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Jay Collier

Developing Habits of Mind in Elementary Schools - 0 views

books.google.com/books

habitsofmind

shared by Jay Collier on 25 Nov 13 - No Cached
  • Jay Collier on 25 Nov 13
     
    Rubrics for elementary school start on page 367. Although Maine is developing rubrics and assessments for the upcoming cross-curricular graduation requirements (born as the MLR Guiding Principles), the Habits of Mind model has correlations with the Maine standards, and there have been many years of deep curricular development.
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

Higher Education 2.0 and the Next Few Hundred Years; or, How to Create a New Higher Edu... - 0 views

www.educause.edu/...new-higher-education-ecosystem

higher higher education education educause review edu ecosystem 2.0 3.0

shared by Sasha Thackaberry on 07 May 15 - No Cached
  • AAC&U's GEMs project and WICHE's Interstate Passport Initiative.3
  • Fundamental questions surrounding CBE, where we still lack an agreed-upon taxonomy and nomenclature
  • Those changes were painful, and many stakeholders, unable to adjust to a new industry ecosystem, disappeared or were greatly diminished. Higher education, infinitely more complicated, may nevertheless be on the cusp of a similar revolution, leading to a new higher education ecosystem.
  • Sasha Thackaberry on 07 May 15
     
    "Three important developments stand to dramatically change the way we think about degree programs and pathways: The rapid adoption of competency-based education (CBE) programs, often using industry and employer authority for guiding the creation of the competencies and thus programs An eventual move to suborganizational accreditation, with Title IV funds available for credits, courses, and microcredentials offered by new providers in new delivery models, part of the accelerating trend toward "unbundling" higher education Increasing recognition that postsecondary education will no longer be contained to the existing and traditional degree levels but will instead be consumed at various levels of granularity-less than full degree programs and continuing throughout lives and careers"
Walco Solutions

JOB ORIENTED CERTIFIED INDUSTRY INTEGRATED PROGRAM - 0 views

Walco solutions was designed and conceived with the vision to mold professionals and students to meet the challenges in the real world industry with the aid of excellent training.For more details...

started by Walco Solutions on 27 May 15 no follow-up yet
Walco Solutions

Academic Projects | Walco Solutions - 0 views

The final year projects and mini projects are considered to be the important parts of the engineering education system. The projects done by students in their curriculum play an important role fo...

started by Walco Solutions on 28 May 15 no follow-up yet
anonymous

Three Critical Elements to Ensure Online Learning Programs Remain Fresh | Edudemic - 2 views

www.edudemic.com/e-online-learning-remain-fresh

future online learning

shared by anonymous on 22 Jun 15 - No Cached
  • While instructional design was one of the catalysts for increasing student performance and overall degree completion, to date, we have not figured out how to truly leverage technology for learning and how to invent new instructional practices.
  • we have done a good job at translating pedagogical and anagogical models into the online environment, but we have not developed new instructional strategies that are germane to teaching and learning, required in remote and asynchronous learning environments
  • Instead, we have, for the most part, stuck with the ‘one to many’ model of instruction.  We have not developed models for technology-driven self-determined and directed learning
  • ...2 more annotations...
  • we have not been consistent and mindful in imbuing non-cognitive and behavioral elements directly into courses and programs to increase student success (i.e. elements for first generation, high-poverty, and high-minority students), and we have not fundamentally challenged the structure of the traditional degree (i.e. vs. stackable credentials with pathways to multiple degree options).
  • heutagogy
e learningbd

Food Safety Management System- ISO 22000: 2005 - 0 views

e-learningbd.com/...nagement-system-iso-22000-2005

food management system safety

shared by e learningbd on 10 Oct 15 - No Cached
  • e learningbd on 10 Oct 15
     
    Food safety issues have become one of the most widely discussed topics in the era. Food safety management system are intended to provide institutions with the elements of an effective food safety system in order achieve the best practice in food safety and to maintain economic goals.
Sasha Thackaberry

Competency-based education gets a boost from the Education Department @insidehighered - 0 views

www.insidehighered.com/...ets-boost-education-department

education department gets competency-based financial aid

shared by Sasha Thackaberry on 10 Nov 14 - No Cached
  • On Tuesday the department announced a new round of its “experimental sites” initiative, which waives certain rules for federal aid programs so institutions can test new approaches without losing their aid eligibility. Many colleges may ramp up their experiments with competency-based programs -- and sources said more than 350 institutions currently offer or are seeking to create such degree tracks.
  • the federal program could help lay the groundwork for regulation and legislation that is better-suited to competency-based learning.
  • Supporters of competency-based education called the experimental sites announcement a big win.
  • ...17 more annotations...
  • “The department recognizes that this is new territory and they don't have a regulatory framework for it,” said Paul LeBlanc, president of Southern New Hampshire University.
  • Colleges have faced plenty of red tape as they seek to give competency-based education a try. That is particularly true for “direct assessment” programs, the most aggressive version, which does not rely on the traditional credit hour standard.
  • Only two institutions -- College for America, a subsidiary of Southern New Hampshire, and Capella University -- have been successful in the lengthy process of getting the department and regional accrediting agencies to approve direct assessment programs. Other institutions have tried and either were rebuffed by the feds or are still waiting for the final word.
  • For example, the University of Wisconsin-Extension last year created ambitious direct assessment degree tracks. But the university has had to cover for the absence of federal aid for its “Flex Program” by spending more on grants for students. Officials with the system said Tuesday they were eager to participate in the experimental sites program.
  • Clearing the Way
  • The latest round of experimental sites grew out of a request for ideas the department issued last year. Many colleges sent in suggestions.
  • Mitchell drew rave reviews from several participants in the Washington, D.C., meeting of the Lumina Foundation-funded group, which is called the Competency-Based Education Network (C-BEN).
  • Jim Selbe is a special assistant to the chancellor of the Kentucky Community and Technical College System, which is a pioneer in competency-based programs in the two-year sector.
  • Experimental site status would give the Kentucky system the ability to “be broader and have more flexibility,” said Selbe. “This is going to give us a chance to really go field test.”
  • For example, Selbe said, the system is considering new programs that would charge students a monthly fee for all they can learn. This subscription-style approach could also apply to four-month terms.
  • A move by the Kentucky system to try subscriptions is “impossible right now” under federal aid rules, said Selbe. But experimental sites could open the door to monthly aid disbursements, saving students time and money. “This will give us a boost to go forward.”
  • The department said it is seeking experiments in four areas. They should increase academic quality and reduce costs, the feds have said. And the announcement said the department would conduct evaluations of the selected programs, to test their effectiveness
  • The four targeted areas include self-paced competency-based programs, such as direct assessment degree tracks. Colleges can also test “hybrid” programs, which combine elements of direct assessment and credit-hour-based coursework. That version is currently not allowed under federal rules.
  • The new experimental sites will also include prior-learning assessment
  • Finally, the program will test federal work-study programs under which college students mentor high school students in college readiness, student aid, career counseling and financial literacy
  • Experimental sites programs have rarely been so promising, said Amy Laitinen, deputy director of the New America Foundation's higher education program and a former official at the department and White House.
  • “We don't have to wait for a reauthorization,” she said. “We can inform a reauthorization.”
anonymous

Are Universities Going the Way of Record Labels? - Martin Smith - The Atlantic - 2 views

www.theatlantic.com/...374012

universities disruptive_innovations

shared by anonymous on 18 Jul 14 - No Cached
  • This last decade of the music industry presages the coming decade of education. Choice is expanding at every level, from pre-k to graduate school. The individual course, rather than the degree, is becoming the unit of content. And universities, the record labels of education, are facing increased pressure to unbundle their services. So what will the future of education look like?
  • The price of content will freefall over the next seven years.
  • Education will be personalized.
    • anonymous
      anonymous on 18 Jul 14
       
      This substantiates my prediction that learners will be "knowmads" roaming the content landscape and collecting what they want and need.
  • ...6 more annotations...
  • The supply of learning content will swell.
  • With learning content available on demand, students will increasingly be able to build degree programs from a wide variety of institutions offering particular courses.
  • Students are the big winners here.
  • Existing institutions with large endowments will become the record labels: platforms that invest in great talent.
  • And distribution platforms that curate content will do well, commanding both economies of scale and scope.
  • In education, a cohort of new entrepreneurs and existing institutions will greatly increase personal choice for all of us.
learnnovators

Demystifying Working Out Loud - Learnnovators - 0 views

learnnovators.com/working_out_loud

wol Workplace learning HR elearning workingoutloud

shared by learnnovators on 12 Nov 15 - No Cached
  • learnnovators on 12 Nov 15
     
    Working out loud has been steadily gaining popularity and has become a topic of conversation on many forums including the Facebook community of the same name. In the post "5 Gifts for the HR Department", John Stepper describes working out loud as a "different kind of talent program" writing, "as more employees work out loud, more of their work is visible along with public feedback on it". Read on...
anonymous

It's the Learning, Stupid | The EvoLLLution - 0 views

evolllution.com/...its-the-learning-stupid

shared by anonymous on 15 Feb 16 - No Cached
  • In this new world, providing students smarter pathways into and through higher education will be critical. All learning should count. Everyone should know what degrees represent so they can be put to use most effectively, whether it’s for employment or further education, and everyone should know the next step they need to take to move toward their personal goals.
  • At its root, we need to rethink and reimagine the entire premise of higher education. We must ask ourselves what type of product we want to be sold and produced by the nation’s colleges and universities and other providers of postsecondary learning.
  • “Many of those who have lived and learned in colleges as we know them cherish their memory and institutions,” Carey writes, “But the way we know them is not the only way they can be. Our lifetimes will see the birth of a better, higher learning.”[11]
  • ...8 more annotations...
  • Perhaps the most outdated feature of our current higher education system is how we measure learning. Today, this is done according to the amount of time spent at desks and in classrooms—or sometimes even time spent online—rather than by how much students actually absorb and subsequently what they do with that knowledge.
  • But what would happen if we turned this system on its head? What if college credits were awarded based not on seat time, but rather on measurable learning? What if we prioritized outcomes over inputs?
  • So it’s time for a change. It’s time for a system that awards learning credits that are based on learning, not time. It’s time for a student-centered credentialing system that prioritizes what you know and can do over where and how you get your education. And the only way to do this is to remove and replace the credit hour.
  • we know the basic aspects of the higher education system the nation needs: At its core, it’s a system that offers multiple, clearly marked pathways to various levels of student success—pathways that are affordable, clear and interconnected, with no dead ends, no cul-de-sacs and plenty of on- and off-ramps.
    • anonymous
      anonymous on 15 Feb 16
       
      Yes.  Cite this.
  • all learning certified as high-quality should count—no matter how, when, or where it was obtained.
  • In the ideal scenario, then, in this new system every student will know where they are going, how much it will cost to get there, how much time it will take, and what to expect at journey’s end—both in terms of learning outcomes and career prospects.
  • We must focus on learning outcomes as the true measure of educational quality. Not time, not institutional reputation (like the US News & World Report and other rankings do), but genuine learning. That is, those competencies that are informed by the real world in which students must thrive.
anonymous

Did you love watching lectures from your professors? - The Hechinger Report - 2 views

hechingerreport.org/e-least-effective-way-to-learn

lectures interaction interactivity

shared by anonymous on 22 Dec 15 - No Cached
  • anonymous on 22 Dec 15
     
    found that video lecturers were the least effective way to learn. Students who primarily learned through watching video lectures did the worst both on the 11 quizzes during the 12-week course and on the final exam. Students who primarily learned through reading, or a combination of reading and video lectures, did a bit better, but not much. This story also appeared in U.S. News & World Report The students who did the best were those who clicked on interactive exercises. For example, one exercise asked students to click and drag personality factors to their corresponding psychological traits.  A student would need to drag "neuroticism" to the same line with "calm" and "worrying," in this case. Hints popped up when a student guessed wrong. On the weekly quizzes, the "doers" who did nothing but the interactive exercises scored about the same as the "doers" who also did some combination of watching and reading. It almost seems as if you don't need to watch lectures or read at all. Thankfully, reading and lecture-watching mattered a bit on the final exam.
Victorious Kidss Educares Pune

Develop the seed of Humanity inside your children - Victorious Kidss Educares - 0 views

www.victoriouskidsseducares.org/...-humanity-inside-your-children

seed of humanity education ib School

shared by Victorious Kidss Educares Pune on 09 Mar 16 - No Cached
  • Victorious Kidss Educares Pune on 09 Mar 16
     
    When you make your eyes big and point finger at them, you are showing that you don't believe in the divinity in them. As parents we are always wagging our finger at our children, with a critical eye and are saying do this and do not do that. See more @ http://www.victoriouskidsseducares.org/blogs/develop-the-seed-of-humanity-inside-your-children/
anonymous

Credential Transparency Initiative - 1 views

www.credentialtransparencyinitiative.org

CBE CBL Badging

shared by anonymous on 05 Jan 16 - No Cached
  • a lack of transparency in the current credentialing maze has fueled the confusion and created a buyer-beware environment.
  • When every credential is unique to its issuer and impossible to compare with others, they all lose their value to job seekers and employers.
  • Funded by Lumina Foundation, the initiative will develop common terms for describing key features of credentials; create a voluntary, web-based registry for sharing the resulting information; and test practical apps (software applications) for employers, students, educators, and other credential stakeholders.
  • ...3 more annotations...
  • The registry will include all kinds of credentials – from educational degrees and certificates to industry certifications, occupational licenses, and micro-credentials.
  • will develop a Credential Directory app, which will allow registry users to access the websites of participating credential issuers, build customized directories of credentials based on their own criteria, and publish the results.
  • The goals are transparency and clarity, and to help align credentials with the needs of students, job seekers, workers and employers.
eidesign

Creating Powerful Employee Training With Social Learning - Featuring Microlearning Vide... - 0 views

www.eidesign.net/featuring-microlearning-videos

Social learning employee training microlearning videos

shared by eidesign on 27 Feb 19 - No Cached
  • eidesign on 27 Feb 19
     
    The last few years have seen a significant increase in the use of social learning for employee training. In this article, I share the benefits of social learning and show you how you can use microlearning videos as an effective social learning tool.
kernel7

Internet of Things Online Training | IoT Online Course - Kernel Training - 0 views

www.kerneltraining.com/iot-online-training

Internet of Things Online Training IoT Course

shared by kernel7 on 26 Mar 18 - No Cached
  • kernel7 on 26 Mar 18
     
    Enrol for IoT Online Course to become expert in Internet of Things, IoT is the world's hot technology, Government, academia, and industry are involved in different aspects of research, implementation, and business with IoT. Register for a free demo.
kernel7

Oracle RAC 12C Online Training Course by Kernel Training - 0 views

www.kerneltraining.com/oracle-rac-online-training

OracleRAConlineTraining OracleRACOnlineCourse

shared by kernel7 on 06 Apr 18 - No Cached
  • kernel7 on 06 Apr 18
     
    Oracle RAC Training is the advanced level of the database that covers topics like Oracle RAC Cluster, Oracle RAC 12c, Oracle RAC AWS, Oracle RAC Installation, Oracle RAC on VMware and other. Register quickly to meet our professionally trained experts teaching Oracle RAC 11G, and 12G. Kernel Training provides with all the resources and leads the students towards a bright future and guides in passing the Oracle RAC certification. Oracle RAC online classes provide in-depth knowledge of Oracle RAC.
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