Skip to main content

Home/ CTLT and Friends/ Group items tagged analysis

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Gary Brown

Analysis Paralysis--Why do they rhyme? - 3 views

analyticalconsulting.info

reflection analysis

shared by Gary Brown on 27 May 10 - Cached
  • To an analyst such as myself, it is rather unfortunate that the words rhyme.
  • When we analyze data or systems we certainly do want the patterns to reveal themselves – to come loose – to emerge despite the forces that are holding fast breakthrough realizations and insights needed in order to facilitate progress, positive change and growth.
  • organizations which embrace self-analysis are the most successful organizations. The lesson: You need not break it in order to fix it.
  • Gary Brown on 27 May 10
     
    This is a fun one to look at and makes a few good points.
Gary Brown

Does testing for statistical significance encourage or discourage thoughtful ... - 1 views

genuineevaluation.com/urage-thoughtful-data-analysis

statistics

shared by Gary Brown on 27 Oct 10 - No Cached
  • Does testing for statistical significance encourage or discourage thoughtful data analysis? Posted by Patricia Rogers on October 20th, 2010
  • Epidemiology, 9(3):333–337). which argues not only for thoughtful interpretation of findings, but for not reporting statistical significance at all.
  • We also would like to see the interpretation of a study based not on statistical significance, or lack of it, for one or more study variables, but rather on careful quantitative consideration of the data in light of competing explanations for the findings.
  • ...6 more annotations...
  • we prefer a researcher to consider whether the magnitude of an estimated effect could be readily explained by uncontrolled confounding or selection biases, rather than simply to offer the uninspired interpretation that the estimated effect is significant, as if neither chance nor bias could then account for the findings.
  • Many data analysts appear to remain oblivious to the qualitative nature of significance testing.
  • statistical significance is itself only a dichotomous indicator.
  • it cannot convey much useful information
  • Even worse, those two values often signal just the wrong interpretation. These misleading signals occur when a trivial effect is found to be ’significant’, as often happens in large studies, or when a strong relation is found ’nonsignificant’, as often happens in small studies.
  • Another useful paper on this issue is Kristin Sainani, (2010) “Misleading Comparisons: The Fallacy of Comparing Statistical Significance”Physical Medicine and Rehabilitation, Vol. 2 (June), 559-562 which discusses the need to look carefully at within-group differences as well as between-group differences, and at sub-group significance compared to interaction. She concludes: ‘Readers should have a particularly high index of suspicion for controlled studies that fail to report between-group comparisons, because these likely represent attempts to “spin” null results.”
  • Gary Brown on 27 Oct 10
     
    and at sub-group significance compared to interaction. She concludes: 'Readers should have a particularly high index of suspicion for controlled studies that fail to report between-group comparisons, because these likely represent attempts to "spin" null results."
Theron DesRosier

Networked Governance - John F. Kennedy School of Government - Colloquia - Papers - 0 views

www.hks.harvard.edu/..._NIPS_conference_schedule.html

network analysis politics 2.0 learning networked governance

shared by Theron DesRosier on 31 Oct 08 - Cached
  • Theron DesRosier on 31 Oct 08
     
    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".
Theron DesRosier

We Are Media » About Project Background - 0 views

www.wearemedia.org/About+Project+Background

university 2.0 community service

shared by Theron DesRosier on 07 Nov 08 - No Cached
  • 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. Curated 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.
  • Theron DesRosier on 07 Nov 08
     
    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.
  • Theron DesRosier on 14 Nov 08
     
    Thanks Stephen, great bookmark. We are thinking about Change.gov right now. Wondering how we make it less broadcast and more 2.0.
Joshua Yeidel

Blog U.: The Challenge of Value-Added - Digital Tweed - Inside Higher Ed - 0 views

www.insidehighered.com/...the_challenge_of_value_added

assessment higher_education accountability

shared by Joshua Yeidel on 25 Aug 10 - Cached
  • Joshua Yeidel on 25 Aug 10
     
    Quoting a 1984 study, "higher education should ensure that the mounds of data already collected on students are converted into useful information and fed back [to campus officials and faculty] in ways that enhance student learning and lead to improvement in programs, teaching practices, and the environment in which teaching and learning take place." The example given is an analysis of test scores in the Los Angeles Unified School District by the LA Times.
  • Joshua Yeidel on 25 Aug 10
     
    It's going to take some assessment (and political) smarts to deflect the notion that existing data can be re-purposed easily to assess "value-added".
Joshua Yeidel

Analyzing Outcome Information: Getting the Most from Data - 1 views

www.urban.org/...310973.html

shared by Joshua Yeidel on 22 Sep 10 - Cached
  • Joshua Yeidel on 22 Sep 10
     
    Fifth in a series on outcome management. "This guide is unique in offering suggestions to nonprofits for analyzing regularly collected outcome data. The guide focuses on those basic analysis activities that nearly all programs, whether large or small, can do themselves. It offers straightforward, common-sense suggestions. "
Theron DesRosier

Complexity and Social Networks Blog - 0 views

www.iq.harvard.edu/netgov

research complexity socialnetworks blog networked governance

shared by Theron DesRosier on 31 Oct 08 - Cached
  • Theron DesRosier on 31 Oct 08
     
    "Complexity and Social Networks Blog of the Institute for Quantitative Social Science and the Program on Networked Governance, Harvard University\n\nWelcome! The objective of this blog is to offer a forum for the discussion of the intertwined subjects of network analysis and complex systems theory. "
Joshua Yeidel

Sharepoint and Enterprise 2.0: The good, the bad, and the ugly | Enterprise Web 2.0 | Z... - 0 views

blogs.zdnet.com/Hinchcliffe

sharepoint web2.0 enterprise2.0

shared by Joshua Yeidel on 23 Mar 09 - Cached
  • Joshua Yeidel on 23 Mar 09
     
    ...due the fact that the single most frequently asked question I get about Enterprise 2.0 is if SharePoint is a suitable platform for it (short answer: it definitely depends), I've spent the last few weeks taking a hard look at SharePoint the product itself, talked extensively with SharePoint and Enterprise 2.0 practitioners both, and created the resulting analysis.
Nils Peterson

techPresident - Could a "Craigslist for Service" Actually Work? - 0 views

www.techpresident.com/...list_for_service_actually_work

techpresident community

shared by Nils Peterson on 20 Nov 08 - Cached
  • Nils Peterson on 20 Nov 08
     
    good analysis of some of the opportunities of light-weight (craigs-list style) comunity volunteer organizing
Gary Brown

Professors Who Focus on Honing Their Teaching Are a Distinct Breed - Research - The Chr... - 1 views

chronicle.com/...65262

teaching

shared by Gary Brown on 27 Apr 10 - Cached
  • Professors who are heavily focused on learning how to improve their teaching stand apart as a very distinct subset of college faculties, according to a new study examining how members of the professoriate spend their time.
  • those who are focused on tackling societal problems stand apart as their own breed. Other faculty members, it suggests, are pretty much mutts, according to its classification scheme.
  • 1,000 full-time faculty members at four-year colleges and universities gathered as part of the Faculty Professional Performance Survey administered by Mr. Braxton and two Vanderbilt doctoral students in 1999. That survey had asked the faculty members how often they engaged in each of nearly 70 distinct scholarly activities, such as experimenting with a new teaching method, publishing a critical book review in a journal, or being interviewed on a local television station. All of the faculty members examined in the new analysis were either tenured or tenure-track and fell into one of four academic disciplines: biology, chemistry, history, or sociology.
  • ...7 more annotations...
  • cluster analysis,
  • nearly two-thirds of those surveyed were involved in the full range of scholarly activity they examined
  • Just over a third, however, stood out as focused almost solely on one of two types of scholarship: on teaching practices, or on using knowledge from their discipline to identify or solve societal problems.
  • pedagogy-focused scholars were found mainly at liberal-arts colleges and, compared with the general population surveyed, tended to be younger, heavily represented in history departments, and more likely to be female and untenured
  • Those focused on problem-solving were located mainly at research and doctoral institutions, and were evenly dispersed across disciplines and more likely than others surveyed to be male and tenured.
  • how faculty members rate those priorities are fairly consistent across academic disciplines,
  • The study was conducted by B. Jan Middendorf, acting director of Kansas State University's office of educational innovation and evaluation; Russell J. Webster, a doctoral student in psychology at Kansas State; and Steve Benton, a senior research officer at the IDEA Center
  • Gary Brown on 27 Apr 10
     
    Another study that documents the challenge and suggests confirmation of the 50% figure of faculty who are not focused on either research or teaching.
Matthew Tedder

East Bay Express : Print This Story - 0 views

www.eastbayexpress.com/...PrintFriendly

education brain memetics

shared by Matthew Tedder on 21 Sep 09 - Cached
  • Matthew Tedder on 21 Sep 09
     
    It's not the African American aspect of this story that interests me. It is the aspect of attitudes--whether they be ethnically correlated or not. Politically problematic but I think this includes, at its core, crucial factors to consider. I think this research would have been better conducted not in consideration of ethnicity but rather groups as determined by criteria derived from factor analysis. To me, the point is that memes matter. Both behavioral and belief memes can characterize groups of friends (a better unit of study than a nebulous ethnicity) and provide them with a baseline of comparative likelinesses in achievements of various kinds.
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.
Nils Peterson

CrowdTrust: Home - 0 views

www.crowdtrust.com/17733

harvesting gradebook

shared by Nils Peterson on 12 Apr 09 - No Cached
  • Nils Peterson on 12 Apr 09
     
    this wiki might be an interesting place to collaborate. they have a nice summary of the Chida work without making a deeper analysis of the community-learning issues we are exploring found with a google alert on 'harvesting gradebook'
Gary Brown

Views: The White Noise of Accountability - Inside Higher Ed - 2 views

www.insidehighered.com/...adelman

accountability

shared by Gary Brown on 06 Aug 10 - Cached
  • We don’t really know what we are saying
  • “In education, accountability usually means holding colleges accountable for the learning outcomes produced.” One hopes Burck Smith, whose paper containing this sentence was delivered at an American Enterprise Institute conference last November, held a firm tongue-in-cheek with the core phrase.
  • Our adventure through these questions is designed as a prodding to all who use the term to tell us what they are talking about before they otherwise simply echo the white noise.
  • ...20 more annotations...
  • when our students attend three or four schools, the subject of these sentences is considerably weakened in terms of what happens to those students.
  • Who or what is one accountable to?
  • For what?
  • Why that particular “what” -- and not another “what”?
  • To what extent is the relationship reciprocal? Are there rewards and/or sanctions inherent in the relationship? How continuous is the relationship?
  • In the Socratic moral universe, one is simultaneously witness and judge. The Greek syneidesis (“conscience” and “consciousness”) means to know something with, so to know oneself with oneself becomes an obligation of institutions and systems -- to themselves.
  • Obligation becomes self-reflexive.
  • There are no external authorities here. We offer, we accept, we provide evidence, we judge. There is nothing wrong with this: it is indispensable, reflective self-knowledge. And provided we judge without excuses, we hold to this Socratic moral framework. As Peter Ewell has noted, the information produced under this rubric, particularly in the matter of student learning, is “part of our accountability to ourselves.”
  • But is this “accountability” as the rhetoric of higher education uses the white noise -- or something else?
  • in response to shrill calls for “accountability,” U.S. higher education has placed all its eggs in the Socratic basket, but in a way that leaves the basket half-empty. It functions as the witness, providing enormous amounts of information, but does not judge that information.
  • Every single “best practice” cited by Aldeman and Carey is subject to measurement: labor market histories of graduates, ratios of resource commitment to various student outcomes, proportion of students in learning communities or taking capstone courses, publicly-posted NSSE results, undergraduate research participation, space utilization rates, licensing income, faculty patents, volume of non-institutional visitors to art exhibits, etc. etc. There’s nothing wrong with any of these, but they all wind up as measurements, each at a different concentric circle of putatively engaged acceptees of a unilateral contract to provide evidence. By the time one plows through Aldeman and Carey’s banquet, one is measuring everything that moves -- and even some things that don’t.
  • Sorry, but basic capacity facts mean that consumers cannot vote with their feet in higher education.
  • If we glossed the Socratic notion on provision-of-information, the purpose is self-improvement, not comparison. The market approach to accountability implicitly seeks to beat Socrates by holding that I cannot serve as both witness and judge of my own actions unless the behavior of others is also on the table. The self shrinks: others define the reference points. “Accountability” is about comparison and competition, and an institution’s obligations are only to collect and make public those metrics that allow comparison and competition. As for who judges the competition, we have a range of amorphous publics and imagined authorities.
  • There are no formal agreements here: this is not a contract, it is not a warranty, it is not a regulatory relationship. It isn’t even an issue of becoming a Socratic self-witness and judge. It is, instead, a case in which one set of parties, concentrated in places of power, asks another set of parties, diffuse and diverse, “to disclose more and more about academic results,” with the second set of parties responding in their own terms and formulations. The environment itself determines behavior.
  • Ewell is right about the rules of the information game in this environment: when the provider is the institution, it will shape information “to look as good as possible, regardless of the underlying performance.”
  • U.S. News & World Report’s rankings
  • The messengers become self-appointed arbiters of performance, establishing themselves as the second party to which institutions and aggregates of institutions become “accountable.” Can we honestly say that the implicit obligation of feeding these arbiters constitutes “accountability”?
  • But if the issue is student learning, there is nothing wrong with -- and a good deal to be said for -- posting public examples of comprehensive examinations, summative projects, capstone course papers, etc. within the information environment, and doing so irrespective of anyone requesting such evidence of the distribution of knowledge and skills. Yes, institutions will pick what makes them look good, but if the public products resemble AAC&U’s “Our Students’ Best Work” project, they set off peer pressure for self-improvement and very concrete disclosure. The other prominent media messengers simply don’t engage in constructive communication of this type.
  • Ironically, a “market” in the loudest voices, the flashiest media productions, and the weightiest panels of glitterati has emerged to declare judgment on institutional performance in an age when student behavior has diluted the very notion of an “institution” of higher education. The best we can say is that this environment casts nothing but fog over the specific relationships, responsibilities, and obligations that should be inherent in something we call “accountability.” Perhaps it is about time that we defined these components and their interactions with persuasive clarity. I hope that this essay will invite readers to do so.
  • Clifford Adelman is senior associate at the Institute for Higher Education Policy. The analysis and opinions expressed in this essay are those of the author, and do not necessarily represent the positions or opinions of the institute, nor should any such representation be inferred.
  • Gary Brown on 06 Aug 10
     
    Perhaps the most important piece I've read recently. Yes must be our answer to Adelman's last challenge: It is time for us to disseminate what and why we do what we do.
Nils Peterson

Does having a computer at home improve results at school? | A World Bank Blog on ICT us... - 0 views

blogs.worldbank.org/...home-access

shared by Nils Peterson on 21 Jul 10 - Cached
  • Does differential access to computer technology at home compound the educational disparities between and rich and poor? and Would a program of government provision of computers to early secondary school students reduce these disparities? In this case, Vigdor and Ladd found that the introduction of home computer technology is associated with modest but statistically significant and persistent negative impacts on student math and reading test scores. Further evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps.
    • Nils Peterson
      Nils Peterson on 21 Jul 10
       
      so there is some contextualization of computers in the home that is also needed... as I find when my daughter wants to spend computer time dressing up Barbie.
  • A 2010 report from the OECD (Are New Millennium Learners Making the Grade? [pdf]) considers a number of studies, combined with new analysis it has done based on internationally comparable student achievement data (PISA), and finds that indeed that gains in educational performance are correlated with the frequency of computer use at home.
  • One way to try to make sense of all of these studies together is to consider that ICTs may function as a sort of 'amplifier' of existing learning environments in homes.  Where such environments are conducive to student learning (as a result, for example, of strong parental direction and support), ICT use can help; where home learning environments are not already strong (especially, for example, where children are left unsupervised to their own devices -- pun intended), we should not be surprised if the introduction of ICTs has a negative effect on learning.
  • ...1 more annotation...
  • On a broader note, and in response to his reading of the Vigdor/Ladd paper, Warschauer states on his insightful blog that the "aim of our educational efforts should not be mere access, but rather development of a social environment where access to technology is coupled with the most effective curriculum, pedagogy, instruction, and assessment."
    • Nils Peterson
      Nils Peterson on 21 Jul 10
       
      specific things need to be done to 'mobilize' the learning latent in the computing environment.
Nils Peterson

Excerpt from Informal Learning - 2 views

www.internettime.com/excerpt-from-informal-learning

shared by Nils Peterson on 24 Aug 10 - Cached
  • WORKERS LEARN MORE in the coffee room than in the classroom. They discover how to do their jobs through informal learning: asking the person in the next cubicle, trial and error, calling the help desk, working with people in the know, and joining the conversation.
    • Nils Peterson
      Nils Peterson on 24 Aug 10
       
      Jay Cross, _Informal Learning_ ca 2003
  • Training programs, workshops, and schools get the lion’s share of the corporate budget for developing talent, despite the fact that this formal learning has almost no impact on job performance. And informal learning, the major source of knowledge transfer and innovation, is left to chance. This book aims to raise your consciousness about informal teaming. You will discover that informal learning is a profit strategy, that it flexes with change, and that it respects and challenges workers. You will see how hard-nosed businesses use organizational network analysis, conversation space, and communities of purpose to fuel innovation and agility.
  • Taking advantage of the double meaning of the word network, “to learn” is to optimize the quality of one’s networks.
Nils Peterson

CITE Journal -- Volume 2, Issue 4 - 0 views

www.citejournal.org/...article3.cfm

shared by Nils Peterson on 13 Aug 10 - Cached
  • The ability to aggregate data for assessment is counted as a plus for CS and a minus for GT
    • Nils Peterson
      Nils Peterson on 13 Aug 10
       
      This analysis preceeds the Harvesting concept.
  • The map includes the portfolio's ability to aid learners in planning, setting goals, and navigating the artifacts learners create and collect.
    • Nils Peterson
      Nils Peterson on 13 Aug 10
       
      Recently, when I have been thinking about program assessment I've been thinking how students might assess courses (before adding the couse to their transcript (aka portfolio) in terms of the student's learning needs for developing proficiency in the 6 WSU goals. Students might also do a course evaluation relative to the 6 goals to give instrutors and fellow students guideposts. SO, the notion here, portfolio as map, would be that the portfolio had a way for the learner to track/map progress toward a goal. Perhaps a series of radar charts associated with a series of artifacts. Learner reflection would lead to conclusion about what aspect of the rubric needed more practice in the creation of the next artifacts going into the portfolio.
Gary Brown

Comments on the report - GEVC Report Comments - University College - Washington State U... - 2 views

universitycollege.wsu.edu/...default.aspx

general education

shared by Gary Brown on 23 Sep 10 - No Cached
  • My primary concern rests with the heavy emphasis on "outcomes based" learning. First, I find it difficult to imagine teaching to outcomes as separate from teaching my content -- I do not consider "content" and "outcomes" as discrete entities; rather, they overlap. This overlap may partly be the reason for the thin and somewhat unconvincing literature on "outcomes based learning." I would therefore like to see in this process a thorough and detailed analysis of the literature on "outcomes" vs content-based learning, followed by thoughtful discussion as to whether the need to focus our energies in a different direction is in fact warranted (and for what reasons). Also, perhaps that same literature can provide guidance on how to create an outcomes driven learning environment while maintaining the spirit of the academic (as opposed to technocratically-oriented) enterprise.
  • Outcomes are simply more refined ways of talking about fundamental purposes of education (on the need for positing our purposes in educating undergraduates, see Derek Bok, Our Underachieving Colleges, ch. 3). Without stating our educational purposes clearly, we can't know whether we are achieving them. "
  • I've clicked just about every link on this website. I still have no idea what the empirical basis is for recommending a "learning goals" based approach over other approaches. The references in the GEVC report, which is where I expected to find the relevant studies, were instead all to other reports. So far as I could tell, there were no direct references to peer-reviewed research.
  • ...1 more annotation...
  • I do not want to read the "three volumes of Pascaralla and Terenzini." Instead, I would appreciate a concise, but thorough, summary of the empirical findings. This would include the sample of institutions studied and how this sample was chosen, the way that student outcomes were measured, and the results.I now understand that many people believe that a "learning goals" approach is desirable, but I still don't understand the empirical basis for their beliefs.
Theron DesRosier

Debate Over P vs. NP Proof Highlights Web Collaboration - NYTimes.com - 1 views

www.nytimes.com/...17proof.html

learning peerreview

shared by Theron DesRosier on 23 Sep 10 - Cached
  • The potential of Internet-based collaboration was vividly demonstrated this month when complexity theorists used blogs and wikis to pounce on a claimed proof for one of the most profound and difficult problems facing mathematicians and computer scientists.
  • “The proof required the piecing together of principles from multiple areas within mathematics. The major effort in constructing this proof was uncovering a chain of conceptual links between various fields and viewing them through a common lens.”
  • In this case, however, the significant breakthrough may not be in the science, but rather in the way science is practiced.
  • ...5 more annotations...
  • What was highly significant, however, was the pace of discussion and analysis, carried out in real time on blogs and a wiki that had been quickly set up for the purpose of collectively analyzing the paper.
  • Several of the researchers said that until now such proofs had been hashed out in colloquiums that required participants to be physically present at an appointed time. Now, with the emergence of Web-connected software programs it is possible for such collaborative undertakings to harness the brainpower of the world’s best thinkers on a continuous basis.
  • collaborative tools is paving the way for a second scientific revolution in the same way the printing press created a demarcation between the age of alchemy and the age of chemistry.
  • “The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review,” he said. “The printing press didn’t cause the scientific revolution, but it wouldn’t have been possible without it.”
  • “It’s not just, ‘Hey, everybody, look at this,’ ” he said, “but rather a new set of norms is emerging about what it means to do mathematics, assuming coordinated participation.”
  • Theron DesRosier on 23 Sep 10
     
    "The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review," he said. "The printing press didn't cause the scientific revolution, but it wouldn't have been possible without it." "The difference between the alchemists and the chemists was that the printing press was used to coordinate peer review," he said. "The printing press didn't cause the scientific revolution, but it wouldn't have been possible without it."
Nils Peterson

Jeff Sheldon on the Readiness for Organizational Learning and Evaluation instrument | A... - 4 views

aea365.org/blog

shared by Nils Peterson on 01 Nov 10 - No Cached
  • The ROLE consists of 78 items grouped into six major constructs: 1) Culture, 2) Leadership, 3) Systems and Structures, 4) Communication, 5) Teams, and 6) Evaluation.
    • Nils Peterson
      Nils Peterson on 02 Nov 10
       
      You can look up the book in Amazon and then view inside and search for Appendix A and read the items in the survey. http://www.amazon.com/Evaluation-Organizations-Systematic-Enhancing-Performance/dp/0738202681#reader_0738202681 This might be useful to OAI in assessing readiness (or understanding what in the university culture challenges readiness) OR it might inform our revision (or justify staying out) of our rubric. An initial glance would indicate that there are some cultural constructs in the university that are counter-indicated by the analysis of the ROLE instrument.
  • Joshua Yeidel on 01 Nov 10
     
    " Readiness for Organizational Learning and Evaluation (ROLE). The ROLE (Preskill & Torres, 2000) was designed to help us determine the level of readiness for implementing organizational learning, evaluation practices, and supporting processes"
  • Joshua Yeidel on 01 Nov 10
     
    An interesting possibility for a Skylight survey (but more reading needed)
1 - 20 of 32 Next ›
Showing 20▼ items per page