators’ preferences. Every comment now has an “I’m A Fan Of” link and a “Favorite” link, so start voting for the comments and commenters you like best.
  • ...1 more annotation...
  • By using a “groupsourcing” method to highlight well-received commenters — from whom we’ll be able to choose new bloggers — we’re leveraging the power of the HuffPost community to serve as a filter, highlighting strong writers who have something to add to our group blog mix.
    • Nils Peterson
       
      So this is the crux of the issue for Cathy Davidson. Her syllabus proposes using a single criteria "satisfactory" and it appears that it might work if the volume of voters is large and their demographics sufficiently distributed. Also note that its voting for a cream of the crop, not just satisfactory. In a smaller setting, a scale with more than two values and comments like CTLT proposes gives more chance for discrimination and value in the feedback
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