Group items tagged

This matrix is a common representation of Web 2.0 assessment on the web. It attempts to connect web 2.0 tools with assessment. You've heard of e-learning 2.0, well here are some Web 2.0 technologies applied to assessment. The table seeks to show how teachers can use social software for assessment purposes.

"I recently created a stand-alone page for my video Web 2.0 and your own Learning and Development... ... it has been found by a few people, including Marian Thacher, who discusses it here. One note: she says, "all of this only works for the very motivated learner... what about that learner who isn't so motivated, who has some learning challenges, for whom school was more of a misery than a joy?" Quite so - which is why I stress enabling students to manage their own learning and to follow their own interests. Otherwise, they won't be motivated, and the rest of this stuff is not nearly as effective as it could be. Marian Thacher, Adult Education and Technology, March 17, 2009. [Link] [Tags: Schools, Twitter, Online Learning, Web 2.0, Video, Google, YouTube] "

This is a critique of 1.0 assessment with few suggestions for remedy. Modernising assessment in the age of Web 2.0

The way the winds are blowing

Focusing on ePortfolios in a Web 2.0 context. Open source is a construct--unbundling the code from the services. So that teachers no longer own the content--the content is open and free. Can education itself open up?

The We Are Media Project is a community of people from nonprofits who are interested in learning and teaching about how social media strategies and tools can enable nonprofit organizations to create, compile, and distribute their stories and change the world.\nCurated by NTEN, the community will work in a networked way to help identify the best existing resources, people, and case studies that will give nonprofit organizations the knowledge and resources they need to be the media. The community will help identify and point to the best how-to guides and useful resources that cover all aspects of creating, aggregating, and distributing social media. The resulting curriculum which will live on this wiki and will also cover important organizational adoption issues, strategy, ROI analysis, as well as the tools.

Thanks Stephen, great bookmark. We are thinking about Change.gov right now. Wondering how we make it less broadcast and more 2.0.

Think of the many publicly funded institutions of higher education, then think of the way those colleges and universities only reward their scholars if they are willing to conceal their expertise from the broader public that funded the institutions they work at. It's as unethical as it is unnecessary, but it will continue until institutions learn to be more publicly responsible with their intellectual resources, or until scholars reject the restrictive identity they are held to through the traditional reward system.

From the article: "Think of the many publicly funded institutions of higher education, then think of the way those colleges and universities only reward their scholars if they are willing to conceal their expertise from the broader public that funded the institutions they work at. It's as unethical as it is unnecessary, but it will continue until institutions learn to be more publicly responsible with their intellectual resources, or until scholars reject the restrictive identity they are held to through the traditional reward system."

updating my thinking on pandemic flu and university response

Pandemic flu could lead to school closing. To avoid financial ruin by having to return tuition universities might consider trying to move online. There is a way to implement this movement, but not with the traditional course management system.

"A recent experiment we did asked the question: What happens if you combine lessons from web 2.0 and social media to the process of developing a rubric? The result? We've built what we call "Social Rubrics". Essentially this tool facilitates the process of building a rubric for teachers (and students) in a much more open and collaborative way." A plug-in for Elgg.

most of history, only the wealthy have been able to afford an education geared to the individual learner. For the rest of us, education has remained a mass affair, with standard curricula, pedagogy, and assessments. The financial crisis will likely change this state of affairs. With the global quest for long-term competitiveness assuming new urgency, education is on everyone's front burner. Societies are looking for ways to make quantum leaps in the speed and efficiency of learning. So long as we insist on teaching all students the same subjects in the same way, progress will be incremental. But now for the first time it is possible to individualize education-to teach each person what he or she needs and wants to know in ways that are most comfortable and most efficient, producing a qualitative spurt in educational effectiveness. In fact, we already have the technology to do so. Well-programmed computers-whether in the form of personal computers or hand-held devices-are becoming the vehicles of choice. They will offer many ways to master materials. Students (or their teachers, parents, or coaches) will choose the optimal ways of presenting the materials. Appropriate tools for assessment will be implemented.

Calais is an initiative by Thomson Reuters to connect the world's content by providing automated metadata (let's just call it tagging) services. The Calais service takes your text and uses sophisticated natural language processing and machine learning algorithms to extract the people, organizations, companies, geographies and events hidden within it.

Professor Encourages Students to Pass Notes During Class -- via Twitter and in the comments from one student...I am one of Cole's "experimental lab rats," and I must say that Cole and his colleague changed the way that I view teaching and learning. That course disrupted my notions of participation, identity, and community, and the changes are for the better. The course was so intellectually stimulating that when the course ended, I experienced a tremendous loss. The loss was so great that I felt myself trying to create Twitter communities in my future classes because I missed that engagement. If you are curious about our course, visit my course blog. https://blogs.psu.edu/mt4/mt-search.cgi?blog_id=655&tag=CI597C&limit=20 From there, you can access other students' blogs and see some of the other conversations that ensued.

I went looking for the ECAR report on LMS & Web 2.0, found this

The Harvard Networks in Political Science Conference\nThis site contains papers and presentations on network applications in political science. Interresting titles include: "Network Analysis for International Relations", "Social Networks and Correct Voting", "Partisan Webs: Information Exchange and Party Networks", "Mapping Iran's Online Public: Politics and Culture in the Persian Blogosphere ", and "Mining Political Blog Networks".

Cohere is an Open University UK project to build a server-based system which extends social bookmarking to collaborative argumentation using a concept-map interface in the browser.

This is a blogging platform for Mary Washington University. It contains tabs for courses and clubs.

"Last week I got exposed to the other side of Facebook, namely their ability to rescind or suspend accounts without any notification, explanation, or seemingly any recourse."

Examples of course portfolios from Indiana University Bloomington. All of these link to the Pew Course Portfolio Peer Review of Teaching Project http://www.courseportfolio.org/peer/pages/index.jsp

The Evolution of a Digital Repository and Social Networking Tool for Inorganic Chemistry From Post: "It is said that teaching is a lonely profession. In higher education, a sense of isolation can permeate both teaching and research, especially for academics at primarily undergraduate institutions (PUIs). In these times of doing more with less, new digital communication tools may greatly attenuate this problem--for free. Our group of inorganic chemists from PUIs, together with technologist partners, have built the Virtual Inorganic Pedagogical Electronic Resource Web site (VIPEr, http://www.ionicviper.org) to share teaching materials and ideas and build a sense of community among inorganic chemistry educators. As members of the leadership council of VIPEr, we develop and administer the Web site and reach out to potential users. "