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Garry Golden

Meet Deep Dive, the New York Times' experimental context engine and story exp... - 1 views

www.niemanlab.org/...text-engine-and-story-explorer

journalism news search learning future data kc artsedu2020

shared by Garry Golden on 24 Jan 12 - No Cached
  • Garry Golden on 24 Jan 12
     
    he of metadata from stories to go, as the name suggests, deeper into a news event by pulling together related articles. So instead of performing a search yourself
smartstudent01

Find any kind of school in one click - 0 views

smartstudents.co.in

#schools #students #study #education #smartstudents

shared by smartstudent01 on 19 Dec 17 - No Cached
  • smartstudent01 on 19 Dec 17
     
    Kids are grown up and you are looking schools for them? Let's try smartstudents to better school searching experience. In smartstudents you can find and search best pre-schools to high schools according to your need at sitting your home, you don't need to go out and travel for finding the best school for your children's.
Garry Golden

Searching For The Question - David Orban - 1 views

www.davidorban.com

blog learning people education

shared by Garry Golden on 09 Jul 12 - No Cached
  • Garry Golden on 09 Jul 12
     
    still active?
anonymous

EBSCOhost: The trouble with competence - 0 views

web.ebscohost.com/...detail

competence PLA Badging

shared by anonymous on 01 Oct 13 - No Cached
  • Wood & Power go on to say that a successful conceptualisation of competence would show "how specific competencies are integrated at a higher level and would also accommodate changing patterns of salience among these skills and abilities at different ages and in different contexts" (pp. 414-415). These authors emphasise the importance of a developmental approach to competence that is not fixated by operational definitions such that what we can measure is taken to be what develops.
  • Typically competencies are described in terms of observable behaviour and explicit criteria. Like its forerunner behavioural objectives, the language of competence invites a spurious precision and elaboration in the definition of good or effective practice. The specification of competence is assessment led in that it is usually associated with a statement which defines performance criteria and expected levels of performance. Like the objectives model, competency-based approaches to professional education and training attempt to improve educational practice by increasing clarity about ends.
  • Such models can be highly reductive, providing atomised lists of tasks and functions, or they can be highly generalised, offering descriptions of motivational dispositions or cognitive abilities such as problem-solving. In the case of the former the sum of the parts rarely if ever represents the totality of good practice; paradoxically the role is under-determined by the specification. In the case of the latter it is difficult if not impossible to provide an operational account of a disposition or ability that does not rest solely on situational judgement. A more significant feature of models of competence is that in their tidiness and precision, far from preserving the essential features of expertise, they distort and understate the very things they are trying to represent.
  • ...8 more annotations...
  • Glass (1977) identifies six techniques for determining the criterion score or point in criterion-referenced assessment: (i) the performance of others, (ii) counting backwards from 100%, (iii) bootstrapping on other criterion scores, (iv) judging minimal competence, (v) decision-theoretic approaches, (vi) operations research methods [ 3]. He argues that educational movements in the USA like accountability, mastery learning, competency-based education and the like rest on the common notion that a minimal acceptable level of performance on a task can be specified.
  • To put it bluntly there is a massive mismatch between the appealing language of precision that surrounds competency or performance-based programmes and the imprecise, approximate and often arbitrary character of testing when applied to human capabilities.
  • If competence is about what people can do then at first sight it appears to circumvent the issue of what people need to know-it shifts the balance of power firmly in the direction of practice and away from theory. It focuses attention on questions of relevance: knowledge for what purpose? By making education and training more practical, by emphasising what a person can do rather than what they know, competency-based approaches supposedly make access more open.
  • What is needed are standards of criticism and principles of professional judgement that can inform action in the context of uncertainty and change.
  • actions cannot in themselves be seen as competent. Rather, competence is to be located in the accounts used to license or warrant actions. In this analysis the mark of a competent practitioner, in this instance police officers, is one who can choose the right account for the right audience. The approach recognises that what is good practice cannot be defined simply by reference to the function of the organisation or its aims and objectives. There are, Fielding would argue, a plurality of audiences who may or may not judge competence in similar ways.
  • locates the definition of competence firmly within the interaction between values and situational decision-making
  • there is nothing new about competency-based approaches to education and training
  • Cambridge Journal of Education. Nov91, Vol. 21 Issue 3, p331. 11
Sasha Thackaberry

The Future of Higher Education | Higher Ed Beta @insidehighered - 0 views

www.insidehighered.com/...future-higher-education

future higher higher education education higher ed beta

shared by Sasha Thackaberry on 07 Oct 14 - No Cached
  • With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as “disruptive innovation” have abated. 
  • No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation.
  • The innovations taking place may not seem to be as dramatic as those that loomed in 2012, but the consequences are likely be even more far-reaching, challenging established business and staffing models.
  • ...35 more annotations...
  • Innovation 1:  Learning Analytics
  • Innovation 2:  Microcredentialing
  • Innovation 3:  Competency-Based Education
  • Especially attractive is competency-based education’s prospect of accelerating time to degree, since students can potentially receive credit for skills and knowledge acquired through life experience or alternative forms of education.
  • But with the U.S. Department of Education and accreditors increasingly willing to allow institutions to experiment with competency-based models and direct assessment, such programs are poised to take off. The trend is moving beyond just a few institutions like Western Governors University, as even Harvard Business School, for example, launched its HBX CORe program, a “boot camp” for liberal arts college students who want to understand the fundamentals of business. 
  • Innovation 4:  Personalized Adaptive Learning
  • Personalization has been the hallmark of contemporary retailing and marketing, and now it’s coming to higher education
  • But recognition of the fact that all students do not learn best by following the same path at the same pace is beginning to influence instructional design even in traditional courses, which are beginning to offer students customized trajectories through course material.
  • Innovation 5:  Curricular Optimization
  • Convinced that a curricular smorgasbord of disconnected classes squanders faculty resources and allows too many students to graduate without a serious understanding of the sweep of human history, the diversity of human cultures, the major systems of belief and value, or great works of art, literature, and music, a growing number of institutions have sought to create a more coherent curriculum for at least a portion of their student body.
  • Innovation 6:  Open Educational Resources
  • companies like Learning Ace are creating new portals that allow faculty and students to easily search for content in e-books, subscription databases, and on the web.
  • Innovation 7:  Shared Services
  • By promoting system-wide or state-wide purchasing, institutions seek to take advantage of scale in procurement of software and other services.
  • large-scale data storage, and high bandwidth data access, enables researchers within 15 UT System institutions to collaborate with one another
  • Innovation 8:  Articulation Agreements
  • As more and more students enroll in community college to save money, a great challenge is to insure that courses at various institutions are truly equivalent, which will require genuine collaboration between faculty members on multiple campuses.
  • Innovation 9:  Flipped Classrooms
  • By inverting the classroom, off-loading direct instruction and maximizing the value of face-to-face time, the flipped classroom are supposed to help students understand course material  in greater depth.
  • Institutions like MIT, “Future of MIT Education” and Stanford, “Stanford2025,” aware of such tensions and risks, are taking both bottom-up and top-down approaches to ensure they get the best of the flipped classroom without sacrificing face-to-face interactions.
  • Innovation 10:  One-Stop Student Services
  • A growing number of institutions are launching a single contact point for student services, whether involving registration, billing, and financial aid, academic support, or career advising.  The most innovative, inspired by the example of the for-profits, make services available anytime. When it opens in Fall 2015, the new University of Texas Rio Grande Valley, which will serve an expansive 60-mile-wide region, will offer students a holistic student lifecycle management and CRM and support system accessible across the region.
  • Even as these ten innovations gradually become part of the higher education ecosystem, several new educational models are appearing, which potentially challenge business as usual.
  • Model 1:  New Pathways to a Bachelors Degree
  • Early college/dual enrollment programs that grant high school students college credit.  Expanded access to Advanced Placement courses. Bachelor degree-granting community colleges. Three-year bachelors degree programs. All of these efforts to accelerate time to degree are gaining traction. Particularly disruptive is the way students now consume higher education, acquiring credits in a variety of ways from various providers, face-to-face and online.
  • Model 2:  The Bare-bones University
  • The University of North Texas’s Dallas campus, designed with the assistance of Bain & Company, the corporate management consulting  firm, has served as a prototype for a lower-cost option, with an emphasis on teaching and mentoring, hybrid and online courses (to minimize facilities’ costs), and a limited number of majors tied to local workforce needs. 
  • Model 3:  Experimental Models
  • Minerva Project, seek to reinvent the university experience by combining a low residency model, real-world work experience through internships, and significantly reduced degree costs through scaled online learning
  • the University of Phoenix, Kaplan, and other online-only institutions have created physical locations and even MOOC providers stress the importance of learner MeetUps and are focused on implementing hybrid courses on traditional campuses.
  • While some corporations partner with academic institutions (GM, for example, offers a MBA through Indiana University), the number of stand-alone corporate universities now exceeds 4,200
  • Model 4:  Corporate Universities
  • Although these corporate units do not offer degrees, they may well pose a threat to traditional universities in two ways.  First, by their very existence, the corporate universities infer that existing undergraduate institutions fail to prepare their graduates for the workplace. Second, these entities may well displace enrollment in existing graduate and continuing education programs.
  • Model 5: All of the Above
  • The irony may be that all the so-called disruption will actually bring higher education back to its core mission. In the words of the public intellectual du jour, William Deresiewicz, “My ultimate hope is that [college] becomes recognized as a right of citizenship, and that we make sure that that right is available to all.”
  • Sasha Thackaberry on 07 Oct 14
     
    "With a number of leading for-profits beset by legal and financial woes, enrollment in online education leveling off, and MOOCs off the front pages, one might reasonably conclude that the threats to higher ed posed by what was hailed as "disruptive innovation" have abated.  No so. At this point, institutions are disrupting themselves from the inside out, not waiting for the sky to fall. True disruption occurs when existing institutions begin to embrace the forces of transformation."
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