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The Atlantic Century: Benchmarking EU and U.S. Innovation and Competitiveness | The Inf... - 1 views

www.itif.org/...innovation-and-competitiveness innovation education
shared by Theron DesRosier on 30 Mar 10 - Cached
  • Theron DesRosier on 30 Mar 10
     
    "ITIF uses 16 indicators to assess the global innovation-based competitiveness of 36 countries and 4 regions. This report finds that while the U.S. still leads the EU in innovation-based competitiveness, it ranks sixth overall. Moreover, the U.S. ranks last in progress toward the new knowledge-based innovation economy over the last decade."
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Discussion: Higher Education Teaching and Learning | LinkedIn - 2 views

www.linkedin.com/groupAnswers employers
shared by Gary Brown on 30 Mar 10 - No Cached
  • Do you have ideas or examples of good practice of working with employers to promote workforce development? UK universities and colleges are under pressure to do "employer engagement" and some are finding it really difficult. This is sometimes due to the university administrative systems not welcoming non-traditional students, and sometimes because we use "university speak" rather than "employer speak". All ideas very welcome. Thanks. Posted 7 hours ago | Reply Privately /* extlib: /js_controls/_dialog.jsp */ LI.i18n.register( 'Dialog-closeWindow', 'Close this window' ); LI.i18n.register( 'Dialog-or', 'or' ); LI.i18n.register( 'Dialog-cancel', 'Cancel' ); LI.i18n.register( 'Dialog-submit', 'Submit' ); LI.i18n.register( 'Dialog-error-generic', 'We\'re sorry. Something unexpected happened and your request could not be completed. Please try again.' ); LI.Controls.addControl('control-7', 'Dialog', { name: 'sendMessageDialog', type: 'task-modeless', content: { node: 'send-message-dialog', title: 'Reply Privately' }, extra: { memberId: '19056441', fullName: 'Anita Pickerden', groupId: '2774663', subject: 'RE: Do you have ideas or examples of good practice of working with employers to promote workforce development?' } });
  • Gary Brown on 30 Mar 10
     
    We should respond to this query with examples from a few of our programs--and write a baseball card or two in the process.
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How Smartphones and Handheld Computers Are Bringing on an Educational Revolution | Fast... - 0 views

www.fastcompany.com/...a-is-for-app.html smartphones education how web2.0 assessment learning
shared by Theron DesRosier on 29 Mar 10 - Cached
  • Theron DesRosier on 29 Mar 10
     
    "As smartphones and handheld computers move into classrooms worldwide, we may be witnessing the start of an educational revolution. How technology could unleash childhood creativity -- and transform the role of the teacher. "
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Office of the President: Elson S. Floyd's Blog - 2 views

president.wsu.edu/blog community
shared by Gary Brown on 29 Mar 10 - Cached
  • SU research directly supports the economies of so many of our communities statewide – communities and economies many of our graduates will soon take part in when they enter the workforce.  Therefore, it is imperative we align WSU to work closely and strategically with the state, and more specifically, very intimately with the counties, communities and businesses to maximize the efficiency and value of our extension, educational, outreach and research programs
  • Gary Brown on 29 Mar 10
     
    The president speaks about community engagement and aligning our goals.....
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News: Different Paths to Full Professor - Inside Higher Ed - 1 views

www.insidehighered.com/...osu SoTL research Tenure and Promotion
shared by Gary Brown on 11 Mar 10 - Cached
  • Ohio State is embarking on discussions on how to change the way professors are evaluated for promotion to full professor. University officials argue that, as in tenure reviews, research appears to be the dominant factor at that stage, despite official policies to weigh teaching and service as well.
  • The concept in play would end the myth that candidates for full professor (and maybe, someday, candidates for tenure) should be great in everything. Why? Because most professors aren't great at everything.
  • Once research eminence is verified, teaching and service must be found only to be "adequate."
  • ...3 more annotations...
  • This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success."
  • Measuring impact is always difficult, particularly when it comes to teaching and service," he said. "But it can be done if we focus on the significance of these activities as it extends beyond our own institution -- just as we expect such broad effects with traditional scholarship. Thus, indicators of impact on other institutions, recognition by professional associations, broad adoption of teaching materials (textbooks, software, etc.) by other institutions, evidence of effects on policy formulation and so on -- all these are appropriate independent indicators of effectiveness."
  • Gerber said, the idea of "counting" such contributions in faculty evaluations is an embrace of Ernest Boyer's ideas about "the scholarship of teaching," ideas that have had much more influence outside research universities than within them.
  • Gary Brown on 11 Mar 10
     
    Reconsidering SoTL at Ohio State
  • Kimberly Green on 29 Mar 10
     
    Responding to this portion: This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success." How does OAI navigate these real concerns / hurdles with our program assessment efforts? If we convince/force leadership to "value" teaching and SoTL but it carries little or no weight in terms of promotion and tenure (I give you Carol Anelli, for example), then don't we become part of that "game"?
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Views: Changing the Equation - Inside Higher Ed - 1 views

www.insidehighered.com/...bassis
shared by Nils Peterson on 25 Mar 10 - Cached
  • 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
      Nils Peterson on 25 Mar 10
       
      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
  • Gary Brown on 25 Mar 10
     
    A must read spotted by Jane Sherman--I've highlighed, as usual, much of it.
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Connecting Assessment | Remote Access - 3 views

www.evenfromhere.org/?p=1352 rubrics socialmedia
shared by Lorena O'English on 24 Mar 10 - Cached
  • Lorena O'English on 24 Mar 10
     
    This is directed to K-12, but of interest - he discusses his rubric for social media interaction (note the link to a rubric for blogging in the first paragraph as well).
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Led by North Dakota, Some States Shield Higher Education From Cutbacks - Government - T... - 0 views

chronicle.com/...64760 higher_education
shared by Joshua Yeidel on 23 Mar 10 - Cached
  • Joshua Yeidel on 23 Mar 10
     
    "a handful of states have been spared the brunt of the recession so far, providing an opportunity for them to improve their national standing in terms of higher education. Leading those states by far is North Dakota, whose higher-education system has seen an 18.5-percent increase in state funds over the past two years. "
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Biggest Increases in Spending on Higher Education - Government - The Chronicle of Highe... - 0 views

chronicle.com/...64781 higher_education
shared by Joshua Yeidel on 23 Mar 10 - Cached
  • Joshua Yeidel on 23 Mar 10
     
    A tough competitive environment...
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Saving the Google students - latimes.com - 2 views

www.latimes.com/...ner21-2010mar21,0,764753.story infolit
shared by Lorena O'English on 22 Mar 10 - Cached
  • Lorena O'English on 22 Mar 10
     
    This is an excellent overview of the need for info literacy instructiohn, written by a (pink-slipped) high school librarian...
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About Powers - Urgent Evoke - 2 views

www.urgentevoke.com/...about-powers evoke 21 century skills global competencies
shared by Nils Peterson on 19 Mar 10 - Cached
  • Nils Peterson on 19 Mar 10
     
    10 skills and abilities that will help you tackle the world's toughest problems
  • Nils Peterson on 19 Mar 10
     
    Evoke skills, collaboration, courgage, creativity, entrepreneurship, local insight, knowledge share, resourcefulness, spark, sustainability, vision.
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Cheaters Never Win, at Least in Physics, a Professor Finds - Wired Campus - The Chronic... - 1 views

chronicle.com/...21895 cheating teaching assessment
shared by Joshua Yeidel on 18 Mar 10 - Cached
  • Joshua Yeidel on 18 Mar 10
     
    "The professor said he did find a way to greatly reduce cheating on homework in his class. He switched to a "studio" model of teaching, in which students sit in small groups working through tutorials on computers while professors and teaching assistants roam the room answering questions, rather than a traditional lecture. With lectures, he detected cheating on about 11 percent of homework problems, but now he detects copying on only about 3 percent of them. It might help that he shares findings from his study to his students, showing them that cheaters are much more likely to get C's and D's on exams than those who work out homework problems on their own. "
  • Joshua Yeidel on 18 Mar 10
     
    A physics professor figures out how to detect cheating on homework, (an assessment), triangulates with another assessment (OK, it's an exam) to determine the impact on student learning, and modifies his teaching practice, reducing cheating from 11% to 3%.
  • Gary Brown on 19 Mar 10
     
    This is a happy ending and an interesting useful outcome from assessment. There is also a kind of "duh" quality to it, but that is not a problem. What I'm pondering, though, is the time and energy expended for a 7% gain. What I hope follows is further assessment of the gains for the other 93% relative to learning and attitude toward learning, school, and the subject matter.....
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Jonathon James English Cranston's Page - Urgent Evoke - 0 views

www.urgentevoke.com/...JonathonJamesEnglishCranston evoke
shared by Nils Peterson on 19 Mar 10 - Cached
  • Nils Peterson on 19 Mar 10
     
    Evoke is built in Ning..worth a look for how they re-dressed it.
  • Nils Peterson on 19 Mar 10
     
    EVOKE Powers are the core skills, abilities, and talents that make successful social innovation possible. In other words, they are the key social innovation superpowers.
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Facebook | Evoke - 1 views

www.facebook.com/...282530301145
shared by Nils Peterson on 19 Mar 10 - Cached
  • Here’s how to become an EVOKE mentor: 1) Sign up for the EVOKE network 2) Make a promise to yourself to visit the EVOKE network as often as you can, between now and May 12. OKAY, I’M A MENTOR! NOW WHAT? Every time you visit the EVOKE network, try to complete at least one mentor mission. Each mission takes just a few minutes – but it can have a huge impact. Your feedback and words of advice can help an EVOKE agent stay motivated and optimistic. You can inspire an EVOKE agent to stick with the tough challenges of social innovation long enough to really make a difference.
    • Nils Peterson
      Nils Peterson on 19 Mar 10
       
      concept of building a community be enlisting mentors
  • MENTOR MISSIONS Here are some starter mentor missions. You can tackle them in any order, and complete them as many times as you want. Feel free to invent your own mentor missions – and share instructions here in the comments for others to adopt.
    • Nils Peterson
      Nils Peterson on 19 Mar 10
       
      BEFRIEND AN AGENT Browse the EVOKE agent directory ... Add the agent as your friend. WORDS OF WISDOM So share some words of wisdom CHEER 'EM ON HELPFUL RESOURCES.. share links to articles POWER UP Check to see if your agent has uploaded any videos, photos, or blog posts. BRAG TIME Tell the whole EVOKE network how proud you are Tweet or Facebook status update about your agent MAKE AN ALLIANCE Introduce your agent to a friend or colleague who you think
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Tom Vander Ark: How Social Networking Will Transform Learning - 2 views

www.huffingtonpost.com/...l-networking-wit_b_349467.html learning web2.0 higher_education
shared by Nils Peterson on 12 Nov 09 - Cached
  • Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement
  • I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement.
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      I just Diigoed UrgentEvoke.com (a game) and Jumo.com a new social site, each targeted at working on big, real-world problems.
  • Theron DesRosier on 12 Nov 09
     
    Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post: "There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."
  • Nils Peterson on 18 Mar 10
     
    "Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement" Vander Ark was the first Executive Director for the Bill & Melinda Gates Foundation. From his post:"There are plenty of theories about how to improve education. Most focus on what appear to be big levers--a point of entry and system intervention that appears to provide some improvement leverage. These theories usually involve 'if-then' statements: 'if we improve this, then other good stuff will happen.'" "One problem not addressed by these theories is the lack of innovation diffusion in education--a good idea won't cross the street. Weak improvement incentives and strong bureaucracy have created a lousy marketplace for products and ideas." "I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement."\n\n\n
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Kushal Chakrabarti: Vittana: Forget $40K, Send Someone to College for $10 - 0 views

www.huffingtonpost.com/...orget-40k-send-s_b_500076.html
shared by Nils Peterson on 18 Mar 10 - Cached
  • Nardith's mom, Angelica, is a long-time client of EDAPROSPO, a local microfinance non-profit in Peru, and has built a successful combi (a bus-like taxi) business of her own. She makes enough money to take care of her family and save a little for the future. When Vittana and EDAPROSPO launched a brand-new college loan program for would-be Peruvian students back in July, Angelica jumped at the never-before-seen opportunity for her daughter. Nardith's loan was arranged and her profile appeared on Vittana. Then, because of 17 people around the world -- a mom in Norway, an MBA student in Boston, a banker in NYC, a professional poker player in Los Angeles, an engineer in Seattle, and many others -- who together lent her $700, Nardith was able to re-enroll in a nursing program
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      micro-lending for education. Its a technical education, so one might assume a lower risk for the investor.
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YouTube - Jane McGonigal: Gaming can make a better world - 0 views

www.youtube.com/watch
shared by Nils Peterson on 18 Mar 10 - Cached
  • Gaming can make a better world
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      See also UrgentEvoke.com the game she describes in this TED talk and also Jumo.com a social site for problem solving. Are these a collection of resources pointing at a new contextualized learning genre. UrgentEvoke "credentials" is top players (as top players).
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Jumo - Together in Concert - 0 views

jumo.com
shared by Nils Peterson on 18 Mar 10 - Cached
  • There are no magic solutions to the challenges our world faces. But there are millions of people around the globe who work each day to improve the lives of others. Unfortunately, there are millions more who don’t know how to meaningfully help. Jumo brings together everyday individuals and organizations to speed the pace of global change. We connect people to the issues, organizations, and individuals relevant to them to foster lasting relationships and meaningful action. 
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      New social problem solving site being launched soon by one of the co-founders of Facebook, who went on to the My Barack Obama effort during the election.
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Urgent Evoke » About the EVOKE game - 0 views

blog.urgentevoke.net/...about-the-evoke-game
shared by Nils Peterson on 18 Mar 10 - Cached
  • About the EVOKE game Posted by Alchemy on 27 Jan under Behind the scenes EVOKE is a ten-week crash course in changing the world. It is free to play and open to anyone, anywhere. The goal of the social network game is to help empower young people all over the world, and especially young people in Africa, to come up with creative solutions to our most urgent social problems. The game begins on March 3, 2010. Players can join the game at any time. On May 12th, 2010 the first season of the game will end, and successful participants will form the first graduating class of the EVOKE network. Players who successfully complete 10 game challenges will be able to claim their honors: Certified EVOKE Social Innovator – Class of 2010. Top players will also earn online mentorships with experienced social innovators and business leaders from around the world, seed funding for new ventures, and travel scholarships to share their vision for the future at the EVOKE Summit in Washington DC.
    • Nils Peterson
      Nils Peterson on 18 Mar 10
       
      Using gaming as a tool to build networked learning skills to solve real problems. Steps seem to include finding real resources on the web and bringing them back to enrich the game site. I found this from a TED talk by Jane McGonigal, Institute for the Future and game designer. Puts a new spin on the DML call for games. This project funded by World Bank
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BEEDOCS Movie: Introducing Bee Docs Timeline 3D - 1 views

www.beedocs.com/...IntroducingTimeline3D.php timeline presentation
shared by Joshua Yeidel on 17 Mar 10 - Cached
  • Joshua Yeidel on 17 Mar 10
     
    A new "twist" on timelines.
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