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Joshua Yeidel

Social:Learn - Widening Participation and Sustainability of Higher Education - 0 views

www.open.ac.uk/...pubs

web_2.0 learning

shared by Joshua Yeidel on 09 Jan 09 - No Cached
  • Joshua Yeidel on 09 Jan 09
     
    The following paper gives an overview of the approach taken by the SocialLearn project at Open University UK. It provides a description and rationale for a hub-and-spoke model similar to the one we have been discussing. Social:Learn - Widening Participation and Sustainability of Higher Education Walton, A, Weller, M. and Conole, G. (2008). Proc. EDEN 2008: Annual Conference of the European Distance and E-Learning Network. 11-14 June 2008, Lisbon, Portugal [PDF]
Theron DesRosier

IUAV - Istituto Universitario di Architettura - Universities in Venice - 0 views

www.efors.eu/...484

theme based school

shared by Theron DesRosier on 14 Nov 08 - Cached
  • Theron DesRosier on 14 Nov 08
     
    "The University Iuav of Venice is a small university with 3 faculties, 14 undergraduate and graduate degree programmes, 15 master degree programmes, 7 PhD programmes and a limited number of students. Although small in size, the Iuav's specificity, that of being a theme-based university, makes it unique among other Italian universities. At the core of its educational instruction and research lies project design and planning in all its many aspects. The idea behind project design and planning encompasses the crucial themes concerning our daily lives: the system of buildings and objects with which we are in constant contact, the homes in which we live, cities and states of transformation, the landscape and territory with which we interact, and the governing of environmental processes. The programmes of the Faculty of Architecture and the Faculty of Urban & Regional Planning prepare individuals to intelligently and skilfully confront the questions of architecture, construction, and sustainable territory management; individuals capable of developing opportunities and policies which bring to the foreground safeguarding the territory and landscape, city requalification, the conscious use of resources, and the right to fair and suitable housing."
Gary Brown

Learning Assessment: The Regional Accreditors' Role - Measuring Stick - The Chronicle o... - 0 views

chronicle.com/...27485

accreditation teaching learning

shared by Gary Brown on 28 Oct 10 - No Cached
  • The National Institute for Learning Outcomes Assessment has just released a white paper about the regional accreditors’ role in prodding colleges to assess their students’ learning
  • All four presidents suggested that their campuses’ learning-assessment projects are fueled by Fear of Accreditors. One said that a regional accreditor “came down on us hard over assessment.” Another said, “Accreditation visit coming up. This drives what we need to do for assessment.”
  • regional accreditors are more likely now than they were a decade ago to insist that colleges hand them evidence about student-learning outcomes.
  • ...4 more annotations...
  • Western Association of Schools and Colleges, Ms. Provezis reports, “almost every action letter to institutions over the last five years has required additional attention to assessment, with reasons ranging from insufficient faculty involvement to too little evidence of a plan to sustain assessment.”
  • The white paper gently criticizes the accreditors for failing to make sure that faculty members are involved in learning assessment.
  • “it would be good to know more about what would make assessment worthwhile to the faculty—for a better understanding of the source of their resistance.”
  • Many of the most visible and ambitious learning-assessment projects out there seem to strangely ignore the scholarly disciplines’ own internal efforts to improve teaching and learning.
  • Gary Brown on 28 Oct 10
     
    fyi
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...
  • 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.
  • All are based on a belief that accreditation needs to change, though in what way and at what pace is seen differently
  • 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
Nils Peterson

About Powers - Urgent Evoke - 2 views

www.urgentevoke.com/...about-powers

evoke 21 century skills global competencies

shared by Nils Peterson on 19 Mar 10 - Cached
  • Nils Peterson on 19 Mar 10
     
    10 skills and abilities that will help you tackle the world's toughest problems
  • Nils Peterson on 19 Mar 10
     
    Evoke skills, collaboration, courgage, creativity, entrepreneurship, local insight, knowledge share, resourcefulness, spark, sustainability, vision.
Gary Brown

Changing Higher Education: An Interview with Lloyd Armstrong, USC « Higher Ed... - 1 views

highereducationmanagement.wordpress.com/...rview-with-lloyd-armstrong-usc

outcomes change

shared by Gary Brown on 09 Mar 10 - Cached
  • There are obviously real concerns that outcomes measures are measuring the right outcomes.   However, those expressing those concerns seldom are ready to jump in to try to figure out how to measure what they think is important – a position that is ultimately untenable
  • Learning outcomes risk changing the rules of the game by actually looking at learning itself, rather than using the surrogates of wealth, history, and research.  Since we have considerable data that show that these surrogates do not correlate particularly well with learning outcomes (see e.g. Derek Bok’s Our Underachieving Colleges),
  •  As Bok pointed out, to improve learning outcomes, the faculty would have to learn to teach in new ways.  Most academic leaders would prefer not to get into a game that would require that kind of change!  In fact, at this point I believe that the real, critical, disruptive innovation in higher education is transparent learning outcomes measures.  Such measures are likely to enable the innovations discussed in the first question to transform from sustaining to disruptive.
  • Gary Brown on 09 Mar 10
     
    another executive source, but notes the critical underpinning reason we NEED to do our work.
Gary Brown

News: Green Revolution - Inside Higher Ed - 0 views

www.insidehighered.com/...agriculture

Sustainability competition

shared by Gary Brown on 27 Apr 09 - Cached
  • Gary Brown on 27 Apr 09
     
    WSU has jumped on this initiative.
Gary Brown

U.S. GAO - Program Evaluation: A Variety of Rigorous Methods Can Help Identify Effectiv... - 1 views

www.gao.gov/GAO-10-30

rcts alternative methodology

shared by Gary Brown on 01 Dec 09 - Cached
  • In the absence of detailed guidance, the panel defined sizable and sustained effects through case discussion
  • The Top Tier initiative's choice of broad topics (such as early childhood interventions), emphasis on long-term effects, and use of narrow evidence criteria combine to provide limited information on what is effective in achieving specific outcomes.
  • Several rigorous alternatives to randomized experiments are considered appropriate for other situations: quasi-experimental comparison group studies, statistical analyses of observational data, and--in some circumstances--in-depth case studies. The credibility of their estimates of program effects relies on how well the studies' designs rule out competing causal explanations.
  • Gary Brown on 01 Dec 09
     
    a critical resource
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