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Matthew Tedder

We Learn More From Success, Not Failure - ABC News - 0 views

abcnews.go.com/...story

brain

shared by Matthew Tedder on 26 Aug 09 - Cached
  • Matthew Tedder on 26 Aug 09
     
    I've long held that we learn far more from failure than success. Success doesn't teach us anything really, accept that it once worked the way it did. This is really from another point of view..
  • Matthew Tedder on 26 Aug 09
     
    Neurons learn from success individually but not from failure..
Gary Brown

Studies Explore Whether the Internet Makes Students Better Writers - Chronicle.com - 0 views

chronicle.com/...39writing.htm

efficacy writing new technologies

shared by Gary Brown on 15 Jun 09 - Cached
  • Gary Brown on 15 Jun 09
     
    The writing was also often associated with accomplishing an immediate, concrete goal, such as organizing a group of people or accomplishing a political end, says Paul M. Rogers, one of the study's authors. The immediacy might help explain why students stayed so engaged, he says.
Nils Peterson

Assessment and Teaching of 21st Century Skills ~ Stephen's Web ~ by Stephen Downes - 0 views

www.downes.ca/...page.cgi

Downes ACTS assessment

shared by Nils Peterson on 11 Jun 09 - Cached
  • While people contemporary business work with others and use subject knowledge and a variety of technological tools and resources to analyze and solve complex, ill-structured problems or to create products for authentic audiences
    • Nils Peterson
      Nils Peterson on 11 Jun 09
       
      another quote in the report "The study found that as ICT is taken up by a firm,  computers substitute for workers who perform  routine physical and cognitive tasks but they complement workers who perform non‐routine  problem solving tasks. "
  • Nils Peterson on 11 Jun 09
     
    Item Gary emailed around
Nils Peterson

Teleological and ateleological processes « The Weblog of (a) David Jones - 0 views

davidtjones.wordpress.com/...al-and-ateleological-processes

shared by Nils Peterson on 10 Jun 09 - Cached
  • The following is an early section on the Process component of the Ps Framework and is intended as part of chapter 2 of my thesis. Still fairly rough, but somewhat cleaner than some of the thesis sections I’ve shared here.
    • Nils Peterson
      Nils Peterson on 11 Jun 09
       
      Interesting that he is working on his thesis in a public forum. This is parallel to the wiki space used by Lesi http://communitylearning.wordpress.com/2009/04/24/harvesting-gradebook-in-the-wild/ to work on his physcis ideas. Interesting implications for publishing the thesis post graduation -- i think this is a better model than the old school way
  • Joshua Yeidel on 10 Jun 09
     
    As I mentioned in this afternoon's Learning Environment Team meeting, this blog post introduces the notion of "ateleological" (emergent) processes, as opposed to purpose-driven, planned processes. Though the focus is on information technology, the ideas are broadly applicable.
  • Joshua Yeidel on 10 Jun 09
     
    Introna (1996) identified eight attributes of a design process and uses them to distinguish between the two extremes: teleological (planning school) and ateleological (learning school).
Nils Peterson

Why ePortfolio is the Tool of the Time and Who is Enaaeebling It -- Campus Technology - 0 views

campustechnology.com/...and-Who-is-Enaaeebling-It.aspx

aaeebl batson ePortfolio

shared by Nils Peterson on 26 May 09 - Cached
  • Nils Peterson on 26 May 09
     
    Here is part of the announcement of AAEEBL. It drew more angry comments than I think it deserves
S Spaeth

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUCAUSE - 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
Gary Brown

Facilitating Online | Centre for Educational Technology - 0 views

www.cet.uct.ac.za/FacilitatingOnline

facilitating online

shared by Gary Brown on 21 May 09 - Cached
  • Gary Brown on 21 May 09
     
    resource for faculty
Nils Peterson

Foreign Policy: The Next Big Thing: Personalized Education - 0 views

www.foreignpolicy.com/...cms.php

shared by Nils Peterson on 20 Apr 09 - Cached
  • According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other. Once far more efficient and effective education has been modeled in homes and clubs, those schools, communities, and/or societies that have the ambition, the means, and the willingness to take risks will follow suit.
  • Many more individuals will be well-educated because they will have learned in ways that suit them best. Even more importantly, these individuals will want to keep learning as they grow older because they have tasted success and are motivated to continue.
  • According to the analysis of business expert Clayton Christensen, personalized education is likely to begin outside formal school through a combination of entrepreneurial vendors on the one hand and ambitious students and parents on the other.
    • Nils Peterson
      Nils Peterson on 21 Apr 09
       
      That does seem right -- the system is unable to adapt and innovate and Christensen's Innovator's Dilemma seems to apply. But the previous paragraph, 'well programmed computers' seems to miss the collaborative, interpersonal, Web 2.0 potential for 1-1 tutoring.
  • S Spaeth on 20 Apr 09
     
    most of history, only the wealthy have been able to afford an education geared to the individual learner. For the rest of us, education has remained a mass affair, with standard curricula, pedagogy, and assessments. The financial crisis will likely change this state of affairs. With the global quest for long-term competitiveness assuming new urgency, education is on everyone's front burner. Societies are looking for ways to make quantum leaps in the speed and efficiency of learning. So long as we insist on teaching all students the same subjects in the same way, progress will be incremental. But now for the first time it is possible to individualize education-to teach each person what he or she needs and wants to know in ways that are most comfortable and most efficient, producing a qualitative spurt in educational effectiveness. In fact, we already have the technology to do so. Well-programmed computers-whether in the form of personal computers or hand-held devices-are becoming the vehicles of choice. They will offer many ways to master materials. Students (or their teachers, parents, or coaches) will choose the optimal ways of presenting the materials. Appropriate tools for assessment will be implemented.
Nils Peterson

Why Web 2.0 is Important to Higher Education -- Campus Technology - 0 views

campustechnology.com/...rtant-to-Higher-Education.aspx

shared by Nils Peterson on 15 Apr 09 - Cached
  • If you are a faculty member and you are still walking into the classroom with a lecture in mind and "the points to cover," as I did for many years, you are living in the past, a past that is now obsolete.
Nils Peterson

Building the Learning Design Community at Penn State - portfolio - 0 views

www.personal.psu.edu/...n-community-at-penn-state.html

shared by Nils Peterson on 13 Apr 09 - Cached
  • Learning Design. It's a superset of ID, encompassing not only ID, but instructional technology, systemic change, administration
    • Nils Peterson
      Nils Peterson on 13 Apr 09
       
      the key word is systemic change
Gary Brown

John Seely Brown on Tinkering « EDITing in the Dark - 0 views

boora.ca/blog

learning play technology tinker collaborate

shared by Gary Brown on 03 Apr 09 - Cached
  • Gary Brown on 03 Apr 09
     
    The importance of play, construction, collaboration, ill-structured knowledge, especially in the global era.
Nils Peterson

Shifting Faculty Roles for New Learning Environments « Center for Teaching, Learning, & Technology - 0 views

wsuctlt.wordpress.com/...-for-new-learning-environments

aacu learning_community new model

shared by Nils Peterson on 31 Mar 09 - Cached
  • Nils Peterson on 31 Mar 09
     
    This is the packet for AAC&U. Comments welcome, changes hard to implement at this late hour.
  • Nils Peterson on 31 Mar 09
     
    Materials for the AAC&U Conf April 2-4, 2009. The last link is to a new Theron-inspired JamyeJ graphic.
Matthew Tedder

Six Rules For Social Networks - Forbes.com - 1 views

www.forbes.com/...t-technology-social-media.html

programming social networking

shared by Matthew Tedder on 04 Oct 09 - No Cached
  • Matthew Tedder on 04 Oct 09
     
    Seems a level-headed and thoughtful look at what might make for successful social networking..
Joshua Yeidel

Students Find Free Online Lectures Better Than What They're Paying For - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...48776

higher_education

shared by Joshua Yeidel on 14 Oct 09 - Cached
  • Joshua Yeidel on 14 Oct 09
     
    "Some students say they prefer the free videotaped lectures to the live lectures they are paying for at their own institutions. Others say they use the online talks to focus on topics they didn't quite get when they first heard them in their own courses. And some high-school students use them to get a jump on material they will encounter when they get to college."
  • Joshua Yeidel on 14 Oct 09
     
    If lectures make education, we're out of business. If not, then why are we spending time and money on them?
Gary Brown

Free Online Courses, at a Very High Price - Technology - The Chronicle of Higher Education - 0 views

chronicle.com/...48777

Open education Western Governors competency credentialing

shared by Gary Brown on 14 Oct 09 - Cached
  • At this point in the openness conversation, the example you hear over and over is a little-known university in Utah that took the old model, and, in the words of its president, "blew that up." That is Western Governors University—a nonprofit, accredited online institution that typically charges $2,890 per six-month term—where students advance by showing what they've learned, not how much time they've spent in class. It's called competency-based education. It means you can fast-forward your degree by testing out of stuff you've already mastered. Some see a marriage of open content and competency-based learning as a model for the small-pieces-loosely-joined chain of cheaper, fragmented education. "We view the role of the university of the future as measuring and credentialing learning, not the source of all learning," says Robert W. Mendenhall, the president.
  • Gary Brown on 14 Oct 09
     
    Wiley gets prime time along with challenges to open ed from the "Chronicle of Ancient Education," but blooming in the desert is an emergent species of education. This piece echoes cites Nils' has marked in emerging market nations, but through the Chronicle's lens.
Gary Brown

It's the Learning, Stupid - Lumina Foundation: Helping People Achieve Their Potential - 3 views

www.luminafoundation.org/...2009-10-14.html

learning accountability

shared by Gary Brown on 15 Oct 09 - Cached
  • My thesis is this. We live in a world where much is changing, quickly. Economic crises, technology, ideological division, and a host of other factors have all had a profound influence on who we are and what we do in higher education. But when all is said and done, it is imperative that we not lose sight of what matters most. To paraphrase the oft-used maxim of the famous political consultant James Carville, it's the learning, stupid.
  • We believe that, to significantly increase higher education attainment rates, three intermediate outcomes must first occur: Higher education must use proven strategies to move students to completion. Quality data must be used to improve student performance and inform policy and decision-making at all levels. The outcomes of student learning must be defined, measured, and aligned with workforce needs. To achieve these outcomes (and thus improve success rates), Lumina has decided to pursue several specific strategies. I'll cite just a few of these many different strategies: We will advocate for the redesign, rebranding and improvement of developmental education. We will explore the development of alternative pathways to degrees and credentials. We will push for smoother systems of transferring credit so students can move more easily between institutions, including from community colleges to bachelor's degree programs.
  • "Lumina defines high-quality credentials as degrees and certificates that have well-defined and transparent learning outcomes which provide clear pathways to further education and employment."
  • ...4 more annotations...
  • And—as Footnote One softly but incessantly reminds us—quality, at its core, must be a measure of what students actually learn and are able to do with the knowledge and skills they gain.
  • and yet we seem reluctant or unable to discuss higher education's true purpose: equipping students for success in life.
  • Research has already shown that higher education institutions vary significantly in the value they add to students in terms of what those students actually learn. Various tools and instruments tell us that some institutions add much more value than others, even when looking at students with similar backgrounds and abilities.
  • The idea with tuning is to take various programs within a specific discipline—chemistry, history, psychology, whatever—and agree on a set of learning outcomes that a degree in the field represents. The goal is not for the various programs to teach exactly the same thing in the same way or even for all of the programs to offer the same courses. Rather, programs can employ whatever techniques they prefer, so long as their students can demonstrate mastery of an agreed-upon body of knowledge and set of skills. To use the musical terminology, the various programs are not expected to play the same notes, but to be "tuned" to the same key.
Gary Brown

Innovate to Cease Publication ~ Stephen's Web ~ by Stephen Downes - 1 views

www.downes.ca/...page.cgi

innovate

shared by Gary Brown on 20 Oct 09 - Cached
  • To say that this publication - Technology Source, and then Innovate - and the work of editor James Morrison was an important influence on my work and my career would be an understatement. I benefited at all levels from my involvement with it, from help with my writing, to exposure to innovative ideas, to the creation of an audience for my work, to Jim's encouragement and support, which was unwavering. My thanks to Jim and to everyone else involved.
  • Gary Brown on 20 Oct 09
     
    nothing to add here. I will miss this affiliation.
Gary Brown

Scholars Assess Their Progress on Improving Student Learning - Research - The Chronicle of Higher Education - 0 views

chronicle.com/...48933

teaching learning assessment

shared by Gary Brown on 26 Oct 09 - Cached
  • International Society for the Scholarship of Teaching and Learning, which drew 650 people. The scholars who gathered here were cautiously hopeful about colleges' commitment to the study of student learning, even as the Carnegie Foundation winds down its own project. (Mr. Shulman stepped down as president last year, and the foundation's scholarship-of-teaching-and-learning program formally came to an end last week.) "It's still a fragile thing," said Pat Hutchings, the Carnegie Foundation's vice president, in an interview here. "But I think there's a huge amount of momentum." She cited recent growth in faculty teaching centers,
  • Mary Taylor Huber, director of the foundation's Integrative Learning Project, said that pressure from accrediting organizations, policy makers, and the public has encouraged colleges to pour new resources into this work.
  • The scholars here believe that it is much more useful to try to measure and improve student learning at the level of individual courses. Institutionwide tests like the Collegiate Learning Assessment have limited utility at best, they said.
  • ...6 more annotations...
  • Mr. Bass and Toru Iiyoshi, a senior strategist at the Massachusetts Institute of Technology's office of educational innovation and Technology, pointed to an emerging crop of online multimedia projects where college instructors can share findings about their teaching. Those sites include Merlot and the Digital Storytelling Multimedia Archive.
  • "We need to create 'middle spaces' for the scholarship of teaching and learning," said Randall Bass, assistant provost for teaching and learning initiatives at Georgetown University, during a conference session on Friday.
  • "If you use a more generic instrument, you can give the accreditors all the data in the world, but that's not really helpful to faculty at the department level," said the society's president, Jennifer Meta Robinson, in an interview. (Ms. Robinson is also a senior lecturer in communication and culture at Indiana University at Bloomington.)
  • It is vital, Ms. Peseta said, for scholars' articles about teaching and learning to be engaging and human. But at the same time, she urged scholars not to dumb down their statistical analyses or the theoretical foundations of their studies. She even put in a rare good word for jargon.
  • No one had a ready answer. Ms. Huber, of the Carnegie Foundation, noted that a vast number of intervening variables make it difficult to assess the effectiveness of any educational project.
  • "Well, I guess we have a couple of thousand years' worth of evidence that people don't listen to each other, and that we don't build knowledge," Mr. Bass quipped. "So we're building on that momentum."
  • Gary Brown on 26 Oct 09
     
    Note our friends Randy Bass (AAEEBL) and Mary Huber are prominent.
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