Skip to main content

Home/ CTLT and Friends/ Group items tagged online learning

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
S Spaeth

MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

www.mitpressjournals.org/...ijlm.2009.0005

pbj ALT assessment co-development

shared by S Spaeth on 22 May 09 - Cached
  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
  • ...6 more annotations...
  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
  • S Spaeth on 22 May 09
     
    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
Gary Brown

You Only Get This Type of Education in Class - Mythic Attributes of the Lecture ~ Steph... - 0 views

www.downes.ca/...page.cgi

lecture learning

shared by Gary Brown on 09 Jun 09 - Cached
  • Gary Brown on 09 Jun 09
     
    You Only Get This Type of Education in Class - Mythic Attributes of the Lecture Good discussion of the use of the lecture in online learning, both on whether it is advisable, and on how to approach the idea. Given that the lecture has such a bad reputation, why do I produce so many of them? What I have found is that I do some of my best thinking though speaking. Giving a talk forces me to reconceptualize my thoughts. So for me, a lecture is inevitably a learning experience. As for my audience, well, I have often maintained that they learn very little from the content of the lecture, and much more from my mannerisms and approach. A lecture (like a demonstration) isn't a learning event (except for the speaker), it's an enabling event, a celebration of what we already know and believe. Lectures challenge, invigorate, enliven, enable and enlighten, but they do not teach (much). Experience teaches. David Jones, The Weblog of (a) David Jones, June 9, 2009. [Link] [Tags: Online Learning, Experience] [Previous][Next]
  • Gary Brown on 09 Jun 09
     
    This is a provocative description of the lecture
Nils Peterson

Half an Hour: Open Source Assessment - 0 views

halfanhour.blogspot.com/...open-source-assessment.html

Downes learning2.0 outcomes_assessment learning_community end_of_LMS

shared by Nils Peterson on 13 Sep 10 - Cached
  • When posed the question in Winnipeg regarding what I thought the ideal open online course would look like, my eventual response was that it would not look like a course at all, just the assessment.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      I remembered this Downes post on the way back from HASTAC. It is some of the roots of our Spectrum I think.
  • The reasoning was this: were students given the opportunity to attempt the assessment, without the requirement that they sit through lectures or otherwise proprietary forms of learning, then they would create their own learning resources.
  • In Holland I encountered a person from an organization that does nothing but test students. This is the sort of thing I long ago predicted (in my 1998 Future of Online Learning) so I wasn't that surprised. But when I pressed the discussion the gulf between different models of assessment became apparent.Designers of learning resources, for example, have only the vaguest of indication of what will be on the test. They have a general idea of the subject area and recommendations for reading resources. Why not list the exact questions, I asked? Because they would just memorize the answers, I was told. I was unsure how this varied from the current system, except for the amount of stuff that must be memorized.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      assumes a test as the form of assessment, rather than something more open ended.
  • ...8 more annotations...
  • As I think about it, I realize that what we have in assessment is now an exact analogy to what we have in software or learning content. We have proprietary tests or examinations, the content of which is held to be secret by the publishers. You cannot share the contents of these tests (at least, not openly). Only specially licensed institutions can offer the tests. The tests cost money.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      See our Where are you on the spectrum, Assessment is locked vs open
  • Without a public examination of the questions, how can we be sure they are reliable? We are forced to rely on 'peer reviews' or similar closed and expert-based evaluation mechanisms.
  • there is the question of who is doing the assessing. Again, the people (or machines) that grade the assessments work in secret. It is expert-based, which creates a resource bottleneck. The criteria they use are not always apparent (and there is no shortage of literature pointing to the randomness of the grading). There is an analogy here with peer-review processes (as compared to recommender system processes)
  • What constitutes achievement in a field? What constitutes, for example, 'being a physicist'?
  • This is a reductive theory of assessment. It is the theory that the assessment of a big thing can be reduced to the assessment of a set of (necessary and sufficient) little things. It is a standards-based theory of assessment. It suggests that we can measure accomplishment by testing for accomplishment of a predefined set of learning objectives.Left to its own devices, though, an open system of assessment is more likely to become non-reductive and non-standards based. Even if we consider the mastery of a subject or field of study to consist of the accomplishment of smaller components, there will be no widespread agreement on what those components are, much less how to measure them or how to test for them.Consequently, instead of very specific forms of evaluation, intended to measure particular competences, a wide variety of assessment methods will be devised. Assessment in such an environment might not even be subject-related. We won't think of, say, a person who has mastered 'physics'. Rather, we might say that they 'know how to use a scanning electron microscope' or 'developed a foundational idea'.
  • We are certainly familiar with the use of recognition, rather than measurement, as a means of evaluating achievement. Ludwig Wittgenstein is 'recognized' as a great philosopher, for example. He didn't pass a series of tests to prove this. Mahatma Gandhi is 'recognized' as a great leader.
  • The concept of the portfolio is drawn from the artistic community and will typically be applied in cases where the accomplishments are creative and content-based. In other disciplines, where the accomplishments resemble more the development of skills rather than of creations, accomplishments will resemble more the completion of tasks, like 'quests' or 'levels' in online games, say.Eventually, over time, a person will accumulate a 'profile' (much as described in 'Resource Profiles').
  • In other cases, the evaluation of achievement will resemble more a reputation system. Through some combination of inputs, from a more or less define community, a person may achieve a composite score called a 'reputation'. This will vary from community to community.
  • Nils Peterson on 13 Sep 10
     
    Fine piece, transformative. "were students given the opportunity to attempt the assessment, without the requirement that they sit through lectures or otherwise proprietary forms of learning, then they would create their own learning resources."
Nils Peterson

Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 4 views

www.educause.edu/...195370

educause university2.0

shared by Nils Peterson on 06 Feb 10 - Cached
  • change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created.
  • Research shows that mutual exploration, group problem solving, and collective meaning-making produce better learning outcomes and understanding overall. Brown and Adler cite a study by Richard J. Light, of the Harvard Graduate School of Education: "Light discovered that one of the strongest determinants of students' success in higher education . . . was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own."
  • Second, the web enables students to collaborate with others independent of time and geography. Finally, the web represents a new mode of production for knowledge, and that changes just about everything regarding how the "content" of college and university courses are created.
  • ...7 more annotations...
  • As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn, put it: "The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery."14 Students need to integrate new information with the information they already have — to "construct" new knowledge structures and meaning.
  • Universities need an entirely new modus operandi for how the content of higher education is created. The university needs to open up, embrace collaborative knowledge production, and break down the walls that exist among institutions of higher education and between those institutions and the rest of the world.To do so, universities require deep structural changes — and soon. More than three years ago, Charles M. Vest published "Open Content and the Emerging Global Meta-University" in EDUCAUSE Review. In his concluding paragraph, Vest offered a tantalizing vision: "My view is that in the open-access movement, we are seeing the early emergence of a meta-university — a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced. The Internet and the Web will provide the communication infrastructure, and the open-access movement and its derivatives will provide much of the knowledge and information infrastructure." Vest wrote that the meta-university "will speed the propagation of high-quality education and scholarship. . . . The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific works in progress, teleoperation of experiments, and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavor."17
  • Used properly, wikis are tremendously powerful tools to collaborate and co-innovate new content. Tapscott wrote the foreword for a book called We Are Smarter Than Me (2008). The book, a best-seller, was written by Barry Libert, Jon Spector, and more than 4,000 people who contributed to the book's wiki. If a global collaboration can write a book, surely one could be used to create a university course. A professor could operate a wiki with other teachers. Or a professor could use a wiki with his or her students, thereby co-innovating course content with the students themselves. Rather than simply being the recipients of the professor's knowledge, the students co-create the knowledge on their own, which has been shown to be one of the most effective methods of learning.
  • The student might enroll in the primary college in Oregon and register to take a behavioral psychology course from Stanford University and a medieval history course from Cambridge. For these students, the collective syllabi of the world form their menu for higher education. Yet the opportunity goes beyond simply mixing and matching courses. Next-generation faculty will create a context whereby students from around the world can participate in online discussions, forums, and wikis to discover, learn, and produce knowledge as networked individuals and collectively.
  • But what about credentials? As long as the universities can grant degrees, their supremacy will never be challenged." This is myopic thinking. The value of a credential and even the prestige of a university are rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior to alternative learning environments, their capacity to credential will surely diminish. How much longer will, say, a Harvard undergraduate degree, taught mostly through lectures by teaching assistants in large classes, be able to compete in status with the small class size of liberal arts colleges or the superior delivery systems that harness the new models of learning?
  • As part of this, the academic journal should be disintermediated and the textbook industry eliminated. In fact, the word textbook is an oxymoron today. Content should be multimedia — not just text. Content should be networked and hyperlinked bits — not atoms. Moreover, interactive courseware — not separate "books" — should be used to present this content to students, constituting a platform for every subject, across disciplines, among institutions, and around the world. The textbook industry will never reinvent itself, however, since legacy cultures and business models die hard. It will be up to scholars and students to do this collectively.
  • Ultimately, we will need more objective measures centered on students' learning performance.
Gary Brown

Scholars Assess Their Progress on Improving Student Learning - Research - The Chronicle... - 0 views

chronicle.com/...48933

teaching learning assessment

shared by Gary Brown on 26 Oct 09 - Cached
  • International Society for the Scholarship of Teaching and Learning, which drew 650 people. The scholars who gathered here were cautiously hopeful about colleges' commitment to the study of student learning, even as the Carnegie Foundation winds down its own project. (Mr. Shulman stepped down as president last year, and the foundation's scholarship-of-teaching-and-learning program formally came to an end last week.) "It's still a fragile thing," said Pat Hutchings, the Carnegie Foundation's vice president, in an interview here. "But I think there's a huge amount of momentum." She cited recent growth in faculty teaching centers,
  • Mary Taylor Huber, director of the foundation's Integrative Learning Project, said that pressure from accrediting organizations, policy makers, and the public has encouraged colleges to pour new resources into this work.
  • The scholars here believe that it is much more useful to try to measure and improve student learning at the level of individual courses. Institutionwide tests like the Collegiate Learning Assessment have limited utility at best, they said.
  • ...6 more annotations...
  • Mr. Bass and Toru Iiyoshi, a senior strategist at the Massachusetts Institute of Technology's office of educational innovation and technology, pointed to an emerging crop of online multimedia projects where college instructors can share findings about their teaching. Those sites include Merlot and the Digital Storytelling Multimedia Archive.
  • "If you use a more generic instrument, you can give the accreditors all the data in the world, but that's not really helpful to faculty at the department level," said the society's president, Jennifer Meta Robinson, in an interview. (Ms. Robinson is also a senior lecturer in communication and culture at Indiana University at Bloomington.)
  • "We need to create 'middle spaces' for the scholarship of teaching and learning," said Randall Bass, assistant provost for teaching and learning initiatives at Georgetown University, during a conference session on Friday.
  • It is vital, Ms. Peseta said, for scholars' articles about teaching and learning to be engaging and human. But at the same time, she urged scholars not to dumb down their statistical analyses or the theoretical foundations of their studies. She even put in a rare good word for jargon.
  • No one had a ready answer. Ms. Huber, of the Carnegie Foundation, noted that a vast number of intervening variables make it difficult to assess the effectiveness of any educational project.
  • "Well, I guess we have a couple of thousand years' worth of evidence that people don't listen to each other, and that we don't build knowledge," Mr. Bass quipped. "So we're building on that momentum."
  • Gary Brown on 26 Oct 09
     
    Note our friends Randy Bass (AAEEBL) and Mary Huber are prominent.
Corinna Lo

The End in Mind » An Open (Institutional) Learning Network - 0 views

www.jonmott.com/blog

wsuctlt ALT

shared by Corinna Lo on 15 Apr 09 - Cached
  • Corinna Lo on 15 Apr 09
     
    Jon said "I wrote a post last year exploring the spider-starfish tension between Personal Learning Environments and institutionally run CMSs. This is a fundamental challenge that institutions of higher learning need to resolve. On the one hand, we should promote open, flexible, learner-centric activities and tools that support them. On the other hand, legal, ethical and business constraints prevent us from opening up student information systems, online assessment tools, and online gradebooks. These tools have to be secure and, at least from a data management and integration perspective, proprietary. So what would an open learning network look like if facilitated and orchestrated by an institution? Is it possible to create a hybrid spider-starfish learning environment for faculty and students?"
Corinna Lo

How People Learn: Brain, Mind, Experience, and School: Expanded Edition - 0 views

books.nap.edu/catalog.php

book learning

shared by Corinna Lo on 21 Dec 08 - Cached
  • Corinna Lo on 21 Dec 08
     
    This book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. You can read the entire book online for free.
Theron DesRosier

Stephen Downes On Personal Learning Networks ~ Stephen's Web ~ by Stephen Downes - 0 views

www.downes.ca/...page.cgi

shared by Theron DesRosier on 18 Mar 09 - Cached
  • Theron DesRosier on 18 Mar 09
     
    "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] "
Joshua Yeidel

Coopman - 0 views

www.uic.edu/...2202

shared by Joshua Yeidel on 01 Jul 09 - Cached
  • Joshua Yeidel on 01 Jul 09
     
    CRITIQUE OF E-LEARNING IN BLACKBOARD "Just as utopic visions of the Internet predicted an egalitarian online world where information flowed freely and power became irrelevant, so did many proponents of online education, who viewed online classrooms as a way to free students and instructors from traditional power relationships . . ." In "A Critical Examination of Blackboard's EˆLearning Environment" (FIRST MONDAY, vol. 14, no. 6, June 1, 2009), Stephanie J. Coopman, professor at San Jose State University, identifies the ways that the Blackboard 8.0 and Blackboard CE6 platforms "both constrain and facilitate instructorˆstudent and studentˆstudent interaction." She argues that while the systems have improved the instructor's ability to track and measure student activity, this "creates a dangerously decontextualized, essentialized image of a class in which levels of 'participation' stand in for evidence of learning having taken place. Students are treated not as learners, as partners in an educational enterprise, but as users."
Nils Peterson

National Institute for Learning Outcomes Assessment - 1 views

learningoutcomesassessment.org/occasionalpapertwo.htm

NILOA Trudy Banta

shared by Nils Peterson on 18 Feb 10 - Cached
  • Of the various ways to assess student learning outcomes, many faculty members prefer what are called “authentic” approaches that document student performance during or at the end of a course or program of study.  Authentic assessments typically ask students to generate rather than choose a response to demonstrate what they know and can do.  In their best form, such assessments are flexible and closely aligned with teaching and learning processes, and represent some of students more meaningful educational experiences.  In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. 
  • Educators and policy makers in postsecondary education are interested in assessment processes that improve student learning, and at the same time provide comparable data for the purpose of demonstrating accountability.
  • First, ePortfolios provide an in-depth, long-term view of student achievement on a range of skills and abilities instead of a quick snapshot based on a single sample of learning outcomes. Second, a system of rubrics used to evaluate student writing and depth of learning has been combined with faculty learning and team assessments, and is now being used at multiple institutions. Third, online assessment communities link local faculty members in collaborative work to develop shared norms and teaching capacity, and then link local communities with each other in a growing system of assessment.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      hey, does this sound familiar? i'm guessing the portfolios are not anywhere on the Internet, but we're otherwise in good company
  • ...1 more annotation...
  • Three Promising Alternatives for Assessing College Students' Knowledge and Skills
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      I'm not sure they are 'alternatives' so much as 3 elements we would combine into a single strategy
Gary Brown

Online Evaluations Show Same Results, Lower Response Rate - Wired Campus - The Chronicl... - 1 views

chronicle.com/...23772

student evaluations online learning

shared by Gary Brown on 06 May 10 - Cached
  • Students give the same responses on paper as on online course evaluations but are less likely to respond to online surveys, according to a recent study.
  • The only meaningful difference between student ratings completed online and on paper was that students who took online surveys gave their professors higher ratings for using educational technology to promote learning.
  • Seventy-eight percent of students enrolled in classes with paper surveys responded to them, but  only 53 percent of students enrolled in classes with online surveys responded.
  • ...2 more annotations...
  • "If you have lower response rates, you're less inclined to make summative decisions about a faculty member's performance,"
  • While the majority of instructors still administer paper surveys, the number using online surveys increased from 1.08 percent in 2002 to 23.23 percent in 2008.
  • Gary Brown on 06 May 10
     
    replication of our own studies
Gary Brown

The Wired Campus - At Distance-Learning College, Flash Drive Replaces Course-Management... - 0 views

chronicle.com/...7764

online learning lms

shared by Gary Brown on 22 Aug 09 - Cached
  • At Distance-Learning College, Flash Drive Replaces Course-Management System By Erica Hendry Soon, online students at Thomas Edison State College won't even have to be online to complete their course work.Beginning this fall, students at the Trenton-based distance-education institution will have the option of using a 2GB flash drive instead of a course-management system to prepare for and complete their classes.
  • the college hopes to install technology that will allow the flash drive to automatically connect to a folder hosted by the college, so students can submit assignments whenever the flash drive detects an Internet connection.
  • Gary Brown on 22 Aug 09
     
    The inevitable extension of the LMS from the Morgan study to now: the college hopes to install technology that will allow the flash drive to automatically connect to a folder hosted by the college, so students can submit assignments whenever the flash drive detects an Internet connection.
Gary Brown

Free Online Courses, at a Very High Price - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...48777

Open education Western Governors competency credentialing

shared by Gary Brown on 14 Oct 09 - Cached
  • At this point in the openness conversation, the example you hear over and over is a little-known university in Utah that took the old model, and, in the words of its president, "blew that up." That is Western Governors University—a nonprofit, accredited online institution that typically charges $2,890 per six-month term—where students advance by showing what they've learned, not how much time they've spent in class. It's called competency-based education. It means you can fast-forward your degree by testing out of stuff you've already mastered. Some see a marriage of open content and competency-based learning as a model for the small-pieces-loosely-joined chain of cheaper, fragmented education. "We view the role of the university of the future as measuring and credentialing learning, not the source of all learning," says Robert W. Mendenhall, the president.
  • Gary Brown on 14 Oct 09
     
    Wiley gets prime time along with challenges to open ed from the "Chronicle of Ancient Education," but blooming in the desert is an emergent species of education. This piece echoes cites Nils' has marked in emerging market nations, but through the Chronicle's lens.
Theron DesRosier

Revolution in the Classroom - The Atlantic (August 12, 2009) - 0 views

www.theatlantic.com/...race-to-the-top-education

christensen innovation

shared by Theron DesRosier on 13 Aug 09 - Cached
  • Theron DesRosier on 13 Aug 09
     
    An article in the Atlantic today by Clayton Christensen discusses "Revolution in the Classroom" In a paragraph on data collection he says the following: Creating effective methods for measuring student progress is crucial to ensuring that material is actually being learned. And implementing such assessments using an online system could be incredibly potent: rather than simply testing students all at once at the end of an instructional module, this would allow continuous verification of subject mastery as instruction was still underway. Teachers would be able to receive constant feedback about progress or the lack thereof and then make informed decisions about the best learning path for each student. Thus, individual students could spend more or less time, as needed, on certain modules. And as long as the end result - mastery - was the same for all, the process and time allotted for achieving it need not be uniform." The "module" focus is a little disturbing but the rest is helpful.
Nils Peterson

Pandemic flu, school closing and community learning « Community-based learning - 0 views

communitylearning.wordpress.com/...closing-and-community-learning

obama pandemic flu CDC LMS learning 2.0 learning_community

shared by Nils Peterson on 30 Apr 09 - Cached
  • Nils Peterson on 30 Apr 09
     
    updating my thinking on pandemic flu and university response
  • Nils Peterson on 30 Apr 09
     
    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.
Gary Brown

Students: Video lectures allow for more napping | eCampus News - 1 views

www.ecampusnews.com/...ectures-allow-for-more-napping

future of education

shared by Gary Brown on 28 Sep 10 - No Cached
  • College students gave video lectures high marks in a recent survey, although many students supported the technology because it freed up more time for napping and hanging out with friends.
  • A majority of students who responded to the survey, conducted in August by audio, internet, and video conferencing provider InterCall, said they would only attend a live lecture if an exam were scheduled for that day, or to borrow notes from a classmate
  • confirm a key fear of many college professors about the availability of video lecture-capture technology: that it could lead to a drop in attendance at the live lectures themselves.
  • ...5 more annotations...
  • Fifty-three percent of respondents said they “learn more effectively” with online lectures, and 54 percent “report that their grades improve when lectures are streamed via video online,”
  • Nearly three-quarters of students said that streaming lectures online “helps them be better prepared for exams.”
  • 49 percent of students take matters into their own hands and record lectures on their own so they can review the material later.
  • “indicative” of the modern college-student mindset. “They can’t be bothered with things that require stepping out of their own comfort and convenience zone,” she said. “Rather than adapt themselves … they want things the way they want things.
  • ‘It’s about me and my convenience’ is one that extends into many aspects of their lives, from school, to work, to community obligations,” Gregory said. “How much more self-absorbed does it get?”
  • Gary Brown on 28 Sep 10
     
    It is interesting to see the resistance to what is sometimes considered student-centered approaches to learning.   One wonders whose "convenience" will have primacy in the education market, and at what....cost?
Gary Brown

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

chronicle.com/...7538

grading crowd-sourcing peer review

shared by Gary Brown on 13 Aug 09 - Cached
  • 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."
  • Theron DesRosier on 14 Aug 09
     
    We need to contact Cathy Davidson and work together on this.
Peggy Collins

Classroom2.0: Twitter, del.icio.us and participatory learning at melanie mcbride online - 0 views

melaniemcbride.net/...ous-and-participatory-learning

twitter web_2.0 social_bookmark

shared by Peggy Collins on 29 Apr 09 - Cached
  • Peggy Collins on 29 Apr 09
     
    Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.
Theron DesRosier

Critical Thinking as a Distributed Course - 2 views

ple.elg.ca/...view.php

education web_2.0

shared by Theron DesRosier on 22 Apr 10 - Cached
  • Drawing from two years of experience offering the 'Connectivism and Connective Knowledge' course in a distributed online environment, the National Research Council's Personal Learning Environment (PLE) project is expanding the model to courses outside the discipline of education. Specifically, Stephen Downes and Rita Kop - who have both offered Critical Thinking courses through more traditional online and offline means, are adapting this material to the distributed model. The purpose of this course is two-fold. First, the design of the course is based on an understanding of the skills and capacities required to effectively learn using a PLE. Second, the offering of the course is intended to test whether learners can employ a PLE environment in order to develop those capacities. Thus, combined, the objectives of the course are intended to demonstrate whether learning may be self-directed with a PLE, or whether an additional pedagogy is required prior to the use of a PLE. Research will form an integral component of the course.
  • Theron DesRosier on 22 Apr 10
     
    "This course attempts to teach the literacies I believe are needed to flourish in a connectivist environment." --Downes
Joshua Yeidel

Browsealoud - accessibility software, text to speech software, screen reader, dyslexia,... - 0 views

www.browsealoud.com/page.asp

accessibility web_2.0

shared by Joshua Yeidel on 09 Jan 09 - Cached
  • Browsealoud reads web pages aloud for people who find it difficult to read online. Reading large amounts of text on screen can be difficult for those with literacy and visual impairments.
  • Browsealoud makes using the Internet easier for people who have: Low literacy and reading skills English as a second language Dyslexia Mild visual impairments
  • Joshua Yeidel on 09 Jan 09
     
    Browsealoud makes using the Internet easier for people who have: * Low literacy and reading skills * English as a second language * Dyslexia * Mild visual impairments Browsealoud is _not_ a replacement for a screen reader, but is convenient for some classes of users. As critical learning functions move increasingly online, we will need to know about this kind of affordance.
1 - 20 of 38 Next ›
Showing 20▼ items per page