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J.Randolph Radney

Information Literacy Competency Standards for Higher Education | Association of College... - 2 views

www.ala.org/...informationliteracycompetency

information literacy standards literacy Information higher education information_literacy ALA acrl

shared by J.Randolph Radney on 23 Oct 13 - No Cached
  • J.Randolph Radney on 23 Oct 13
     
    The Association of College and Research Libraries has developed a site discussing information literacy standards for education.
J.Randolph Radney

H.L. Mencken On Education's True Objectives - 2 views

www.rense.com/menk.htm

education objectives

shared by J.Randolph Radney on 05 Apr 12 - No Cached
  • "That erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth.   "The aim of public education is not to spread enlightenment at all, it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else."
  • J.Randolph Radney on 07 Apr 12
     
    This quote is all the more poignant when we note that it was penned in the mid-1920s.
J.Randolph Radney

Heutagogy - Wikipedia, the free encyclopedia - 2 views

en.wikipedia.org/Heutagogy

heutagogy learning web2.0

shared by J.Randolph Radney on 04 Jan 10 - No Cached
  • Stewart Hase and Chris Kenyon (December 2000). "From Andragogy to Heutagogy". ultiBASE (Faculty of Education Language and Community Services, RMIT University). http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.  Jane Eberle and Marcus Childress (2009). "Using Heutagogy to Address the Needs of Online Learners". in Patricia Rogers, Gary A. Berg, Judith V. Boettecher, and Lorraine Justice. Encyclopedia of Distance Learning (2nd ed.). Idea Group Inc.. ISBN 1605661988.
  • J.Randolph Radney on 04 Jan 10
     
    Here's the Wikipedia article on heutagogy; note the references.
J.Randolph Radney

Input sought on grading - 3 views

grading education learning reflection standards

started by J.Randolph Radney on 23 Nov 09 no follow-up yet
J.Randolph Radney

Ten Tips for More Efficient and Effective Grading Practices | Faculty Focus - 2 views

www.facultyfocus.com/...ps-efficient-effective-grading

tips grading practices

shared by J.Randolph Radney on 04 Feb 15 - No Cached
  • Bank Comments: Keep a bank of comments about frequent errors students make and organize them in groups for easy access. Consider grouping comments according to module, assignment, and chapter, or grammar, content, and organization. For example, if an instructor sees frequent errors regarding point of view, keep related comments grouped in the same area to access them easily.
  • Less is More: Instructors should avoid the temptation to respond to everything that calls for adjustments or changes. Brookhart (2011) reports, many struggling students need to focus on just a few areas or even one item at a time. If a student backs off from his or her paper because he or she is intimidated by the number of instructor comments, then all is lost. It is better to target two or three areas that need to be addressed for the student’s success on future papers.
  • Questions for Reflection: Consider inviting reflective, critical thinking and further conversation in a productive, scholarly exchange with the student. Instead of telling students what they did “wrong,” ask them to rethink their approach. For example, consider using a phrase such as “What is the most interesting aspect of your essay?” Or “What would draw your attention to this topic, as a reader?” This way, the student is not only prompted to make more thoughtful revisions, but also is given tools to use when considering how to write a hook for future essays.
  • ...1 more annotation...
  • Douglas B. Reeves, author and educator, said, “Technology sometimes encourages people to confuse busyness with effectiveness” (Reeves, 2010). Instructors sometimes equate certain grading practices such as an authoritative tone, strong criticism, or copious comments with being effective. In fact, the more conscious and deliberate an instructor is when delivering feedback, the better that feedback tends to be. Instructors often feel as though they must sacrifice effectiveness for efficiency, or efficiency for effectiveness. By honoring these guiding principles, instructors will realize that they do not need to make a choice between the two.
  • J.Randolph Radney on 04 Feb 15
     
    Standard approaches to evaluation of work, but with a few nice (and new) ideas.
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