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Gary Brown

Disciplinary vs. General Teaching Workshops - ProfHacker - The Chronicle of Higher Educ... - 0 views

chronicle.com/...23459

workshops

shared by Gary Brown on 27 Apr 10 - Cached
  • I started to wish that I had the opportunity (or was aware of the opportunity) to participate in more general, broad-based teaching workshops. I've done the disciplinary thing for years; something new could definitely push me in productive ways.
  • But, in my career at least, disciplinary teaching practices have dominated my training, and I've started to look at changing that.
  • Gary Brown on 27 Apr 10
     
    An issue we visit from time to time....
Gary Brown

Designing Effective Assessments: Q&A with Trudy Banta - 0 views

www.facultyfocus.com/...ssessments-qa-with-trudy-banta

institutional assessment program assessment assessment models

shared by Gary Brown on 16 Sep 09 - Cached
  • One-hundred forty-six assessment examples were sent to us, and we used all of those in one way or another in the book. I think it’s a pretty fair sample of what’s going on in higher education assessment. Yet most of the programs that we looked at had only been underway for two, three, or four years. When we asked what the long-term impact of doing assessment and using the findings to improve programs had been, in only six percent of the cases were the authors able to say that student learning had been improved.
  • Gary Brown on 16 Sep 09
     
    Though and advertisement for a workshop, Trudy Banta confirms our own suspicions. The blurb here further confirms that we need not look far for models--our energy will be better spent making our work at WSU a model.
Nils Peterson

Beth's Blog: How Nonprofits Can Use Social Media: Connected Futures: Connected futures:... - 0 views

beth.typepad.com/...r-communities-of-practice.html

tagging social_Network

shared by Nils Peterson on 15 Apr 09 - Cached
  • opportunity to reflect with colleagues and peers on the challenges and learnings from leading a tagging community.
    • Nils Peterson
      Nils Peterson on 15 Apr 09
       
      'leading a tagging community' is an interesting pharse
  • Action Notebook which summarizes dozens of practical steps that you need work through if you are stewarding a community of practice
  • We know that successful social media strategy isn't as effective when it is siloed with one person in the organization - the intern in the corner or a part of a web staff person's job.  The organization has to own it.  I'm also looking at this role in the context of working wikily.   
    • Nils Peterson
      Nils Peterson on 15 Apr 09
       
      needs to be distributed in the organization
  • ...1 more annotation...
  • I am participating in this year's "Connected Futures: New Social Strategies adn Tools for Communities of Practice" a five week online workshop for community managers, designers and conveners to explore social strategies and tools to support their work.   The workshop begins on April 20th
  • Nils Peterson on 15 Apr 09
     
    lots to explore linked from this post that I found linked from Downes
Nils Peterson

Excerpt from Informal Learning - 2 views

www.internettime.com/excerpt-from-informal-learning

shared by Nils Peterson on 24 Aug 10 - Cached
  • WORKERS LEARN MORE in the coffee room than in the classroom. They discover how to do their jobs through informal learning: asking the person in the next cubicle, trial and error, calling the help desk, working with people in the know, and joining the conversation.
    • Nils Peterson
      Nils Peterson on 24 Aug 10
       
      Jay Cross, _Informal Learning_ ca 2003
  • Training programs, workshops, and schools get the lion’s share of the corporate budget for developing talent, despite the fact that this formal learning has almost no impact on job performance. And informal learning, the major source of knowledge transfer and innovation, is left to chance. This book aims to raise your consciousness about informal teaming. You will discover that informal learning is a profit strategy, that it flexes with change, and that it respects and challenges workers. You will see how hard-nosed businesses use organizational network analysis, conversation space, and communities of purpose to fuel innovation and agility.
  • Taking advantage of the double meaning of the word network, “to learn” is to optimize the quality of one’s networks.
Gary Brown

2 Efforts to Provide Data on Colleges to Consumers Fall Short, Report Says - Administra... - 2 views

chronicle.com/...64433

accountability

shared by Gary Brown on 02 Mar 10 - Cached
  • Higher education will have to be more accountable for its performance and more open to consumers about the actual cost of attending a college, and help people make easier comparisons among institutions, in order to succeed as the nation's economic engine, says a new report from two nonprofit think tanks here.
  • too little information to make informed choices about where they will get the most from their tuition dollars, say researchers at the two organizations, the libertarian-leaning American Enterprise Institute, and Education Sector, which is a proponent of reforming higher education
  • And without a more thorough and open form of accountability, institutions will not have any incentive to make the changes that will improve students' success,
  • ...7 more annotations...
  • "If existing flaws are not resolved, the nation runs the risk of ending up in the worst of all worlds: the appearance of higher education accountability without the reality," the authors say.
  • The two voluntary systems criticized in the study are the University and College Accountability Network, begun in September 2007 by the National Association of Independent Colleges and Universities to provide information about private colleges, and the Voluntary System of Accountability,
  • it does not obligate institutions to gather or reveal any data that are not already available elsewhere,"
  • associations are beginning to offer workshops and other opportunities for system participants to learn how to use the data they're collecting to improve the college experience for students, she said
  • VSA has the testing lobby written all over it
  • We may all appreciate the cultural context inhibiting public accountability but it is also important to understand that this same accountability is lacking internally where it effectively thwarts attempts to manage the institution rationally; i.e., informed with a continuous flow of mission-critical performance information. With the scant objective information at their command, college presidents and their associates must perform as shamans, reading the tea leaves of opinion and passion among stakeholders.
  • On balance, America's institutions of higher education function in a managerial vacuum.
  • Gary Brown on 02 Mar 10
     
    More of the same and the discussion is familiar--our challenge is to bring this topic to the attention of our points.
Nils Peterson

News: Assessment Disconnect - Inside Higher Ed - 7 views

www.insidehighered.com/...aacu

formative feedback assessment

shared by Nils Peterson on 28 Jan 10 - Cached
  • Nils Peterson on 28 Jan 10
     
    Theron left an interesting comment to this, the whole piece is a timely read and connects to OAI's staff workshop 1/28/10
Gary Brown

Educators Mull How to Motivate Professors to Improve Teaching - Curriculum - The Chroni... - 4 views

chronicle.com/...63718

assessment

shared by Gary Brown on 25 Jan 10 - Cached
  • "Without an unrelenting focus on quality—on defining and measuring and ensuring the learning outcomes of students—any effort to increase college-completion rates would be a hollow effort indeed."
  • If colleges are going to provide high-quality educations to millions of additional students, they said, the institutions will need to develop measures of student learning than can assure parents, employers, and taxpayers that no one's time and money are being wasted.
  • "Effective assessment is critical to ensure that our colleges and universities are delivering the kinds of educational experiences that we believe we actually provide for students," said Ronald A. Crutcher, president of Wheaton College, in Massachusetts, during the opening plenary. "That data is also vital to addressing the skepticism that society has about the value of a liberal education."
  • ...13 more annotations...
  • But many speakers insisted that colleges should go ahead and take drastic steps to improve the quality of their instruction, without using rigid faculty-incentive structures or the fiscal crisis as excuses for inaction.
  • Handing out "teacher of the year" awards may not do much for a college
  • W.E. Deming argued, quality has to be designed into the entire system and supported by top management (that is, every decision made by CEOs and Presidents, and support systems as well as operations) rather than being made the responsibility solely of those delivering 'at the coal face'.
  • I see as a certain cluelessness among those who think one can create substantial change based on volunteerism
  • Current approaches to broaden the instructional repertoires of faculty members include faculty workshops, summer leave, and individual consultations, but these approaches work only for those relatively few faculty members who seek out opportunities to broaden their instructional methods.
  • The approach that makes sense to me is to engage faculty members at the departmental level in a discussion of the future and the implications of the future for their field, their college, their students, and themselves. You are invited to join an ongoing discussion of this issue at http://innovate-ideagora.ning.com/forum/topics/addressing-the-problem-of
  • Putting pressure on professors to improve teaching will not result in better education. The primary reason is that they do not know how to make real improvements. The problem is that in many fields of education there is either not enough research, or they do not have good ways of evaluationg the results of their teaching.
  • Then there needs to be a research based assessment that can be used by individual professors, NOT by the administration.
  • Humanities educatiors either have to learn enough statistics and cognitive science so they can make valid scientific comparisons of different strategies, or they have to work with cognitive scientists and statisticians
  • good teaching takes time
  • On the measurement side, about half of the assessments constructed by faculty fail to meet reasonable minimum standards for validity. (Interestingly, these failures leave the door open to a class action lawsuit. Physicians are successfully sued for failing to apply scientific findings correctly; commerce is replete with lawsuits based on measurement errors.)
  • The elephant in the corner of the room --still-- is that we refuse to measure learning outcomes and impact, especially proficiencies generalized to one's life outside the classroom.
  • until universities stop playing games to make themselves look better because they want to maintain their comfortable positions and actually look at what they can do to improve nothing is going to change.
  • Gary Brown on 25 Jan 10
     
    our work, our friends (Ken and Jim), and more context that shapes our strategy.
  • Matthew Tedder on 26 Jan 10
     
    How about using examples of highly motivational lecture and teaching techniques like the Richard Dawkins video I presented on this forum, recently. Even if teacher's do not consciously try to adopt good working techniques, there is at least a strong subconscious human tendency to mimic behaviors. I think that if teachers see more effective techniques, they will automatically begin to adopt adopt them.
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