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Theron DesRosier

An Open Transition - 0 views

open-government.us

2.0 transition

shared by Theron DesRosier on 02 Dec 08 - Cached
  • Theron DesRosier on 02 Dec 08
     
    From Tech President:: "Opening the Transition: Overnight, a new site went up detailing a push by Stanford professor Larry Lessig to petition the Obama-Biden transition to abide by not only the letter of open government principles, but the spirit."
Theron DesRosier

GothamSchools - 0 views

gothamschools.org

education politics

shared by Theron DesRosier on 14 Nov 08 - Cached
  • Theron DesRosier on 14 Nov 08
     
    Stanford professor, Linda Darling-Hammond, will chair Obama's transition team studying education policy. This sounds unremarkable, but just like Michelle Rhee and Joel Klein are lightning rods, so is Darling-Hammond. The main reason is that Darling-Hammond has been consistently skeptical of the nameless movement's efforts to shake up public schools. She has criticized Teach For America, the alternative certification program for teachers; criticized high-stakes testing, and criticized No Child Left Behind for narrowing the curriculum.
Theron DesRosier

Aviation High School - 0 views

www.edutopia.org/dents-take-learning-new-levels

theme based school

shared by Theron DesRosier on 14 Nov 08 - Cached
  • Theron DesRosier on 14 Nov 08
     
    "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. "
Kimberly Green

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

www.insidehighered.com/...delta

education

shared by Kimberly Green on 05 Oct 09 - Cached
  • Kimberly Green on 05 Oct 09
     
    "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

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

davecormier.com/...merging-model-for-open-courses

shared by Nils Peterson on 01 Sep 10 - Cached
  • 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
      Nils Peterson on 01 Sep 10
       
      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
      Nils Peterson on 01 Sep 10
       
      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
Gary Brown

Texas A&M's Faculty Ratings: Right and Wrong - Commentary - The Chronicle of Higher Edu... - 0 views

chronicle.com/...124330

accountability

shared by Gary Brown on 08 Sep 10 - No Cached
  • "Academia is highly specialized. We don't mean to be exclusive. We are a public-serving group of people. But at the same time, that public isn't well-enough aware of what we do and who we are to evaluate us."
  • But the think tank is correct that taxpayers deserve to know how their money is being spent. Public-university operating costs in Texas have gone up more than 60 percent in the last two decades, even after adjusting for inflation, and professors are among the state's highest-paid public employees. The state needs accountability measures, and they must be enforced by a party other than the faculty, who, it could easily be charged, have a conflict of interest. That's what Texas A&M got right.
  • Moosally is right about one thing: The public isn't well aware of what she and many of her colleagues do. But they should be. That is not to say that the public will be able to understand what goes on in all of the chemistry laboratories in Texas. But Moosally teaches English at a college that is not exactly tasked with performing cutting-edge research. Houston-Downtown's mission is to provide "educational opportunities and access to students from a variety of backgrounds including many first-generation college students."
  • ...7 more annotations...
  • No doubt there is useful research coming out of the university system. But plenty could be omitted without a great deal of detriment to students' education. For instance, Hugill's most recent contributions have included a chapter on "Transitions in Hegemony: A Theory Based on State Type and Technology" and the article "German Great-Power Relations in the Pages of Simplicissimus, 1896-1914." Moosally's master's thesis was titled "Resumptive Pronouns in Modern Standard Arabic: A Head-Driven Phrase Structure Grammar Account," and her current research interests include "interactions between grammar knowledge and writing abilities/interest [and] cross-linguistic patterns of agreement."
  • Only 35 percent of respondents felt it was very important for colleges to "provide useful information to the public on issues affecting their daily lives."
  • According to a 2004 survey by The Chronicle, 71 percent of Americans thought it was very important for colleges to prepare undergraduates for careers, while only 56 percent thought it was very important for colleges to "discover more about the world through research."
  • What Texas A&M officials have also missed is that faculty members must be held accountable for what they teach.
  • Professors receive more credit for teaching higher-level students. But again, that is backward. The idea should be to give senior faculty members more credit for teaching introductory classes.
  • Moreover, the metric entirely ignores teaching quality. Who cares how many "student hours" professors put in if they are not particularly good teachers anyway?
  • Ultimately there needs to be a systemic solution to the problem of teacher quality. Someone—a grown-up, preferably—needs to get into the classroom and watch what is being done there.
  • Gary Brown on 08 Sep 10
     
    Another one in which the comments say more than I might--but the range of these accountability pieces underscore the work to do....
Joshua Yeidel

Moving to Moodle: Reflections Two Years Later (EDUCAUSE Quarterly) | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...47088

educause moodle lms

shared by Joshua Yeidel on 07 Nov 08 - Cached
  • Joshua Yeidel on 07 Nov 08
     
    A good article about a transition from an in-house LMS to Moodle. Though the environment is somewhat different, lessons learned about the process are relevant to us.
  • Joshua Yeidel on 07 Nov 08
     
    The lack of time to prepare was the main source of problems and undermined the effectiveness of CTET as a change agent.
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