Group items tagged

"Over 317,000 waiters and waitresses have college degrees (over 8,000 of them have doctoral or professional degrees), along with over 80,000 bartenders, and over 18,000 parking lot attendants. All told, some 17,000,000 Americans with college degrees are doing jobs that the BLS says require less than the skill levels associated with a bachelor's degree."

I am dismayed to see Longanecker's position on this.

I note the underlying issue of "credibility" as the core of accreditation. It raises the question, again:  Why would standardized tests be presumed, as Excelsior does, to be a better indicator than a model of stakeholder endorsement?

Not surprisingly, the #1 indicator of performance measurement quality is "usefulness".

"Definition 2 - disaggregating power There is a very different power relationship between being given a space which 'enables contexts' and 'allows supports' for a user and a space that you build and support for yourself. It dodges those institutionally created problems of student mobility, of losing the connections formed in your learning and gives you a professional 'place' from which you can start to make long term knowledge network connections that form the higher end of the productive learning/knowing that is possible on the web. The power is disaggregated in the sense that while attending an institution of learning you are still under the dominance of the instructor or the regulations surrounding accreditation, but coming to your learning space is not about that dominance. The power held (and, i should probably add, that you've given to that institution in applying for accreditation/learning it's not (necessarily) a power of tyranny) by the institution only touches some of your work, and it need not impede any work you choose to do. Here's where I get to the part about the 'personal' that's been bothering me The danger in taking definition two as our definition for PLE is that we lose sight of the subtle, complex dance of person and ecology so eloquently described by Keith Hamon in his response to my post. Maybe more dangerously, we might get taken up as thinking that learning is something that happens to the person, and not as part of a complex rhizome of connections that form the basis of the human experience. Learning (and I don't mean definitions or background) and the making of connections of knowledge is something that is steeped in complexity. At each point we are structured in the work (written in a book, sung in a song, spoken in a web session) of others that constantly tests our own connections and further complexifies our understanding. This is the pattern of knowledge as i understand it. It is organic, and messy, and su

fyi

"Gartner points out that the world of work will probably witness ten major changes in the next ten years. Interesting in that it will change how learning happens in the workplace as well. The eLearning industry will need to account for the coming change and have a strategy in place to deal with the changes."

" 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"

An interesting possibility for a Skylight survey (but more reading needed)

Stanley Fish reviews "Why Does College Cost So Much?" bu Archibald and Feldman, two economists who conclude "there is no college cost crisis".

distinguishes between outcome and impact and/ or illustrates the problems of grades/degrees as credible outcome.

In the heart of the home of the concept inventory--Physics

The challenge--not the control study this person calls for, but the perception that outcomes assessment produces outcomes....

"Teaching a writing seminar has also provided me with an opportunity to use clickers in ways that are new to me. "

...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.

This looks like it might be something we would want to follow up on. would like to see this in action.

In 2004, the LIFE Center and the Center for Multicultural Education at the University of Washington established the LIFE Diversity Panel. The Panel's goal was to summarize important principles that educational practitioners, policy makers, and researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. We are pleased to announce the culmination of this two year consensus process. On May 11th, 2007, the centers released the consensus report produced by the LIFE Diversity Panel called Learning In and Out of School in Diverse Environments: Life-Long, Life-Wide, and Life-Deep. A major assumption of this report is that if educators make use of the informal learning that occurs in the homes and communities of students, the achievement gap between marginalized students and mainstream students can be reduced.

I went looking for the ECAR report on LMS & Web 2.0, found this