Back@U: Giving and Getting Structured Feedback; Growing in a Learning Community | Digit... - 6 views
-
Back@U players agree on descriptive terms and phrases to describe the work using language the learning community values. Back@U also provides a mechanism for community refinement of its criteria.
-
Nils Peterson on 02 Feb 10Habits of mind = as defined by the community in which the learner is practicing. Communities can value critical thinking and beyond: creativity, persistance, curiosity ...
-
-
People freely engage in learning required to master games: attempting, getting feedback, trying new approaches. To reach a genuine achievement, <a href="http://www.edutopia.org/healthier-testing-made-easy">learners need lots of trials, errors, and adjustments based on feedback</a>. These are the same skills life-long-learners use; they approach learning as a challenge, a game.
-
Learning setting: allows trials with feedback, game-like ideas of using feedback to aid in mastery.
-
-
John Seely Brown illustrates Lave & Wegner’s concept of “legitimate peripheral participation” among copier repairmen to show how <a href="http://www.johnseelybrown.com/Growing_up_digital.pdf">story telling in communities of practice
-
Social and collaborative. Creates learning opportunity for the learner, for the people giving feedback, and because its conducted in a community forum, allows bystanders to learn by observation
-
- ...10 more annotations...
-
Back@U isn’t a simulation. “Players” solve real-world problems (social, scientific, interdisciplinary – Real problems have no boundaries) within communities invested in those problems. Players as judges provide the human computing necessary for rich and informative feedback leading to improvement.
-
Nils created a series of three color coded entries but then added his final comment to the highlighted region that I made earlier. So, it makes it difficult to filter for the intended set. -
Nils: I corrected this glitch in the annotation scheme and it displays the intended result when "Private and Group Annotations" filter is selected.
-
-
Back@U isn’t a simulation. “Players” solve real-world problems (social, scientific, interdisciplinary – Real problems have no boundaries) within communities invested in those problems. Players as judges provide the human computing necessary for rich and informative feedback leading to improvement.
-
Rich Problems. Learners work on authentic problems situated in contexts where they have a need to learn, know, or do.
-
-
Recent headlines highlight the urgency to prepare learners to face daunting challenges in the 21st century. There are no known prescriptive solutions to those &quot;wicked problems&quot; but we hold collaboration by difference to be more promising than competition.
-
Rich, diverse problems. Back@U embeds in web spaces where communities are already working on problems. It can be tailored by a community to the criteria and language valued by that community.
-
-
To reach any genuine achievement of creation and invention, learners must be prepared to use many trials, errors, and adjustments based on ongoing and immediate critical feedback (http://www.edutopia.org/healthier-testing-made-easy). These are the same skills life-long-learners use; they approach learning as a challenge, a game.
-
Habits of mind. Trial, error, feedback and revision are a set of strategies to solve a problem.
-
-
The whole web is a learning lab.
-
Rich deverse problems. Back@U embeds anywhere on the web where learners are creating work, its not limited to one simulated world or problem space.
-
-
Back@U is a collaborative mechanism allowing learners to gather ongoing formative feedback
-
Habit of mind, seek formative feedback from collaborators and stakeholders.
-
-
Everyone is a learner and feedback giver (judge) in Back@U. Learners post their work on the web and embed Back@U. To get feedback they first participate by serving as judges for others. Judges improve in expertise using a mechanism similar to the ESP Game (http://en.wikipedia.org/wiki/ESP_game) where agreement earns status.
-
Social and collaborative. Learning happens when givibg feedback as well as when getting it. Feedback given in public offers chances for bystanders to learn as well, as they watch the community in action, see Seely Brown's "radios always on" model at Xerox
-
-
Back@U is overarching. It develops learners to have the capacity to solve diverse, multi-faceted problems requiring collaboration among STEM and other disciplines within communities invested in those problems. Back@U could help NGOs get critiques globally to improve the process of designing their clean energy services, while their university interns gets feedback from peers, faculty, professionals.
-
Learning setting. Back@U embeds in settings where real communities are working on rich problems. It offers different forms of learning feedback to different types of learners.
-
-
Back@U structures the feedback process, helping new learners get/contribute high quality peer-reviews in global “pro-am†communities.
-
Learning setting. Real communities, a mechanism to support the learning of interns and amatuers working in the context of professionals.
-
-
Back@U also provides a mechanism for the community to refine its review criteria to address habits of mind, from critical thinking to creativity, persistence, curiosity, storytelling, tinkering, improvisation.
-
Habits of mind, including play, tinkering and improvisation that are helpful in working on novel complex problems can be supported and encouraged by the community's design of its feedback criteria.
-
-
Back@U proposal emphasizes solving real-world problems as we are doing the the Learning Tech Challenge using the Challenge-Based Learning framework.
