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Gary Brown

No Tests, No Grades = More Graduates? - 0 views

www.convergemag.com/...-No-Grades-More-Graduates.html

tests learning & work

shared by Gary Brown on 08 Sep 09 - Cached
  • At an alternative high school in Newark, students will make presentations instead of taking tests and receive written progress reports instead of grades. They will use few textbooks and divide their school weeks between the classroom and an internship,
  • Gary Brown on 08 Sep 09
     
    inch by inch new models make the news and subsequently make progress
Gary Brown

Web Site Lets Students Bet on What Grades They'll Earn - Wired Campus - The Chronicle o... - 0 views

chronicle.com/...26134

grades

shared by Gary Brown on 11 Aug 10 - Cached
  • Students can make a small bet on how well they'll do in a course, with a starting limit of $25 on how much they can earn. The students contribute a chunk of the money, and Ultrinsic puts up the rest. If they make the grade, they win it all.
  • In 2009, they piloted the idea with a different model that put students in the same course in direct competition with each other. Last year, about 600 students from the University of Pennsylvania and New York University, the first two campuses where the company's most recent iteration became available, made wagers on Ultrinsic.
  • Gary Brown on 11 Aug 10
     
    Betting on the perception that school is a game.....
Nils Peterson

The Web Is Dead. Long Live the Internet | Magazine - 0 views

www.wired.com/...1

shared by Nils Peterson on 18 Aug 10 - Cached
  • Milner sounds more like a traditional media mogul than a Web entrepreneur. But that’s exactly the point. If we’re moving away from the open Web, it’s at least in part because of the rising dominance of businesspeople more inclined to think in the all-or-nothing terms of traditional media than in the come-one-come-all collectivist utopianism of the Web. This is not just natural maturation but in many ways the result of a competing idea — one that rejects the Web’s ethic, technology, and business models. The control the Web took from the vertically integrated, top-down media world can, with a little rethinking of the nature and the use of the Internet, be taken back. This development — a familiar historical march, both feudal and corporate, in which the less powerful are sapped of their reason for being by the better resourced, organized, and efficient — is perhaps the rudest shock possible to the leveled, porous, low-barrier-to-entry ethos of the Internet Age. After all, this is a battle that seemed fought and won — not just toppling newspapers and music labels but also AOL and Prodigy and anyone who built a business on the idea that a curated experience would beat out the flexibility and freedom of the Web.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      An interesting perspective, goes along with another piece I diigoed in Educause Review that was exploring the turning of the tide against EduPunk. What is problematic with the graphic at the lead of this article is that it does not account for the volume of traffic, its all scaled to 100%. So while web's market share is falling as a percent of total packets, and video market share is growing, its not clear that web use (esp for tasks related to learning) is declining.
  • You wake up and check your email on your bedside iPad — that’s one app. During breakfast you browse Facebook, Twitter, and The New York Times — three more apps. On the way to the office, you listen to a podcast on your smartphone. Another app. At work, you scroll through RSS feeds in a reader and have Skype and IM conversations. More apps. At the end of the day, you come home, make dinner while listening to Pandora, play some games on Xbox Live, and watch a movie on Netflix’s streaming service. You’ve spent the day on the Internet — but not on the Web. And you are not alone.
  • This is not a trivial distinction. Over the past few years, one of the most important shifts in the digital world has been the move from the wide-open Web to semiclosed platforms that use the Internet for transport but not the browser for display.
  • ...3 more annotations...
  • A decade ago, the ascent of the Web browser as the center of the computing world appeared inevitable. It seemed just a matter of time before the Web replaced PC application software
  • But there has always been an alternative path, one that saw the Web as a worthy tool but not the whole toolkit. In 1997, Wired published a now-infamous “Push!” cover story, which suggested that it was time to “kiss your browser goodbye.”
  • “Sure, we’ll always have Web pages. We still have postcards and telegrams, don’t we? But the center of interactive media — increasingly, the center of gravity of all media — is moving to a post-HTML environment,” we promised nearly a decade and half ago. The examples of the time were a bit silly — a “3-D furry-muckers VR space” and “headlines sent to a pager” — but the point was altogether prescient: a glimpse of the machine-to-machine future that would be less about browsing and more about getting.
    • Nils Peterson
      Nils Peterson on 18 Aug 10
       
      While the mode is different, does that mean that the independent creation of content and the peer-communities go away because the browser does? Perhaps, because the app is a mechanism to monetize and control content and interaction.
Gary Brown

71 Presidents Pledge to Improve Their Colleges' Teaching and Learning - Faculty - The C... - 0 views

chronicle.com/...125285

accountability

shared by Gary Brown on 05 Nov 10 - No Cached
  • In a venture known as the Presidents' Alliance for Excellence in Student Learning and Accountability, they have promised to take specific steps to gather more evidence about student learning, to use that evidence to improve instruction, and to give the public more information about the quality of learning on their campuses.
  • The 71 pledges, officially announced on Friday, are essentially a dare to accreditors, parents, and the news media: Come visit in two years, and if we haven't done these things, you can zing us.
  • deepen an ethic of professional stewardship and self-regulation among college leaders
  • ...4 more annotations...
  • Beginning in 2011, all first-year students at Westminster will be required to create electronic portfolios that reflect their progress in terms of five campuswide learning goals. And the college will expand the number of seniors who take the Collegiate Learning Assessment, so that the test can be used to help measure the strength of each academic major.
  • "The crucial thing is that all of our learning assessments have been designed and driven by the faculty," says Pamela G. Menke, Miami Dade's associate provost for academic affairs. "The way transformation of learning truly occurs is when faculty members ask the questions, and when they're willing to use what they've found out to make change.
  • Other assessment models might point some things out, but they won't be useful if faculty members don't believe in them."
  • "In the long term, as more people join, I hope that the Web site will provide a resource for the kinds of innovations that seem to be successful," he says. "That process might be difficult. Teaching is an art, not a science. But there is still probably a lot that we can learn from each other."
Gary Brown

Views: Accreditation 2.0 - Inside Higher Ed - 0 views

www.insidehighered.com/...eaton

accreditation

shared by Gary Brown on 22 Jan 10 - Cached
  • The first major conversation is led by the academic and accreditation communities themselves. It focuses on how accreditation is addressing accountability, with particular emphasis on the relationship (some would say tension, or even conflict) between accountability and institutional improvement.
  • The second conversation is led by critics of accreditation who question its effectiveness in addressing accountability
  • The third conversation is led by federal officials who also focus on the gatekeeping role of accreditation.
  • ...6 more annotations...
  • All are based on a belief that accreditation needs to change, though in what way and at what pace is seen differently
  • The emerging Accreditation 2.0 is likely to be characterized by six key elements. Some are familiar features of accreditation; some are modifications of existing practice, some are new: Community-driven, shared general education outcomes. Common practices to address transparency. Robust peer review. Enhanced efficiency of quality improvement efforts. Diversification of the ownership of accreditation. Alternative financing models for accreditation.
  • The Essential Learning Outcomes of the Association of American Colleges and Universities, the Collegiate Learning Assessment and the Voluntary System of Accountability of the Association of Public and Land-grant Universities all provide for agreement across institutions about expected outcomes. This work is vital as we continue to address the crucial question of “What is a college education?”
  • peer review can be further enhanced through, for example, encouraging greater diversity of teams, including more faculty and expanding public participation
  • Accreditation 2.0 can include means to assure more immediate institutional action to address the weaknesses and prevent their being sustained over long periods of time.
  • Judith Eaton is president of the Council for Higher Education Accreditation, which is a national advocate for self-regulation of academic quality through accreditation. CHEA has 3,000 degree-granting colleges and universities as members and recognizes 59 institutional and programmatic accrediting organizations.
  • Gary Brown on 22 Jan 10
     
    The way the winds are blowing
Matthew Tedder

Turning Work into Play with Online Games | h+ Magazine - 0 views

hplusmagazine.com/...turning-work-play-online-games

education

shared by Matthew Tedder on 16 Jan 10 - Cached
  • Matthew Tedder on 16 Jan 10
     
    This is about games to improve employee work.
  • Matthew Tedder on 16 Jan 10
     
    This is about using online games to engage employees in work. This is very much the core of what I was talking about, except for education. For those more knowledgeable about software design: my thoughts so far were on using Google's V8 Javascript engine and a 3D engine, such as Ogre3D, perhaps wrapped by QT or SDL. The worlds would be managed on the server but code for each object type shipped to the clients and run, sychronized there. Everything would be an "object"--even a world itself (a container object). Each object would comprise of four code modules plus its media files (3D models, sounds, etc.): Affector -- this receives sensory input then filters and translates that to the object's internal properties. Intrinsor -- this is the object's behavioral programming. For example, it can be the functions of an espresso machine object or the AI and/or user-interface connector of an animate object, etc. Mitigator -- this is the code that controls the internal environment of any objects contained within this object. It mitigates the effects of contained objects to the affects of others. For example, a world object, a boat, a house, or a bag. The physics, weather, and such will depend on what they are contained within. The mitigator may also initiate effects to contained objects. Effector -- this provides the API for action attempts to the Intrinsor. It then filters and translates the action attempts to the objects actual action attempts that are read by this object's containor. (Yes--I mispelled some words above intentionally) This design provides a framework for a persistent world of decent individual performance. The V8 engine compiles to fast machine code (and caches). Only very minimal data need be communicated over the network. Objects can run in parallel precisely the same, so if a client fails the system continues. Updates of virtually any kind can be made on-the-fly without stopping the game. New object types will be relatively easy to b
Gary Brown

Double fees buy spot on college's fast track - The Boston Globe - 0 views

www.boston.com/...uy_spot_on_colleges_fast_track

shared by Gary Brown on 09 Apr 10 - Cached
    • Gary Brown
      Gary Brown on 09 Apr 10
       
      like the airlines, as a model...
  • Richard Freeland, state commissioner of higher education, defends such partnerships, which have become a source of research funds for universities.
  • In California, another for-profit company, Kaplan University, has signed an agreement with the community college system to deliver general education courses online, said Peter Smith, Kaplan’s senior vice president for academic strategy and the former president of the Community College of Vermont.
Theron DesRosier

How Group Dynamics May Be Killing Innovation - Knowledge@Wharton - 5 views

knowledge.wharton.upenn.edu/article.cfm

innovation groups

shared by Theron DesRosier on 12 May 10 - Cached
  • Christian Terwiesch and Karl Ulrich argue that group dynamics are the enemy of businesses trying to develop one-of-a-kind new products, unique ways to save money or distinctive marketing strategies.
  • Terwiesch, Ulrich and co-author Karan Girotra, a professor of technology and operations management at INSEAD, found that a hybrid process -- in which people are given time to brainstorm on their own before discussing ideas with their peers -- resulted in more and better quality ideas than a purely team-oriented process.
    • Theron DesRosier
      Theron DesRosier on 13 May 10
       
      This happens naturally when collaboration is asynchronous.
    • Theron DesRosier
      Theron DesRosier on 13 May 10
       
      They use the term "team oriented process" but what they mean, I think, is a synchronous, face to face, brainstorming session.
  • Although several existing experimental studies criticize the team brainstorming process due to the interference of group dynamics, the Wharton researchers believe their work stands out due to a focus on the quality, in addition to the number, of ideas generated by the different processes -- in particular, the quality of the best idea.
  • ...8 more annotations...
  • "The evaluation part is critical. No matter which process we used, whether it was the [team] or hybrid model, they all did significantly worse than we hoped [in the evaluation stage]," Terwiesch says. "It's no good generating a great idea if you don't recognize the idea as great. It's like me sitting here and saying I had the idea for Amazon. If I had the idea but didn't do anything about it, then it really doesn't matter that I had the idea."
  • He says an online system that creates a virtual "suggestion box" can accomplish the same goal as long as it is established to achieve a particular purpose.
  • Imposing structure doesn't replace or stifle the creativity of employees, Ulrich adds. In fact, the goal is to establish an idea generation process that helps to bring out the best in people. "We have found that, in the early phases of idea generation, providing very specific process guideposts for individuals [such as] 'Generate at least 10 ideas and submit them by Wednesday,' ensures that all members of a team contribute and that they devote sufficient creative energy to the problem."
  • The results of the experiment with the students showed that average quality of the ideas generated by the hybrid process were better than those that came from the team process by the equivalent of roughly 30 percentage points.
  • in about three times more ideas than the traditional method.
  • "We find huge differences in people's levels of creativity, and we just have to face it. We're not all good singers and we're not all good runners, so why should we expect that we all are good idea generators?
  • They found that ideas built around other ideas are not statistically better than any random suggestion.
  • "In innovation, variance is your friend. You want wacky stuff because you can afford to reject it if you don't like it. If you build on group norms, the group kills variance."
  • Gary Brown on 12 May 10
     
    Not as radical as it first seems, but pertains to much of our work and the work of others.
Matthew Tedder

Next: An Internet Revolution in Higher Education - BusinessWeek - 1 views

www.businessweek.com/...tc20090914_969227.htm

education

shared by Matthew Tedder on 20 Sep 09 - Cached
  • Matthew Tedder on 20 Sep 09
     
    New disruptive model(s) for higher education?
Nils Peterson

Foreign Policy: The Next Big Thing: Personalized Education - 0 views

www.foreignpolicy.com/...cms.php

shared by Nils Peterson on 20 Apr 09 - Cached
  • According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other. Once far more efficient and effective education has been modeled in homes and clubs, those schools, communities, and/or societies that have the ambition, the means, and the willingness to take risks will follow suit.
  • Many more individuals will be well-educated because they will have learned in ways that suit them best. Even more importantly, these individuals will want to keep learning as they grow older because they have tasted success and are motivated to continue.
  • According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other.
    • Nils Peterson
      Nils Peterson on 21 Apr 09
       
      That does seem right -- the system is unable to adapt and innovate and Christensen's Innovator's Dilemma seems to apply. But the previous paragraph, 'well programmed computers' seems to miss the collaborative, interpersonal, Web 2.0 potential for 1-1 tutoring.
  • S Spaeth on 20 Apr 09
     
    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.
Gary Brown

Official Reuven Carlyle Blog - 5 views

reuvencarlyle36.com

higher education change

shared by Gary Brown on 15 Oct 09 - Cached
  • The institutional establishment has too much control over higher education. There is a profound disconnect, in my view, between those who benefit and need access to opportunity in higher education and those who run the show
  • Is a tenured professor or subject matter expert with credentials—as defined by some distant institutions or organization—really the very best person to teach? Perhaps but only if they have the soul of a teacher!
  • As a general rule the institutions of higher education hold firm, despite our rhetoric, to rigid models of teaching and learning. Radical, disruptive debate about systems change is great in theory, tough in reality when you have to live and die by the marketplace of ideas.
  • ...4 more annotations...
  • Which means the day is coming—sooner than many people think—when a great deal of money is going to abruptly melt out of the higher education system, just as it has in scores of other industries that traffic in information that is now far cheaper and more easily accessible than it has ever been before. Much of that money will end up in the pockets of students in the form of lower prices, a boon and a necessity in a time when higher education is the key to prosperity. Colleges will specialize where they have comparative advantage, rather than trying to be all things to all people.”
  • Instructors with the spirit of education inside of them drive our learning
  • What would your life be like if you went from high school into a customized, personalized, targeted program of learning—from the fancy UW programs to a welding shop anywhere—that was right for you as an individual?
  • I don’t know the answers anymore than anyone else. But I feel we have hit a tipping point where the pain and cost to our society and our future of not asking these questions has become too high
  • Gary Brown on 15 Oct 09
     
    I blog to watch--and to comment upon
  • S Spaeth on 19 Oct 09
     
    Thanks for your summary. From Nils' posts, I knew about the blog but your excerpts and recommendation lead me to see it in a new light.
Gary Brown

WSU Today Online - Current Article List - 1 views

www.wsutoday.wsu.edu/...Publications.asp

accreditation NCATE

shared by Gary Brown on 19 Nov 09 - Cached
  • National and state agencies have renewed accreditation for WSU's College of Education, which earned praise as “a standout institution.” The ratings came after voluntary reviews by the National Council for Accreditation of Teacher Education (NCATE) and Washington State’s Professional Educator Standards Board (PESB). Both accreditation teams, which work cooperatively, visited WSU last spring.
  • accredited institutions must: * Carefully assess this knowledge and skill to determine that candidates may graduate. * Have partnerships with schools that enable candidates to develop the skills necessary to help students learn. * Prepare candidates to understand and work with diverse student populations. * Have faculty who model effective teaching practices. * Have the resources, including information technology resources, necessary to prepare candidates to meet new standards.
  • Gary Brown on 19 Nov 09
     
    Note the criteria as it pertains to NWCC&U
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