Group items tagged

3M10P is a university project in which 10 students work for 3 months with the (*) goal of writing 10 academic journal papers. The project started on 2010-09-01 and will run until 2010-12-01. On the way, we will need to upset the academic publishing applecart quite a bit: attracting peer commentary on the drafts as they get written, pushing the limits of text re-use between papers and questioning the status of author. This is play, but this is very serious play."

Reconsidering SoTL at Ohio State

Responding to this portion: This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success." How does OAI navigate these real concerns / hurdles with our program assessment efforts? If we convince/force leadership to "value" teaching and SoTL but it carries little or no weight in terms of promotion and tenure (I give you Carol Anelli, for example), then don't we become part of that "game"?

The importance of play, construction, collaboration, ill-structured knowledge, especially in the global era.

"We conclude that value-added data has an important role to play in teacher evaluation systems, but that there is much to be learned about how best to use value-added information in human resource decisions." No mention of the role of assessment in improvement.

what separates College 2.0 from the anonymity of Web 2.0 is not just that you have to put your name behind your words, but that college gives us the chance to practice what our blogs preach...a shift from education as primarily information intake (watching a Hollywood movie), to education as action (posting our own movie on YouTube)...This is education by doing, or education based on the idea that we can get things done. Now....college plays an integral role as an enabler of what we want to do...college has given me the confidence to speak up when someone has the wrong idea - like the theory that college is dying. It's not dying, it's rebooting.

What would John Dewey make of this?

"The 2008 election will be the first where the Internet will play a central role, not only in terms of how the campaigns use technology, but also in how voter-generated content affects its course. TechPresident.com plans to track all these changes in real-time, covering everything from campaign websites, online advertising and email lists to the postings on YouTube and who's got the fastest growing group of friends on MySpace."

"Visualising CoAuthors in Open Repository Online Papers, Part 3 In Visualising CoAuthors in Open Repository Online Papers, Part 2 I described an approach for pulling author information out of the OU ORO repository and displaying it in various ways, such as using a Graphviz plotted graph. I knew that ORO was scheduling an update, which has been pushed in the last few days, so the screen scraper I wrote to work with the old repository is now broken (of course...). The new ORO engine is capable of generating RSS search feeds though, so looking forwards, the whole system is far easier to play with it..."

"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."

An interresting take on assumptions about knowledge.

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)?

This is about games to improve employee work.

This is about using online games to engage employees in work. This is very much the core of what I was talking about, except for education. For those more knowledgeable about software design: my thoughts so far were on using Google's V8 Javascript engine and a 3D engine, such as Ogre3D, perhaps wrapped by QT or SDL. The worlds would be managed on the server but code for each object type shipped to the clients and run, sychronized there. Everything would be an "object"--even a world itself (a container object). Each object would comprise of four code modules plus its media files (3D models, sounds, etc.): Affector -- this receives sensory input then filters and translates that to the object's internal properties. Intrinsor -- this is the object's behavioral programming. For example, it can be the functions of an espresso machine object or the AI and/or user-interface connector of an animate object, etc. Mitigator -- this is the code that controls the internal environment of any objects contained within this object. It mitigates the effects of contained objects to the affects of others. For example, a world object, a boat, a house, or a bag. The physics, weather, and such will depend on what they are contained within. The mitigator may also initiate effects to contained objects. Effector -- this provides the API for action attempts to the Intrinsor. It then filters and translates the action attempts to the objects actual action attempts that are read by this object's containor. (Yes--I mispelled some words above intentionally) This design provides a framework for a persistent world of decent individual performance. The V8 engine compiles to fast machine code (and caches). Only very minimal data need be communicated over the network. Objects can run in parallel precisely the same, so if a client fails the system continues. Updates of virtually any kind can be made on-the-fly without stopping the game. New object types will be relatively easy to b

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

portfolio implications: In the rhizomatic model of learning, curriculum is not driven by predefined inputs from experts; it is constructed and negotiated in real time by the contributions of those engaged in the learning process. This community acts as th

Note that WSU is rated in a tie as number 25 (Wall Sreet)

This is a great list of core competencies. Should use (cite) in forming the participatory learning strategies.

Hey Jayme, Nice list. Another skill you talked about earlier was translation. Where does that fit? Is it a subskill of Negotiation?

If you could lead through testing, the U.S. would lead the world in all education categories. When are people going to understand you don't fatten your lambs by weighing them? - Jonathan Kozol at Westfield State College's 157th Commencement