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Tom Woodward

Vermeer's Secret Tool: Testing Whether The Artist Used Mirrors and Lenses to Create His... - 0 views

www.vanityfair.com/...eer-secret-tool-mirrors-lenses

magic technology tweet weekly artist mirrors lenses invention

shared by Tom Woodward on 01 Dec 13 - No Cached
  • Tom Woodward on 01 Dec 13
     
    ""One of the things I learned about the world of art," Teller says, "is there are people who really want to believe in magic, that artists are supernatural beings-there was some guy who could walk up and do that. But art is work like anything else-concentration, physical pain. Part of the subject of this movie is that a great work of art should seem to have magically sprung like a miracle on the wall. But to get that miracle is an enormous, aggravating pain." To see Vermeer as "a god" makes him "a discouraging bore," Teller went on. But if you think of him as a genius artist and an inventor, he becomes a hero: "Now he can inspire." "
Tom Woodward

Do I Own My Domain If You Grade It? | EdSurge News - 3 views

www.edsurge.com/...-own-my-domain-if-you-grade-it

weekly domain grading audience

shared by Tom Woodward on 14 Aug 15 - No Cached
  • Tom Woodward on 14 Aug 15
     
    "This past year, Davidson College introduced "A Domain of One's Own" to a portion of the student body through faculty willing to use it in their teaching. I saw two styles of 'Domains' rise out of the initiative. The first type of 'Domain' took audience into account, considering the implications of public scholarship, representation, and student agency. The second, in many ways, mirrored the traditional pedagogical structure by assigning papers or short answer assignments to be posted online through blogs. This is not necessarily bad, but also doesn't necessarily empower. The problems with the second approach can be wrapped up into two key questions beginning with: Why post an assignment online if…"
  • anonymous on 15 Aug 15
     
    Also related to the distinction between having an eportfolio program and creating a domain of one's own; very different creatures that sometimes get discussed as if they're the same thing.
sanamuah

Ingenious Dry-Erase Glass 'Lightboard' for Video Lectures Allows Presenter to Face Came... - 4 views

laughingsquid.com/r-to-face-camera-while-writing

shared by sanamuah on 10 Dec 14 - No Cached
  • To create more engaging video lectures, Northwestern University engineering professor Michael Peshkin created Lightboard, an ingenious transparent dry-erase board that allows him to face the camera while drawing notes and diagrams in front of him. The board consists of a double pane of glass that is lit from within by LEDs. Peshkin uses fluorescent dry-erase markers which are highly visible on the lit glass. If you’re wondering how his writing is not backwards, it’s because he films his lectures through a mirror. Peshkin has posted instructions on how to make your own Lightboard.
    • mollybransone
      mollybransone on 12 Dec 14
       
      Yes, definitely agree with Tom that flipping in post is the way to go.
  • Tom Woodward on 11 Dec 14
     
    I'm tempted to make one of those. Also seems like you could skip the mirror and flip w software pretty easily.
Jonathan Becker

Meaningful, Moral, and Manageable? The Grading Holy Grail - Rice University Center for ... - 1 views

cte.rice.edu/...grading

Grading specifications rice cte grades

shared by Jonathan Becker on 19 Feb 16 - No Cached
  • Jonathan Becker on 19 Feb 16
     
    "When I first began teaching, I assumed my anxiety in each of these domains would eventually dissipate. I was certain that there had to be an approach to grading that was simultaneously meaningful, moral, and manageable, and that, with enough time and experimentation, I would eventually discover it. Yet the more I tried to get a handle on anxiety in one domain, the more I seemed to increase my anxiety in another. [1] I came to believe that the system was stacked against us. It had trapped us into a corner where, at best, we could maximize two goals at the expense of the third. Mirroring the "fast, good, cheap" meme that designers love so much, my pessimistic grading meme might look something like this:"
Enoch Hale

New effort aims to standardize faculty-driven review of student work | InsideHigherEd - 0 views

www.insidehighered.com/...lty-driven-review-student-work

resources higher education assessment

shared by Enoch Hale on 25 Sep 15 - No Cached
  • Campbell also said that the project will be much more significant if it ultimately shows whether students' skills improve over time. "If you don't have some kind of comparison of change, showing what they could do when they came in and when they left," she said, "it may do exactly what the rankings do: reinforce the reality that great students produce great work, and great institutions have great students."
  • Arum said the AAC&U/SHEEO approach has the potential to be one of "multiple indicators" that higher education institutions and policy makers eventually embrace to understand student learning. "No one measure is going to be sufficient to capture student learning performance outcomes," he said. "Responsible parties know there's a place for multiple measures, multiple approaches." Campbell, of Teachers College, agrees that "because [student learning] is such a complicated issue, any one method is going to have complications and potential limitations"
  • The Results The faculty participants scored the thousands of samples of work (which all came from students who had completed at least 75 percent of their course work) in three key learning outcome areas: critical thinking, written communication and quantitative literacy. Like several other recent studies of student learning, including Academically Adrift, the results are not particularly heartening. A few examples: Fewer than a third of student assignments from four-year institutions earned a score of three or four on the four-point rubric for the critical thinking skill of "using evidence to investigate a point of view or reach a conclusion." Nearly four in 10 work samples from four-year colleges scored a zero or one on how well students "analyzed the influence of context and assumptions" to draw conclusions. While nearly half of student work from two-year colleges earned a three or four on "content development" in written communication, only about a third scored that high on their use of sources and evidence. Fewer than half of the work from four-year colleges and a third of student work from two-year colleges scored a three or four on making judgments and drawing "appropriate conclusions based on quantitative analysis of data."
  • ...2 more annotations...
  • After her training in using the VALUE rubrics, Mullaney gathered nine faculty members on her campus to be the core of the two-year college's project group. They were previously unfamiliar with the rubrics, she says, but together they "went through them with a fine-toothed comb" and agreed "that these rubrics do represent an accurate way to assess these skills." The professors brought in their own (and their colleagues') assignments to see how well (or poorly) they aligned with the rubrics, Mullaney said. "Sometimes their assignments were missing things, but they could easily add them in and make them better." The last step of the process at the institutional level, she said, was gathering a representative sample of student work, so that it came from all of CCRI's four campuses and 18 different disciplines, and mirrored the gender, racial and ethnic demographics and age of the community college's student body. Similar efforts went on at the other 60-odd campuses.
  • "I might have thought so before, but through this process our faculty has really connected with the idea that this is about student learning," she said. "When they see areas of weakness, I think they'll say, 'Wow, OK, how can we address this? What kinds of teaching strategies can we use?'"
  • Enoch Hale on 25 Sep 15
     
    Assessment: What are students really learning?
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