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maureen greenbaum

The Future of Learning: An Interview with Alfred Bork - 82 views

net.educause.edu/...erm9946.html

bork adaptive learning

shared by maureen greenbaum on 29 May 11 - No Cached
  • nteraction should be frequent
  • as in human conversation
  • active environment maintains student interest for a long period of time, even with difficult learning material.
  • ...23 more annotations...
  • the computer, keeping detailed records on student performance and using these records in making decisions about what is next to be presented to the student.
  • In our traditional learning environments, some students learn and some do not. It is this second group of students that we want to help.
  • problem of almost all modern learning is the lecture, a noninteractive way of learning
  • , on a moment-to-moment basis, just what the student knows and just what learning problems are occurring
  • It begins immediately with a question, with no preceding text.
  • experience the joy of discovery.
  • tutorial approach to learning makes it possible for everyone to learn.
  • critical factor is that we can react to individual student problems
  • key concept for structuring highly interactive learning experiences is the Benjamin Bloom concept of mastery learning.
  • goal is for everyone to learn everything to the mastery level, grades will no longer be useful
  • A student who has not learned in one way probably needs a different approach, rather than another go-round with the material that was not previously successful in assisting learning.
  • In such an environment, learning and evaluation are no longer separate activities but are part of the same process, intimately blended. So the student is not conscious of taking tests, and we avoid the problems of cheating.
  • highly interactive learning is intrinsically motivating. Motivation is particularly important in a distance-learning environment, since none of the "threats" of the classroom, such as low grades, are available.
  • mastery-based computer segment could also offer human contact. Small groups could work together, either locally or remotely via electronic communication.
  • existing authoring systems. Since they were, and still are, mostly directed toward supplying information, these were inadequate for creating highly interactive software.
  • Bertrand Ibrahim at the University of Geneva,
  • omputer stores much of the information as the students progress through the material.
  • Teaching faculty, in the sense that we know them today, may cease to exist, except for in smaller, advanced courses. But their skills and experiences will be important in the design of learning modules.
  • High costs of development can lead to low costs per student, if many students use the material.
  • $30,000 per student-hour of high-quality learning material
  • highly effective highly interactive distance-learning courses would have a large potential market, making them much cheaper per student than current courses, and if well developed, they will be much superior for almost all students
  • The typical approach is to give some released time to faculty and to give limited support for programming and media production. It is unlikely, almost impossible, that good learning material will be developed this way.
  • Universities are too stuck in their current ways of doing things to be able to compete with well-developed material from "outside." Most university faculty and administrators do not appreciate the current problems of learning and so are not prepared for these future directions.
Marc Patton

National Repository of Online Courses (NROC) - 5 views

www.montereyinstitute.org/nroc

Online_Learning_Environments Teacher_Resources

shared by Marc Patton on 11 Jan 13 - No Cached
  • Marc Patton on 11 Jan 13
     
    The National Repository of Online Courses (NROC) is a growing library of high-quality online course content for students and faculty in higher education, high school and Advanced Placement
marcmancinelli

Think Again: Education - By Ben Wildavsky | Foreign Policy - 31 views

www.foreignpolicy.com/...think_again_education

education international finland

shared by marcmancinelli on 27 Feb 11 - No Cached
  • But when the results from the first major international math test came out in 1967, the effort did not seem to have made much of a difference. Japan took first place out of 12 countries, while the United States finished near the bottom.
  • By the early 1970s, American students were ranking last among industrialized countries in seven of 19 tests of academic achievement and never made it to first or even second place in any of them. A decade later, "A Nation at Risk," the landmark 1983 report by the National Commission on Excellence in Education, cited these and other academic failings to buttress its stark claim that "if an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war."
    • marcmancinelli
      marcmancinelli on 27 Feb 11
       
      US has long been mediocre or at the bottom of international comparisons, but it's not a zer-sum game
  • ...7 more annotations...
  • J. Michael Shaughnessy, president of the National Council of Teachers of Mathematics, argues that the latest PISA test "underscores the need for integrating reasoning and sense making in our teaching of mathematics." Randi Weingarten, head of the American Federation of Teachers, claims that the same results "tell us … that if you don't make smart investments in teachers, respect them, or involve them in decision-making, as the top-performing countries do, students pay a price."
    • marcmancinelli
      marcmancinelli on 27 Feb 11
       
      People use crises to advance their own agendas...
  • But don't expect any of them to bring the country back to its educational golden age -- there wasn't one.
  • According to the most recent statistics, the U.S. share of foreign students fell from 24 percent in 2000 to just below 19 percent in 2008. Meanwhile, countries like Australia, Canada, and Japan saw increased market shares from their 2000 levels, though they are still far below the American numbers.
  • And even with its declining share, the United States still commands 9 percentage points more of the market than its nearest competitor, Britain.
  • A 2008 Rand Corp. report found that nearly two-thirds of the most highly cited articles in science and technology come from the United States, and seven in 10 Nobel Prize winners are employed by American universities. And the United States spends about 2.9 percent of its GDP on postsecondary education, about twice the percentage spent by China, the European Union, and Japan in 2006.
  • But over the long term, exactly where countries sit in the university hierarchy will be less and less relevant, as Americans' understanding of who is "us" and who is "them" gradually changes. Already, a historically unprecedented level of student and faculty mobility has become a defining characteristic of global higher education. Cross-border scientific collaboration, as measured by the volume of publications by co-authors from different countries, has more than doubled in two decades.
  • marcmancinelli on 27 Feb 11
     
    A great perspective piece on American education compared to the world.
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