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Gary Brown

What's Wrong With the American University System - Culture - The Atlantic - 3 views

  • But when the young superstar sat down with the department chair, he seemed to have only one goal: to land a tenure-track position that involved as many sabbaticals and as little teaching as possible
  • Hacker and his coauthor, New York Times writer Claudia Dreifus, use this cautionary tale to launch their new book, a fierce critique of modern academia called Higher Education? "The question mark in our title," they write, "is the key to this book." To their minds, little of what takes place on college campuses today can be considered either "higher" or "education."
  • They blame a system that favors research over teaching and vocational training over liberal arts.
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  • Tenure, they argue, does anything but protect intellectual freedom
  • Schools get status by bringing on professors who are star researchers, star scholars. That's all we really know about Caltech or MIT or Stanford. We don't really know about the quality of undergraduate teaching at any of these places. And it's the students who suffer.
  • Claudia and I were up at Harvard talking to students, and they said they get nothing from their classes, but that doesn't matter. They're smart already—they can breeze through college. The point is that they're going to be Harvard people when they come out.
  • So tenure is, in fact, the enemy of spontaneity, the enemy of intellectual freedom.
  • Good teaching can't be quantified at the college level.
  • or instance, Evergreen College, a sweet little state school in Olympia, Washington. We spent three days there and it was fantastic. They don't give grades, and they don't have academic departments. There are no faculty rankings. Almost all the classes we saw were taught by two professors—say, one from philosophy and one from psychology, teaching jointly on Henry and William James. Even though they don't give grades, the professors write out long evaluations for students. And the students have no problem getting into graduate schools.
  • I like Missouri Western State. It's a third-tier university, but the faculty realize they're going to stay there, they're not going to get hired away by other colleges, so they pitch in and take teaching seriously. At a school like that, you have a decent chance of finding a mentor who will write you a strong recommendation, better than you would at Harvard.
  • We believe the current criteria for admissions—particularly the SAT—are just so out of whack. It's like No Child Left Behind. It really is. It's one of the biggest crimes that's ever been perpetrated.
  • Professor X. He argued that some students just aren't ready for college. What's your view on that? Our view is that the primary obligation belongs to the teacher. Good teaching is not just imparting knowledge, like pouring milk into a jug. It's the job of the teacher to get students interested and turned on no matter what the subject is. Every student can be turned on if teachers really engage in this way. We saw it at Evergreen and other places that have this emphasis.
  • This is the hand I was dealt this semester. This is my job." Some people say to me, "Your students at Queens, are they any good?" I say, "I make them good." Every student is capable of college. I know some people have had difficult high school educations. But if you have good teachers who really care, it's remarkable how you can make up the difference.
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    In case you haven't already seen this.  While don't deny higher education needs attention, I personal wish there'd be far more attention paid to lower education and regressive education (my own term for, redressing and improving the education of all U.S. citizens).  We are in the process of destroying our country and our world.  Education as at the very heart of any solution.
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    More of the discussion in the news--the Atlantic
Joshua Yeidel

A Measure of Learning Is Put to the Test - Faculty - The Chronicle of Higher Education - 1 views

  • "The CLA is really an authentic assessment process,"
    • Joshua Yeidel
       
      What is the meaning of "authentic" in this statement? It certainly isn't "situated in the real world" or "of intrinsic value".
  • it measures analytical ability, problem-solving ability, critical thinking, and communication.
  • the CLA typically reports scores on a "value added" basis, controlling for the scores that students earned on the SAT or ACT while in high school.
    • Joshua Yeidel
       
      If SAT and ACT are measuring the same things as CLA, then why not just use them? If they are measuring different things, why "control for" their scores?
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  • improved models of instruction.
  • add CLA-style assignments to their liberal-arts courses.
    • Joshua Yeidel
       
      Maybe the best way to prepare for the test, but the best way to develop analytical ability, et. al.?
  • "If a college pays attention to learning and helps students develop their skills—whether they do that by participating in our programs or by doing things on their own—they probably should do better on the CLA,"
    • Joshua Yeidel
       
      Just in case anyone missed the message: pay attention to learning, and you'll _probably_ do better on the CLA. Get students to practice CLA tasks, and you _will_ do better on the CLA.
  • "Standardized tests of generic skills—I'm not talking about testing in the major—are so much a measure of what students bring to college with them that there is very little variance left out of which we might tease the effects of college," says Ms. Banta, who is a longtime critic of the CLA. "There's just not enough variance there to make comparative judgments about the comparative quality of institutions."
    • Joshua Yeidel
       
      It's not clear what "standardized tests" means in this comment. Does the "lack of variance" apply to all assessments (including, e.g., e-portfolios)?
  • Can the CLA fill both of those roles?
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    A summary of the current state of "thinking" with regard to CLA. Many fallacies and contradictions are (unintentionally) exposed. At least CLA appears to be more about skills than content (though the question of how it is graded isn't even raised), but the "performance task" approach is the smallest possible step in that direction.
Gary Brown

Western Governors U. President Wins a McGraw Prize in Education - The Ticker - The Chro... - 1 views

  • The university's president, Robert W. Mendenhall, was cited for creating "a compelling example of how technology and a competency-based academic model -- where students earn degrees by demonstrating what they know and can do -- can expand access to higher education."
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    Western Governor's getting some attention
Joshua Yeidel

Wired Campus: Randy Bass and Bret Eynon: Still Moving From Teaching to Learni... - 0 views

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    What emerged from this work was a picture of learning that drew our attention to a series of intermediate thinking processes that characterize flexible thinking, processes that digital media are especially good at making visible. This includes such things as how students work through difficulty, consider alternative pathways to solve problems, speculate about ideas, and argue with one another about meaning. These kinds of thinking processes turn out to be much more than just cognitive. Motivation, confidence, fear, one's sense of identity, experience, as well as formal knowledge all come to bear on them.
Gary Brown

Classroom Creativity : The Frontal Cortex - 1 views

  • Classroom Creativity
  • Eric Barker recently referred me to this interesting study, which looked at how elementary school teachers perceived creativity in their students. While the teachers said they wanted creative kids in their classroom, they actually didn't. I
  • The point is that the classroom isn't designed for impulsive expression - that's called talking out of turn.
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  • The danger, however, is that we're teaching our kids a very narrow and stultifying model of cognition, in which conscientiousness is privileged above all.
  • In recent years, however, it's become clear that daydreaming is actually an important element of the creative process, allowing the brain to remix ideas, explore counterfactuals and turn the spotlight of attention inwards.
  • The solution, I suppose, is rather banal: we really do need arts education in our schools,
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    The Teaching Academy has refined critical and creative thinking with a draft definition that presumes they are two different thought processes. In my exploration of the purported diision, I encountered the writings of this neuroscientist.
Nils Peterson

HASTAC welcomes Howard Rheingold for a discussion on participatory learning | HASTAC - 0 views

  • I was eager to hear Howard Rheingold's thoughts on participatory learning and to learn more about his new course. In the video thread above, Howard goes into detail about the ways that "student-led collaborative inquiry and involvement... enlists their enthusiasm in ways that even very good lectures and texts don't." He details a loose set of what he calls meta-skills, which include: critical inquiry, pathfinding, balancing individual and collective voice, and attention-to-attention.
    • Nils Peterson
       
      I was looking for stuff on Participatory Learning in HASTAC and came across this. The meta-skills Rheingold cites are an interesting list
  • In a follow up video, Howard bemoans the quickness with which students tend to ask the question "what will be on the test?" His solution has increasingly been to have students decide collaboratively what material is important enough to merit this distinction. Here, the ability to make decisions collectively about the accountability of a group seems to call forth another meta-skill: balancing individual and collective voice.
    • Nils Peterson
       
      Here Rheingold seems to miss the mark, he has students learning things that are tested in class, rather than being tested in the world.
Joshua Yeidel

Wired Campus: Whitman Takes Manhattan - Chronicle.com - 0 views

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    How would we integrate information about this effort as a resource in alt.wetpaint?
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    "The basic idea is to bring all four of these classes together in this one space," Mr. Gold said in an interview. Each class will have its own turf on the Web site, and each will concentrate on a different era of the poet's life. Students at NYU and City Tech will focus on Whitman in mid-19th-century New York, those at Mary Washington will examine his Civil War-era experience, and the Rutgers contingent will turn its attention to his sage-of-Camden period. Each group will work with and annotate the relevant edition or editions of Leaves of Grass. Each will have access to the others' work. So will the general public - at least that's the plan. "We really don't know what these interactions will be like," Mr. Gold said. "It's one of the risks of the project but also one of the exciting things about it."
Joshua Yeidel

Google Code Blog: PPK: The Open Web Goes Mobile - 0 views

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    "Now, fortunately, PPK [of Quirksmode.com] is turning his attention to the world of mobile web devices. To no one's surprise, browser compatibility on mobile devices is even worse than it is on the desktop."
Gary Brown

Education ambivalence : Nature : Nature Publishing Group - 1 views

  • Academic scientists value teaching as much as research — but universities apparently don't
  • Nature Education, last year conducted a survey of 450 university-level science faculty members from more than 30 countries. The first report from that survey, freely available at http://go.nature.com/5wEKij, focuses on 'postsecondary' university- and college-level education. It finds that more than half of the respondents in Europe, Asia and North America feel that the quality of undergraduate science education in their country is mediocre, poor or very poor.
  • 77% of respondents indicated that they considered their teaching responsibilities to be just as important as their research — and 16% said teaching was more important.
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  • But the biggest barrier to improvement is the pervasive perception that academic institutions — and the prevailing rewards structure of science — value research far more than teaching
  • despite their beliefs that teaching was at least as important as research, many respondents said that they would choose to appoint a researcher rather than a teacher to an open tenured position.
  • To correct this misalignment of values, two things are required. The first is to establish a standardized system of teaching evaluation. This would give universities and professors alike the feedback they need to improve.
  • The second requirement is to improve the support and rewards for university-level teaching.
  • systematic training in how to teach well
  • But by showering so many rewards on research instead of on teaching, universities and funding agencies risk undermining the educational quality that is required for research to flourish in the long term.
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    Attention to this issue from this resource--Nature--is a breakthrough in its own right. Note the focus on "flourish in the long term...".
Gary Brown

Views: Accreditation's Accidental Transformation - Inside Higher Ed - 0 views

  • Why the national attention? Why the second-guessing of the accreditation decisions? It is part of the accidental transformation of accreditation.
  • Academic quality assurance and collegiality -- the defining features of traditional accreditation -- are, at least for now, taking a backseat to consumer protection and compliance with law and regulation. Government and the public expect accreditation to essentially provide a guarantee that students are getting what they pay for in terms of the education they seek.
  • Blame the powerful demand that, above all, colleges and universities provide credentials that lead directly to employment or advancement of employment. Driven by public concerns about the difficult job market and the persistent rise in the price of tuition, accrediting organizations are now expected to assure that the colleges, universities and programs they accredit will produce these pragmatic results.
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  • The worth of higher education is determined less and less through the professional judgments made by the academic community. The deference at one time accorded accrediting organizations to decide the worth of colleges and universities is diminished and perhaps disappearing.
  • Do we know the consequences of this accidental transformation? Are we prepared to accept them? These changes may be unintended, but they are dramatic and far-reaching. Is this how we want to proceed? Judith S. Eaton is president of the Council for Higher Education Accreditation.
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    It is this discussion that programs that approach accreditation perfunctorily need to attend.
Gary Brown

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

  • 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.
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  • 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.
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    fyi
Gary Brown

Views: Asking Too Much (and Too Little) of Accreditors - Inside Higher Ed - 1 views

  • Senators want to know why accreditors haven’t protected the public interest.
  • Congress shouldn’t blame accreditors: it should blame itself. The existing accreditation system has neither ensured quality nor ferreted out fraud. Why? Because Congress didn’t want it to. If Congress truly wants to protect the public interest, it needs to create a system that ensures real accountability.
  • But turning accreditors into gatekeepers changed the picture. In effect, accreditors now held a gun to the heads of colleges and universities since federal financial aid wouldn’t flow unless the institution received “accredited” status.
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  • Congress listened to higher education lobbyists and designated accreditors -- teams made up largely of administrators and faculty -- to be “reliable authorities” on educational quality. Intending to protect institutional autonomy, Congress appropriated the existing voluntary system by which institutions differentiated themselves.
  • A gatekeeping system using peer review is like a penal system that uses inmates to evaluate eligibility for parole. The conflicts of interest are everywhere -- and, surprise, virtually everyone is eligible!
  • accreditation is “premised upon collegiality and assistance; rather than requirements that institutions meet certain standards (with public announcements when they don’t."
  • Meanwhile, there is ample evidence that many accredited colleges are adding little educational value. The 2006 National Assessment of Adult Literacy revealed that nearly a third of college graduates were unable to compare two newspaper editorials or compute the cost of office items, prompting the Spellings Commission and others to raise concerns about accreditors’ attention to productivity and quality.
  • But Congress wouldn’t let them. Rather than welcoming accreditors’ efforts to enhance their public oversight role, Congress told accreditors to back off and let nonprofit colleges and universities set their own standards for educational quality.
  • ccreditation is nothing more than an outdated industrial-era monopoly whose regulations prevent colleges from cultivating the skills, flexibility, and innovation that they need to ensure quality and accountability.
  • there is a much cheaper and better way: a self-certifying regimen of financial accountability, coupled with transparency about graduation rates and student success. (See some alternatives here and here.)
  • Such a system would prioritize student and parent assessment over the judgment of institutional peers or the educational bureaucracy. And it would protect students, parents, and taxpayers from fraud or mismanagement by permitting immediate complaints and investigations, with a notarized certification from the institution to serve as Exhibit A
  • The only way to protect the public interest is to end the current system of peer review patronage, and demand that colleges and universities put their reputation -- and their performance -- on the line.
  • Anne D. Neal is president of the American Council of Trustees and Alumni. The views stated herein do not represent the views of the National Advisory Committee on Institutional Quality and Integrity, of which she is a member.
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    The ascending view of accreditation.
Nils Peterson

2009 Annual Meeting | Conference Program - 0 views

  • This session explores the notion that assessment for transformational learning is best utilized as a learning tool. By providing timely, transparent, and appropriate feedback, both to students and to the institution itself, learning is enhanced – a far different motive for assessment than is external accountability.
    • Nils Peterson
       
      need to get to these guys with our harvesting gradebook ideas...
    • Nils Peterson
       
      decided to attend another session. Hersh was OK before lunch, but the talk by Pan looks more promising
  • Academic and corporate communities agree on the urgent need for contemporary, research-based pedagogies of engagement in STEM fields. Participants will learn how leaders from academic departments and institutions have collaborated with leaders from the corporate and business community in regional networks to ensure that graduates meet the expectations of prospective employers and the public.
    • Nils Peterson
       
      here is another session with links to CTLT work, both harvesting gradebook and the ABET work
  • Professor Pan will discuss the reflective teaching methods used to prepare students to recognize and mobilize community assets as they design, implement, and evaluate projects to improve public health.
    • Nils Peterson
       
      Students tasked to learn about a community, ride the bus, make a Doc appt. Then tasked to do a non-clinical health project in that community (they do plenty of clinical stuff elsewhere in the program). Project must build capacity in the community to survive after the student leaves. Example. Work with hispanic parents in Sacramento about parenting issue, ex getting kids to sleep on time. Student had identified problem in the community, but first project idea was show a video, which was not capacity building. Rather than showing the video, used the video as a template and made a new video. Families were actors. Result was spanish DVD that the community could own. Pan thinks this is increased capacity in the community.
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  • Freshman Survey annually examines the academic habits of mind of entering first-year students.  Along with academic involvement, the survey examines diversity, civic engagement, college admissions and expectations of college. 
  • The project aims to promote faculty and student assessment of undergraduate research products in relation to outcomes associated with basic research skills and general undergraduate learning principles (communication and quantitative reasoning, critical thinking, and integration and application of knowledge).
  • They focus educators on the magnitude of the challenge to prepare an ever-increasingly diverse, globally-connected student body with the knowledge, ability, processes, and confidence to adapt to diverse environments and respond creatively to the enormous issues facing humankind.
  • One challenge of civic engagement in the co-curriculum is the merging of cost and outcome: creating meaningful experiences for students and the community with small staffs, on small budgets, while still having significant, purposeful impact. 
  • a)claims that faculty are the sole arbiters of what constitutes a liberal education and b) counter claims that student life professionals also possess the knowledge and expertise critical to defining students’ total learning experiences.  
    • Nils Peterson
       
      also, how many angels can dance on the head of a pin?
  • This session introduces a three-year national effort to document how colleges and universities are using assessment data to improve teaching and learning and to facilitate the dissemination and adoption of best practices in the assessment of college learning outcomes.
  • Exciting pedagogies of engagement abound, including undergraduate research, community-engaged learning, interdisciplinary exploration, and international study.  However, such experiences are typically optional and non-credit-bearing for students, and/or “on top of” the workload for faculty. This session explores strategies for integrating engaged learning into the institutional fabric (curriculum, student role, faculty role) and increasing access to these transformative experiences.
  • hands-on experiential learning, especially in collaboration with other students, is a superior pedagogy but how can this be provided in increasingly larger introductory classes? 
  • As educators seek innovative ways to manage knowledge and expand interdisciplinary attention to pressing global issues, as students and parents look for assurances that their tuition investment will pay professional dividends, and as alumni look for meaningful ways to give back to the institutions that nurtured and prepared them, colleges and universities can integrate these disparate goals through the Guilds, intergenerational membership networks that draw strength from the contributions of all of their members.
    • Nils Peterson
       
      see Theron's ideas for COMM.
  • Civic engagement learning derives its power from the engagement of students with real communities—local, national, and global. This panel explores the relationship between student learning and the contexts in which that learning unfolds by examining programs that place students in diverse contexts close to campus and far afield.
  • For institutional assessment to make a difference for student learning its results must result in changes in classroom practice. This session explores ways in which the institutional assessment of student learning, such as the Wabash National Study of Liberal Arts Education and the Collegiate Learning Assessment, can be connected to our classrooms.
  • Interdisciplinary Teaching and Object-Based Learning in Campus Museums
  • To address pressing needs of their communities, government and non-profit agencies are requesting higher education to provide education in an array of human and social services. To serve these needs effectively, higher educationneeds to broaden and deepen its consultation with practitioners in designing new curricula. Colleges and universities would do well to consider a curriculum development model that requires consultation not only with potential employers, but also with practitioners and supervisors of practitioners.
  • Should Academics be Active? Campuses and Cutting Edge Civic Engagement
  • If transformational liberal education requires engaging the whole student across the educational experience, how can colleges and universities renew strategy and allocate resources effectively to support it?  How can assessment be used to improve student learning and strengthen a transformational learning environment? 
    • Nils Peterson
       
      Purpose of university is not to grant degrees, it has something to do with learning. Keeling's perspective is that the learning should be transformative; changing perspective. Liberating and emancipatory Learning is a complex interaction among student and others, new knowledge and experience, event, own aspirations. learners construct meaning from these elements. "we change our minds" altering the brain at the micro-level Brain imaging research demonstrates that analogical learning (abstract) demands more from more areas of the brain than semantic (concrete) learning. Mind is not an abstraction, it is based in the brain, a working physical organ .Learner and the environment matter to the learning. Seeds magazine, current issue on brain imaging and learning. Segway from brain research to need for university to educate the whole student. Uses the term 'transformative learning' meaning to transform the learning (re-wire the brain) but does not use transformative assessment (see wikipedia).
  • But as public debates roil, higher education has been more reactive than proactive on the question of how best to ensure that today’s students are fully prepared for a fast-paced future.
    • Nils Peterson
       
      Bologna process being adopted (slowly) in EU, the idea is to make academic degrees more interchangeable and understandable across the EU three elements * Qualification Frameworks (transnational, national, disciplinary). Frameworks are graduated, with increasing expertise and autonomy required for the upper levels. They sound like broad skills that we might recognize in the WSU CITR. Not clear how they are assessed * Tuning (benchmarking) process * Diploma Supplements (licensure, thesis, other capstone activities) these extend the information in the transcript. US equivalent might be the Kuali Students system for extending the transcript. Emerging dialog on American capability This dialog is coming from 2 directions * on campus * employers Connect to the Greater Exceptions (2000-2005) iniative. Concluded that American HE has islands of innovation. Lead to LEAP (Liberal Education and America's Promise) Initiative (2005-2015). The dialog is converging because of several forces * Changes in the balance of economic and political power. "The rise of the rest (of the world)" * Global economy in which innovation is key to growth and prosperity LEAP attempts to frame the dialog (look for LEAP in AACU website). Miami-Dade CC has announced a LEAP-derived covenant, the goals must span all aspects of their programs. Define liberal education Knowledge of human cultures and the physical and natural world intellectual and practical skills responsibility integrative skills Marker of success is (here is where the Transformative Gradebook fits in): evidence that students can apply the essential learning outcomes to complex, unscripted problems and real-world settings Current failure -- have not tracked our progress, or have found that we are not doing well. See AACU employer survey 5-10% percent of current graduates taking courses that would meet the global competencies (transcript analysis) See NSSE on Personal and social responsibility gains, less tha
  • Dr. Pan will also talk about strategies for breaking down cultural barriers.
    • Nils Peterson
       
      Pan. found a non-profit agency to be a conduit and coordinator to level the power between univ and grass roots orgs. helped with cultural gaps.
Gary Brown

2 Efforts to Provide Data on Colleges to Consumers Fall Short, Report Says - Administra... - 2 views

  • Higher education will have to be more accountable for its performance and more open to consumers about the actual cost of attending a college, and help people make easier comparisons among institutions, in order to succeed as the nation's economic engine, says a new report from two nonprofit think tanks here.
  • too little information to make informed choices about where they will get the most from their tuition dollars, say researchers at the two organizations, the libertarian-leaning American Enterprise Institute, and Education Sector, which is a proponent of reforming higher education
  • And without a more thorough and open form of accountability, institutions will not have any incentive to make the changes that will improve students' success,
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  • "If existing flaws are not resolved, the nation runs the risk of ending up in the worst of all worlds: the appearance of higher education accountability without the reality," the authors say.
  • The two voluntary systems criticized in the study are the University and College Accountability Network, begun in September 2007 by the National Association of Independent Colleges and Universities to provide information about private colleges, and the Voluntary System of Accountability,
  • it does not obligate institutions to gather or reveal any data that are not already available elsewhere,"
  • associations are beginning to offer workshops and other opportunities for system participants to learn how to use the data they're collecting to improve the college experience for students, she said
  • VSA has the testing lobby written all over it
  • We may all appreciate the cultural context inhibiting public accountability but it is also important to understand that this same accountability is lacking internally where it effectively thwarts attempts to manage the institution rationally; i.e., informed with a continuous flow of mission-critical performance information. With the scant objective information at their command, college presidents and their associates must perform as shamans, reading the tea leaves of opinion and passion among stakeholders.
  • On balance, America's institutions of higher education function in a managerial vacuum.
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    More of the same and the discussion is familiar--our challenge is to bring this topic to the attention of our points.
Nils Peterson

The Age of External Knowledge - Idea of the Day Blog - NYTimes.com - 0 views

  • David Dalrymple, a researcher at the Massachusetts Institute of Technology, thinks human memory will no longer be the key repository of knowledge, and focus will supersede erudition. Quote: Ignacio Rodriguez Before the Internet, most professional occupations required a large body of knowledge, accumulated over years or even decades of experience. But now, anyone with good critical thinking skills and the ability to focus on the important information can retrieve it on demand from the Internet, rather than her own memory. On the other hand, those with wandering minds, who might once have been able to focus by isolating themselves with their work, now often cannot work without the Internet, which simultaneously furnishes a panoply of unrelated information — whether about their friends’ doings, celebrity news, limericks, or millions of other sources of distraction. The bottom line is that how well an employee can focus might now be more important than how knowledgeable he is. Knowledge was once an internal property of a person, and focus on the task at hand could be imposed externally, but with the Internet, knowledge can be supplied externally, but focus must be forced internally.
    • Nils Peterson
       
      Kevin Facemyer and I offered a somewhat similar thought in the late 90's -- in a small education journal lost in the depths of time. We referred to it as "extra-somatic knowledge" and postulated that if you can retireve information in a timeframe that lets you continue with a conversation, it is the functional equivalent of knowing it (knowing in the older, within one's head sense).
Nils Peterson

Daniel Rosenberg - Early Modern Information Overload - Journal of the History of Ideas ... - 1 views

  • During the early modern period, and especially during the years 1550-1750, Europe experienced a kind of "information explosion." I emphasize the word "experience" as this is an essential element to the arguments presented here. There is ample evidence to demonstrate that during this period, the production, circulation, and dissemination of scientific and scholarly texts accelerated tremendously. In her essay, Ann Blair notes that over the course of this period, a typical scholarly library might have grown by a factor of fifty, while Brian Ogilvie demonstrates an equivalent acceleration in the production and consumption of texts in the domain of natural history; and there is a large literature to back both of these arguments up. But the fact of accelerated textual production and consumption is not what is principally at issue here. What is essential is the sense that such a phenomenon was taking place and the variety of responses to it.
    • Nils Peterson
       
      info overload 1550-1750 -- rom printed books
  • She examines the varieties of textual practices "deployed by early modern scholars" in response to a perceived "overabundance of books" during the period between 1550 and 1700, and she argues that historians have paid disproportionate attention to what she calls "literary reading" and not enough to other modes of encountering and engaging textual materials ranging from browsing and skimming to buying and collecting to annotating, cutting and pasting, and dog-earing. For Blair these other modes of acting upon texts are important in all historical moments, but in situations where readers feel themselves overwhelmed by information, they become all that much more crucial and telling.
  • "By the 1580s," Ogilvie writes, "the botanical tyro had to master a tremendous number of words, things, and authorities." And during this period botanical literature increasingly sought to address precisely this concern. Already in the 1550s, with the work of Conrad Gesner and Remert Dodoens, Ogilvie observes a shift from an older form of botanical treatise, descended from the alphabetical materia medica, to a new form organized around "tacit notions of similarity" among different natural types. Not that all of these developments were useful. As Ogilvie notes, the move toward similarity was not a direct move toward scientific taxonomy, and in different works vastly different categorical schemes applied, so that the same plant might be grouped with "shrubs" in one and, in another, with "plants whose flowers please." Eventually, with Caspar Bauhin at the end of the sixteenth century and John Ray at the end of the seventeenth, Ogilvie notes the rise of a new class of scientific literature aimed not only at describing and organizing natural facts but at doing the same work for scientific texts themselves.
    • Nils Peterson
       
      organization strategies. see the TED talk Theron bookmarked recently, new tools to navigate the web by grouping similarly tagged pages
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  • The old encyclopedia of the Middle Ages and the Renaissance based its prestige on its claim to comprehensiveness. But by the middle of the sixteenth century, these claims had become very difficult for any single author or work to support. Ironically, as the plausibility of the old claims weakened, demand for the genre intensified. This is attested to by the great commercial success of the Cyclopaedia and by the still greater success of the renowned Encyclopédie of Diderot and d'Alembert. For the latter, just as for Chambers, the indexical format of the encyclopedic dictionary speaks to an epistemological urgency. In a world of rapid change, quick access to knowledge becomes as important as knowledge itself.
    • Nils Peterson
       
      quick access as important as knowledge itself. Filtering as a modern tool, and powerful search
  • Taken together, these papers suggest that during the sixteenth and seventeenth centuries factors such as an increasing production and dissemination of books, developing networks of scientific communication, discoveries and innovations in the sciences, and new economic relationships all conspired to produce such quantities of new information that a substantial reorganization of the intellectual world was required.
Nils Peterson

The Social Media Bubble - Umair Haque - Harvard Business Review - 1 views

  • Call it relationship inflation. Nominally, you have a lot more relationships — but in reality, few, if any, are actually valuable. Just as currency inflation debases money, so social inflation debases relationships.
    • Nils Peterson
       
      is this the case for dropping some of my social site accounts, eg FB, LinkedIn, etc?
  • On the demand side, relationship inflation creates beauty contest effects, where, just as every judge votes for the contestant they think the others will like the best, people transmit what they think others want. On the supply side, relationship inflation creates popularity contest effects, where people (and artists) strive for immediate, visceral attention-grabs — instead of making awesome stuff.
  • The social isn't about beauty contests and popularity contests. They're a distortion, a caricature of the real thing. It's about trust, connection, and community. That's what there's too little of in today's mediascape, despite all the hoopla surrounding social tools. The promise of the Internet wasn't merely to inflate relationships, without adding depth, resonance, and meaning. It was to fundamentally rewire people, communities, civil society, business, and the state — through thicker, stronger, more meaningful relationships. That's where the future of media lies.
Nils Peterson

From Social Media to Social Strategy - Umair Haque - Harvard Business Review - 0 views

  • Choreography. Most organizations seek "high performance." Today, performance is no longer enough: excelling in yesterday's terms is excelling at the wrong things. This is downright self-destructive (just ask Wall Street). Today's radical innovators aren't merely mute performers, precisely executing the empty steps of a meaningless dance: they're more like choreographers. Choreographers define the steps of a better dance — they lay down better rules for interactions between supply and demand to take place.
    • Nils Peterson
       
      It strilkes me that this connects to OAI's Aof A work. We recognize learning outcomes can't forever improve, but through better assessment, we can hope the programs are ever more attentive and responsive to changing situations.
Nils Peterson

War News Radio | Academic Commons - 0 views

  • War News Radio (WNR) is an award winning, student-run radio show produced by Swarthmore College in Swarthmore, Pennsylvania. It is carried by over thirty-seven radio stations across the United States, Canada and Italy, and podcasts are available through our Web site. It attempts to fill the gaps in the media's coverage of the conflicts in Iraq and Afghanistan by providing balanced and in-depth reporting, historical perspective, and personal stories.
    • Nils Peterson
       
      Intersting piece about students working on an authentic problem within the College, but outside its credit awarding structure
  • Robert Fisk, one of the best journalists covering conflicts in the Middle East, described this as a kind of "hotel journalism." "More and more Western reporters in Baghdad" he writes in a survey of media coverage in Iraq, "are reporting from their hotels rather than the streets of Iraq's towns and cities."1 If the journalist in Iraq could prepare his or her reports by relying on phone interviews, Swarthmore students could do that as well.
    • Nils Peterson
       
      Theron brought this work to my attention a couple years ago. They end up using Skype as one of their tools
  • Initially college administrators and faculty explored the idea of incorporating War News Radio into the college curriculum, where students involved in the program could receive credit for their broadcast work. Students took courses through the film and media studies department and completed required readings on the Middle East. However, it was hard to do both things at the same time and the college stopped giving credit, which made the show more focused on reporting. And then it became clear that an experienced journalist was needed to guide the students.
    • Nils Peterson
       
      A couple threads connect here. One is Daniel Pink's Autonomy, Mastery and Purpose (intrinsic rewards) being more important in a creative endevor than extrinsic rewards (course grades). The other idea is a mentor from the Community of Practice rather than from inside the university
  • ...2 more annotations...
  • students were becoming better reporters and the show became more professional as it moved to a weekly format. Stations throughout the U.S. began to take interest in what WNR was covering as the shows were uploaded to Public Radio Exchange (PRX), a Web-based platform for digital distribution, review, and licensing of radio programs. Students' reports were now being heard by thousands of people in the U.S. and abroad. With this publicity, students felt increasingly responsible for meeting weekly deadlines and producing a high quality program. Currently staff members contribute more than twenty hours of work into every show
  • In addition to placing Swarthmore on the map, it has boosted the number of applicants. WNR is “one of two or three things that have influenced applicants to the college, so that people who want to come to Swarthmore and have to write the essay: "Why Swarthmore?" one of the most frequently cited things in the last few years has been War News Radio,”
Nils Peterson

Mod7: One-to-one Technologies - ETEC522 - Ventures in Learning Technology - September 2009 - 0 views

  • The reason that 1-1 environments is such an important emerging market is that it’s almost certain that most learners of the world will have some kind of device put in their hands over the next decade.
    • Nils Peterson
       
      This is a class on ed tech. This post starts out on the topic of hardware. The significance of this sentence caught my attention becaue my 8-year old daughter has added to her go to school ritual the finding of her cell phone. The phone does not have service, but it will play a simple game and make sounds, It seems to be a talisman for her awareness of the connected world around her
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