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Contents contributed and discussions participated by Terry Elliott

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Insurgent Credentials: A Challenge to Established Institutions of Higher Education? | H... - 0 views

www.hastac.org/...-institutions-higher-education
shared by Terry Elliott on 08 Oct 13 - No Cached
  • Terry Elliott on 08 Oct 13
     
    "Olneck, M. (2012). Insurgent Credentials: A Challenge to Established Institutions of Higher Education. Paper presented to "Education in a New Society: The Growing Interpenetration of Education in Modern Life" at Radcliffe Institute for Advanced Study, Harvard University, Cambridge, Massachusetts, April 26-27, 2012."
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New Index Assesses Digital Innovations In Education: NewSchools Venture Fund - 0 views

www.newschools.org/...gital-innovations-in-education ifttt delicious diigo
shared by Terry Elliott on 05 Oct 13 - No Cached
  • A new Innovation Index released today puts teaching and learning ahead of ‘technology and excitement’ when it comes to digital innovations for the classroom.
  • Building on the work that Fullan introduced in his book Stratosphere the Innovation Index has been designed as a practical evaluation tool for those charged with making decisions in schools – K-12 in the U.S. and primary to secondary in the UK  – about what technologies to invest in and when. It helps users evaluate the innovation in three dimensions – pedagogy, system change potential and use of technology.  
  • In 2012, Nesta’s Decoding Learning report argued that education technology should be designed around how students learn, cautioning that in many cases technology is currently being used to support existing teaching practices, rather than transform teaching and learning.
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Otto Scharmer's Blog - 0 views

www.blog.ottoscharmer.com/?p=557 ifttt delicious diigo
shared by Terry Elliott on 03 Oct 13 - No Cached
  • are approaching a moment of disruption.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Taleb argues that these moments are by their nature impossible to predict. Are we attempting to predict the disruption?
  • moment of disruption.
  • Yet, just 10 or 15 years ago it didn’t exist the way it does today.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      I hate to ask, but do we have a way of even roughly quantifying this zeitgeist? I really want to know. I suspect that any filter might filter out the good stuff, the useful stuff, the stuff that tips the system.
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  • What driving forces cause the deepening of the three divides? If the symptoms represent the visible part of our current reality iceberg above the waterline, what does the systemic structure below the waterline look like?
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      What are the implications of using an iceberg metaphor? What if we should be using a rhizomatic model?
  • root cause
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Icebergs don't have roots. Mixing metaphors that shows the 'lying' nature of metaphor.
  • things
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      living things?
  • (2) The blind spot of modern economic thought can be summarized with a single word: consciousness.
  • mirrors the footprints
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      First its a root, then its an iceberg, now its a mirror.
  • 1.0  Organizing around centralized coordination: This involves organizing around hierarchy and central planning, giving rise to centralized economies (socialism, mercantilism), and embodying the traditional forms of values and awareness. 2.0 Organizing around decentralized coordination: This involves organizing around markets and competition, giving rise to the second (private) sector, the free market economy. This embodies the state of ego-system awareness, that is, a concern for the well-being of oneself. 3.0 Organizing around special interest group driven coordination: This involves organizing around stakeholder negotiations and dialogue, giving rise to the third (social) sector and the social market economy (stakeholder capitalism). This embodies the state of stakeholder awareness, that is, a concern for the well-being of oneself and one’s immediate stakeholders. 4.0 Organizing around commons: This involves organizing around awareness based collective action (ABC) as a mechanism to transform stakeholder relationships from habitual to co-creative. This way of operating embodies eco-system awareness, that is, a concern for the well-being of other stakeholders and the whole.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Ostrom identified eight "design principles" of stable local common pool resource management:[19] Clearly defined boundaries (effective exclusion of external un-entitled parties); Rules regarding the appropriation and provision of common resources that are adapted to local conditions; Collective-choice arrangements that allow most resource appropriators to participate in the decision-making process; Effective monitoring by monitors who are part of or accountable to the appropriators; A scale of graduated sanctions for resource appropriators who violate community rules; Mechanisms of conflict resolution that are cheap and of easy access; Self-determination of the community recognized by higher-level authorities; and In the case of larger common-pool resources, organization in the form of multiple layers of nested enterprises, with small local CPRs at the base level. These principles have since been slightly modified and expanded to include a number of additional variables believed to affect the success of self-organized governance systems, including effective communication, internal trust and reciprocity, and the nature of the resource system as a whole.[20] Ostrom and her many co-researchers have developed a comprehensive "Social-Ecological Systems (SES) framework", within which much of the still-evolving theory of common-pool resources and collective self-governance is now located
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      I think this is a very profound way of summing up human consciousness especially the mention of the commons (Harding and Ostrow) Crossover of each of these threads (thinking about E.Ostrow's work on local collectives here).
  • We’re wasting our resources by trying to solve 4.0 (eco-system) problems with 2.0 or 3.0 response patterns. And by debating whether our response should be shaped by 2.0 or 3.0 mechanisms, we are wasting our public conversation with false alternatives. The real questions that we should be asking are: How do we advance our economic thought and action to 4.0?  How do we construct pioneering pathways into the co-creative eco-system economy?
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Now we have pathways to change.
  • (5) Helping stakeholder systems shift their way of operating from ego-system to eco-system awareness is the central leadership challenge of our time.
  • Helping stakeholder systems to shift their way of operating from ego- to eco-system awareness is “central” not only in the sense that it is shared across systems, but also in that the well-being and survival of our children and future generations depends on our ability to develop such collective capacities now.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      I think that this was our goal this summer with the connected learning mooc.
  • fundamental leadership challenges across these systems are basically the same. They deal with convening large, complex stakeholder groups, making them listen to each other, bringing them on a journey of seeing the system through the eyes of other stakeholders, taking them to a place of deep reflection and stillness, and allowing them to connect to their own sources of inspiration and energy.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Summary of the presencing process
  • 4.0 update of the economic operating system through reframing eight “acupuncture points” of the global economic system.  
  • we need another update of our economic operating system to 4.0.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Do we need an update or do we need a break or do we need a partial return?
  • (6) The shift from ego-system to eco-system awareness requires a journey that involves walking in the shoes of other stakeholders and attending to the three instruments of inner knowing: open mind, open heart, and open will.
  • Technology:  Close the feedback loop from technology creation to societal needs in underserved communities through needs assessment and participatory planning.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      I am trying to do this in my departmental tech committee as we develop a teacher meetup.
  • is not only a journey from ego to eco, it is a journey of reframing the essence of economic thought around all eight acupuncture points that reintegrate matter and mind in the economy.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      I love the frame here of reintegration.
  • (8) Shifting the system to 4.0 requires a threefold revolution.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      Where does the revolution start or is that a re herring--perhaps it starts where you are and with whoever you are with?
  • Power of Place: Complement the massive expansion of online learning with an equally massive global network of vibrant entrepreneurial hubs that focus on activating co-sensing and co-creating as a gateway for unleashing entrepreneurial potential. Great innovations happen in places. Learning how to design and hold spaces for reflection, generative conversation, and system-wide transformation is a mission critical capacity today.
    • Terry Elliott
      Terry Elliott on 03 Oct 13
       
      We need a Google + community space for this class. And we need to do our work their visibly and with full understanding of theory U as our goal there.
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The Journal of Unschooling and Alternative Learning (JUAL) - 0 views

jual.nipissingu.ca/...Vol7No2Is14.asp
shared by Terry Elliott on 30 Sep 13 - No Cached
  • Terry Elliott on 30 Sep 13
     
    "Unschooling, Then and Now"
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Iowa state legislators mandate course-level 'continuous improvement' reporting, to mixe... - 0 views

www.insidehighered.com/...us-improvement-reporting-mixed ifttt delicious diigo
shared by Terry Elliott on 30 Sep 13 - No Cached
  • If teaching a 300-plus person course isn't enough work, faculty members who do so at Iowa's three public universities have new duties starting this fall. By state law, they must create and use "formative and summative assessments" and submit a plan for using those assessments to improve student learning.
  • “This is about faculty being engaged in student learning,” said Quirmbach, who prefers the plan’s “continuous improvement”
  • Others, including Joe Gorton, professor of criminology at Northern Iowa, aren't convinced. "Anyone who believes that this kind of bureaucratic micromanagement is going to improve higher education in Iowa immediately categorizes themselves as someone who does not have the first clue about the linkage between university pedagogy and student outcomes," he in an e-mail. "This is time and energy taken away from our core missions of teaching and research."
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  • The new requirement applies to courses -- not just sections -- with 300 or more students enrolled annually during the first year; 200 or more the second; and 100 or more in the third and final year of the plan's rollout. Because there are some costs associated with reporting mandates, Quirmbach said the legislature thought it would get the most “bang for its buck” by focusing on large courses.
  • Beyond a timeline for implementation and the "summative and formative" assessment stipulations, the plan is somewhat vague. That's in part to afford faculty flexibility to define their own learning outcomes and methods of measurement, whether by tests, written assignments or other means; professors -- subject matter experts -- know best what their students should be learning, Quirmbach said.
  • Not so during a departmental faculty meeting at Northern Iowa, where the plan was recently explained and "most perceived it as busywork," said Mary DeSoto, professor of psychology. 
  • Template assessment tools are being drafted by at least two of the universities to help professors new to formal reporting.
  • Planning for next semester’s new requirement is under way now at all three universities, with most taking a “train the trainer” approaching at the college or department level.
  • Karen Zunkel, director for undergraduate programs and academic quality in the provost's office at Iowa State, which will be most impacted by the plan, said faculty reaction has been mixed. Some professors have asked if the information gathered will be used for tenure and promotion decisions, she said. But she’s assured them that it’s not the goal of the legislation, and that information will be collected by course, not by instructor.
  • One of the most appealing aspects of the plan so far, she said, is that it will require instructors teaching different sections of the same course to meet, discuss and record what they want their students to learn and how they’ll measure it.
  • As for fears that information gathered will eventually be used against faculty for personnel decisions or other potentially punitive means,
  • Sheila Doyle Koppin, spokeswoman for the Board of Regents, said the board has a “longstanding commitment to specifying and measuring expected learning outcomes for all undergraduate programs.” The new requirements are not meant to hinder faculty from teaching, she said, but rather “support and enhance” that ability. Gorton disagreed. Between other required reporting at the department level and above, strategic plan planning and execution and academic programs reviews, there's increasingly little time to teach, he said. And the problem isn't unique to Iowa.
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Defeating the Kobayashi Maru: Supporting Student Retention by Balancing the Needs of th... - 0 views

www.educause.edu/...n-balancing-needs-many-and-one ifttt delicious diigo
shared by Terry Elliott on 30 Sep 13 - No Cached
  • After spending months on the design and development of a new online course, applying theoretically and empirically sound instructional and community-building strategies to support student engagement and learning, Joni launched the course without a hitch. The projects were relevant, involving students in real-world activities. The instructional materials were well designed, and students were encouraged to participate in the bounded course community and the professional community of practice (PCoP). The course was a great success…or, so Joni thought. Midway through the semester, a student emailed the following: "Thank you for a great course. The materials are so useful, and the projects really have me applying what I've learned in the program. But, where are you?" What did that mean? Joni came to realize that — although appreciative of and engaged by the course materials, activities, and emphasis on community — students also craved a one-on-one, personalized relationship with her. And, that her new challenge of online course and programdesign was to balance the needs of the many with the needs of the one.
  • Identity. Students have the opportunity to interact with university representatives (professors, advisors) on a one-to-one basis. Individualization. Students have individualized interactions with university representatives, based on their specific needs and goals. Interpersonal interaction. Students' interaction with university representatives is mutual and reciprocal, with the achievement of learning and performance goals as the focus.
  • At the start of our online courses, we invite4 students to participate in a five-minute telephone conversation (see Figure 1).5 We typically receive RSVPs from two-thirds of the students. However, because we continue to extend the invitation throughout the first few weeks of the course,6 we end up talking with all but one or two students.
  • ...3 more annotations...
  • This simple, old school strategy has made a world of difference in establishing social presence. Several benefits besides social presence and connection are: Addressing specific course-related questions Being alerted to student issues (such as a baby on the way, hectic travel schedule, family illness) Helping students determine the personal relevance of the course content and specific projects Establishing credibility as an expert in the content area and as a trustworthy source of feedback and support Establishing ongoing, one-on-one communication throughout the semester that not only enhances student engagement and retention in the course, but allows us to address individual student needs and provide individualized formative feedback more efficiently than we could using an asynchronous tool (such as a threaded discussion)Could we achieve these results as efficiently using online technologies such as a threaded discussion or traditional chat room?8 For us, after years of trying, the answer is no.
  • Of course, we have been able
  • Students in our study reported that e-mail supported their development of one-on-one relationships, something they crave — but only occasionally experience — in their online courses.
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Top Ten Professors Calling Out Common Core's So-called College Readiness | COMMON CORE - 0 views

whatiscommoncore.wordpress.com/...es-so-called-college-readiness
shared by Terry Elliott on 22 Sep 13 - No Cached
  • Since the CCSS virtually ignore poetry, will we cease to speak about it? What about character education, service learning? What about fiction writing in the upper high school grades? What about the arts that are not amenable to standardized testing? … We lose opportunities when we cease to discuss these issues and allow the CCSS to completely set the agenda, when the only map is the one it creates.”
  • Education should be about the highest things. We should study these things of the stars, plant cells, Mozart’s Requiem… not simply because they’ll get us into the right college or into the right line of work. Rather, we should study these noble things because they can tell us who we are, why we’re here… If education has become –as Common Core openly declares– preparation for work in a global economy, then this situation is far worse than Common Core critics ever anticipated. And the concerns about cost, and quality, and yes, even the constitutionality of Common Core, pale in comparison to the concerns for the hearts, minds, and souls of American children.”
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