Group items tagged

periodic reflections on learning by students are critical components of an education.

ntegrative Learning Metarubric

Creative Thinking Metarubric

Critical Thinking Metarubric

metarubrics

We hope that the VALUE project will be able to demonstrate several things:  that faculty across the country share fundamental expectations about student learning on all of the Essential Learning Outcomes deemed critical for student success in the 21st century; that rubrics can articulate these shared expectations; that the shared rubrics can be used and modified locally to reflect campus culture within this national conversation; and that the actual work of students should be the basis for assessing student learning and can more appropriately represent an institution’s learning results.

e have an environment in which we need to be able to encompass a wider variety of modes for students to demonstrate their learning processes and achievements. By definition this forces us to encompass audio and video, Web 2.0, hard copy and virtual learning.

that different knowledge sets and ways of knowing result in learning outcomes being demonstrated in different ways. But in the deconstruction of the demonstrated learning, we tend to find similarity in the core components or criteria of learning, e.g. for critical thinking.

student learning is something that the entire campus community is engaged with; each person on the campus participates in the learning, but no one is responsible for all of the learning.

rubrics and e-portfolios does not have to create more work--it requires working differently, shifting my time and focus a bit--but it is richer and more rewarding than what I used to struggle with in trying to communicate my expectations for learning and how students could more readily succeed in meeting those expectations. There is a transparency and communication ability that enriches the conversations both with students and with colleagues.

synoptic case study of the Visible Knowledge Project (VKP), a five-year project looking at the impact of technology on learning, primarily in the humanities, through the lens of the scholarship of teaching and learning. 

Learning for adaptive expertise: the role of new media in making visible the thinking processes intrinsic to the development of expert-like abilities and dispositions in novice learners; Embodied learning: the impact of new media technologies on the expansion of learning strategies that engage affective as well as cognitive dimensions, renewed forms of creativity and the sensory experience of new media, and the importance of identity and experience as the foundation of intellectual engagement; and Socially Situated learning: the role of social dimensions of new media in creating conditions for authentic engagement and high impact learning.

As Michael Wesch puts it in his commentary on the meaning of these changes, “Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.

ePortfolios

A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom.

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