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"The professor said he did find a way to greatly reduce cheating on homework in his class. He switched to a "studio" model of teaching, in which students sit in small groups working through tutorials on computers while professors and teaching assistants roam the room answering questions, rather than a traditional lecture. With lectures, he detected cheating on about 11 percent of homework problems, but now he detects copying on only about 3 percent of them. It might help that he shares findings from his study to his students, showing them that cheaters are much more likely to get C's and D's on exams than those who work out homework problems on their own. "

A physics professor figures out how to detect cheating on homework, (an assessment), triangulates with another assessment (OK, it's an exam) to determine the impact on student learning, and modifies his teaching practice, reducing cheating from 11% to 3%.

This is a happy ending and an interesting useful outcome from assessment. There is also a kind of "duh" quality to it, but that is not a problem. What I'm pondering, though, is the time and energy expended for a 7% gain. What I hope follows is further assessment of the gains for the other 93% relative to learning and attitude toward learning, school, and the subject matter.....

Classroom2.0: Twitter, del.icio.us and participatory learning diigo it ShareThis Published at February 10, 2008 in Education and Technology. Print This Post Email This Post twitpost.jpg I do not use a textbook. It is not that I dislike textbooks. It is that my textbook is the web. My textbook is YOU and ME and NOW. Instead of a book, I add all relevant readings, videos or examples to my course delicious bookmarks. That's my virtual, live, textbook - licensed under Creative Commons. And students don't have to blow 60 bucks on it either. And they can subscribe to this textbook using their favourite feed reader. And unlike textbooks, social bookmarking tools enable and activate inquiry, curiosity and ownership of knowledge acquisition. Right now v. back then As I explained to my class, the most important stuff to know about the web is what's happening RIGHT NOW. I may share a video or article in a couple of weeks that has yet to be written. Course readings are not mandatory - because I share most of the stuff in-class but secondary. If students are confused or if they want to dig deeper, they've got Youtube tutorials, how to's and hundreds of articles and research supporting everything I'm talking about in the course.

HOW TO 2008: How To Do Almost Anything With Social Media

The goal of this guide is to teach you how to make Google gadgets regardless of your skill level, even if you do not know any coding.