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The Trouble With Online College - NYTimes.com - 0 views

www.nytimes.com/...ouble-with-online-college.html
shared by Greg Walker on 19 Feb 13 - No Cached
  • traditional online courses. These typically have about 25 students and are run by professors who often have little interaction with students. Over all, the center has produced nine studies covering hundreds of thousands of classes in two states, Washington and Virginia. The picture the studies offer of the online revolution is distressing.
  • The reasons for such failures are well known.
  • Many students, for example, show up at college (or junior college) unprepared to learn, unable to manage time and having failed to master basics like math and English.
  • ...2 more annotations...
  • Lacking confidence as well as competence, these students need engagement with their teachers to feel comfortable and to succeed. What they often get online is estrangement from the instructor who rarely can get to know them directly. Colleges need to improve online courses before they deploy them widely.
  • poorly designed courses can seriously shortchange the most vulnerable students.
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Strong Faculty Engagement in Online Learning APLU Reports | The Sloan Consortium - 0 views

sloanconsortium.org/...APLU_Reports faculty engagement online online learning
shared by Greg Walker on 21 Jun 12 - No Cached
  • Greg Walker on 21 Jun 12
     
    Campus leaders and faculty governing bodies need to regularly re-examine institutional policies regarding faculty incentives, especially in this era of declining financial resources. Perhaps most importantly, campus leaders need to identify strategies to acknowledge and recognize the additional time and effort faculty invest in online as compared to face-to-face teaching and learning.
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Flickr: Camp Magic MacGuffin Badge Repository - 0 views

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shared by Greg Walker on 01 Jun 12 - No Cached
  • Greg Walker on 01 Jun 12
     
    Making badges with Flickr
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Some Things about Assessment that Badge Developers Might Find Helpful | HASTAC - 1 views

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shared by Greg Walker on 28 Apr 12 - No Cached
  • Greg Walker on 28 Apr 12
     
    My point here is that badge developers should consider the various goals for their badges, and the assumptions behind those goals.  Failing to do so can create "wicked" tensions that are impossible to resolve.  This can be toxic to educational systems because stakeholders ascribe those tensions to other things (politics, laziness, culture, faddism, etc.). In response to my first draft of this post, Greg summarized my point more succinctly and more generally: People have different philosophical models of education (whether they realized it or not) and that is why they talk across each other so often. Greg also inspired me to suggest the following contribution to Audry Watters top ten list of questions you can ask to find out if somebody really knows education, if you want to know if the now about educational assessment: Do you understand the difference between summative, formative, and transformative functions of assessment and how they interact? (A longer version of this post is available at Re-mediating Assessment)
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Badges Competitions | HASTAC - 0 views

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shared by Greg Walker on 28 Apr 12 - No Cached
  • Greg Walker on 28 Apr 12
     
    Each of our 30 winning projects will be launching their badge systems on Mozilla's Open Badges Infrastructure in 2013 and presenting demos at the 2013 Digital Media and Learning Conference. 
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Is badging the needed paradigm shift in evaluation? « Learning Journal - 0 views

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shared by Greg Walker on 28 Apr 12 - No Cached
  • Greg Walker on 28 Apr 12
     
    Our systems of tracking learning don't hold up when we move to a more informal learning strategy. Our competency evaluation systems don't seem to be nuanced enough to be helpful, and they certainly aren't consistent across multiple raters. We all agree, I think, that what is really important is whether or not employees "know" something - and more to the point - whether or not they are capable of "doing" something (knowing at what level of proficiency would be a nice bonus). A badging strategy may get us there.
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Peter Thiel: We're in a Bubble and It's Not the Internet. It's Higher Education. | Tech... - 0 views

techcrunch.com/...-internet-its-higher-education
shared by Greg Walker on 14 Feb 12 - No Cached
  • it’s fundamentally wrong for a society to pin people’s best hope for a better life on  something that is by definition exclusionary. “If Harvard were really the best education, if it makes that much of a difference, why not franchise it so more people can attend? Why not create 100 Harvard affiliates?” he says. “It’s something about the scarcity and the status. In education your value depends on other people failing
  • “Parents see kids moving back home after college and they’re thinking, ‘Something is not working.
  • the problem Thiel sees with the higher education bubble is elitism, why were so many of the invitees Ivy League kids?
  • ...2 more annotations...
  • Everyone thinks kids in inner-city Detroit should do something else,” Thiel says. “We’re saying maybe people at Harvard need to be doing something else. We have to reset what the bar is at the top.”
  • But with education, there’s barely any counter-narrative at all, because it is rooted in the most elite echelons of the upper class. Thiel assumes this is why his relatively modest plan to get 20 kids to stop out of school for a few years is so threatening to a lot of the people who have the biggest megaphones to scream about it. “The people who are the most critical of this program are the ones who are most complacent with where the country is right now,” he says.
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Three generations of distance education pedagogy | Anderson | The International Review ... - 0 views

www.irrodl.org/...1663 pedagogy Connectivism elearning education distance generations
shared by Greg Walker on 14 Feb 12 - No Cached
  • Greg Walker on 14 Feb 12
     
    Three Generations of Distance Education Pedagogy
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