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Theron DesRosier

Critical Thinking as a Distributed Course - 2 views

  • Drawing from two years of experience offering the 'Connectivism and Connective Knowledge' course in a distributed online environment, the National Research Council's Personal Learning Environment (PLE) project is expanding the model to courses outside the discipline of education. Specifically, Stephen Downes and Rita Kop - who have both offered Critical Thinking courses through more traditional online and offline means, are adapting this material to the distributed model. The purpose of this course is two-fold. First, the design of the course is based on an understanding of the skills and capacities required to effectively learn using a PLE. Second, the offering of the course is intended to test whether learners can employ a PLE environment in order to develop those capacities. Thus, combined, the objectives of the course are intended to demonstrate whether learning may be self-directed with a PLE, or whether an additional pedagogy is required prior to the use of a PLE. Research will form an integral component of the course.
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    "This course attempts to teach the literacies I believe are needed to flourish in a connectivist environment." --Downes
Nils Peterson

Accreditation and assessment in an Open Course - an opening proposal | Open Course in E... - 1 views

  • A good example of this may be a learning portfolio created by a students and reviewed by an instructor. The instructor might be looking for higher orders of learning... evidence of creative thinking, of the development of complex concepts or looking for things like improvement.
    • Nils Peterson
       
      He starts with a portfolio reviewed by the instructor, but it gets better
  • There is a simple sense in which assessing people for this course involves tracking their willingness to participate in the discussion. I have claimed in many contexts that in fields in which the canon is difficult to identify, where what is 'true' is not possible to identify knowledge becomes a negotiation. This will certainly true in this course, so I think the most important part of the assessment will be whether the learner in question has collaborated, has participated has ENGAGED with the material and with other participants of the course.
  • What we need, then, is a peer review model for assessment. We need people to take it as their responsibility to review the work of others, to confirm their engagement, and form community/networks of assessment that monitor and help each other.
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  • (say... 3-5 other participants are willing to sign off on your participation)
    • Nils Peterson
       
      peer credentialling.
  • Evidence of contribution on course projects
    • Nils Peterson
       
      I would prefer he say "projects" where the learner has latitude to define the project, rather than a 'course project' where the agency seems to be outside the learner. See our diagram of last April, the learner should be working their problem in their community
  • I think for those that are looking for PD credit we should be able to use the proposed assessment model (once you guys make it better) for accreditation. You would end up with an email that said "i was assessed based on this model and was not found wanting" signed by facilitators (or other participants, as surely given the quality of the participants i've seen, they would qualify as people who could guarantee such a thing).
    • Nils Peterson
       
      Peer accreditation. It depends on the credibility of those signing off see also http://www.nilspeterson.com/2010/03/21/reimagining-both-learning-learning-institutions/
  • I think the Otago model would work well here. I call it the Otago model as Leigh Blackall's course at Otago was the first time i actually heard of someone doing it. In this model you do all the work in a given course, and then are assessed for credit AFTER the course by, essentially, challenging for PLAR. It's a nice distributed model, as it allows different people to get different credit for the same course.
    • Nils Peterson
       
      Challenging for a particular credit in an established institutional system, or making the claim that you have a useful solution to a problem and the solution merits "credit" in a particular system's procedures.
Nils Peterson

Through the Open Door: Open Courses as Research, Learning, and Engagement (EDUCAUSE Rev... - 0 views

  • openness in practice requires little additional investment, since it essentially concerns transparency of already planned course activities on the part of the educator.
    • Nils Peterson
       
      Search YouTube for "master class" Theron and I are looking at violin examples. The class is happening with student, master, and observers. What is added is video recording and posting to YouTube. YouTube provides additional community via comments and linked videos.
  • This second group of learners — those who wanted to participate but weren't interested in course credit — numbered over 2,300. The addition of these learners significantly enhanced the course experience, since additional conversations and readings extended the contributions of the instructors.
    • Nils Peterson
       
      These additional resources might also include peer reviews using a course rubric, or diverse feedback on the rubric itself.
  • Enough structure is provided by the course that if a learner is interested in the topic, he or she can build sufficient language and expertise to participate peripherally or directly.
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  • Although courses are under pressure in the "unbundling" or fragmentation of information in general, the learning process requires coherence in content and conversations. Learners need some sense of what they are choosing to do, a sense of eventedness.5 Even in traditional courses, learners must engage in a process of forming coherent views of a topic.
    • Nils Peterson
       
      An assumption here that the learner needs kick starting. Its an assumtion that the learner is not a Margo Tamez making an Urgent Call for Help where the learner owns the problem. Is it a way of inviting a community to a party?
  • The community-as-curriculum model inverts the position of curriculum: rather than being a prerequisite for a course, curriculum becomes an output of a course.
  • They are now able, sometimes through the open access noted above and sometimes through access to other materials and guidance, to engage in their own learning outside of a classroom structure.
    • Nils Peterson
       
      A key point is the creation of open learners. Impediments to open learners need to be understood and overcome. Identity mangement is likely to be an important skill here.
  • Educators continue to play an important role in facilitating interaction, sharing information and resources, challenging assertions, and contributing to learners' growth of knowledge.
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.
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  • 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.
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    Perhaps useful resource
Theron DesRosier

Einstein's General Theory of Relativity: Now Live on YouTube and iTunes | Open Culture - 0 views

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    This week, Stanford has started to roll out a new course, Einstein's General Theory of Relativity. Taught by Leonard Susskind, one of America's leading physics minds, this course is the fourth of a six-part sequence - Modern Physics: The Theoretical Minimum - that traces the development of modern physics, moving from Newton to Black Holes. As the title suggests, this course focuses squarely on the groundbreaking work of Albert Einstein. And, it's undoubtedly a plus that the course was presented in Stanford's Continuing Studies program, which means that it's tailored to smart non-specialists like you. You can watch the first lecture on iTunes here, or YouTube below. The remaining lectures will be rolled out on a weekly basis. If you would like to watch the longer sequence of courses, I have provided a complete list of links here. Enjoy.
Peggy Collins

Wired Campus: Professor Encourages Students to Pass Notes During Class -- via... - 0 views

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    Professor Encourages Students to Pass Notes During Class -- via Twitter and in the comments from one student...I am one of Cole's "experimental lab rats," and I must say that Cole and his colleague changed the way that I view teaching and learning. That course disrupted my notions of participation, identity, and community, and the changes are for the better. The course was so intellectually stimulating that when the course ended, I experienced a tremendous loss. The loss was so great that I felt myself trying to create Twitter communities in my future classes because I missed that engagement. If you are curious about our course, visit my course blog. https://blogs.psu.edu/mt4/mt-search.cgi?blog_id=655&tag=CI597C&limit=20 From there, you can access other students' blogs and see some of the other conversations that ensued.
Kimberly Green

News: Sophie's Choice for 2-Year Colleges - Inside Higher Ed - 0 views

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    "I am afraid that if we continue to get cuts at the level we are seeing, we may see a very quiet and disturbing transition from comprehensive, open door community colleges to niche colleges that are not comprehensive in their missions." Delta is also eliminating academic programs that don't fit into the two missions that are being protected: pre-transfer programs and job training. What will go? A lot of remedial education. The college will keep remedial courses for those who need just a course or two to be ready for college level work. But for the courses that enroll hundreds of students a semester who need years of remedial education to get ready for college, Delta is going to say no. Includes basic math, English as a second language (for beginners, newly arrived immigrants), courses aimed at senior citizens
Nils Peterson

Response to critiques of Open Course Educause article and the free economy generally @ ... - 1 views

  • what is the difference between the MOOC model and the commodity model.
    • Nils Peterson
       
      And what is the difference between a Massively Open Online Course and a community exploring a shared problem? There is a time factor (perhaps) but communities may run hot and fast. There is a leadership role (perhaps) but a community could galvanize around a leader for its work. There is an institution and a tie to the historical other meanings of course.
  • Earlier this year, while George Siemens and I were working our way through teaching the Edfutures course, we were contacted by the fine folks at the Educause review and asked to contribute an article on ‘the open course.
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    Cormier shares a back channel to the Edcause Review article
Nils Peterson

Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 4 views

  • change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created.
  • Research shows that mutual exploration, group problem solving, and collective meaning-making produce better learning outcomes and understanding overall. Brown and Adler cite a study by Richard J. Light, of the Harvard Graduate School of Education: "Light discovered that one of the strongest determinants of students' success in higher education . . . was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own."
  • Second, the web enables students to collaborate with others independent of time and geography. Finally, the web represents a new mode of production for knowledge, and that changes just about everything regarding how the "content" of college and university courses are created.
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  • As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn, put it: "The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery."14 Students need to integrate new information with the information they already have — to "construct" new knowledge structures and meaning.
  • Universities need an entirely new modus operandi for how the content of higher education is created. The university needs to open up, embrace collaborative knowledge production, and break down the walls that exist among institutions of higher education and between those institutions and the rest of the world.To do so, universities require deep structural changes — and soon. More than three years ago, Charles M. Vest published "Open Content and the Emerging Global Meta-University" in EDUCAUSE Review. In his concluding paragraph, Vest offered a tantalizing vision: "My view is that in the open-access movement, we are seeing the early emergence of a meta-university — a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced. The Internet and the Web will provide the communication infrastructure, and the open-access movement and its derivatives will provide much of the knowledge and information infrastructure." Vest wrote that the meta-university "will speed the propagation of high-quality education and scholarship. . . . The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific works in progress, teleoperation of experiments, and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavor."17
  • Used properly, wikis are tremendously powerful tools to collaborate and co-innovate new content. Tapscott wrote the foreword for a book called We Are Smarter Than Me (2008). The book, a best-seller, was written by Barry Libert, Jon Spector, and more than 4,000 people who contributed to the book's wiki. If a global collaboration can write a book, surely one could be used to create a university course. A professor could operate a wiki with other teachers. Or a professor could use a wiki with his or her students, thereby co-innovating course content with the students themselves. Rather than simply being the recipients of the professor's knowledge, the students co-create the knowledge on their own, which has been shown to be one of the most effective methods of learning.
  • The student might enroll in the primary college in Oregon and register to take a behavioral psychology course from Stanford University and a medieval history course from Cambridge. For these students, the collective syllabi of the world form their menu for higher education. Yet the opportunity goes beyond simply mixing and matching courses. Next-generation faculty will create a context whereby students from around the world can participate in online discussions, forums, and wikis to discover, learn, and produce knowledge as networked individuals and collectively.
  • But what about credentials? As long as the universities can grant degrees, their supremacy will never be challenged." This is myopic thinking. The value of a credential and even the prestige of a university are rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior to alternative learning environments, their capacity to credential will surely diminish. How much longer will, say, a Harvard undergraduate degree, taught mostly through lectures by teaching assistants in large classes, be able to compete in status with the small class size of liberal arts colleges or the superior delivery systems that harness the new models of learning?
  • As part of this, the academic journal should be disintermediated and the textbook industry eliminated. In fact, the word textbook is an oxymoron today. Content should be multimedia — not just text. Content should be networked and hyperlinked bits — not atoms. Moreover, interactive courseware — not separate "books" — should be used to present this content to students, constituting a platform for every subject, across disciplines, among institutions, and around the world. The textbook industry will never reinvent itself, however, since legacy cultures and business models die hard. It will be up to scholars and students to do this collectively.
  • Ultimately, we will need more objective measures centered on students' learning performance.
Gary Brown

Evaluations That Make the Grade: 4 Ways to Improve Rating the Faculty - Teaching - The ... - 1 views

  • For students, the act of filling out those forms is sometimes a fleeting, half-conscious moment. But for instructors whose careers can live and die by student evaluations, getting back the forms is an hour of high anxiety
  • "They have destroyed higher education." Mr. Crumbley believes the forms lead inexorably to grade inflation and the dumbing down of the curriculum.
  • Texas enacted a law that will require every public college to post each faculty member's student-evaluation scores on a public Web site.
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  • The IDEA Center, an education research group based at Kansas State University, has been spreading its particular course-evaluation gospel since 1975. The central innovation of the IDEA system is that departments can tailor their evaluation forms to emphasize whichever learning objectives are most important in their discipline.
  • (Roughly 350 colleges use the IDEA Center's system, though in some cases only a single department or academic unit participates.)
  • The new North Texas instrument that came from these efforts tries to correct for biases that are beyond an instructor's control. The questionnaire asks students, for example, whether the classroom had an appropriate size and layout for the course. If students were unhappy with the classroom, and if it appears that their unhappiness inappropriately colored their evaluations of the instructor, the system can adjust the instructor's scores accordingly.
  • Elaine Seymour, who was then director of ethnography and evaluation research at the University of Colorado at Boulder, was assisting with a National Science Foundation project to improve the quality of science instruction at the college level. She found that many instructors were reluctant to try new teaching techniques because they feared their course-evaluation ratings might decline.
  • "So the ability to do some quantitative analysis of these comments really allows you to take a more nuanced and effective look at what these students are really saying."
  • Mr. Frick and his colleagues found that his new course-evaluation form was strongly correlated with both students' and instructors' own measures of how well the students had mastered each course's learning goals.
  • The survey instrument, known as SALG, for Student Assessment of their Learning Gains, is now used by instructors across the country. The project's Web site contains more than 900 templates, mostly for courses in the sciences.
  • "Students are the inventory," Mr. Crumbley says. "The real stakeholders in higher education are employers, society, the people who hire our graduates. But what we do is ask the inventory if a professor is good or bad. At General Motors," he says, "you don't ask the cars which factory workers are good at their jobs. You check the cars for defects, you ask the drivers, and that's how you know how the workers are doing."
  • William H. Pallett, president of the IDEA Center, says that when course rating surveys are well-designed and instructors make clear that they care about them, students will answer honestly and thoughtfully.
  • In Mr. Bain's view, student evaluations should be just one of several tools colleges use to assess teaching. Peers should regularly visit one another's classrooms, he argues. And professors should develop "teaching portfolios" that demonstrate their ability to do the kinds of instruction that are most important in their particular disciplines. "It's kind of ironic that we grab onto something that seems fixed and fast and absolute, rather than something that seems a little bit messy," he says. "Making decisions about the ability of someone to cultivate someone else's learning is inherently a messy process. It can't be reduced to a formula."
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    Old friends at the Idea Center, and an old but persistent issue.
Theron DesRosier

P2PU - Peer 2 Peer University / FrontPage - 0 views

shared by Theron DesRosier on 13 Aug 09 - Cached
  • The Peer 2 Peer University (P2PU) is an online community of open study groups for short university-level courses. Think of it as online book clubs for open educational resources. The P2PU helps you navigate the wealth of open education materials that are out there, creates small groups of motivated learners, and supports the design and facilitation of courses. Students and tutors get recognition for their work, and we are building pathways to formal credit as well.
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    "The Peer 2 Peer University (P2PU) is an online community of open study groups for short university-level courses. Think of it as online book clubs for open educational resources. The P2PU helps you navigate the wealth of open education materials that are out there, creates small groups of motivated learners, and supports the design and facilitation of courses. Students and tutors get recognition for their work, and weare building pathways to formal credit as well."
Peggy Collins

Classroom2.0: Twitter, del.icio.us and participatory learning at melanie mcbride online - 0 views

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    Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.
Gary Brown

The Chimera of College Brands - Commentary - The Chronicle of Higher Education - 1 views

  • What you get from a college, by contrast, varies wildly from department to department, professor to professor, and course to course. The idea implicit in college brands—that every course reflects certain institutional values and standards—is mostly a fraud. In reality, there are both great and terrible courses at the most esteemed and at the most denigrated institutions.
  • With a grant from the nonprofit Lumina Foundation for Education, physics and history professors from a range of Utah two- and four-year institutions are applying the "tuning" methods developed as part of the sweeping Bologna Process reforms in Europe.
  • The group also created "employability maps" by surveying employers of recent physics graduates—including General Electric, Simco Electronics, and the Air Force—to find out what knowledge and skills are needed for successful science careers.
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  • If a student finishes and can't do what's advertised, they'll say, 'I've been shortchanged.'
  • Kathryn MacKay, an associate professor of history at Weber State University, drew on recent work from the American Historical Association to define learning goals in historical knowledge, thinking, and skills.
  • In the immediate future, as the higher-education market continues to globalize and the allure of prestige continues to grow, the value of university brands is likely to rise. But at some point, the countervailing forces of empiricism will begin to take hold. The openness inherent to tuning and other, similar processes will make plain that college courses do not vary in quality in anything like the way that archaic, prestige- and money-driven brands imply. Once you've defined the goals, you can prove what everyone knows but few want to admit: From an educational standpoint, institutional brands are largely an illusion for which students routinely overpay.
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    The argumet for external stakeholders is underscored, among other implications.
Theron DesRosier

Course Portfolio Initiative - 0 views

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    Examples of course portfolios from Indiana University Bloomington. All of these link to the Pew Course Portfolio Peer Review of Teaching Project http://www.courseportfolio.org/peer/pages/index.jsp
Gary Brown

Saving Public Universities - 0 views

  • Many public universities do offer online courses while primarily maintaining traditional ones. But the public higher-education model for the future may already exist: the completely online Western Governors University (WGU), launched in 1998. Back then, it was described as highly controversial. Now WGU is the largest virtual university in the United States, using technology to offer a flexible structure and reasonable pricing to meet adult learners’ needs.
  • keeps its costs down by relying heavily on technology and independent learning resources, and by using a student-centric model versus a professor-centric approach
  • Additionally WGU is the first and only system that gives students credit for what they know rather than the courses they complete.
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  • “As you take a course at WGU, you pass it by passing certain tests along the way,” Thomasian said. “Your tests aren’t on a set schedule in terms of, ‘You have to take it this month or that month.’ You can start moving those tests ahead, passing that competency and moving to the end of the course, and passing the competency for that.”
  • It was fun to cross the 10,000 student threshold about two years ago,” Partridge said, “and we’re right at the door of 20,000 right now.”
  • Now he said the university enrolls approximately 1,000 new students each month.
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    The rise of the faculty free institution--should we worry?
Nils Peterson

An emerging model for open courses @ Dave's Educational Blog - 0 views

  • if I was going to advise any *learner* about pursuing their interest (and by definition, in an “open” situation the set of learners is not prescribed), I’d urge them to find an *existing* robust community of people already talking about that subject, and then focus on helping them develop skills to engage, as a newcomer, with existing coversations and communities.
    • Nils Peterson
       
      Says Scott Leslie. I think we have been saying similar things.
  • Can the two ideas– open, networked learning communities and open courses affiliated with and/or products from institutions not only co-exist, but feed off of one another? I get the asymmetry aspect, I really do, but I’m not convinced that institutions have no worth or that the situation for continuing– maybe even increasing– that worth is hopeless
  • @Scott Leslie. Thanks for your comment on the language of ‘courses’, or in my case ‘modules’. It has helped me realise that my approach to open education post my looming retirement may be trapped in the wrong mindset. I have been trying to think of how I can convert a module I teach at Leeds Uni that dies when I retire to an OE resource ‘in the wild’. I have been thinking about how it can be packaged as an OE module that a community of network of open learners can engage with and exploit/re-purpose according to individual and collective needs. I assumed that I and others would somehow organically become mentors (open tutors?) and flexibly help out as required. Perhaps I should be trying to develop links with existing communities engages in discussions and project around the discipline of my module and try and contribute there somehow. I think your comment illustrates the difficult transition in moving between open education as content (based on a formal education model) and open education as process that engages disparate audiences with varied agendas and objectives.
    • Nils Peterson
       
      Seems to be someone who wants to explore the fine line of releasing his modules into the wild. It might be interesting to engage him
Joshua Yeidel

Strategic Directives for Learning Management System Planning | EDUCAUSE - 1 views

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    A largely sensible strategic look at LMS in general. "The LMS, because of its integration with other major institutional technology systems, has itself become an enterprise-wide system. As such, higher education leaders must closely 7 monitor the possible tendency for LMSs to contribute only to maintaining the educational status quo.40 The most radical suggestion for future LMS use would dissolve the commercially enforced "course-based" model of LMS use entirely, allowing for the creation of either larger (departmental) or smaller (study groups) units of LMS access, as the case may require. This ability to cater to context awareness is perhaps the feature most lacking in most LMS products. As noted in a study in which mobile or handheld devices were used to assemble ad hoc study groups,41 this sort of implementation is entirely possible in ways that don't necessarily require interaction through an LMS interface." Requires EDUCAUSE login (free to WSU)
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    The EDUCAUSE paper suggests "dissolv[ing] the commercially enforced 'course-based' model of LMS". How about dissolving the "course-based" model of higher education on which the commercial LMS is based?
Kimberly Green

Constant Curricular Change - 1 views

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    Faculty members routinely change their courses from semester to semester, experimenting with both minor changes and major innovations, according to a national survey released Saturday by the Association of American Colleges and Universities. But while professors see curricular innovation as part of their jobs, they remain uncertain about whether pedagogical efforts are appropriately rewarded, the study found. The survey -- of faculty members at all ranks at 20 four-year colleges and universities, including both public and private institutions -- found that 86.6 percent make some revision to courses at least once a year. Revisions could be relatively minor, with changes in the syllabus, readings or assignments qualifying. But about 37 percent reported adopting a significant new pedagogy in at least one of their courses at least once a year -- with new pedagogies being defined as such approaches as experiential learning, service learning and learning communities. Only 3 percent of faculty members surveyed said that they never or "almost never" make changes in the courses they teach from year to year.
Theron DesRosier

Aviation High School - 0 views

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    "In addition to core courses in math, science, language arts, and social studies, we offer electives such as art, environmental stewardship, forensics, Japanese, and science olympiad, plus a series of seminars focused on aviation and aerospace, including Aviation and the American Character, History of Aircraft Design, and Robotics. In each course, students complete projects that demonstrate a depth of understanding and skill related to our essential questions and schoolwide learning goals. The more complex projects are developed in collaboration with industry experts, such as a wing-design engineer, a transit planner, an Arctic researcher, and a local river-cleanup coalition. "
Theron DesRosier

Free Online Courses & Lectures from Great Universities (via Podcast and MP3) | Open Cul... - 0 views

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    Free Education: 200 Online Courses from Great Universities
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