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Theron DesRosier

pagi: eLearning - 0 views

  • 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
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    Nils found this. It is a Spanish concept map on eLearning that includes CTLT and the Harvesting Gradebook.
Nils Peterson

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

  • 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
       
      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
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    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.
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    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

Education | Change.gov - 0 views

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    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."
Gary Brown

For-Profit Hearing: Legislation Might Include All Colleges & Greed is Good « WCET Frontiers - 2 views

  • Democrats were being unfair in singling out the for-profit institutions.  Senator Enzi, the ranking minority member on the Committee, followed up with a statement released on the HELP webpage.  Enzi said. “It is naïve to think that these problems are limited to just the for-profit sector.”
  • Senator Jeff Merkley (OR) asked if “student loans should be extended to programs that are not accredited.”  Ms. Asher gave a polite lesson on the difference between accrediting institution and accrediting program.
  • Finances in higher education is confusing and accreditation is confusing
  • ...1 more annotation...
  • Ms. Asher was also a champion of reviewing the financial incentives for colleges.  “We need to shift incentives for colleges to focus on outcomes for students.”
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

In Honor of the Standardized Testing Season… « Let's Play Math! - 0 views

  • — Jonathan Kozol at Westfield State College’s 157th Commencement
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    If you could lead through testing, the U.S. would lead the world in all education categories. When are people going to understand you don't fatten your lambs by weighing them? - Jonathan Kozol at Westfield State College's 157th Commencement
Theron DesRosier

OUseful.Info, the blog… - 0 views

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    A good source of ideas for mashups and conversation about the future of education.
Gary Brown

Changing Higher Education: An Interview with Lloyd Armstrong, USC « Higher Education Management Group - 1 views

  • There are obviously real concerns that outcomes measures are measuring the right outcomes.   However, those expressing those concerns seldom are ready to jump in to try to figure out how to measure what they think is important – a position that is ultimately untenable
  • Learning outcomes risk changing the rules of the game by actually looking at learning itself, rather than using the surrogates of wealth, history, and research.  Since we have considerable data that show that these surrogates do not correlate particularly well with learning outcomes (see e.g. Derek Bok’s Our Underachieving Colleges),
  •  As Bok pointed out, to improve learning outcomes, the faculty would have to learn to teach in new ways.  Most academic leaders would prefer not to get into a game that would require that kind of change!  In fact, at this point I believe that the real, critical, disruptive innovation in higher education is transparent learning outcomes measures.  Such measures are likely to enable the innovations discussed in the first question to transform from sustaining to disruptive.
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    another executive source, but notes the critical underpinning reason we NEED to do our work.
Theron DesRosier

Key Social Learning Roles « Daretoshare - 0 views

  • Premise:  Learning communities or networks thrive because its members possess certain skills and capabilities.  Community members should be able to perform one or more of the five roles described in the table that follows.
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.
Nils Peterson

How to make curriculum mapping useful to university academics « The Weblog of (a) David Jones - 5 views

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    Thinking about curriculum map. Doing it from the course level in Moodle. Understands the need for faculty agency and SoTL kinds of value in the work.
Joshua Yeidel

Wired Campus: Whitman Takes Manhattan - Chronicle.com - 0 views

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    How would we integrate information about this effort as a resource in alt.wetpaint?
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    "The basic idea is to bring all four of these classes together in this one space," Mr. Gold said in an interview. Each class will have its own turf on the Web site, and each will concentrate on a different era of the poet's life. Students at NYU and City Tech will focus on Whitman in mid-19th-century New York, those at Mary Washington will examine his Civil War-era experience, and the Rutgers contingent will turn its attention to his sage-of-Camden period. Each group will work with and annotate the relevant edition or editions of Leaves of Grass. Each will have access to the others' work. So will the general public - at least that's the plan. "We really don't know what these interactions will be like," Mr. Gold said. "It's one of the risks of the project but also one of the exciting things about it."
Nils Peterson

Pandemic flu, school closing and community learning « Community-based learning - 0 views

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    updating my thinking on pandemic flu and university response
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    Pandemic flu could lead to school closing. To avoid financial ruin by having to return tuition universities might consider trying to move online. There is a way to implement this movement, but not with the traditional course management system.
Nils Peterson

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

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    This is the packet for AAC&U. Comments welcome, changes hard to implement at this late hour.
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    Materials for the AAC&U Conf April 2-4, 2009. The last link is to a new Theron-inspired JamyeJ graphic.
Nils Peterson

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

  • 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
       
      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
       
      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/
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    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.
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    Newspapers are dying. Are universities next? The parallels between them are closer than they appear.
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