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Nils Peterson

Focus on Formative Feedback - 0 views

www.ets.org/...88ba0e5dd572bada20bc47c3921509

formative feedback assessment education learning ETS

shared by Nils Peterson on 03 Nov 09 - Cached
  • This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.
  • Nils Peterson on 03 Nov 09
     
    Educational Testing Service website hosting a literature review ca 2007 on formative feedback. First 10 pages made it look promising enough to Diigo
Theron DesRosier

Disaggregate power not people - Part two: now with more manifesto @ Dave's Educational ... - 2 views

davecormier.com/...rt-two-now-with-more-manifesto

cormier Personal learning environments social networking

shared by Theron DesRosier on 12 Oct 10 - No Cached
  • Theron DesRosier on 12 Oct 10
     
    "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
Theron DesRosier

Half an Hour: The New Nature of Knowledge - 0 views

halfanhour.blogspot.com/...new-nature-of-knowledge.html

downes knowledge learning network

shared by Theron DesRosier on 24 Mar 09 - Cached
  • Theron DesRosier on 24 Mar 09
     
    The very forms of reason and enquiry employed in the classroom must change. Instead of seeking facts and underlying principles, students need to be able to recognize patterns and use things in novel ways. Instead of systematic methodical enquiry, such as might be characterized by Hempel's Deductive-Nomological method, students need to learn active and participative forms of enquiry. instead of deference to authority, students need to embrace diversity and recognize (and live with) multiple perspectives and points of view. I think that there is a new type of knowledge, that we recognize it - and are forced to recognize it - only because new technologies have enabled many perspectives, many points of view, to be expressed, to interact, to forge new realities, and that this form of knowledge is emerged from our cooperative interactions with each other, and not found in the doctrines or dictates of any one of us.
Nils Peterson

Half an Hour: Open Source Assessment - 0 views

halfanhour.blogspot.com/...open-source-assessment.html

Downes learning2.0 outcomes_assessment learning_community end_of_LMS

shared by Nils Peterson on 13 Sep 10 - Cached
  • When posed the question in Winnipeg regarding what I thought the ideal open online course would look like, my eventual response was that it would not look like a course at all, just the assessment.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      I remembered this Downes post on the way back from HASTAC. It is some of the roots of our Spectrum I think.
  • The reasoning was this: were students given the opportunity to attempt the assessment, without the requirement that they sit through lectures or otherwise proprietary forms of learning, then they would create their own learning resources.
  • In Holland I encountered a person from an organization that does nothing but test students. This is the sort of thing I long ago predicted (in my 1998 Future of Online Learning) so I wasn't that surprised. But when I pressed the discussion the gulf between different models of assessment became apparent.Designers of learning resources, for example, have only the vaguest of indication of what will be on the test. They have a general idea of the subject area and recommendations for reading resources. Why not list the exact questions, I asked? Because they would just memorize the answers, I was told. I was unsure how this varied from the current system, except for the amount of stuff that must be memorized.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      assumes a test as the form of assessment, rather than something more open ended.
  • ...8 more annotations...
  • As I think about it, I realize that what we have in assessment is now an exact analogy to what we have in software or learning content. We have proprietary tests or examinations, the content of which is held to be secret by the publishers. You cannot share the contents of these tests (at least, not openly). Only specially licensed institutions can offer the tests. The tests cost money.
    • Nils Peterson
      Nils Peterson on 13 Sep 10
       
      See our Where are you on the spectrum, Assessment is locked vs open
  • Without a public examination of the questions, how can we be sure they are reliable? We are forced to rely on 'peer reviews' or similar closed and expert-based evaluation mechanisms.
  • there is the question of who is doing the assessing. Again, the people (or machines) that grade the assessments work in secret. It is expert-based, which creates a resource bottleneck. The criteria they use are not always apparent (and there is no shortage of literature pointing to the randomness of the grading). There is an analogy here with peer-review processes (as compared to recommender system processes)
  • What constitutes achievement in a field? What constitutes, for example, 'being a physicist'?
  • This is a reductive theory of assessment. It is the theory that the assessment of a big thing can be reduced to the assessment of a set of (necessary and sufficient) little things. It is a standards-based theory of assessment. It suggests that we can measure accomplishment by testing for accomplishment of a predefined set of learning objectives.Left to its own devices, though, an open system of assessment is more likely to become non-reductive and non-standards based. Even if we consider the mastery of a subject or field of study to consist of the accomplishment of smaller components, there will be no widespread agreement on what those components are, much less how to measure them or how to test for them.Consequently, instead of very specific forms of evaluation, intended to measure particular competences, a wide variety of assessment methods will be devised. Assessment in such an environment might not even be subject-related. We won't think of, say, a person who has mastered 'physics'. Rather, we might say that they 'know how to use a scanning electron microscope' or 'developed a foundational idea'.
  • We are certainly familiar with the use of recognition, rather than measurement, as a means of evaluating achievement. Ludwig Wittgenstein is 'recognized' as a great philosopher, for example. He didn't pass a series of tests to prove this. Mahatma Gandhi is 'recognized' as a great leader.
  • The concept of the portfolio is drawn from the artistic community and will typically be applied in cases where the accomplishments are creative and content-based. In other disciplines, where the accomplishments resemble more the development of skills rather than of creations, accomplishments will resemble more the completion of tasks, like 'quests' or 'levels' in online games, say.Eventually, over time, a person will accumulate a 'profile' (much as described in 'Resource Profiles').
  • In other cases, the evaluation of achievement will resemble more a reputation system. Through some combination of inputs, from a more or less define community, a person may achieve a composite score called a 'reputation'. This will vary from community to community.
  • Nils Peterson on 13 Sep 10
     
    Fine piece, transformative. "were students given the opportunity to attempt the assessment, without the requirement that they sit through lectures or otherwise proprietary forms of learning, then they would create their own learning resources."
Gary Brown

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

chronicle.com/...65226

evaluating teaching

shared by Gary Brown on 27 Apr 10 - Cached
  • 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.
  • ...10 more annotations...
  • 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.
  • 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.
  • "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.
  • 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.
  • "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."
  • Gary Brown on 27 Apr 10
     
    Old friends at the Idea Center, and an old but persistent issue.
Nils Peterson

Tom Vander Ark: How Social Networking Will Transform Learning - 2 views

www.huffingtonpost.com/...l-networking-wit_b_349467.html

learning web2.0 higher_education

shared by Nils Peterson on 12 Nov 09 - Cached
  • Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement
  • I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement.
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      I just Diigoed UrgentEvoke.com (a game) and Jumo.com a new social site, each targeted at working on big, real-world problems.
  • Theron DesRosier on 12 Nov 09
     
    Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post: "There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."
  • Nils Peterson on 18 Mar 10
     
    "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post:"There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."\n\n\n
Jayme Jacobson

Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge ... - 0 views

209.85.173.132/search

core skill s 21st century learning transmedia navigation distributed cognition

shared by Jayme Jacobson on 11 Mar 09 - Cached
  • Participatory culture: 21st Century Media Education “We have also identified a set of core social skills and cultural competencies that young people should acquire if they are to be full, active, creative, and ethical participants in this emerging participatory culture:
  • Complex relations of “informal” and “formal” learning
  • We need far more knowledge on the development of learning interests and learning pathways over time and space - and their influences.
  • ...3 more annotations...
  • Play — the capacity to experiment with your surroundings as a form of problem-solvingPerformance — the ability to adopt alternative identities for the purpose of improvisation and discoverySimulation — the ability to interpret and construct dynamic models of real world processesAppropriation — the ability to meaningfully sample and remix media contentMultitasking — the ability to scan one’s environment and shift focus as needed to salient details.Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacitiesCollective Intelligence — the ability to pool knowledge and compare notes with others toward a common goalJudgment — the ability to evaluate the reliability and credibility of different information sourcesTransmedia Navigation — the ability to follow the flow of stories and information across multiple modalitiesNetworking — the ability to search for, synthesize, and disseminate informationNegotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms.”
  • The power of the social: How do learners leverage social networks and affiliative ties? What positionings and accountabilities do they enable that matter for learning? The power of the setting: How do learners exploit the properties of settings to support learning, and how do they navigate the boundaries? The power of imagination: What possible courses of action do learners consider, as they project possible selves, possible achievements, and reflect on the learning they need to get there?
  • We have spent too much time in the dark about these issues that matter for learning experiences and pathways.
  • Jayme Jacobson on 11 Mar 09
     
    This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.
  • Theron DesRosier on 13 Mar 09
     
    Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?
Corinna Lo

Amazon.com: Embracing the Wide Sky: A Tour Across the Horizons of the Mind: Daniel Tamm... - 0 views

www.amazon.com/...1416569693

autism brain books

shared by Corinna Lo on 02 Feb 09 - Cached
  • Corinna Lo on 02 Feb 09
     
    In 2004, autistic savant Tammet reeled off 22,514 digits of pi from memory, setting a European record. How did he achieve such a feat? Is an autistic mind different from others? Yes and no. Tammet explains that the differences between savant and non-savant minds have been exaggerated; his astonishing capacities in memory, math and language are neither due to a cerebral supercomputer nor any genetic quirk, but are rather the results of a highly rich and complex associative form of thinking and imagination. Autistic thought, he argues, is an extreme variation of a kind that we all do, from daydreaming to the use of puns and metaphors.
Corinna Lo

Revolution, Facebook-Style - Can Social Networking Turn Young Egyptians Into a Force fo... - 0 views

www.nytimes.com/...25bloggers-t.html

facebook

shared by Corinna Lo on 24 Jan 09 - Cached
  • Corinna Lo on 24 Jan 09
     
    Freedom of speech and the right to assemble are limited in Egypt, which since 1981 has been ruled by Mubarak's National Democratic Party under a permanent state-of-emergency law. An estimated 18,000 Egyptians are imprisoned under the law, which allows the police to arrest people without charges, allows the government to ban political organizations and makes it illegal for more than five people to gather without a license from the government. Newspapers are monitored by the Ministry of Information and generally refrain from directly criticizing Mubarak. And so for young people in Egypt, Facebook, which allows users to speak freely to one another and encourages them to form groups, is irresistible as a platform not only for social interaction but also for dissent.
Joshua Yeidel

The state of Enterprise 2.0 | Enterprise Web 2.0 | ZDNet.com - 0 views

blogs.zdnet.com/Hinchcliffe

web_2.0 web2.0 enterprise2.0 socialnetworking

shared by Joshua Yeidel on 23 Mar 09 - Cached
  • Joshua Yeidel on 23 Mar 09
     
    But the essential, core meaning [of Enterprise 2.0] has largely stayed the same: Social applications that are optional to use, free of unnecessary structure, highly egalitarian, and support many forms of data.
Peggy Collins

Haystack Group - 0 views

groups.csail.mit.edu/haystack

shared by Peggy Collins on 12 Feb 09 - Cached
  • Peggy Collins on 12 Feb 09
     
    Our goal is to make it easier for people to collect, organize, find, visualize, and share their information. One of the biggest obstacles to such information management is the rigid, centrally-planned information models and user interfaces of existing applications and web sites. The data people use in the real world is rarely so well-formed. It is full of exceptions and idiosyncrasies. Our group develops tools for the web and desktop that can flex to hold and present whatever information a user considers important, in whatever way the user considers most effective.
S Spaeth

Google Gadget Ventures - 1 views

www.google.com/gadgetventures

assessment

shared by S Spaeth on 05 Dec 09 - Cached
  • S Spaeth on 05 Dec 09
     
    Google Gadget Ventures is a new Google pilot program dedicated to helping developers create richer, more useful gadgets. Inspired by the success of iGoogle, which has been driven by the creation by 3rd-party developers of a broad range of gadgets, Gadget Ventures provides two types of funding: Grants of $5,000 to those who've built gadgets we'd like to see developed further. You're eligible to apply for a grant if you've developed a gadget that's in our gadgets directory and gets at least 250,000 weekly page views. To apply, you must submit a one-page proposal detailing how you'd use the grant to improve your gadget. Seed investments of $100,000 to developers who'd like to build a business around the gadgets platform. Only Google Gadget Venture grant recipients are eligible for this type of funding. Submitting a business plan detailing how you plan to build a viable business around the gadgets platform is a required part of the seed investment application process. It's our hope that Google Gadget Ventures will give developers the opportunity to create a new generation of gadgets to benefit users. ---------- Consider this form of authentic assessment and the metrics they apply.
Nils Peterson

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

www.educause.edu/...195370

educause university2.0

shared by Nils Peterson on 06 Feb 10 - Cached
  • 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.
  • ...7 more annotations...
  • 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.
Theron DesRosier

The Problem with the Data-Information-Knowledge-Wisdom Hierarchy - The Conversation - H... - 3 views

blogs.hbr.org/...is_to_info_as_info_is_not.html

datainformationknowledgewisdom learning

shared by Theron DesRosier on 05 Feb 10 - Cached
  • Theron DesRosier on 05 Feb 10
     
    "But knowledge is not a result merely of filtering or algorithms. It results from a far more complex process that is social, goal-driven, contextual, and culturally-bound. We get to knowledge - especially "actionable" knowledge - by having desires and curiosity, through plotting and play, by being wrong more often than right, by talking with others and forming social bonds, by applying methods and then backing away from them, by calculation and serendipity, by rationality and intuition, by institutional processes and social roles."
  • Theron DesRosier on 05 Feb 10
     
    An interresting take on assumptions about knowledge.
  • Kimberly Green on 08 Feb 10
     
    Really interesting quote, Theron. I wonder if it's a chunk that could be used as a prompt for a faculty discussion, to open up the dialogue about what is learning. And then how does a program design a curriculum and syllabi / assignments to teach and assess, towards a much broader understanding of knowledge (and skills)?
Nils Peterson

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

muse.jhu.edu/...64.1rosenberg.html

shared by Nils Peterson on 17 Mar 10 - Cached
  • 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
      Nils Peterson on 17 Mar 10
       
      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
      Nils Peterson on 17 Mar 10
       
      organization strategies. see the TED talk Theron bookmarked recently, new tools to navigate the web by grouping similarly tagged pages
  • ...2 more annotations...
  • 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
      Nils Peterson on 17 Mar 10
       
      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.
Corinna Lo

Use Twitter to Collect Micro-Feedback - The Conversation - Harvard Business Review - 1 views

blogs.hbr.org/...ers_potential_as_microfee.html

feedback

shared by Corinna Lo on 07 Mar 10 - Cached
  • Corinna Lo on 07 Mar 10
     
    Even though twitter is on the headline once again, the important message from the article is not about twitter... but rather, the way in which feedback is being solicited, or collected. Feedback is best when provided as close to the moment of performance as possible, as shown in studies involving everyone from medical students to athletes. But lengthy feedback forms discourage frequent and immediate responses. Enabling employees to solicit feedback in short, immediate bursts may actually be more effective than performance reviews or lengthy feedback systems, since excessive feedback can be overwhelming and hinder performance.
Kimberly Green

Would You Like Credit With That Internship? - Students - The Chronicle of Higher Education - 0 views

chronicle.com/...65434

learning

shared by Kimberly Green on 10 May 10 - Cached
  • Kimberly Green on 10 May 10
     
    Students pay tuition to work for free ... unpaid internships are growing in this down economy, favoring the wealthy who can afford them. But internships are generally valuable for students, administrators say. The complementary courses involve journals, essays, oral presentations, or work portfolios. Independent studies lean toward academics. Companies often see academic credit as substitute compensation that qualifies interns as legally unpaid trainees and keeps them on their colleges' liability insurance. Advertisements specify: "Candidates must be able to receive academic credit." That makes some campus officials bristle. "What they're saying is holding the institution hostage," says Kathy L. Sims, director of career services at the University of California at Los Angeles. Employers don't know colleges' academic standards, she says. "It's really not their call whether their experience is creditworthy." Colleges have dealt with that quandary in various ways. Some, especially those with traditions of experiential learning, vet and monitor internships, enrolling students in courses designed to complement their real-world work. Others let professors sponsor independent studies based on internships. More and more have devised some form of noncredit recognition to try to satisfy employers without altering academic philosophies or making students pay tuition to work free. At Bates College, the game is up. "We're quite adamant about our refusal to play along," says James W. Hughes, a professor of economics. As chairman of the department eight years ago, he got dozens of calls from students, parents, and employers asking for credit for unpaid internships, mainly in the financial industry. "Why is it that we have to evaluate this experience," he says, "just so some multibillion-dollar bank can avoid paying $7.50 an hour?" But the law is vague, and arguably antiquated. In the for-profit sector, guidelines for legally unpaid internships come from a 1947 U
Joshua Yeidel

Performance Assessment | The Alternative to High Stakes Testing - 0 views

performanceassessment.org

assessment outcomes accountability

shared by Joshua Yeidel on 06 Jan 11 - Cached
  • Joshua Yeidel on 06 Jan 11
     
    " The New York Performance Standards Consortium represents 28 schools across New York State. Formed in 1997, the Consortium opposes high stakes tests arguing that "one size does not fit all." Despite skepticism that an alternative to high stakes tests could work, the New York Performance Standards Consortium has done just that...developed an assessment system that leads to quality teaching, that enhances rather than compromises our students' education. Consortium school graduates go on to college and are successful."
Corinna Lo

Blackboard Outcomes Assessment Webcast - Moving Beyond Accreditation: Using Institution... - 0 views

blackboard.webex.com/...RS1HQQfLs7v4ndZPvVw!-948077879

outcomes_assessment blackboard

shared by Corinna Lo on 14 Aug 09 - No Cached
  • Corinna Lo on 14 Aug 09
     
    The first 12 minutes of the webcast is worth watching. He opened up with a story of the investigation of cholera outbreak during Victorian era in London, and brought that into how it related to student success. He then summarized what the key methods of measurement were, and some lessons Learned: An "interdisciplinary" led to unconventional, yet innovative methods of investigation. The researchers relied on multiple forms of measurement to come to their conclusion. The visualization of their data was important to proving their case to others.
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