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Nils Peterson

Jeff Sheldon on the Readiness for Organizational Learning and Evaluation instrument | A... - 4 views

aea365.org/blog

shared by Nils Peterson on 01 Nov 10 - No Cached
  • The ROLE consists of 78 items grouped into six major constructs: 1) Culture, 2) Leadership, 3) Systems and Structures, 4) Communication, 5) Teams, and 6) Evaluation.
    • Nils Peterson
      Nils Peterson on 02 Nov 10
       
      You can look up the book in Amazon and then view inside and search for Appendix A and read the items in the survey. http://www.amazon.com/Evaluation-Organizations-Systematic-Enhancing-Performance/dp/0738202681#reader_0738202681 This might be useful to OAI in assessing readiness (or understanding what in the university culture challenges readiness) OR it might inform our revision (or justify staying out) of our rubric. An initial glance would indicate that there are some cultural constructs in the university that are counter-indicated by the analysis of the ROLE instrument.
  • Joshua Yeidel on 01 Nov 10
     
    " Readiness for Organizational Learning and Evaluation (ROLE). The ROLE (Preskill & Torres, 2000) was designed to help us determine the level of readiness for implementing organizational learning, evaluation practices, and supporting processes"
  • Joshua Yeidel on 01 Nov 10
     
    An interesting possibility for a Skylight survey (but more reading needed)
Nils Peterson

WSU Today Online - Real-life global experience … in the classroom - 3 views

www.wsutoday.wsu.edu/...Publications.asp

shared by Nils Peterson on 03 Mar 10 - Cached
  • “We’ve saved Boeing, for example, hundreds of thousands of dollars,” he said. “Sending a project to us runs about $8,000 to $10,000, the work gets done, and the students get an educational experience on top of that.”
    • Nils Peterson
      Nils Peterson on 03 Mar 10
       
      but they do not report asking boeing for assessments or feedback on rubrics
  • And the company mentors add tremendous value. In a class of 50, with 10 mentors, I’ve effectively reduced the student-instructor ratio to 5:1.”
Nils Peterson

National Institute for Learning Outcomes Assessment - 1 views

learningoutcomesassessment.org/occasionalpapertwo.htm

NILOA Trudy Banta

shared by Nils Peterson on 18 Feb 10 - Cached
  • Of the various ways to assess student learning outcomes, many faculty members prefer what are called “authentic” approaches that document student performance during or at the end of a course or program of study.  Authentic assessments typically ask students to generate rather than choose a response to demonstrate what they know and can do.  In their best form, such assessments are flexible and closely aligned with teaching and learning processes, and represent some of students more meaningful educational experiences.  In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. 
  • Educators and policy makers in postsecondary education are interested in assessment processes that improve student learning, and at the same time provide comparable data for the purpose of demonstrating accountability.
  • First, ePortfolios provide an in-depth, long-term view of student achievement on a range of skills and abilities instead of a quick snapshot based on a single sample of learning outcomes. Second, a system of rubrics used to evaluate student writing and depth of learning has been combined with faculty learning and team assessments, and is now being used at multiple institutions. Third, online assessment communities link local faculty members in collaborative work to develop shared norms and teaching capacity, and then link local communities with each other in a growing system of assessment.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      hey, does this sound familiar? i'm guessing the portfolios are not anywhere on the Internet, but we're otherwise in good company
  • ...1 more annotation...
  • Three Promising Alternatives for Assessing College Students' Knowledge and Skills
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      I'm not sure they are 'alternatives' so much as 3 elements we would combine into a single strategy
Gary Brown

Wise Men Gone: Stephen Toulmin and John E. Smith - The Chronicle Review - The Chronicle... - 0 views

chronicle.com/...63649

critical thinking

shared by Gary Brown on 26 Jan 10 - Cached
  • Toulmin, born in London in 1922, earned his undergraduate degree in 1942 from King's College, Cambridge, in mathematics and physics. After participating in radar research and intelligence work during World War II in England and at Allied headquarters in Germany, he returned to Cambridge, where he studied with Ludwig Wittgenstein, the greatest influence on his thought, earning his Ph.D. in moral philosophy in 1948.
  • Toulmin moved to the United States, where he taught at Brandeis, Michigan State, and Northwestern Universities and the University of Chicago before landing in 1993 at the University of Southern California.
  • Toulmin's first, most enduring contribution to keeping philosophy sensible came in his 1958 book, The Uses of Argument (Cambridge University Press). Deceptively formalistic on its surface because it posited a general model of argument, Toulmin's view, in fact, was better described as taxonomic, yet flexible. He believed that formal systems of logic misrepresent the complex way that humans reason in most fields requiring what philosophers call "practical reason," and he offered, accordingly, a theory of knowledge as warranted belief.
  • ...4 more annotations...
  • Toulmin rejected the abstract syllogistic logic, meant to produce absolute standards for proving propositions true, that had become fashionable in analytic philosophy. Instead he argued (in the spirit of Wittgenstein) that philosophers must monitor how people actually argue if the philosophers' observations about persuasion are to make any sense. Toulmin took jurisprudential reasoning as his chief example in The Uses of Argument, but he believed that some aspects of a good argument depend on the field in which they're presented, while others are "field invariant."
  • Toulmin's "central thesis is that every sort of argumentation can in principle claim rationality and that the criteria to be applied when determining the soundness of the argumentation depend on the nature of the problems to which the argumentation relates."
  • But Toulmin, trained in the hard sciences and mathematics himself, saw through the science worship of less-credentialed sorts. He didn't relent, announcing "our need to reappropriate the wisdom of the 16th-century humanists, and develop a point of view that combines the abstract rigor and exactitude of the 17th-century 'new philosophy' with a practical concern for human life in its concrete detail."
  • Toulmin declared its upshot: "From now on, permanent validity must be set aside as illusory, and our idea of rationality related to specific functions of ... human reason. ... For me personally, the outcome of 40 years of philosophical critique was thus a new vision of—so to speak—the rhetoric of philosophy."
  • Gary Brown on 26 Jan 10
     
    FYI, Toulmin was the primary influence on the first WSU Critical Thinking Rubric. (Carella was the other philosopher.)
Joshua Yeidel

Taking the sting out of the honeybee controversy - environmentalresearchweb - 1 views

environmentalresearchweb.org/...41522

harvesting environment rubric

shared by Joshua Yeidel on 28 Jan 10 - No Cached
  • Joshua Yeidel on 28 Jan 10
     
    Researchers use "harvesting feedback" and a uncertainty scale to illuminate how stakeholders use evidence to explain honeybee declines in France.
Nils Peterson

Tech's 29 Most Powerful Colleges - Page 1 - The Daily Beast - 0 views

www.thedailybeast.com/...echs-29-most-powerful-colleges

shared by Nils Peterson on 05 May 10 - Cached
  • which schools really represent a pipeline to the top jobs? To find out, The Daily Beast scoured the biographies of hundreds of key technology executives from the nation’s biggest companies and some of its hottest startups, too. Our goal was to identify which colleges, compared student-for-student (undergraduate enrollment data courtesy of the National Center for Education Statistics), have turned out the most undergraduates destined for high-tech greatness.
    • Nils Peterson
      Nils Peterson on 05 May 10
       
      Post-hoc analysis. Who holds the job, where did they graduate?
  • some schools excel at inculcating a crucial skill for techland: dealing with uncertainty and making the right decision without taking too long to size up a situation quickly.
    • Nils Peterson
      Nils Peterson on 05 May 10
       
      Rubric dimensions.
  • I want someone who’s quick and decisive and a good leader, like a graduate of' and then they'll name certain schools.” Champion says part of that stems from the competitive environment of the top schools, which vet their admittees so heavily. "Is the competition the only the reason they’re successful? No,” Champion says. “But is it the beginning of training in a process that helps them be successful? Yes.”
Gary Brown

A concept cluster quiz ~ Stephen's Web ~ by Stephen Downes - 1 views

www.downes.ca/52461

language

shared by Gary Brown on 19 May 10 - Cached
  • Not everybody is happy when I say words have different meanings for each person that uses them. But it's hard to escape that conclusion when you actually look at language.
  • Geoffrey K. Pullum writes, "The people who think clarity involves lack of ambiguity, so we have to strive to eliminate all multiple meanings and should never let a word develop a new sense... they simply don't get it about how language works, do they?" A good lesson for the Semantic Web people, no?
  • Gary Brown on 19 May 10
     
    As we continue to refine the rubric, this short post is a useful reminder of the challenge....and the limits. We struggle in part because the formal assessment experience of many of our partners is not wide or deep, which in turns increases the language challenges.
Nils Peterson

How Web-Savvy Edupunks Are Transforming American Higher Education | Page 4 | Fast Company - 0 views

www.fastcompany.com/...who-needs-harvard.html

shared by Nils Peterson on 24 Sep 09 - Cached
  • WGU constantly surveys both graduates and their employers to find out if they are lacking in any competencies so they can continue to fine-tune their programs.
    • Nils Peterson
      Nils Peterson on 24 Sep 09
       
      Here is our community providing feedback on the rubric and helping with the norming
  • So far, the open-education movement has been supported, to an astonishing extent, by a single donor: The Hewlett Foundation has made $68 million worth of grants to initiatives at Berkeley, Carnegie Mellon, MIT, Rice, Stanford, and Tufts. Today, such foundation money is slowing, but new sources of financing are emerging. President Barack Obama has directed $100 billion in stimulus money to education at all levels, and he recently appointed a prominent advocate of open education to be undersecretary of education (Martha Kanter, who helped launch the 100-member Community College Consortium for Open Educational Resources and the Community College Open Textbook Project)
  • Today, we've gone from scarcity of knowledge to unimaginable abundance. It's only natural that these new, rapidly evolving information technologies would convene new communities of scholars, both inside and outside existing institutions.
Nils Peterson

Reasons Facebook Beat MySpace | HASTAC - 0 views

www.hastac.org/...reasons-facebook-beat-myspace

shared by Nils Peterson on 15 Sep 09 - Cached
  • To prove her point, Oshiro offers a couple of nice graphs that show a strong correlation between the introduction of Facebook Connect and a rapid migration from MySpace to Facebook. A closer look at the charts, however, suggests that while the API likely did hasten the shift, it was one that was already taking place. One notable conclusion we can draw from this data, however, is that Facebook's decision to open up user data to third parties did, indeed, have a strong measurable effect on popularity. As more applications became available that could integrate with Facebook, the site became more useful to users. Oshiro writes, "Facebook moved from being a College forum site to a full scale lifestyle platform. Whereas MySpace is still a website, Facebook has become an entire eco-system."
    • Nils Peterson
      Nils Peterson on 15 Sep 09
       
      Pointing to the open API of Facebook as an aid to its popularity is interesting, but its a technical consideration to interoperate with other systems. My question is, does increased interoperation facilitate more collaboration and open the potential for collaboration by difference. What if Geo Hotz had used Twitter & FB rather than Blogger. Could he? Would it have made a difference? I am finding that having my blog linked to FB is getting me a little (very little) more attention and commenting than without it. But my friends only comment on things I say about Health Care; they don't seem interested in explorations of rubric-based assessment of learning.
Nils Peterson

Clive Thompson on the New Literacy - 0 views

www.wired.com/...st_thompson

shared by Nils Peterson on 28 Aug 09 - Cached
  • Lunsford is a professor of writing and rhetoric at Stanford University, where she has organized a mammoth project called the Stanford Study of Writing to scrutinize college students' prose. From 2001 to 2006, she collected 14,672 student writing samples—everything from in-class assignments, formal essays, and journal entries to emails, blog posts, and chat sessions.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      A new take on technology is hurting student's ability to write
  • "I think we're in the midst of a literacy revolution the likes of which we haven't seen since Greek civilization," she says. For Lunsford, technology isn't killing our ability to write. It's reviving it—and pushing our literacy in bold new directions.
  • Lunsford's team found that the students were remarkably adept at what rhetoricians call kairos—assessing their audience and adapting their tone and technique to best get their point across. The modern world of online writing, particularly in chat and on discussion threads, is conversational and public, which makes it closer to the Greek tradition of argument than the asynchronous letter and essay writing of 50 years ago. The fact that students today almost always write for an audience (something virtually no one in my generation did) gives them a different sense of what constitutes good writing. In interviews, they defined good prose as something that had an effect on the world.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      What if Cathy Davidson's rubric were changed from Not/Satisfactory to Would/would not have impact on the audience, or Useful to me/not useful
  • ...1 more annotation...
  • We think of writing as either good or bad. What today's young people know is that knowing who you're writing for and why you're writing might be the most crucial factor of all.
  • Matthew Tedder on 28 Aug 09
     
    The digital age appears to be reviving literacy... Good.
  • Matthew Tedder on 28 Aug 09
     
    The digital age is reviving literacy..
S Spaeth

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 1 views

www.educause.edu/...162420

John Seely Brown Learning 2.0 Educause

shared by S Spaeth on 18 Sep 09 - Cached
  • More than one-third of the world’s population is under 20. There are over 30 million people today qualified to enter a university who have no place to go. During the next decade, this 30 million will grow to 100 million. To meet this staggering demand, a major university needs to be created each week.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      quote from Sir John Daniel, 1996. The decade he speaks of has past
  • Open source communities have developed a well-established path by which newcomers can “learn the ropes” and become trusted members of the community through a process of legitimate peripheral participation.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      He describes an apprentice model, but we might also think about peripheral participation in terms of giving feedback using an educative rubric.
  • Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • ...2 more annotations...
  • The Faulkes Telescope Project and the Decameron Web are just two of scores of research and scholarly portals that provide access to both educational resources and a community of experts in a given domain. The web offers innumerable opportunities for students to find and join niche communities where they can benefit from the opportunities for distributed cognitive apprenticeship. Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
    • Nils Peterson
      Nils Peterson on 18 Sep 09
       
      Kramer's Plant Biotech group could be one of these. It needs tasks that permit legitimate peripheral participation. One of those could be peer assessment. Another could be social bookmarking. I now see it needs not just an _open_ platform, but an _extensible_ one. Here is where the hub and spoke model may play in.
    • S Spaeth
      S Spaeth on 06 Oct 09
       
      I infer that you are referring to this research group. http://www.officeofresearch.wsu.edu/missions/health/kramer.html I am curious to learn why you selected this lab as an example.
  • open participatory learning ecosystems
Nils Peterson

Apple Apps Ahead - WSJ.com - 0 views

online.wsj.com/...SB123980962988921409.html

shared by Nils Peterson on 20 Apr 09 - Cached
  • new health-related iPhone accessories. LifeScan Inc., of Milipitas, Calif., a Johnson & Johnson-owned company that makes glucose monitors, recently demonstrated a software program it hopes will help make it easier for diabetes patients to communicate their glucose levels to caregivers and family. The program, taking advantage of the iPhone's new ability to connect with accessories wirelessly, reads the patient's glucose level from the monitor, then transmits it through the phone.
    • Nils Peterson
      Nils Peterson on 20 Apr 09
       
      Or point the camera at one of those 2D bar codes and enter a rubric-based feedback? Bar code could ID both the item and the feedback form to be used.
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