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Joshua Yeidel

Evaluating Teachers: The Important Role of Value-Added [pdf] - 1 views

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    "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.
Theron DesRosier

Government Innovators Network: A Portal for Democratic Governance and Innovation - 0 views

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    A Portal for Innovative Ideas This portal is produced by the Ash Institute for Democratic Governance and Innovation at Harvard Kennedy School, and is a marketplace of ideas and examples of government innovation. Browse or search to access news, documents, descriptions of award-winning programs, and information on events in your area of interest related to innovation. * RSS Feeds are available for each individual topic area. * We invite you to register to access online events, and to receive the biweekly Innovators Insights newsletter. * And, we encourage you to visit the Ash Institute YouTube Channel. The Ash Institute's Innovations in American Government Awards Program, and its affiliated international programs, are integral to the Government Innovators Network. Learn about the IAG program and how to apply.
Joshua Yeidel

College 2.0 - Essay Blog - NYTimes.com - 0 views

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    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.
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    What would John Dewey make of this?
Jayme Jacobson

The Learning in Informal and Formal Environments (LIFE) Center » Blog Archive » Research Highlight: Learning Lines; A visualization tool for mapping learning across setting and time - 1 views

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    This looks like it might be something we would want to follow up on. would like to see this in action.
Theron DesRosier

THE FUTURE OF EVERYTHING: - 0 views

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    "In the face of an economic crisis of unprecedented and in many ways still not fully understood dimensions, there is a natural inclination to retrench, to stop considering what the next new thing might be, to slow down on innovation and experimentation. This is a mistake. This is the moment when we must confront the core assumptions of our educational enterprises, and to ask hard questions about why we do what we do, and how we can change in order to survive and perhaps even thrive. This symposium, which is part of the Future of Everything project hosted by Academic Commons (http://academiccommons.org/futureofeverything/), brings us together to consider the possible futures of a host of interconnected topics: the book, the library, our system of scholarly communication, classroom technology, software distribution, the lecture, the seminar, existing and future business models,and ultimately, the college and the university. You'll have a chance to hear from leading practitioners who are creating the next generation tools, resources, spaces, and policies, and to engage in on-line dialogue before, during, and after the event. The work of the symposium will be used to inform the publication of an on-line reader that we hope will be broadly useful for all engaged in re-imagining future services, facilities, and policies on campus. Date: May 19, 2009 Place: Norwood, MA"
Corinna Lo

Revolution, Facebook-Style - Can Social Networking Turn Young Egyptians Into a Force for Democratic Change? - NYTimes.com - 0 views

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    Freedom of speech and the right to assemble are limited in Egypt, which since 1981 has been ruled by Mubarak's National Democratic Party under a permanent state-of-emergency law. An estimated 18,000 Egyptians are imprisoned under the law, which allows the police to arrest people without charges, allows the government to ban political organizations and makes it illegal for more than five people to gather without a license from the government. Newspapers are monitored by the Ministry of Information and generally refrain from directly criticizing Mubarak. And so for young people in Egypt, Facebook, which allows users to speak freely to one another and encourages them to form groups, is irresistible as a platform not only for social interaction but also for dissent.
Nils Peterson

"The Future of…" - Three Contrasting Views at EdTechPost - 0 views

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    points at seely brown social life of information, gives a couple takes on future of the CMS
Theron DesRosier

techPresident - Daily Digest: Building the Digital Ship While Sailing - 0 views

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    Information from the Personal Democracty forum on next steps for networked governance.
Nils Peterson

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

  • Many faculty may hope to subvert the system, but a variety of social structures work against them. Radical experiments in teaching carry no guarantees and even fewer rewards in most tenure and promotion systems, even if they are successful. In many cases faculty are required to assess their students in a standardized way to fulfill requirements for the curriculum. Nothing is easier to assess than information recall on multiple-choice exams, and the concise and “objective” numbers satisfy committee members busy with their own teaching and research.
    • Nils Peterson
       
      Do we think this is true? Many?
  • In a world of nearly infinite information, we must first address why, facilitate how, and let the what generate naturally from there.
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    "Most university classrooms have gone through a massive transformation in the past ten years. I'm not talking about the numerous initiatives for multiple plasma screens, moveable chairs, round tables, or digital whiteboards. The change is visually more subtle, yet potentially much more transformative."
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    Connect this to the 10 point self assessment we did for AACU comparing institutional vs community-based learning https://teamsite.oue.wsu.edu/ctlt/home/Anonymous%20Access%20Documents/AACU%202009/inst%20vs%20comm%20based%20spectrum.pdf
Joshua Yeidel

TLChallenges09 | EDUCAUSE CONNECT - 0 views

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    After four months of spirited discussion, the EDUCAUSE teaching and learning community has voted on the, "Top Teaching and Learning Challenges, 2009." The final list for 2009, ranked by popularity, includes (click on individual Challenges to visit their wiki page): 1. Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation. 2. Developing 21st-century literacies among students and faculty (information, digital, and visual). 3. Reaching and engaging today's learner. 4. Encouraging faculty adoption and innovation in teaching and learning with IT. 5. Advancing innovation in teaching and learning (with technology) in an era of budget cuts.
Theron DesRosier

Networked Governance - John F. Kennedy School of Government - Colloquia - Papers - 0 views

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    The Harvard Networks in Political Science Conference\nThis site contains papers and presentations on network applications in political science. Interresting titles include: "Network Analysis for International Relations", "Social Networks and Correct Voting", "Partisan Webs: Information Exchange and Party Networks", "Mapping Iran's Online Public: Politics and Culture in the Persian Blogosphere ", and "Mining Political Blog Networks".
Theron DesRosier

OUseful Info - 0 views

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    "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..."
Theron DesRosier

Resources for Using They Say/I Say - WritingWiki - 0 views

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    FROM OVERVIEW: "They Say/I Say: The Moves that Matter in Persuasive Writing is recommended for use in Sages First Seminars. Gerald Graff and Cathy Birkenstein have created a book of templates useful for "Demystifying Academic Conversation" (Preface ix). While the book has received mixed reviews (mostly related to the contentious issue of whether or not templates are useful/proper tools for use in writing instruction; see "Responses to TSIS" below), we present the following information to help you decide for yourself. In addition, you will find sample exercises from the text (some of which have been tested in the classroom) under "Links." '
Theron DesRosier

Stanford Study of Writing - Research - Sample Out of Class Texts - 0 views

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    Students consistently told us that "really good" or "the best" writing is writing that is performative, that makes something happen in the world; for more information about this aspect of our findings, please see our article "Performing Writing, Performing Literacy" Throughout the five years, students reported being deeply engaged with writing out of class: for these students, extracurricular writing is very important, often more important than any of the writing they are doing for classes. Of the thousands of out-of-class texts students contributed, here is a representative sample:
Joshua Yeidel

HP Labs : Solutions and Services Research : New Competitive Spaces : BRAIN - 0 views

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    Predictive Markets at HP: "we is smarter than all of us". Leslie R/ Fine: "The BRAIN Process is an information aggregation tool that harnesses all of the power and truth-telling properties of market mechanisms and implements it with all of the simplicity and robustness of a simple survey.
Joshua Yeidel

Improving Your Assessment Processes: Q&A with Linda Suskie - 0 views

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    "Q: What elements help make institutional effectiveness assessment successful? Suskie: One factor really stands out: If institutional leaders really value assessment results and use them to inform important decisions on important goals, your institutional effectiveness efforts will be a resounding success."
Nils Peterson

Views: Changing the Equation - Inside Higher Ed - 1 views

  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources
  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resource
  • But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources
  • ...19 more annotations...
  • year we strug
  • year we strug
  • those who control influential rating systems of the sort published by U.S. News & World Report -- define academic quality as small classes taught by distinguished faculty, grand campuses with impressive libraries and laboratories, and bright students heavily recruited. Since all of these indicators of quality are costly, my college’s pursuit of quality, like that of so many others, led us to seek more revenue to spend on quality improvements. And the strategy worked.
  • Based on those concerns, and informed by the literature on the “teaching to learning” paradigm shift, we began to change our focus from what we were teaching to what and how our students were learning.
  • No one wants to cut costs if their reputation for quality will suffer, yet no one wants to fall off the cliff.
  • When quality is defined by those things that require substantial resources, efforts to reduce costs are doomed to failure
  • some of the best thinkers in higher education have urged us to define the quality in terms of student outcomes.
  • Faculty said they wanted to move away from giving lectures and then having students parrot the information back to them on tests. They said they were tired of complaining that students couldn’t write well or think critically, but not having the time to address those problems because there was so much material to cover. And they were concerned when they read that employers had reported in national surveys that, while graduates knew a lot about the subjects they studied, they didn’t know how to apply what they had learned to practical problems or work in teams or with people from different racial and ethnic backgrounds.
  • Our applications have doubled over the last decade and now, for the first time in our 134-year history, we receive the majority of our applications from out-of-state students.
  • We established what we call college-wide learning goals that focus on "essential" skills and attributes that are critical for success in our increasingly complex world. These include critical and analytical thinking, creativity, writing and other communication skills, leadership, collaboration and teamwork, and global consciousness, social responsibility and ethical awareness.
  • despite claims to the contrary, many of the factors that drive up costs add little value. Research conducted by Dennis Jones and Jane Wellman found that “there is no consistent relationship between spending and performance, whether that is measured by spending against degree production, measures of student engagement, evidence of high impact practices, students’ satisfaction with their education, or future earnings.” Indeed, they concluded that “the absolute level of resources is less important than the way those resources are used.”
  • After more than a year, the group had developed what we now describe as a low-residency, project- and competency-based program. Here students don’t take courses or earn grades. The requirements for the degree are for students to complete a series of projects, captured in an electronic portfolio,
  • students must acquire and apply specific competencies
  • Faculty spend their time coaching students, providing them with feedback on their projects and running two-day residencies that bring students to campus periodically to learn through intensive face-to-face interaction
  • At the very least, finding innovative ways to lower costs without compromising student learning is wise competitive positioning for an uncertain future
  • As the campus learns more about the demonstration project, other faculty are expressing interest in applying its design principles to courses and degree programs in their fields. They created a Learning Coalition as a forum to explore different ways to capitalize on the potential of the learning paradigm.
  • a problem-based general education curriculum
  • After a year and a half, the evidence suggests that students are learning as much as, if not more than, those enrolled in our traditional business program
  • the focus of student evaluations has changed noticeably. Instead of focusing almost 100% on the instructor and whether he/she was good, bad, or indifferent, our students' evaluations are now focusing on the students themselves - as to what they learned, how much they have learned, and how much fun they had learning.
    • Nils Peterson
       
      gary diigoed this article. this comment shines another light -- the focus of the course eval shifted from faculty member to course & student learning when the focus shifted from teaching to learning
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    A must read spotted by Jane Sherman--I've highlighed, as usual, much of it.
Nils Peterson

AAC&U News | April 2010 | Feature - 1 views

  • Comparing Rubric Assessments to Standardized Tests
  • First, the university, a public institution of about 40,000 students in Ohio, needed to comply with the Voluntary System of Accountability (VSA), which requires that state institutions provide data about graduation rates, tuition, student characteristics, and student learning outcomes, among other measures, in the consistent format developed by its two sponsoring organizations, the Association of Public and Land-grant Universities (APLU), and the Association of State Colleges and Universities (AASCU).
  • And finally, UC was accepted in 2008 as a member of the fifth cohort of the Inter/National Coalition for Electronic Portfolio Research, a collaborative body with the goal of advancing knowledge about the effect of electronic portfolio use on student learning outcomes.  
  • ...13 more annotations...
  • outcomes required of all UC students—including critical thinking, knowledge integration, social responsibility, and effective communication
  • “The wonderful thing about this approach is that full-time faculty across the university  are gathering data about how their  students are doing, and since they’ll be teaching their courses in the future, they’re really invested in rubric assessment—they really care,” Escoe says. In one case, the capstone survey data revealed that students weren’t doing as well as expected in writing, and faculty from that program adjusted their pedagogy to include more writing assignments and writing assessments throughout the program, not just at the capstone level. As the university prepares to switch from a quarter system to semester system in two years, faculty members are using the capstone survey data to assist their course redesigns, Escoe says.
  • the university planned a “dual pilot” study examining the applicability of electronic portfolio assessment of writing and critical thinking alongside the Collegiate Learning Assessment,
  • The rubrics the UC team used were slightly modified versions of those developed by AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) project. 
  • In the critical thinking rubric assessment, for example, faculty evaluated student proposals for experiential honors projects that they could potentially complete in upcoming years.  The faculty assessors were trained and their rubric assessments “normed” to ensure that interrater reliability was suitably high.
  • “We found no statistically significant correlation between the CLA scores and the portfolio scores,”
  • There were many factors that may have contributed to the lack of correlation, she says, including the fact that the CLA is timed, while the rubric assignments are not; and that the rubric scores were diagnostic and included specific feedback, while the CLA awarded points “in a black box”:
  • faculty members may have had exceptionally high expectations of their honors students and assessed the e-portfolios with those high expectations in mind—leading to results that would not correlate to a computer-scored test. 
  • “The CLA provides scores at the institutional level. It doesn’t give me a picture of how I can affect those specific students’ learning. So that’s where rubric assessment comes in—you can use it to look at data that’s compiled over time.”
  • Their portfolios are now more like real learning portfolios, not just a few artifacts, and we want to look at them as they go into their third and fourth years to see what they can tell us about students’ whole program of study.”  Hall and Robles are also looking into the possibility of forming relationships with other schools from NCEPR to exchange student e-portfolios and do a larger study on the value of rubric assessment of student learning.
  • “We’re really trying to stress that assessment is pedagogy,”
  • “It’s not some nitpicky, onerous administrative add-on. It’s what we do as we teach our courses, and it really helps close that assessment loop.”
  • In the end, Escoe says, the two assessments are both useful, but for different things. The CLA can provide broad institutional data that satisfies VSA requirements, while rubric-based assessment provides better information to facilitate continuous program improvement.
    • Nils Peterson
       
      CLA did not provide information for continuous program improvement -- we've heard this argument before
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    The lack of correlation might be rephrased--there appears to be no corrlation between what is useful for faculty who teach and what is useful for the VSA. A corollary question: Of what use is the VSA?
Gary Brown

Texas Law Requires Professors to Post Details of Their Teaching Online - Faculty - The Chronicle of Higher Education - 1 views

  • Faculty members and administrators in Texas are speaking out about a recent state law that requires them to post specific, detailed information about their classroom assignments, curricula vitae, department budgets, and the results of student evaluations.
  • Beginning this fall, universities will have to post online a syllabus for every undergraduate course, including major assignments and examinations, reading lists, and course descriptions.
  • All of the information must be no more than three clicks away from the college's home page.
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  • "the worst example of government meddling at a huge cost to the public and for zero public good that I have ever seen."
  • "You get the feeling that the government sees us as slackers," she says. By requiring professors to list every assignment, she says the law interferes with her ability to respond to students' interests and current events and shift to different topics during the semester.
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    another to watch--the politization of the, well, everything
Gary Brown

More thinking about the alignment project « The Weblog of (a) David Jones - 0 views

  • he dominant teaching experience for academics is teaching an existing course, generally one the academic has taught previously. In such a setting, academics spend most of their time fine tuning a course or making minor modifications to material or content (Stark, 2000)
  • many academic staff continue to employ inappropriate, teacher-centered, content focused strategies”. If the systems and processes of university teaching and learning practice do not encourage and enable everyday consideration of alignment, is it surprising that many academics don’t consider alignment?
  • student learning outcomes are significantly higher when there are strong links between those learning outcomes, assessment tasks, and instructional activities and materials.
  • ...11 more annotations...
  • Levander and Mikkola (2009) describe the full complexity of managing alignment at the degree level which makes it difficult for the individual teacher and the program coordinator to keep connections between courses in mind.
  • Make explicit the quality model.
  • Build in support for quality enhancement.
  • Institute a process for quality feasibility.
  • Cohen (1987) argues that limitations in learning are not mainly caused by ineffective teaching, but are instead mostly the result of a misalignment between what teachers teach, what they intend to teach, and what they assess as having been taught.
  • Raban (2007) observes that the quality management systems of most universities employ procedures that are retrospective and weakly integrated with long term strategic planning. He continues to argue that the conventional quality management systems used by higher education are self-defeating as they undermine the commitment and motivation of academic staff through an apparent lack of trust, and divert resources away from the core activities of teaching and research (Raban, 2007, p. 78).
  • Ensure participation of formal institutional leadership and integration with institutional priorities.
  • Action research perspective, flexible responsive.
  • Having a scholarly, not bureaucratic focus.
  • Modifying an institutional information system.
  • A fundamental enabler of this project is the presence of an information system that is embedded into the everyday practice of teaching and learning (for both students and staff) that encourages and enables consideration of alignment.
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    a long blog, but underlying principles align with the Guide to Effective Assessment on many levels.
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