Skip to main content

Home/ CTLT and Friends/ Group items tagged blogs

Rss Feed Group items tagged

Nils Peterson

How would you design an ICT/education program for impact? | A World Bank Blog on ICT us... - 0 views

  • Country x has, in various ways, been host to numerous initiatives to introduce computers into its schools and, to lesser extents, to train teachers and students on their use, and schools have piloted a variety of digital learning materials and education software applications.  It is now ready, country leaders say, to invest in a rigorous, randomized trial of an educational technology initiative as a prelude to a very ambitious, large-scale roll-out of the use of educational technologies nationwide. It asks: What programs or specific interventions should we consider?
    • Nils Peterson
       
      World Bank Sr. Policy Wonk asking for help thinking through this quesion in a WB branded blog.
  • What would be a useful response to such inquiries?  How would you design a program for measurable impact in a way that is immediately policy-relevant for decisionmakers contemplating large investments in the use of technology in the education sector, and what would this program look like?
Gary Brown

Graphic Display of Student Learning Objectives - ProfHacker - The Chronicle of Higher E... - 2 views

  • Creating SLOs or goals for a course is simple to us, usually.  We want students to learn certain skills, we create assignments that will help students reach those goals, and we’ll judge how well they have learned those skills. 
  • This graphic displays the three learning objectives for the course, and it connects the course assignment to the learning objectives.  Students can see—at a glance—that work none of course assignments are random or arbitrary (an occasional student complaint), but that each assignment links directly to a course learning objective.
  • The syllabus graphic is quite simple and it’s one that students easily understand.  Additionally, I use an expanded graphic (below) when thinking about small goals within the larger learning objectives.
  • ...3 more annotations...
  • In fact, The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Linda Nilson) is an interesting way to organize graphically an entire course.
  • An example of a graphic syllabus can be found in Dr. W. Mark Smillie’s displays of his philosophy courses [.pdf file].
  • Some students won’t care.  Moreover, they rarely remember the connection between course content and assignments.  The course and the assignments can all seem random and arbitrary.  Nevertheless, some students will care, and some will appreciate the connections.
  •  
    Perhaps useful resource
Joshua Yeidel

Official Google Blog: A new approach to China - 1 views

  •  
    The Official Google Blog reports that Google detected a "highly sophisticated and targeted attack" originating in China against them and against at least 20 other large business. Google says they have "evidence to suggest that a primary goal of the attackers was accessing the Gmail accounts of Chinese human rights activists." Google says "We have decided we are no longer willing to continue censoring our results on Google.cn, and so over the next few weeks we will be discussing with the Chinese government the basis on which we could operate an unfiltered search engine within the law, if at all. We recognize that this may well mean having to shut down Google.cn, and potentially our offices in China."
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).
Joshua Yeidel

Program Assessment of Student Learning - 3 views

  •  
    "It is hoped that, in some small way, this blog can both engage and challenge faculty and administrators alike to become more intentional in their program assessment efforts, creating systematic and efficient processes that actually have the likelihood of improving student learning while honoring faculty time."
  •  
    As recommended by Ashley. Apparently Dr. Rogers' blog is just starting up, so you can "get in on the ground floor".
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.
Peggy Collins

The End in Mind » Assessment as a Social Activity - 0 views

  •  
    jon mott blog post on harvesting gradebook with our video
Gary Brown

Iran's Twitter Revolution - 0 views

  •  
    Iran's Twitter Revolution posted by Ari Berman on 06/15/2009 @ 12:15pm Forget CNN or any of the major American "news" networks. If you want to get the latest on the opposition protests in Iran, you should be reading blogs, watching YouTube or following Twitter updates from Tehran,
Joshua Yeidel

SharePoint vs. File Shares - Windows Live - 0 views

  •  
    A simpler version of the "what doesn't work in SharePoint" blog post. We will need to attend to these issues one way or another.
Theron DesRosier

Pupils to study Twitter and blogs in primary shake-up | Education | The Guardian - 0 views

  •  
    "Pupils to study Twitter and blogs in primary schools shake-up * New curriculum will give teachers more freedom * Second world war and Victoria not compulsory" Interesting article about the new proposed curriculum for primary school students in the UK. Also has a lot of embedded discussion for the diigo crowd.
Gary Brown

Official Reuven Carlyle Blog - 5 views

  • The institutional establishment has too much control over higher education. There is a profound disconnect, in my view, between those who benefit and need access to opportunity in higher education and those who run the show
  • Is a tenured professor or subject matter expert with credentials—as defined by some distant institutions or organization—really the very best person to teach? Perhaps but only if they have the soul of a teacher!
  • As a general rule the institutions of higher education hold firm, despite our rhetoric, to rigid models of teaching and learning. Radical, disruptive debate about systems change is great in theory, tough in reality when you have to live and die by the marketplace of ideas.
  • ...4 more annotations...
  • Which means the day is coming—sooner than many people think—when a great deal of money is going to abruptly melt out of the higher education system, just as it has in scores of other industries that traffic in information that is now far cheaper and more easily accessible than it has ever been before. Much of that money will end up in the pockets of students in the form of lower prices, a boon and a necessity in a time when higher education is the key to prosperity. Colleges will specialize where they have comparative advantage, rather than trying to be all things to all people.”
  • Instructors with the spirit of education inside of them drive our learning
  • What would your life be like if you went from high school into a customized, personalized, targeted program of learning—from the fancy UW programs to a welding shop anywhere—that was right for you as an individual?
  • I don’t know the answers anymore than anyone else. But I feel we have hit a tipping point where the pain and cost to our society and our future of not asking these questions has become too high
  •  
    I blog to watch--and to comment upon
  •  
    Thanks for your summary. From Nils' posts, I knew about the blog but your excerpts and recommendation lead me to see it in a new light.
Nils Peterson

Swift Kick Central: Playing Catch Up: Colleges and the Web - 1 views

  • Based on the incredible investment of universities in social architecture: in quads, residence halls and lounges, it's ironic that most universities still do not see the internet as cost effective social venue, despite the countless examples online
    • Nils Peterson
       
      Found this guy because he put our Harvesting Gradebook YouTube in his feed. At this blog, and at Tom Krieglstein he is writing some interesting analysis.
  • Universities just couldn't see how to extend the old value and investment into connecting and learning, to the new field.
  • Universities are following along the same trends of the internet as a whole, with a bit of a lag. College websites are still mostly "web 1.0": characterized by static content, controlled by a centralized office.  Curriculum and learning is still centralized and controlled in learning managment systems like Blackboard. Where there are discussion features in Blackboard, the content stays centralized with the class and is lost at the end of the term. Where there are blogs on university websites, they tend to be written by selected and edited "brand ambassadors" - an attempt to put a real face on a preferred message.This year, often led by the admissions department, it has become fashionable for schools to use social media links on their sites. The thinking, however, is still mostly in the 1.0 paradigm: "follow the school on twitter" or "become a fan of the university on Facebook." In this paradigm, the university is still the focus, a one to many publisher in the center. Based on competition and financial pressures, businesses based on publishing models are scrambling to decentralize, lower cost structures, and move their models towards connecting and aggregating. When will the paradigm shift for the University?
    • Nils Peterson
       
      Is he asking the right, hard question, or, does the publishing model not apply?
Joshua Yeidel

A Classical Education: Back to the Future - Opinionator Blog - NYTimes.com - 1 views

  •  
    Professor Stanley Fish reports approvingly on three books that emphasize "Classical" (as in Latin and Greek) education, memorization, drill, and so on. But what do we do when "worked for me" is not enough?
Theron DesRosier

Envisioning the Post-LMS Era: The Open Learning Network (EDUCAUSE Quarterly) | EDUCAUSE - 3 views

  •  
    A featured article in Educause Quarterly contains this quote: "The importance of authentic, web-enabled learner assessment is clearly behind Caulfield's notion of "loosely coupled assessment" (first coined in a blog post by Mike Caulfield July 31, 2007) and WSU's harvesting gradebook project, with which we claim shared intellectual roots."
Nils Peterson

EVOKE -- When spider webs unite, they can tie up a lion | A World Bank Blog on ICT use ... - 2 views

  • Question 4 – What happens when you bring 10,000 players together in an open innovation platform? A lot!  There have been many highlights these past 14 days and below are some of the more outstanding unexpected outcomes of how the game has taken on a life of its own
    • Nils Peterson
       
      So the game context mediated some peer-to-peer learning around authentic problems
Nils Peterson

OCW Consortium - Running courses openly - fewer problems and more benefits th... - 0 views

  • The idea of open teaching — opening access to the course materials and interaction to anyone, not just the enrolled students — seems foreign and a bit wacky to many professors and lecturers. More students sound like more work, less opportunity to engage with each individual student, and the practicalities of facilitating a diverse group of participants using online technologies seems daunting as well. It turns out that those who try it are often surprised that it’s much more rewarding and easier than they thought.
    • Nils Peterson
       
      Punch line is the last sentence. Theron is showing me violin & piano master classes on YouTube. Question of earning credit for the learning is also addressed in the master class context -- audition for positions, play competitions.
Theron DesRosier

Searching for India's Hole in the Wall | A World Bank Blog on ICT use in Education - 2 views

  •  
    "The contrast here was for me pretty stark: One the one hand, you had two computers set up outside which received minimal maintenance, and which anyone could use from 9-5 each day. There was no direction on how to use this equipment, but that didn't stop kids from figuring it out via trial and error (or, more often, from other kids). On the other hand, you had a dozen computers locked up in a school just a short walk away, gathering dust for lack of 'qualified teachers' to use them, and direct their use."
Gary Brown

Brainless slime mould makes decisions like humans | Not Exactly Rocket Science | Discov... - 0 views

  • These results strongly suggest that, like humans, Physarum doesn’t attach any intrinsic value to the options that are available to it. Instead, it compares its alternatives. Add something new into the mix, and its decisions change.
  • But how does Physarum make decisions at all without a brain?  The answer is deceptively simple – it does so by committee. Every plasmodium is basically a big sac of fluid, where each part rhythmically contracts and expands, pushing the fluid inside back-and-forth. The rate of the contractions depends on what neighbouring parts of the sac are doing, and by the local environment. They happen faster when the plasmodium touches something attractive like food, and they slow down when repellent things like sunlight are nearby.
  • It’s the ultimate in collective decision-making and it allows Physarum to perform remarkable feats of “intelligence”, including simulating Tokyo’s transport network, solving mazes, and even driving robots.
  •  
    This probably also apples to change theory....
Joshua Yeidel

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

  •  
    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.
  •  
    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".
Theron DesRosier

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

  • 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.”
  •  
    "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."
‹ Previous 21 - 40 of 158 Next › Last »
Showing 20 items per page