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.

function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13472&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } archive screenshots + descriptions of student projects: viewI have been examining student work in three different modes (formal argumentative essay with bibliography; Flash movie; informal reflective commentary), performed in the course of a single assignment. The assignment called for students (working in groups) to interpret a literary text that was related to the core subject matter of the course. I drafted the assignment, then refined it following consultation with the class, in the context of the spring 2003 course. I repeated it with slight modifications in the fall 2004 course. function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13471&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } questions working questions1. Do distinct modes of apprehension and interpretive practice become visible when we examine student work in different media?2. If so, what are the relationships between or among these modes? 3. If not , what does that tell us about received notions about the relative efficacy of traditional and emergent forms of scholarly practice? function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13467&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } 472site course website for english 472: view&nbsp; function popEditor1(map) { if(!map || map == null || map == void(0)) var map = 'false'; var spanWidth = getObjectRef('box_1').offsetWidth; var boxWidth = spanWidth+30; if (boxWidth < 600) boxWidth = 600; popBox('box.textEditor', 'boxID=13469&spanWidth='+spanWidth+'&boxWidth='+boxWidth+'&displayMap='+map, 850, 650); } function getBoxStats1() { var spanWidth = getObjectRef('boxTable_1').offsetWidth; var spanHeight = getObjectRef('box_1').offsetHeight; alert('width = '+spanWidth+', height = '+spanHeight); } finally...

This idea is useful for helping scholars of teaching and learning think through the impact of new media technologies on the practice of capturing and representing evidence of student learning and drawing conclusions from it.

Thinking with clarity about the role of technology is key when research focuses on the use of technology in the classroom and when the presentation of that research takes advantage of new media technologies.

The results of this study are available in print (see AHHE Forum on Digital Storytelling, Vol. 7.2, 2008) and also online at the Digital Storytelling Multimedia Archive.2

There is a somewhat familiar relationship between research and writing which underpins student work; however, because students are working towards a digital end, they are already thinking about their work as being different—more visual, more compressed, and more public than traditional writing products.

Thus, the grid designates a liminal space between the protocols of database and linear narrative in a multimedia environment.

The tension between grid and linear Web site as two related, yet fundamentally different ways to represent evidence of student learning is one of the most challenging aspects of our meta-study.

hese publications follow the hermeneutics of linear, hierarchical, cause-and-effect narratives.

the database is the privileged narrative of the computer age, and its logic is fundamentally different from that of linear print narratives

his absence of hierarchy is symptomatic of the database as “cultural form:”

reducing complexity through categorization works well only if certain criteria are met. First, in terms of the domain of knowledge to be organized, classification is dependent on a “small corpus, formal categories, stable and restricted entities, and clear edges.” Second, successful classification assumes “expert catalogers, an authoritative source of judgment,” as well as “coordinated” and “expert users.”8 One of our goals for this study is to make our findings publicly available in an online archive, accessible to the scholarship of teaching community and beyond. For such an environment, Shirky adds, reducing complexity through stable categories is a “bad strategy:”

Users have a terrifically hard time guessing how something they want will have been categorized in advance, unless they have been educated about those categories in advance as

Through collaborative coding/tagging and the production of further metadata in a collaborative effort with the academic community, we aim to push the limits of analyzing and representing student learning in Web 2.0 environments.