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Jaap Bosman

Self-assessment and self-remediation | Dave's Educational Blog - 0 views

davecormier.com/...ssessment-and-self-remediation

rhizome assessment rhizo14 independent scaffolding

shared by Jaap Bosman on 20 Jan 14 - No Cached
  • Overcoming isolation
  • Active learning
  • Controlling learning behaviours
  • ...3 more annotations...
  • Diagnosis and remediation
  • Student responsibility for learning
  • Teaching students how to make good questions for themselves, to ask them in ways that are going to lead to effective searching and learning,
  • Jaap Bosman on 20 Jan 14
     
    So i'm basically trying to give people something they can work with… a strategy rather than content… that can get them 'in the know' so that they can participate in the community effectively.
Cris Crissman

Experimental-Sites-Concept-Paper-FINAL.pdf - 1 views

chronicle.com/...-Sites-Concept-Paper-FINAL.pdf

competency-based independent learning

shared by Cris Crissman on 23 Jan 14 - No Cached
Vanessa Vaile liked it
  • Cris Crissman on 23 Jan 14
     
    Competency-Based Education appeals to me because it seems easier for the teacher to be the facilitator/guide if not also responsible for the assessing/grading. Can it lead to independent learning?
  • Vanessa Vaile on 23 Jan 14
     
    It appeals to me too...I wonder why same person facilitating as assessing is rarely thought of as a conflict of interest. It's not impossible but can challenge impartiality
Jaap Bosman

Academic Integrity and Cheating - 1 views

weber.ucsd.edu/...cheat.html

shared by Jaap Bosman on 20 Jan 14 - Cached
  • carol yeager on 20 Jan 14
     
    Ethics Cheating and the Academy; where might we find Ambiguity Innovation and Creativity?
  • Jaap Bosman on 20 Jan 14
     
    Introductionabout cheating, but the sources of images are not in the page, is that cheating? Rules and rules, all about assessment, not about learning?
Cris Crissman

I Will Not Let An Exam Result Decide My Fate||Spoken Word - YouTube - 0 views

www.youtube.com/watch

higher education

shared by Cris Crissman on 23 Jan 14 - No Cached
  • Cris Crissman on 23 Jan 14
     
    Cross-fertilization from DL MOOC. Thx to James Kerr for sharing. Powerful spoken word on the irony of assessment/grading.
Cris Crissman

Five myths about Moocs | Opinion | Times Higher Education - 0 views

www.timeshighereducation.co.uk/...2010480.article

MOOC downes OLDaily Laurillard

shared by Cris Crissman on 14 Feb 14 - No Cached
  • Cris Crissman on 14 Feb 14
     
    I'll preface with Stephen Downes's commentary in Feb 14 OLDaily. His question about what kind of undergraduate degree is needed for today and the future and how we might best prepare students has #rhizo14 all over it ;-) This came out about a month ago but according to my logs I haven't mentioned here yet, so here goes. First, let me quote Laurillard's five myths: the idea that 'content is free' in education that students can support each other that Moocs solve the problem of expensive undergraduate education that MOOCs address educational scarcity in emerging economies that Education is a mass customer industry The essence of her criticism is that "a course format that copes with large numbers by relying on peer support and assessment is not an undergraduate education... it requires personalised guidance, which is simply not scalable in the same way." I think we both agree that MOOCs - even cMOOCs - are not an undergraduate education. The question, though, is broader. Is an undergraduate education what we need in order to meet the social and economic challenges of the day? If we started our students off differently, could they succeed in a technology-rich environment wihtout the need for so much personal attention and hand-holding? A lot rides on the answer to this question. And the MOOC - even the xMOOC - is an attempt to look at some possible answers.
simonwarren

It's amazing what happens over coffee: or deterritoralising the curriculum (a #rhizo15 ... - 7 views

worriedteacher.wordpress.com/...comment-page-1

rhizo15

shared by simonwarren on 17 Apr 15 - No Cached
  • coffee
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am drinking coffee as I read this ... sort of drink symmetry going on right now ....
  • my first full academic year in the job
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I am curious if this newness is freeing or is it constricting? Can you try new things or are you expected to toe the line? I suppose it depends on the "boss man" in charge.
    • simonwarren
      simonwarren on 17 Apr 15
       
      Well, a mixture really.  It is 'my' course but that doesn't mean it is always viewed that way by those upstairs - this is a very small unit and can be claustrophobic at times.  Dealing with a bit of a culture of talking the talk but not necessarily walking the walk.  If you get what I mean.  It depends how assertive I wish to be.
  • My recent engagement with digital scholarship and #connectedlearning has propelled me to consider other options, and to think about how I might hack my own course, hybridise it.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This is the heart of all this connected work ... how do we bring our explorations of learning in online spaces and adventures back into the classroom (unless you teach online courses, of course).
  • ...8 more annotations...
  • sets of resources organised around difficult ideas
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      I like this phrasing and the idea here ... of shifting the learning, as long as you don't focus on the tool/technology but on the learnings elements. Sometimes, the tech drives the learning, not the other way around. We want our students to have agency of exploration in their learning.
    • simonwarren
      simonwarren on 17 Apr 15
       
      This year we used the closed box of the institutional VLE to do some of this work but I want to push this further by using more open platforms and ask participants to find their own materials. The assessment will have to be tweaked to facilitate this.
  • have shorter workshops that model many of the ideas we promote
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      This might up the engagement factor. I think a few folks from Connected Courses are tinkering with collective design of curriculum, right? Of allowing students to have a say in the learning. This is what Dave is doing with us. I think.
    • simonwarren
      simonwarren on 17 Apr 15
       
      The 'time' allocated to 'teaching' sessions is driven by the Bologna process (Tuning in N.America) and 'European Credit and Accumulation Transfer System' which usually gets reduced to 'time on task' rather than learning.  We can play with this though
  • Emergent objectives could become points for reflecting on what the course should be dealing with, what the difficult ideas and issues are, and therefore the content required.
  • I am after all a final arbiter, the one who, institutionally, is responsible for assessment
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Always a struggle, no matter the age of student (says the sixth grade teacher).
  • working with the play of smooth and striated space.
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Thanks for the deep thinking ...
  • Also, could we introduce aspects of peer review?
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      I always like peer review
  • @davecormier
    • Sarah Honeychurch
      Sarah Honeychurch on 17 Apr 15
       
      It was me actually :)
Jaap Bosman

An Open Letter to My Students - Hybrid Pedagogy - 2 views

www.hybridpedagogy.com/...open-letter-students

more than teaching

shared by Jaap Bosman on 17 Jan 14 - No Cached
  • Though these are not part of the course content, do not appear on the syllabus, and will not be assessed, they are more important than the course content.
  • Education is training for life, not just a career, and certainly not just a job upon graduation.
  • Jaap Bosman on 17 Jan 14
     
    About teaching and learning to be rather than learning to know. You could open this link and highlight annotate this paper with us. You need to download a little app for that: see https://www.diigo.com/tools
  • Jaap Bosman on 17 Jan 14
     
    to annotate and highlight.
Jaap Bosman

Independence as Essential for Lifelong Learning | Reflecting Allowed - 1 views

balimaha.wordpress.com/...ssential-for-lifelong-learning

independence

shared by Jaap Bosman on 22 Jan 14 - No Cached
  • This might be the “role” of the teacher here – to make learners realize they are better off becoming more independent.
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      I am thinking that this is the difference between inviting participation and permitting participation?
  • I don’t know how to foster this, or if it is possible.
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      I bet you do know how to foster this. In social capital theory they describe two ways of connecting that we all use--bridging (across groups) and bonding (within groups). All of this is part of a larger tool-reciprocation.
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      In fact annotating and sharing this is a way to reinforce both your independent stance and your interdependent connections. It is like Mrs. Malaprop discovered: she has been speaking dialogue here entire life. I think we all are doing this dance of independence and interdependence all the time.
  • my attempts to let them
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      Invitation or permission?
  • ...7 more annotations...
  • (with my help at first,
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      the idea of 'minimal necessary scaffolding' is so important here. Have you read Myles Horton's The Long Haul. He addresses this question over and over.
  • because nothing essentially assessable or measurable needs to result from their learning
  • Even worse control because it becomes internalized,
    • Terry Elliott
      Terry Elliott on 22 Jan 14
       
      None of the issues of pre-requisites and order of learning and institutional imperatives matters if we put the power in the heart of the learner. After that 'engine' is started all of the world becomes fuel whether it is credentialing, certification, accrediting--it doesn't matter. It is all grist for each unique learning soul to turn into her or his own bread.
  • “A” for “answering”
  • “A” for “answering”
  • these questions an “A” for “answering”
    • Terry Elliott
      Terry Elliott on 22 Jan 14
  • You could argue he system is flawed, its structures non-conducive to learning,
    • Jaap Bosman
      Jaap Bosman on 23 Jan 14
       
      Education is expensive, online courses are cheaper. Online courses engage people from all ages, they foster life-long-learning. Online courses are a means to make schools change. If schools do not change they will suffer and go down.
  • Jaap Bosman on 23 Jan 14
     
    The system of education will change, teachers should be change agents.
Jaap Bosman

Testing For Learning, Not Assessment : 13.7: Cosmos And Culture : NPR - 0 views

www.npr.org/...an-effective-learning-strategy

cheating learning

shared by Jaap Bosman on 13 Jan 14 - No Cached
  • Jaap Bosman on 13 Jan 14
     
    cheating as a teaching strategy. Testing effect. Links to Peter Nonacs (UCLA)
Cris Crissman

Painting Myself Out of the Picture | Virtually Foolproof - 2 views

virtuallyfoolproof.com/...ting-myself-out-of-the-picture

independence dependence assessment passion

shared by Cris Crissman on 27 Jan 14 - No Cached
  • Cris Crissman on 27 Jan 14
     
    Week Two's question of enforcing independence leads me to revisit an old post about semester-long collaborative projects for grad students.
Kevin Hodgson

Teaching Beyond Tropes: Subjective-Learning Subjugated-Objectives Subversive-Subjunctives - 5 views

teachingbeyondtropes.blogspot.com/...ctive-learning-subjugated.html

rhizo15

shared by Kevin Hodgson on 16 Apr 15 - No Cached
Vanessa Vaile liked it
  • Subjective-Learning Subjugated-Objectives Subversive-Subjunctives
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am feeling a bit like this is some lost text from a Dr. Seuss book for college students.
    • Terry Elliott
      Terry Elliott on 16 Apr 15
       
    • Kevin Hodgson
      Kevin Hodgson on 17 Apr 15
       
      Nice
  • Subjective
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am glad Susan brought this definition up. I was going to search it out. The "subjective reality" hits a nerve with me. I am thinking of not just my own bias but what I bring to the table and intend to take away from the table. I am an active participant.
  • subvert or overthrow, destroy, or undermine
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Pretty strong language here .. I am thinking how the remix culture might be considered subversive in this context, using a different (subjective) view to understand a learning environment.
  • ...7 more annotations...
  • These include statements about one's state of mind, such as opinion, belief, purpose, intention, or desire.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Thank you for this. Here is the crux of how I think about subjective thinking ... tossed into the subjunctive salad bowl. Or have I been mistaken in my own beliefs about what subjective is?
  • how our "design" is experienced by any one learner is as unique as a fingerprint, and impeded upon by the scars we have collected throughout our coarses and courses and curses.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      For good and for bad .... it could be that we are shaped by the positive energy and the positive experiences. I am thinking of being part of networks liked CLMOOC and DS106 and Connected Courses ... those shape my expectations of what a course should look like these days.
  • entryway into possibility.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      Great phrase embedded in a deep paragraph .... We should get this tattooed on our web/head.
  • ridden like a wild bronco while you laugh maniacally.
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      I am tempted to make a comic with this line .... Yeehaw!
  • Click here for your summative assessment. 
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      OMG. I had a ball with this. I think I failed. I think I passed. I think I succeeded. I think I thought .... "Thank God, I have people like Susan to lead me astray."
    • Kevin Hodgson
      Kevin Hodgson on 16 Apr 15
       
      This line between subjective and objective is both intriguing and confusing (for me, anyway). This post by Susan really helped clarify some of the ideas. My annotations are my way of interacting with her text.
  • Revised Bloom's Taxonomy
  • Vanessa Vaile on 16 Apr 15
     
    Kevin, I've been doing the subjective learning thing on my own for a very, very long time. Not coming to Vance Steven's multiliteracies, connectivist moocs or any open online courses as a "practicing" academic or educator (except in free range, heutagogical sense), I start with making my own subjectivity alignment -- if only to feel at least somewhat less the total outlier. Besides, isn't all learning is idiosyncratic and subjective?
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