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LuAnne Holder

Academic Freedom vs. Mandated Course Content - ProfHacker - The Chronicle of Higher Edu... - 41 views

chronicle.com/...28764

master courses academic freedom intellectual property PDC standards adjuncts

shared by LuAnne Holder on 19 Nov 10 - No Cached
  • LuAnne Holder on 19 Nov 10
     
    An article in the Chronicle of Higher Ed that discusses the tension between course consistency among multiple sections of the same course and academic freedom for instructors to design their courses as they see fit.
Steve Knode

100 Days of Code - The Complete Python Course - Replit - 11 views

replit.com/...100-days-of-python

code python course coding

shared by Steve Knode on 19 Apr 23 - No Cached
  • Steve Knode on 19 Apr 23
     
    100 day course to learn Python. In this course, you will build games, apps, and websites by mastering Python programming. Free, I think
Martin Burrett

Book: 45 Secrets That All High School Teachers Need to Know by @RichardJaRogers - 36 views

ukedchat.com/...eed-to-know-by-richardjarogers

book teachers review

shared by Martin Burrett on 08 Sep 16 - No Cached
  • Martin Burrett on 08 Sep 16
     
    Mastering the art of teaching appears to be easier for some colleagues than others. Some teachers just seem to have a presence, gaining respect and credibility from students, colleagues and parents alike. Did they undergo some mysterious, magical training that wasn't covered during your teacher training course?  Well, no. They just have mastered how to manage their working relationships, using their personalities to generate rapport, which is respected by students of all age. It's not rocket science - it's far more complicated than that. Personality and behaviour clashes in classrooms are inevitable, but looking at all the different elements of daily interactions can help you gain respect from students and colleagues alike...
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Steve Ransom

ASCD Express 5.24 - Mastering Classroom Management - 54 views

www.ascd.org/...524-sornson.aspx

discipline classroommanagement tips

shared by Steve Ransom on 02 Sep 10 - Cached
  • Steve Ransom on 02 Sep 10
     
    12 excellent tips for mastering classroom management. Of course, as always, easier said than done.
JD Pennington

Diigo in College/University - 253 views

Some questions: Is it possible to get an RSS feed of group annotated links that are no longer live pages, but are instead highlighted static pages? This way I can get a feed of a the links that ...

education diigo

started by Bill Guinee on 10 Apr 09 9 follow-ups, last by JD Pennington on 15 Jul 09
D. S. Koelling

The Liberal Arts Are Work-Force Development - Do Your Job Better - The Chronicle of Hig... - 35 views

chronicle.com/...128149

student education liberal arts

shared by D. S. Koelling on 07 Jul 11 - No Cached
  • Now consider that, according to the American Association of Community Colleges, about half of all freshmen and sophomores are enrolled at the nation's 1,300 two-year colleges, and many of those students transfer to four-year institutions. For a large percentage of people who earn bachelor's degrees, then, the liberal-arts portion of their education was acquired at a two-year college. Next, factor in all of the community-college students who enter the work force after earning two-year degrees or certificates, and whose only exposure to the liberal arts occurred in whatever core courses their programs required. The conclusion becomes obvious: Two-year colleges are among the country's leading providers of liberal-arts education, although they seldom get credit for that role.
  • Employers rank communication and analytical skills among the most important attributes they seek in new hires, according to the National Association of Colleges and Employers. Perhaps those of us who teach those very skills at community colleges should embrace the integral role we play in preparing the nation's workers rather than rejecting the idea of work-force development as somehow beneath us.
  • More important, this new perspective could have a positive effect on student success. If we come to see ourselves as preparing students not just for transfer but ultimately for the work force, students may be more likely to understand the relevance of the skills that we teach them and better able to use those skills for some purpose other than just getting a passing grade.
  • ...5 more annotations...
  • Require lots of writing. As the management guru Peter Drucker argued, communication is the one skill required of all professionals, regardless of field. "As soon as you take one step up the career ladder," he said, "your effectiveness depends on your ability to communicate your thoughts in writing and in speaking."
  • Clearly, one of the best things we can do for students is to require them to write—a lot.
  • Focus on critical thinking. A common complaint of employers, as reflected in the NACE survey, is that many workers have difficulty thinking for themselves. They may be thoroughly trained, having mastered all of the concepts in the textbooks, but, inevitably, situations arise that weren't covered in the books. When that happens, the ability to think critically, independently, and creatively becomes indispensable.
  • Bring the real world into the classroom. Another strategy we can adopt, if we want our courses to be more relevant, is to make our class discussions, case studies, experiments, and assignments as real-world-based as possible. For example, in my composition courses, I not only allow students to choose their own essay topics, but I also encourage them to write about issues related to their prospective majors. I also assign reading (in addition to the old textbook standbys) from newspapers, popular magazines, even the Internet.
  • Make the connection. Take advantage of every opportunity to connect what students are doing in class with what they will be doing some day as employees. My students hear the term "the real world" so much that, by the middle of the term, they're starting to roll their eyes. But it's important for them to understand that the work we're doing now in class isn't just a series of meaningless exercises, another set of hoops for them to jump through on their way to a degree. They're going to have to do these things for real one day—describe processes, do research to find solutions, draw comparisons—and my course may be the last time anyone ever actually teaches them how.
Kate Pok

Idaho Teachers Fight a Reliance on Computers - NYTimes.com - 32 views

www.nytimes.com/...t-a-reliance-on-computers.html

shared by Kate Pok on 04 Jan 12 - No Cached
  • Last year, the state legislature overwhelmingly passed a law that requires all high school students to take some online classes to graduate, and that the students and their teachers be given laptops or tablets. The idea was to establish Idaho’s schools as a high-tech vanguard. To help pay for these programs, the state may have to shift tens of millions of dollars away from salaries for teachers and administrators. And the plan envisions a fundamental change in the role of teachers, making them less a lecturer at the front of the room and more of a guide helping students through lessons delivered on computers.
  • “Teachers don’t object to the use of technology,” said Sabrina Laine, vice president of the American Institutes for Research, which has studied the views of the nation’s teachers using grants from organizations like the Gates and Ford Foundations. “They object to being given a resource with strings attached, and without the needed support to use it effectively to improve student learning.”
    • Kate Pok
      Kate Pok on 04 Jan 12
       
      What a pity, a sign of how little respect people actually give to the profession of teaching; the only profession where people don't take the comments of practitioners seriously.  Can you imagine saying to your doctor, "I know this is your diagnosis, but I'm going to go with my Great Aunt's diagnosis."
  • ...3 more annotations...
  • They complain that lawmakers listened less to them than to heavy lobbying by technology companies, including Intel and Apple.
  • under the state’s plan, that teacher will not always be in the room. The plan requires high school students to take online courses for two of their 47 graduation credits.
    • Kate Pok
      Kate Pok on 04 Jan 12
       
      I actually find this somewhat troubling...so little research exists as to how students are actually learning online.  Are they using Facebook or are they going through MIT's Open Courseware?  I'm inclined to think the former.  I'm slowly adding more and more technology to my classes and frankly, I'm surprised that students are not more technologically savvy... the first and second digital divides are increasingly evident...
    • Carol Pearsall
      Carol Pearsall on 05 Jan 12
       
      Interesting article, however, you can't ignore that students today will be doing a significant amount of learning on a computer. If our high school students can't master managing an online class in high school, how will they fare later on? It's another learning tool. 2 classes out of 47 credits? How is that detrimental to the development of lifelong learners? We can research until the cows come home, but at some point if we don't dive in, we miss the boat. While we can all wish for all our students to graduate high school and then go on to college, the reality is that most of them won't. That's reality... Preparing our kids for future learning and building those skills necessary to be successful to master online courses is a skill they will need to succeed in their digital world.
Michele Brown

Save Money. Study Faster. Ace the Class. | Boundless - 26 views

www.boundless.com

education textbooks elearning

shared by Michele Brown on 27 Jul 12 - Cached
  • Michele Brown on 27 Jul 12
     
    Online learning platform that helps students master concepts without relying heavily on expensive textbooks.  Customized to the students course and assigned textbook.  Focused towards higher education.
Patricia Marcino

"DE_design_ET" - 29 views

Hi All in EDUC 8844,I have used many multi-media tools over the past years both in my Masters class, at school with elementary and middle school students. I have also used different tools in this c...

started by Patricia Marcino on 07 Oct 15 no follow-up yet
trisha_poole

A Brief Guide to Learning Faster (and Better) « Scott H Young - 82 views

www.scotthyoung.com/...learn-faster-and-better

learning learningmanagement studyskills study criticalskills critical_thinking

shared by trisha_poole on 13 Jan 11 - No Cached
  • Anything that can be learned falls broadly into two categories: things you need to understand intellectually, and skills you need to be able to perform. Most things you want to learn involve a mix of the two.
  • ee the distinction between skills and concepts, you can devise two separate learning strategies for each.
  • Rule #1: Practice for Skills, Connections for Concepts
  • ...16 more annotations...
  • Rule #2: Concepts before Facts (95% of the time)
  • Patterns make concepts useful, patternless concepts tend to have a very limited use, so they aren’t studied that much.
  • But it needs more time to mature in the back of your head while you do other things. Worse, it utterly fails when put under intense stress or time constraints.
  • Rule #4: Concept Checklists are Useful
  • Then create a second-order list under each of the larger bullet points with sub-concepts.
  • Write out (I suggest on a word document, since it allows multiple levels of bullets) all of the major concepts covered in your course.
  • Heuristics for Learning Better
  • A concept checklist is a good way to handle those scary, “I don’t understand anything!” moments that many learners face. It allows you to dissolve the frightening implications of total ignorance into a step-by-step guide that can allow you to slowly conquer any subject.
  • Tactic #1: The 5-Year Old Method
  • Tactic #2: Metaphors
  • I recommend brainstorming for metaphors. Start with open-ended questions like: This idea reminds me of…? This idea is used in real-life situations, such as…? What phenomenon mimics this idea? If I wanted to tell a story about this idea, it would go like…?
  • Tactic #3: Visceralization
  • combine smell, feeling and motion into an image, not just a picture.
  • Tactic #4: Deep Linking
  • if you know you don’t actually have to deeply learn the material, going deeper into a subject can actually make the original idea easier to understand.
  • How to Learn Faster and Better
  • trisha_poole on 13 Jan 11
     
    1. How to Learn Faster - The basics of learning better 2. How to Learn Anything - Rules of thumb to master hard subjects 3. Tactics for Learning Better - Specific methods to learn faster
Joe Virant

Does Easy Do It? Children, Games, and Learning - 29 views

www.papert.org/...Doeseasydoit.html

papert games

shared by Joe Virant on 14 Oct 09 - Cached
  • The kind of product I shall pick on here has the form of a game: the player gets into situations that require an appropriate action in order to get on to the next situation along the road to the final goal. So far, this sounds like "tainment." The "edu" part comes from the fact that the actions are schoolish exercises such as those little addition or multiplication sums that schools are so fond of boring kids with. It is clear enough why people do this. Many who want to control children (for example, the less imaginative members of the teaching profession or parents obsessed with kids' grades) become green with envy when they see the energy children pour into computer games. So they say to themselves, "The kids like to play games, we want them to learn multiplication tables, so everyone will be happy if we make games that teach multiplication." The result is shown in a rash of ads that go like this: "Our Software Is So Much Fun That The Kids Don't Even Know That They Are Learning" or "Our Games Make Math Easy."
  • What is worst about school curriculum is the fragmentation of knowledge into little pieces. This is supposed to make learning easy, but often ends up depriving knowledge of personal meaning and making it boring. Ask a few kids: the reason most don't like school is not that the work is too hard, but that it is utterly boring.
  • game designers have a better take on the nature of learning than curriculum designers. They have to. Their livelihoods depend on millions of people being prepared to undertake the serious amount of learning needed to master a complex game. If their public failed to learn, they would go out of business. In the case of curriculum designers, the situation is reversed: their business is boosted whenever students fail to learn and schools clamor for a new curriculum!
  • ...3 more annotations...
  • watching kids work at mastering games confirms what I know from my own experience: learning is essentially hard; it happens best when one is deeply engaged in hard and challenging activities.
  • The preoccupation in America with "Making It Easy" is self-defeating and cause for serious worry about the deterioration of the learning environment.
  • I have found that when they get the support and have access to suitable software systems, children's enthusiasm for playing games easily gives rise to an enthusiasm for making them, and this in turn leads to more sophisticated thinking about all aspects of games, including those aspects that we are discussing here. Of course, the games they can make generally lack the polish and the complexity of those made by professional designers. But the idea that children should draw, write stories and play music is not contradicted by the fact that their work is not of professional quality. I would predict that within a decade, making a computer game will be as much a part of children's culture as any of these art forms.
  • Joe Virant on 14 Oct 09
     
    Dr. Seymour Papert describes ways in which gaming enhances learning. June, 1998.
Marc Hamlin

Reintroducing students to Research - 144 views

homepages.gac.edu/...LakeForest.html

research resources tools

shared by Marc Hamlin on 01 Dec 12 - Cached
  • First, we think research, broadly defined, is a valuable part of an undergraduate education. Even at a rudimentary level, engaging in research implicates students in the creation of knowledge. They need to understand that knowledge isn’t an inert substance they passively receive, but is continually created, debated, and reformulated—and they have a role to play in that process.
  • we recognize that research is situated in disciplinary frameworks and needs to be addressed in terms of distinct research traditions.
  • research is a complex and recursive process involving not just finding information but framing and refining a question, perhaps gathering primary data through field or lab work, choosing and evaluating appropriate evidence, negotiating different viewpoints, and composing some kind of response, all activities that are not linear but intertwined.
  • ...6 more annotations...
  • learning to conduct inquiry is itself complex and recursive. These skills need to be developed throughout a research project and throughout a student’s education.
  • the hybrid nature of libraries today requires students to master both traditional and emerging information formats, but the skills that students need to conduct effective inquiry—for example, those mentioned in your mission statement of reading critically and reasoning analytically—are the same whether the materials they use are in print or electronic.
  • Too often, traditional research paper assignments defeat their own purpose by implying that research is not discovery, but rather a report on what someone else has already discovered. More than once I’ve had to talk students out of abandoning a paper topic because, to their dismay, they find out it’s original. If they can’t find a source that says for them exactly what they want to say—better yet, five sources—they think they’ll get in trouble.
  • In reality, students doing researched writing typically spend a huge percentage of their time mapping out the research area before they can focus their research question. This is perfectly legitimate, though they often feel they’re spinning wheels. They have to do a good bit of reading before they really know what they’re looking for.
  • she has students seek out both primary and secondary sources, make choices among them, and develop some conclusions in presentations that are far from standard literary criticism. One lab focuses on collecting and seeking relationships among assigned literary texts and other primary sources from the second half of the twentieth century to illuminate American society in that time period.
  • For this lab, groups of students must find ten primary sources that relate in some way to literary texts under discussion and then—here’s the unusual bit—write three new verses of “America the Beautiful” that use the primary sources to illuminate a vision of American society. Instead of amber waves of grain and alabaster cities, they select images that reformulate the form of the song to represent another vision of the country. At the end of the course, her final essay assignment calls upon all of the work the previous labs have done, asking students to apply the skills they’ve practiced through the semester. While students in this course don’t do a single, big research project, they practice skills that will prepare them to do more sophisticated work later.
  • Marc Hamlin on 01 Dec 12
     
    What are our assumptions about how students get research done in the humanities? How do those assumptions affect our instruction, and what really is our students' approach to research?
Sarah Schaller Welsh

Freakonomics » What Should Be Done About Standardized Tests? A Freakonomics Q... - 42 views

www.freakonomics.com/...ed-tests-a-freakonomics-quorum

education

shared by Sarah Schaller Welsh on 08 Feb 12 - No Cached
  • Gaston Caperton
  • Standardized tests have much in common with French fries. Both of them differ in composition as well as quality. French fries are available in numerous incarnations, including straight, curly, skins-on, skins-off, and, in recent years, with sweet potatoes. Regarding quality, of course, the taste of French fries can range substantially – from sublime to soggy. It’s really the same with standardized tests.
  • Take the No Child Left Behind Act, for instance, a federal accountability law requiring scads of standardized tests to be used in evaluating schools. Do you know that almost all of the standardized tests now being employed to judge school quality are unable to distinguish between well taught and badly taught students?
  • ...8 more annotations...
  • all schools – kindergarten through college – should employ exit exams allowing us to determine what students have actually learned. We owe it to our students to make sure that they’ve been properly taught.
  • Then there are the questions of what to do with the results. I have actually sat through an extended discussion of how we could use regression analysis to parse out the contribution different teachers made to a group of students’ performance on a set of standardized tests. The answer was, yes it was possible, and could in fact be used to award merit pay increases. But nobody left the room feeling very comfortable that there would be any gain in what we knew made for good teaching.
  • Roughly half of the nation’s students are taking tests under NCLB that are completely free of open-ended questions.
  • educators have a strong incentive to “teach to the test.” In this case, that means teaching low level skills at the expense of the more demanding material that everyone says students need to master in today’s complicated world.
  • But is it fair to give students what amounts to a counterfeit passport to college or work? And do such tests spur high school teachers and principals to aim high with their students? To both questions, the answer is, “No.” In most states today, high school exit tests serve the same role as the standardized tests mandated by NCLB: they try to jack up the floor of student achievement in the nation’s schools. The best high school exit tests would be end-of-course exams akin to the “comprehensive” exams that many colleges and universities require students to pass in their majors before graduation – tests, that is, that would raise the ceiling of student achievement.
  • High-stakes testing has narrowed and dumbed down curricula; eliminated time spent on untested subjects like social studies, art, and even recess; turned classrooms into little more than test preparation centers; reduced high school graduation rates; and driven good teachers from the profession. Those are all reasons why FairTest and other experts advocate a sharp reduction in public school standardized testing and a halt to exit exams.
  • igh school grade
  • point average is a better predictor of college success than either the SAT or the ACT.
Maureen Greenbaum

Knewton raises $33M for adapting online education for each student | VentureBeat - 39 views

venturebeat.com/...ine-education-for-each-student

Technology online online education adaptive

shared by Maureen Greenbaum on 14 Oct 11 - No Cached
  • Knewton’s Adaptive Learning Platform can dynamically and automatically remix a school’s online educational materials to match every student’s strengths, weaknesses and unique learning style. It is part of a larger trend of “big data,” or using a large amount of feedback to analyze and then adjust to a user’s individual needs. And it is believed to be the largest funding round ever for an education technology startup.
  • next bite-sized bit
  • algorithm-driven, generating unique lessons dynamically and automatically for the student.
  • ...3 more annotations...
  • students to skip boring lessons they have already mastered and allows them to move on to targeted lessons.
  • Knewton launched two first-year college math courses – College Mathematics and College Algebra – and a self-paced Math Readiness for College course
  • , Knewton has been adopted by Penn State University, the University of Nevada, Las Vegas, Mount St. Mary’s University, Washington State University, and Education Management Corporation.
  • Maureen Greenbaum on 14 Oct 11
     
    this is the future folks
anonymous

Taylor & Francis Online :: Supervision and scholarly writing: writing to learn-learning... - 0 views

www.tandfonline.com/...14623940500300491

shared by anonymous on 12 Nov 12 - No Cached
  • students’ difficulties with the academic genre should be considered to be the norm, rather than the exception.
    • anonymous
      anonymous on 12 Nov 12
       
      Step away from problematising writing and toward it being normal to seek help
  • mechanical errors r
  • errors in the microstructure of writing
  • ...77 more annotations...
  • inconsistencies in writin
  • macrostructure of writing
  • quality and clarity of purpose
  • substantive general writing errors
  • publication, authorship, training and fairness
  • plagiarism
  • formal writing courses and reading lists, writing activities, and peer writing groups
  • Ideally, the supervisor provides a writing role mode
  • fallacious to assume that supervisors are necessarily scholarly writers
    • anonymous
      anonymous on 12 Nov 12
       
      relying on spvrs to be writing mentors does not always work, may have own issues with writing/lack of confidence
  • apprenticeship model can be ineffective
  • a passive role in improving their writing
  • tudents and supervisors need to master a range of writing task
  • benefit of naming what will be attended to and framing its context accrues through the process of planning, action and reflection
  • implicit contractual relationship between my students and me
  • supervisor
  • provide feedback
  • conceptu
  • methodological
  • I conceived postgraduate students’ writing as similar to that of an academic co‐author.
    • anonymous
      anonymous on 12 Nov 12
       
      assumed they were more developed as writers than they actually were
  • initially corrected all errors
  • ttle emphasis to these errors in subsequent interactions
  • explored whether these were careless errors or whether the students had difficulty with particular aspects of writin
  • students assumed some responsibility for proofreading
  • cholarly writing in a thesis involves much more than a set of discrete writing tasks
  • heightened awareness of individual differences in students as writers
  • dependent writer
  • ‘writer’s block’ that could be overcome by breaking writing down into subtasks
  • copious notes
  • detailed note‐taking limited her interaction
  • brief summary of the key points on my written response to her drafts
  • action plan
  • writing block initially posed a major ethical dilemma for me because the ethical guidelines of authorship restrict the writing that should be undertaken by a superviso
  • not writing per se that underpinned Denise’s writing block but a lack of knowledge about the content and organization of a particular writing task.
    • anonymous
      anonymous on 12 Nov 12
       
      Writers block can come from lack of knowledge/confidence in the writing process, rather than lack of subject knowledge
  • confident writer
  • published during his doctoral studies
  • nadvertently engaged in unethical writing behaviour by including me as a co‐author without my permission
  • difficulties with all aspects of the macrostructur
  • epeat sections of writing from earlier chapters
  • replace repeated text with concise summaries or use cross‐referencing
  • tendency to rush through corrections, which often resulted in many issues identified on a previous draft remaining unresolved
  • writing was often submitted and returned electronically using the ‘comments’ and ‘track changes’ tools in Microsoft Word.
    • anonymous
      anonymous on 12 Nov 12
       
      use of technology to produce tracked drafts/version control
  • resistant writer
  • acknowledged herself to be a poor write
  • writing supp
  • oral and written feedback
  • email guidance, sessions where writing was modeled and her writing scaffolded, and handouts on writing style.
  • specialist assistance
  • r lack of commitment to improving the quality of subsequent drafts
  • argumentative stance towards writing feedback
  • my colleague and I decided that we were no longer prepared to supervise Rita.
  • imited writing progress
  • , Rita had failed to adequately demonstrate her writing capability as a doctoral candidat
  • sporadic writer
  • repeatedly failed to meet negotiated deadlines
  • supervisor, it was difficult to maintain interest in and respond to Sherry’s work because of the time lag between each piece of writing
  • enlisted an experienced supervisor to act as my mentor
  • forewarned
  • Sherry’s approach to writing was likely to result in a lengthy completion time and she needed to accept the responsibility for managing her writing tasks.
  • emotional excitement of writing up a thesis and the ensuing motivation
  • lacked
  • This trail of documentation
  • importance of
  • highlighted student‐centred writing issues
  • dentified broader issues that also needed to be accommodated in supervision
  • confidence in writing does not necessarily equate with capability.
  • uture directions
  • upport students
  • ncouraging them to participate in activities designed to support scholarly writing,
  • community of support for each othe
    • anonymous
      anonymous on 12 Nov 12
       
      rationale for peer support groups
  • Technology
  • virtual community of student writers
  • Ethical writing
  • cant attention in postgraduate training to ethical practices in writing
  • explore the ethical standards that are in operation in our local academic community.
  • underpinned by a performance‐orientation
  • ssues of concern related to students’ scholarly writing were identified.
  • eper understanding of the breadth of issues related to the supervision of postgraduate writing
Maureen Greenbaum

How about no grades for classwork? It might happen in some North Texas classrooms this ... - 52 views

educationblog.dallasnews.com/...exas-classrooms-this-fall.html

wesch couros not yet grade

shared by Maureen Greenbaum on 31 Aug 15 - No Cached
  • One idea brought up by several speakers this year is a hybrid grades-free way of evaluating students. In each case, it included a high-bar pass/fail approach to class assignments, with a final, more regular grade for the entire semester. One of the speakers who presented what he called a “Not Yet” grade was “digital ethnographer” Michael Wesch, a professor at Kansas State University. That’s his photo at the top. He told the crowd that they had to inspire “wonder” in their students in order to get them to learn as much as possible. Some key quotes from him: “Low standards/high stakes are the opposite of what you want.”
  • “The new divide will be between those with wonder and curiosity and those without.”
  • Keynote speaker George Couros is a what’s called a “division principal” back home in Canada. He’s a blogger and author who is all about encouraging creativity and change in public education with an emphasis on taking advantage of digital tools. He told the conference that that it’s foolish to deny students use of their smartphones and other digital tools in the classroom — and even on exams. In 2015, being able to figure out what information is relevant is more important than memorization when most facts are a click away, he said.
  • ...2 more annotations...
  • “The world only cares what you can do with what you know,” Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: “If I can look up the answers to the questions on your test on Google, your questions suck.”
  • Students get assignments, of course. And they are expected to complete them. In fact, they are required to master them. So kids who might have been happy to get the equivalent of a C on an assignment in another classroom would be required to work at it until they hit the level defined as “mastery.” And the teachers keep track of whether the students have succeeded, whether they’re turning work in on time and whether they are responding to feedback.
  • Maureen Greenbaum on 31 Aug 15
     
    "The new divide will be between those with wonder and curiosity and those without." "The world only cares what you can do with what you know," Couros said. He said he clashed with a teacher back home who complained that his approach would let students Google up the answers for her exams. His response: "If I can look up the answers to the questions on your test on Google, your questions suck."
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