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Theron DesRosier

pagi: eLearning - 0 views

pagi.wikidot.com/elearning

citing CTLT

shared by Theron DesRosier on 02 Mar 09 - Cached
  • ePortfolio ePortfolios, the Harvesting Gradebook, Accountability, and Community (!!!) Harvesting gradebook Learning from the transformative grade book Implementing the transformed grade book Transformed gradebook worked example (!!) Best example: Calaboz ePortfolio (!!) Guide to Rating Integrative & Critical Thinking (!!!) Grant Wiggins, Authentic Education Hub and spoke model of course design (!!!) ePortfolio as the core learning application Case Studies of Electronic Portfolios for Learning
  • Theron DesRosier on 02 Mar 09
     
    Nils found this. It is a Spanish concept map on eLearning that includes CTLT and the Harvesting Gradebook.
Joshua Yeidel

Web Slides on Harvesting Grade Book - 0 views

corinnalo.blogspot.com/...-on-harvesting-grade-book.html

portfolio harvesting

shared by Joshua Yeidel on 24 Feb 09 - Cached
  • Joshua Yeidel on 24 Feb 09
     
    A cool technique for portfolio-on-the-web
Joshua Yeidel

Taking the sting out of the honeybee controversy - environmentalresearchweb - 1 views

environmentalresearchweb.org/...41522

harvesting environment rubric

shared by Joshua Yeidel on 28 Jan 10 - No Cached
  • Joshua Yeidel on 28 Jan 10
     
    Researchers use "harvesting feedback" and a uncertainty scale to illuminate how stakeholders use evidence to explain honeybee declines in France.
Nils Peterson

Higher Ed/: TLT's Harvesting Feedback Project - 0 views

highered.blogspot.com/...rvesting-feedback-project.html

harvest TLT demo webinar assesssment

shared by Nils Peterson on 31 Jul 09 - Cached
  • It's a fascinating project, and to me the most interesting design element is one not actually highlighted here, viz. that the plan is to be able to rate any kind of work anywhere on the Internet. The era of "enclosed garden" portfolio systems may be drawing (thankfully) to an end.
    • Nils Peterson
      Nils Peterson on 31 Jul 09
       
      Interesting that David picked up this implication from the work, its something we didn't say but I think want to believe.
  • crowd-sourcing for assessment (you assess some of my students, I assess some of yours, for example) I wonder if the group has considered using Amazon's Mechanical Turk service as a cost-effective way of getting ratings from "the public."
    • Nils Peterson
      Nils Peterson on 31 Jul 09
       
      This is an interesting idea, i've started to follow up at Mechanical Turk and hope to develop a blog post
Peggy Collins

The End in Mind » Assessment as a Social Activity - 0 views

www.jonmott.com/...ssessment-as-a-social-activity

gradebook harvesting

shared by Peggy Collins on 18 Sep 09 - Cached
  • Peggy Collins on 18 Sep 09
     
    jon mott blog post on harvesting gradebook with our video
Theron DesRosier

ePortfolios, the Harvesting Gradebook, Accountability, and Community | Penn State Learning Design Community Hub - 0 views

ets.tlt.psu.edu/...449

Harvesting_gradebook attention

shared by Theron DesRosier on 08 Jul 09 - Cached
  • Theron DesRosier on 08 Jul 09
     
    Penn State Learning Design Hub Link to the Harvesting Gradebook.
Nils Peterson

CrowdTrust: Home - 0 views

www.crowdtrust.com/17733

harvesting gradebook

shared by Nils Peterson on 12 Apr 09 - No Cached
  • Nils Peterson on 12 Apr 09
     
    this wiki might be an interesting place to collaborate. they have a nice summary of the Chida work without making a deeper analysis of the community-learning issues we are exploring found with a google alert on 'harvesting gradebook'
Theron DesRosier

Envisioning the Post-LMS Era: The Open Learning Network (EDUCAUSE Quarterly) | EDUCAUSE - 3 views

www.educause.edu/...199389

assessment AAC&U learning_outcomes

shared by Theron DesRosier on 30 Aug 10 - Cached
  • Theron DesRosier on 30 Aug 10
     
    A featured article in Educause Quarterly contains this quote: "The importance of authentic, web-enabled learner assessment is clearly behind Caulfield's notion of "loosely coupled assessment" (first coined in a blog post by Mike Caulfield July 31, 2007) and WSU's harvesting gradebook project, with which we claim shared intellectual roots."
Nils Peterson

2009 Annual Meeting | Conference Program - 0 views

www.aacu.org/...program.cfm

shared by Nils Peterson on 22 Jan 09 - Cached
  • This session explores the notion that assessment for transformational learning is best utilized as a learning tool. By providing timely, transparent, and appropriate feedback, both to students and to the institution itself, learning is enhanced – a far different motive for assessment than is external accountability.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      need to get to these guys with our harvesting gradebook ideas...
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      decided to attend another session. Hersh was OK before lunch, but the talk by Pan looks more promising
  • Academic and corporate communities agree on the urgent need for contemporary, research-based pedagogies of engagement in STEM fields. Participants will learn how leaders from academic departments and institutions have collaborated with leaders from the corporate and business community in regional networks to ensure that graduates meet the expectations of prospective employers and the public.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      here is another session with links to CTLT work, both harvesting gradebook and the ABET work
  • Professor Pan will discuss the reflective teaching methods used to prepare students to recognize and mobilize community assets as they design, implement, and evaluate projects to improve public health.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Students tasked to learn about a community, ride the bus, make a Doc appt. Then tasked to do a non-clinical health project in that community (they do plenty of clinical stuff elsewhere in the program). Project must build capacity in the community to survive after the student leaves. Example. Work with hispanic parents in Sacramento about parenting issue, ex getting kids to sleep on time. Student had identified problem in the community, but first project idea was show a video, which was not capacity building. Rather than showing the video, used the video as a template and made a new video. Families were actors. Result was spanish DVD that the community could own. Pan thinks this is increased capacity in the community.
  • ...17 more annotations...
  • Freshman Survey annually examines the academic habits of mind of entering first-year students.  Along with academic involvement, the survey examines diversity, civic engagement, college admissions and expectations of college. 
  • The project aims to promote faculty and student assessment of undergraduate research products in relation to outcomes associated with basic research skills and general undergraduate learning principles (communication and quantitative reasoning, critical thinking, and integration and application of knowledge).
  • They focus educators on the magnitude of the challenge to prepare an ever-increasingly diverse, globally-connected student body with the knowledge, ability, processes, and confidence to adapt to diverse environments and respond creatively to the enormous issues facing humankind.
  • One challenge of civic engagement in the co-curriculum is the merging of cost and outcome: creating meaningful experiences for students and the community with small staffs, on small budgets, while still having significant, purposeful impact. 
  • a)claims that faculty are the sole arbiters of what constitutes a liberal education and b) counter claims that student life professionals also possess the knowledge and expertise critical to defining students’ total learning experiences.  
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      also, how many angels can dance on the head of a pin?
  • This session introduces a three-year national effort to document how colleges and universities are using assessment data to improve teaching and learning and to facilitate the dissemination and adoption of best practices in the assessment of college learning outcomes.
  • Exciting pedagogies of engagement abound, including undergraduate research, community-engaged learning, interdisciplinary exploration, and international study.  However, such experiences are typically optional and non-credit-bearing for students, and/or “on top of” the workload for faculty. This session explores strategies for integrating engaged learning into the institutional fabric (curriculum, student role, faculty role) and increasing access to these transformative experiences.
  • hands-on experiential learning, especially in collaboration with other students, is a superior pedagogy but how can this be provided in increasingly larger introductory classes? 
  • As educators seek innovative ways to manage knowledge and expand interdisciplinary attention to pressing global issues, as students and parents look for assurances that their tuition investment will pay professional dividends, and as alumni look for meaningful ways to give back to the institutions that nurtured and prepared them, colleges and universities can integrate these disparate goals through the Guilds, intergenerational membership networks that draw strength from the contributions of all of their members.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      see Theron's ideas for COMM.
  • Civic engagement learning derives its power from the engagement of students with real communities—local, national, and global. This panel explores the relationship between student learning and the contexts in which that learning unfolds by examining programs that place students in diverse contexts close to campus and far afield.
  • For institutional assessment to make a difference for student learning its results must result in changes in classroom practice. This session explores ways in which the institutional assessment of student learning, such as the Wabash National Study of Liberal Arts Education and the Collegiate Learning Assessment, can be connected to our classrooms.
  • Interdisciplinary Teaching and Object-Based Learning in Campus Museums
  • To address pressing needs of their communities, government and non-profit agencies are requesting higher education to provide education in an array of human and social services. To serve these needs effectively, higher educationneeds to broaden and deepen its consultation with practitioners in designing new curricula. Colleges and universities would do well to consider a curriculum development model that requires consultation not only with potential employers, but also with practitioners and supervisors of practitioners.
  • Should Academics be Active? Campuses and Cutting Edge Civic Engagement
  • If transformational liberal education requires engaging the whole student across the educational experience, how can colleges and universities renew strategy and allocate resources effectively to support it?  How can assessment be used to improve student learning and strengthen a transformational learning environment? 
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Purpose of university is not to grant degrees, it has something to do with learning. Keeling's perspective is that the learning should be transformative; changing perspective. Liberating and emancipatory Learning is a complex interaction among student and others, new knowledge and experience, event, own aspirations. learners construct meaning from these elements. "we change our minds" altering the brain at the micro-level Brain imaging research demonstrates that analogical learning (abstract) demands more from more areas of the brain than semantic (concrete) learning. Mind is not an abstraction, it is based in the brain, a working physical organ .Learner and the environment matter to the learning. Seeds magazine, current issue on brain imaging and learning. Segway from brain research to need for university to educate the whole student. Uses the term 'transformative learning' meaning to transform the learning (re-wire the brain) but does not use transformative assessment (see wikipedia).
  • But as public debates roil, higher education has been more reactive than proactive on the question of how best to ensure that today’s students are fully prepared for a fast-paced future.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Bologna process being adopted (slowly) in EU, the idea is to make academic degrees more interchangeable and understandable across the EU three elements * Qualification Frameworks (transnational, national, disciplinary). Frameworks are graduated, with increasing expertise and autonomy required for the upper levels. They sound like broad skills that we might recognize in the WSU CITR. Not clear how they are assessed * Tuning (benchmarking) process * Diploma Supplements (licensure, thesis, other capstone activities) these extend the information in the transcript. US equivalent might be the Kuali Students system for extending the transcript. Emerging dialog on American capability This dialog is coming from 2 directions * on campus * employers Connect to the Greater Exceptions (2000-2005) iniative. Concluded that American HE has islands of innovation. Lead to LEAP (Liberal Education and America's Promise) Initiative (2005-2015). The dialog is converging because of several forces * Changes in the balance of economic and political power. "The rise of the rest (of the world)" * Global economy in which innovation is key to growth and prosperity LEAP attempts to frame the dialog (look for LEAP in AACU website). Miami-Dade CC has announced a LEAP-derived covenant, the goals must span all aspects of their programs. Define liberal education Knowledge of human cultures and the physical and natural world intellectual and practical skills responsibility integrative skills Marker of success is (here is where the Transformative Gradebook fits in): evidence that students can apply the essential learning outcomes to complex, unscripted problems and real-world settings Current failure -- have not tracked our progress, or have found that we are not doing well. See AACU employer survey 5-10% percent of current graduates taking courses that would meet the global competencies (transcript analysis) See NSSE on Personal and social responsibility gains, less tha
  • Dr. Pan will also talk about strategies for breaking down cultural barriers.
    • Nils Peterson
      Nils Peterson on 24 Jan 09
       
      Pan. found a non-profit agency to be a conduit and coordinator to level the power between univ and grass roots orgs. helped with cultural gaps.
Nils Peterson

Education | Change.gov - 0 views

change.gov/education

obama service learning Learning2.0

shared by Nils Peterson on 07 Nov 08 - Cached
  • Nils Peterson on 07 Nov 08
     
    CTLT: We know how to do this integrated with the curriculum, authentically assessed by the community and credentialled by the University with Harvesting Grade Book. see ctltwsu.wordpress.com Obama "This universal and fully refundable credit will ensure that the first $4,000 of a college education is completely free for most Americans, and will cover two-thirds the cost of tuition at the average public college or university and make community college tuition completely free for most students. Recipients of the credit will be required to conduct 100 hours of community service."
Nils Peterson

How To Crowdsource Grading | HASTAC - 0 views

www.hastac.org/...how-crowdsource-grading

assessment harvest crowdsource HASTAC Cathy Davidson

shared by Nils Peterson on 16 Aug 09 - Cached
  • My colleagues and I at the University of Maine have pursued a similar course with The Pool, an online environment for sharing art and code that invites students to evaluate each other at various stages of their projects, from intent to approach to release.
    • Nils Peterson
      Nils Peterson on 16 Aug 09
       
      This is feedback on our Harvesting Gradebook and Crowdsourcing ideas. The Pool seems to be an implementation of the feedback mechanism with some ideas about reputation.
  • Like Slashdot's karma system, The Pool entrusts students who have contributed good work in the past with greater power to rate other students. In general students at U-Me have responded responsibly to this ethic; it may help that students are sometimes asked to evaluate students in other classes,
    • Nils Peterson
      Nils Peterson on 16 Aug 09
       
      While there is notion of karma and peer feedback, there does not seem to be notion of bringing in outside expertise or if it were to come in, to track its roles
Nils Peterson

Washington State's Dilemma: How to Serve Up a Book Criticizing the Food Industry - Chronicle.com - 0 views

chronicle.com/...email2.php

chronicle community

shared by Nils Peterson on 26 May 09 - Cached
  • Nils Peterson on 26 May 09
     
    The last paragraph is a good one and the core question I think we have been working on with harvesting gradebook - make not only the student work, but the assignment and the assessment criteria open as community property. Why not have community involved in the conversation about what is important to study?
Theron DesRosier

Beyond LMS Keynote to Canada Moodlemoot 2009 - 0 views

www.slideshare.net/...note-to-canada-moodlemoot-2009

Harvesting_gradebook attention

shared by Theron DesRosier on 08 Jul 09 - Cached
  • Theron DesRosier on 08 Jul 09
     
    This Powerpoint from the Keynote at Canada Moodlemoot 2009 has two references to the Harvesting Gradebook and interest in the comments below the presentation.
Nils Peterson

What Colleges Should Learn From Newspapers' Decline - Chronicle.com - 0 views

chronicle.com/...30a02101.htm

shared by Nils Peterson on 30 Mar 09 - Cached
  • Peter Drucker said, "Thirty years from now, the big university campuses will be relics. ... Such totally uncontrollable expenditures, without any visible improvement in either the content or the quality of education, means that the system is rapidly becoming untenable."
    • Nils Peterson
      Nils Peterson on 31 Mar 09
       
      Try the Harvesting Gradebook, our experiment in improving the content and quality by opening the problems and the assessment process to the community. http://wsuctlt.wordpress.com/2009/03/26/test-drive-the-Harvesting-gradebook/
  • the institution is making a lot of money — which is then used to pay for faculty scholarship, graduate education, administrative salaries, the football coach, and other expensive things that cost more than they bring in.
    • Nils Peterson
      Nils Peterson on 31 Mar 09
       
      There is other capital that the university could access -- Intellectual Capital and Social Capital. See thoughts on how learning in community could garner this http://www.nilspeterson.com/2009/03/29/extending-the-ripple-effect/
  • Joshua Yeidel on 30 Mar 09
     
    You may have heard me say that I fear that WSU might 'sail itself under the water' by not adapting to its changing environment. Here's a short but carefully-reasoned examination of parallels between universities and newspapers, which are doing just that.
  • Joshua Yeidel on 30 Mar 09
     
    Newspapers are dying. Are universities next? The parallels between them are closer than they appear.
Nils Peterson

CITE Journal -- Volume 2, Issue 4 - 0 views

www.citejournal.org/...article3.cfm

shared by Nils Peterson on 13 Aug 10 - Cached
  • The ability to aggregate data for assessment is counted as a plus for CS and a minus for GT
    • Nils Peterson
      Nils Peterson on 13 Aug 10
       
      This analysis preceeds the Harvesting concept.
  • The map includes the portfolio's ability to aid learners in planning, setting goals, and navigating the artifacts learners create and collect.
    • Nils Peterson
      Nils Peterson on 13 Aug 10
       
      Recently, when I have been thinking about program assessment I've been thinking how students might assess courses (before adding the couse to their transcript (aka portfolio) in terms of the student's learning needs for developing proficiency in the 6 WSU goals. Students might also do a course evaluation relative to the 6 goals to give instrutors and fellow students guideposts. SO, the notion here, portfolio as map, would be that the portfolio had a way for the learner to track/map progress toward a goal. Perhaps a series of radar charts associated with a series of artifacts. Learner reflection would lead to conclusion about what aspect of the rubric needed more practice in the creation of the next artifacts going into the portfolio.
Nils Peterson

ePortfolios and Communities of Practice -- Campus Technology - 0 views

campustechnology.com/...d-communities-of-practice.aspx

harvesting gradebook gradebook

shared by Nils Peterson on 04 Feb 09 - Cached
  • Nils Peterson on 04 Feb 09
     
    article about the pilot work in AMT class
Nils Peterson

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons | Academic Commons - 0 views

www.academiccommons.org/...introduction-issue

shared by Nils Peterson on 12 Mar 09 - Cached
  • A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom. What does this shift imply for the ways we understand learning and development? If we accept this new learning paradigm, what kinds of accommodations do we need to make in our approaches to the curriculum, the classroom, the role of faculty, and the empowerment of learners?
    • Nils Peterson
      Nils Peterson on 12 Mar 09
       
      See our conversations about transformative assessment and problems as the motivators of study that span courses. We have a blog post from June, early in the Harvesting Gradebook work, that talks about these problems spanning courses
Nils Peterson

Service | Change.gov - 0 views

www.change.gov/service

obama service learning

shared by Nils Peterson on 07 Nov 08 - Cached
  • Nils Peterson on 07 Nov 08
     
    CTLT has experience with how to implement this goal integrated with curriculum. From HD and DecSci to new experiments with Harvesting Gradebook.
  • Nils Peterson on 07 Nov 08
     
    Require 100 Hours of Service in College: Obama and Biden will establish a new American Opportunity Tax Credit that is worth $4,000 a year in exchange for 100 hours of public service a year.
Nils Peterson

WSU Today Online - Professor brings new approach into classroom - 3 views

www.wsutoday.wsu.edu/...Publications.asp

shared by Nils Peterson on 09 Mar 10 - Cached
  • What do Wikipedia, Linux, Mozilla Firefox, and Threadless Tees have in common? All were created outside the traditional product development model using a mass collaborative approach. In mass collaborative product development (MCPD), large groups of people compete and collaborate globally to develop new products and services.
  • the MCPD phenomenon is under way in the management and business communities. But few have examined it from an engineering design standpoint.
  • A more natural process
  • ...3 more annotations...
  • But engineering curricula, said Panchal, tends to remain focused on traditional approaches to product development.
  • companies are trying out MCPD to not only foster a more collaborative workplace but to bring in outside innovation
  • “This is not a hierarchical model," said Panchal. "Rather, people self-select activities they’re interested in."
    • Nils Peterson
      Nils Peterson on 10 Mar 10
       
      see various harvesting gradebook ideas from 2008, student finds problem in community, that becomes a motivating spine for their personal curriculum
  • Gary Brown on 09 Mar 10
     
    collaborative development on our doorstep. We should introduce ourselves.
Gary Brown

Ethics? Let's Outsource Them! - Brainstorm - The Chronicle of Higher Education - 4 views

chronicle.com/...22408

rubrics. outsource

shared by Gary Brown on 09 Apr 10 - Cached
  • Many students are already buying their papers from term-paper factories located in India and other third world countries. Now we are sending those papers back there to be graded. I wonder how many people are both writing and grading student work, and whether, serendipitously, any of those people ever get the chance to grade their own writing.”
  • The great learning loop of outcomes assessment is neatly “closed,” with education now a perfect, completed circle of meaningless words.
  • With outsourced grading, it’s clearer than ever that the world of rubrics behaves like that wicked southern plant called kudzu, smothering everything it touches. Certainly teaching and learning are being covered over by rubrics, which are evolving into a sort of quasi-religious educational theory controlled by priests whose heads are so stuck in playing with statistics that they forget to try to look openly at what makes students turn into real, viable, educated adults and what makes great, or even good, teachers.
  • ...2 more annotations...
  • Writing an essay is an art, not a science. As such, people, not instruments, must take its measure, and judge it. Students have the right to know who is doing the measuring. Instead of going for outsourced grading, Ms. Whisenant should cause a ruckus over the size of her course with the administration at Houston. After all, if she can’t take an ethical stand, how can she dare to teach ethics?
  • "People need to get past thinking that grading must be done by the people who are teaching.” Sorry, Mr. Rajam, but what you should be saying is this: Teachers, including those who teach large classes and require teaching assistants and readers, need to get past thinking that they can get around grading.
  • Gary Brown on 09 Apr 10
     
    the outsourcing loop becomes a diatribe against rubrics...
  • Joshua Yeidel on 16 Apr 10
     
    It's hard to see how either outsourced assessment or harvested assessment can be accomplished convincingly without rubrics. How else can the standards of the teacher be enacted by the grader? From there we are driven to consider how, in the absence of a rubric, the standards of the teacher can be enacted by the student. Is it "ethical" to use the Potter Stewart standard: "I'll know it when I see it"?
  • Gary Brown on 16 Apr 10
     
    Yes, who is the "priest" in the preceding rendering--one who shares principles of quality (rubrics), or one who divines a grade a proclaims who is a "real, viable, educated adult"?
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