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Joshua Yeidel

As AAU Admits Georgia Tech to Its Exclusive Club, Other Universities Await the Call - F... - 0 views

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    "On Tuesday the invitation-only association made it official, naming Georgia Tech to the exclusive group that now numbers 63 universities... but several other university leaders may be scratching their heads and wondering why their campuses haven't made the grade."
Joshua Yeidel

Digication e-Portfolios: Highered - Assessment - 0 views

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    "Our web-based assessment solution for tracking, comparing, and reporting on student progress and performance gives faculty and administrators the tools they need to assess a class, department, or institution based on your standards, goals, or objectives. The Digication AMS integrates tightly with our award winning e-Portfolio system, enabling students to record and showcase learning outcomes within customizable, media friendly templates."
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    Could this start out as with program portfolios, and bgrow to include student work?
Joshua Yeidel

Digication :: NCCC Art Department Program Evaluation :: Purpose of Evaluation - 0 views

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    An eportfolio for program evaluation by the Northwest Connecticut Community College Art Department. Slick, well-organized, and pretty using Digication as a platform and host. A fine portfolio, which could well be a model for our programs, except that there is not a single direct measure of student learning outcomes.
Nils Peterson

ECAR on the PLE and the LMS « EDITing in the Dark - 0 views

shared by Nils Peterson on 24 Feb 09 - Cached
  • The shortcomings of LMSs may, however, have as much to do with institutions’ lack of understanding about how to facilitate learning with them as with the inadequacies of the systems themselves. “
  • the ethos of the LMS and the “wild web” seem to be working against each other if we are trying  to create “professional” or “life long” learners, similar to Martin Weller’s thoughts on the situation.
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    I went looking for the ECAR report on LMS & Web 2.0, found this
Joshua Yeidel

News: A Jobs Mismatch - Inside Higher Ed - 0 views

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    A report of a Georgetown University study that describes the shift in the job market toward requiring post-secondary education (up from 20% of jobs in 1973 to 59% of jobs in 2018) and the looming shortfall of college-eduvated workers. The director of the study opines that that means more vocational orientation in college education, but the report stops short (thankfully) of that mis-conclusion.
Theron DesRosier

Enemy Lurks in Briefings on Afghan War - PowerPoint - NYTimes.com - 0 views

  • “PowerPoint makes us stupid,” Gen. James N. Mattis of the Marine Corps, the Joint Forces commander, said this month at a military conference in North Carolina. (He spoke without PowerPoint.) Brig. Gen. H. R. McMaster, who banned PowerPoint presentations when he led the successful effort to secure the northern Iraqi city of Tal Afar in 2005, followed up at the same conference by likening PowerPoint to an internal threat.
  • The news media sessions often last 25 minutes, with 5 minutes left at the end for questions from anyone still awake. Those types of PowerPoint presentations, Dr. Hammes said, are known as “hypnotizing chickens.”
Joshua Yeidel

HELP WANTED PROJECTIONS of JOBS and EDUCATION REQUIREMENTS Through2018 - 0 views

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    "America is slowly coming out of the Recession of 2007-only to find itself on a collision course with the future: not enough Americans are completing college . . . By 2018, we will need 22 million new workers with college degrees-but will fall short of that number by at least 3 million postsecondary degrees . . . At a time when every job is precious, this shortfall will mean lost economic opportunity for millions of American workers."
Nils Peterson

Community as Curriculum - vol 2. The Guild/Distributed Continuum @ Dave's Educational Blog - 0 views

  • Community as curriculum is not meant as a simple alternative to the package version of learning. It is, rather, meant to point to the learning that takes place on top of that model and to point to the strategies for continuing learning throughout a career. There is a base amount of knowledge that is required to be able to enter a community, and there are methods for acquiring the specific kinds of literacy needed to learn within a specific community.
    • Nils Peterson
       
      "[Rather it is] meant to point to the learning that takes place *on top of that model* and to point to the strategies for continuing learning throughout a career." Dave is stacking community learning as a layer OVER more traditional models, which I think is a different view than we articulated in our Spectrum
Theron DesRosier

The Future of Thinking - The MIT Press - 0 views

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    "Over the past two decades, the way we learn has changed dramatically. We have new sources of information and new ways to exchange and to interact with information. But our schools and the way we teach have remained largely the same for years, even centuries. What happens to traditional educational institutions when learning also takes place on a vast range of Internet sites, from Pokemon Web pages to Wikipedia? This report investigates how traditional learning institutions can become as innovative, flexible, robust, and collaborative as the best social networking sites. The authors propose an alternative definition of "institution" as a "mobilizing network"-emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change-and explore the implications for higher education."
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    A new book by Cathy Davidson.
Joshua Yeidel

Op-Ed Columnist - Riders on the Storm - NYTimes.com - 0 views

  • Sunstein’s fear was that the Internet might lead to a more ghettoized, polarized and insular electorate.
  • Yet new research complicates this picture
Theron DesRosier

U of Phoenix Makes History « The Quick and the Ed - 0 views

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    "According to U.S. Department of Education data released today, the University of Phoenix became the first college in the history of the United States to take in more than a billion dollars worth of Pell Grants disbursements in a single academic year. Students at the for-profit chain received a total of $1,042,372,699.50 spread amongst 304,583 awards in the 2009-10 academic year."
Nils Peterson

News & Broadcast - World Bank Frees Up Development Data - 0 views

  • April 20, 2010—The World Bank Group said today it will offer free access to more than 2,000 financial, business, health, economic and human development statistics that had mostly been available only to paying subscribers.
  • Hans Rosling, Gapminder Foundation co-founder and vigorous advocate of open data at the World Bank, said, “It’s the right thing to do, because it will foster innovation. That is the most important thing.”He said he hoped the move would inspire more tools for visualizing data and set an example for other international institutions.
  • The new website at data.worldbank.org offers full access to data from 209 countries, with some of the data going back 50 years. Users will be able to download entire datasets for a particular country or indicator, quickly access raw data, click a button to comment on the data, email and share data with social media sites, says Neil Fantom, a senior statistician at the World Bank.
Nils Peterson

How would you design an ICT/education program for impact? | A World Bank Blog on ICT us... - 0 views

  • Country x has, in various ways, been host to numerous initiatives to introduce computers into its schools and, to lesser extents, to train teachers and students on their use, and schools have piloted a variety of digital learning materials and education software applications.  It is now ready, country leaders say, to invest in a rigorous, randomized trial of an educational technology initiative as a prelude to a very ambitious, large-scale roll-out of the use of educational technologies nationwide. It asks: What programs or specific interventions should we consider?
    • Nils Peterson
       
      World Bank Sr. Policy Wonk asking for help thinking through this quesion in a WB branded blog.
  • What would be a useful response to such inquiries?  How would you design a program for measurable impact in a way that is immediately policy-relevant for decisionmakers contemplating large investments in the use of technology in the education sector, and what would this program look like?
Nils Peterson

Charles Leadbeater: Education innovation in the slums | Video on TED.com - 0 views

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    You remember Hole in the Wall project, this guy is also looking at learning in urban slums and the challenges to traditional institutions
Theron DesRosier

Find Your social media - 0 views

  • State and local governments: Showcase your social media adoption and see what your peers are doing. Government and elected officials: Promote your social media activities and increase your followers. Citizens: Get connected with your local government officials and activities.  Get started now by searching for your city, your state, your county, or a government official!
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    Use this to find social media links to city, state, county, or a government officials.
Nils Peterson

Newspapers and Thinking the Unthinkable « Clay Shirky - 0 views

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    Good read on the day the Seattle P-I ceases print publication
Nils Peterson

stevenberlinjohnson.com: Old Growth Media And The Future Of News - 0 views

  • In fact, I think in the long run, we’re going to look back at many facets of old media and realize that we were living in a desert disguised as a rain forest. Local news may be the best example of this. When people talk about the civic damage that a community suffers by losing its newspaper, one of the key things that people point to is the loss of local news coverage. But I suspect in ten years, when we look back at traditional local coverage, it will look much more like MacWorld circa 1987. I adore the City section of the New York Times, but every Sunday when I pick it up, there are only three or four stories in the whole section that I find interesting or relevant to my life – out of probably twenty stories total. And yet every week in my neighborhood there are easily twenty stories that I would be interested in reading: a mugging three blocks from my house; a new deli opening; a house sale; the baseball team at my kid’s school winning a big game. The New York Times can’t cover those things in a print paper not because of some journalistic failing on their part, but rather because the economics are all wrong: there are only a few thousand people potentially interested in those news events, in a city of 8 million people. There are metro area stories that matter to everyone in a city: mayoral races, school cuts, big snowstorms. But most of what we care about in our local experience lives in the long tail. We’ve never thought of it as a failing of the newspaper that its metro section didn’t report on a deli closing, because it wasn’t even conceivable that a big centralized paper could cover an event with such a small radius of interest.
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.
Gary Brown

Postgraduate Wrath - Brainstorm - The Chronicle of Higher Education - 0 views

  • "So, what I want to know is, why are you wasting money on glossy fundraising brochures full of meaningless synonyms for the word 'Excellence'? And, why are you sending them to ME? Yes, I know that I got a master's degree at your fine institution, but that master's degree hasn't done jack ---- for me since I got it! I have been unemployed for the past TWO YEARS and I am now a professional resume-submitter, sending out dozens of resumes a month to employers, and the degree I received in your hallowed halls is at the TOP OF IT and it doesn't do a ----ing thing."
  • Who knows how smart and conscientious and skilled the graduate really is. He might falter in face-to-face interviews, or have an overly-thin resume. But that doesn't change the fact that the school in question admitted the student, put him through a public policy curriculum, and accredited him. If the writer is a klutz, then that, too, reflects upon the university that trained him.
  • Obviously, this student doesn't recall any non-vocational learning that happened, or doesn't respect it. He even terms the education he received "imaginary."
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    As we wrestle with resistence to employer feedback in assessment, this side of the story gains a bit of press.
Gary Brown

Can We Promote Experimentation and Innovation in Learning as well as Accountability? In... - 0 views

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    he VALUE project comes into the middle of this tension, as it proposes to create frameworks (or metarubrics) that provide flexible criteria for making valid judgments about student work that might result from a wide range of assessments and learning opportunities, over time. In this interview, Terrel Rhodes, Director of the VALUE project and Vice President of the Association for American Colleges and Universities (AAC&U) describes the assumptions and goals behind the Project. He especially addresses how electronic portfolios serve those goals as the locus of evaluation by educators, providing frameworks for judgments tailored to local contexts but calibrated to "Essential Learning Outcomes," with broad significance for student achievement. The aims and ambitions of the VALUE Project have the potential to move us further down the road toward a more systematic engagement with the expansion of learning. -Randy Bass
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    This paragraph is the one with the most interesting set of assumptions. There are implications about "validity" Bass notes earlier and the role of numbers as "less robust" rather than, say, an interesting and important ingredient in that conversation. Mostly though I see the designation that the rubrics are "too broad to be useful" as a flag that these are not really rubrics, but, well, flags...
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