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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.
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    Perhaps useful resource
Nils Peterson

Amazon.com: Data Flow: Visualising Information in Graphic Design: R. Klanten, N. Bourqu... - 0 views

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    Found this via a review in PBK which says "haut couture" of info graphics
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    Here you can preview some of the pages in the book. http://www.gestalten.com/books/detail?id=ceaea7651adf9ba0011b78b89b9d0295
Theron DesRosier

The Best Tools for Visualization - ReadWriteWeb - 0 views

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    Visualization is a technique to graphically represent sets of data. When data is large or abstract, visualization can help make the data easier to read or understand. There are visualization tools for search, music, networks, online communities, and almost anything else you can think of. Whether you want a desktop application or a web-based tool, there are many specific tools are available on the web that let you visualize all kinds of data. Here are some of the best:
Nils Peterson

Shifting Faculty Roles for New Learning Environments « Center for Teaching, L... - 0 views

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    This is the packet for AAC&U. Comments welcome, changes hard to implement at this late hour.
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    Materials for the AAC&U Conf April 2-4, 2009. The last link is to a new Theron-inspired JamyeJ graphic.
Nils Peterson

The Web Is Dead. Long Live the Internet | Magazine - 0 views

shared by Nils Peterson on 18 Aug 10 - Cached
  • Milner sounds more like a traditional media mogul than a Web entrepreneur. But that’s exactly the point. If we’re moving away from the open Web, it’s at least in part because of the rising dominance of businesspeople more inclined to think in the all-or-nothing terms of traditional media than in the come-one-come-all collectivist utopianism of the Web. This is not just natural maturation but in many ways the result of a competing idea — one that rejects the Web’s ethic, technology, and business models. The control the Web took from the vertically integrated, top-down media world can, with a little rethinking of the nature and the use of the Internet, be taken back. This development — a familiar historical march, both feudal and corporate, in which the less powerful are sapped of their reason for being by the better resourced, organized, and efficient — is perhaps the rudest shock possible to the leveled, porous, low-barrier-to-entry ethos of the Internet Age. After all, this is a battle that seemed fought and won — not just toppling newspapers and music labels but also AOL and Prodigy and anyone who built a business on the idea that a curated experience would beat out the flexibility and freedom of the Web.
    • Nils Peterson
       
      An interesting perspective, goes along with another piece I diigoed in Educause Review that was exploring the turning of the tide against EduPunk. What is problematic with the graphic at the lead of this article is that it does not account for the volume of traffic, its all scaled to 100%. So while web's market share is falling as a percent of total packets, and video market share is growing, its not clear that web use (esp for tasks related to learning) is declining.
  • You wake up and check your email on your bedside iPad — that’s one app. During breakfast you browse Facebook, Twitter, and The New York Times — three more apps. On the way to the office, you listen to a podcast on your smartphone. Another app. At work, you scroll through RSS feeds in a reader and have Skype and IM conversations. More apps. At the end of the day, you come home, make dinner while listening to Pandora, play some games on Xbox Live, and watch a movie on Netflix’s streaming service. You’ve spent the day on the Internet — but not on the Web. And you are not alone.
  • This is not a trivial distinction. Over the past few years, one of the most important shifts in the digital world has been the move from the wide-open Web to semiclosed platforms that use the Internet for transport but not the browser for display.
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  • A decade ago, the ascent of the Web browser as the center of the computing world appeared inevitable. It seemed just a matter of time before the Web replaced PC application software
  • But there has always been an alternative path, one that saw the Web as a worthy tool but not the whole toolkit. In 1997, Wired published a now-infamous “Push!” cover story, which suggested that it was time to “kiss your browser goodbye.”
  • “Sure, we’ll always have Web pages. We still have postcards and telegrams, don’t we? But the center of interactive media — increasingly, the center of gravity of all media — is moving to a post-HTML environment,” we promised nearly a decade and half ago. The examples of the time were a bit silly — a “3-D furry-muckers VR space” and “headlines sent to a pager” — but the point was altogether prescient: a glimpse of the machine-to-machine future that would be less about browsing and more about getting.
    • Nils Peterson
       
      While the mode is different, does that mean that the independent creation of content and the peer-communities go away because the browser does? Perhaps, because the app is a mechanism to monetize and control content and interaction.
Theron DesRosier

Chart: Comparing teachers - latimes.com - 3 views

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    Could it really be that people are seduced by this one-factor explanation: "The difference is their teachers" ? If so, _that's_ a truly sad commentary on our educational system.
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).
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