Group items matching

in title, tags, annotations or url

"But we also need to think and question and explore and understand, so that we can take up our particular responsibilities as educators as well as our general responsibilities as human beings. I might be wrong in my thinking, but I'm not going to stop thinking and putting it out there because that too, is an act of resistance."

Podcast by Derek Bruff and his Vanderbilt center team. A podcast on educational technology in higher education.

"The findings also show faculty members are creating new opportunities with technology. Through experimentation with online education, for example, faculty members say they are able to serve a more diverse set of students and think more critically about how to engage students with course content, and with free and open course materials, they say they are increasing access to education."

"Of course, I am little disappointed that the students aren't all actually reading Plato. But I'm also impressed with their ability to find and use the content they need, just when they need it. It is still pretty early in the semester so they haven't yet realized that spewing facts does nothing to improve their overall grade. Soon, they will be confused to discover that I don't assess according to one's ability to retain information. It will take them a while to adjust, most have over a decade of schooling that has systematically conditioned them to believe in the value of isolated proofs."

""In terms of trying to assess authentic student learning," he says, "it's the most ambitious effort ever.""

"But that will not happen unless countries and states make very large investments in their teachers. Not, I might add, to teach them how to use technology.  That will get us nowhere. Their lack of knowledge about how to use technology has never been the problem. It is their lack of deep knowledge about the doors that the technology can open that is the problem."

""Academic innovation is where creativity, comprehensive excellence and our aspirations for societal impact all come together at the University of Michigan," Schlissel said. "Our new initiative will formally help us consider how we can leverage networked access to information, new modes of communication and data analytics to strengthen the quality of a Michigan education, tailor it to the needs of each individual student, and enhance our impact on society.""

"So if we know that there are methods superior to lecturing, why are we lecturing at all?"

Answer: not much

"At the college where I serve as president, we do evaluate student work; we just use a higher-quality method. Our students receive written evaluations not only on every assignment, but also for every course and learning activity. These evaluations are designed to be formative teaching tools."

"I believe in the professorial mandate, the deep commitment we must have to giving back knowledge because we get the privilege of being able to spend our days thinking. But that isn't just a matter of toiling in our worlds and then throwing knowledge out of the ivory tower. It's not just about making material open and hoping people will come. It's about actively engaging the very people that we seek to understand, contributing to the communities we spend time analyzing. To treat them respectfully and to understand our moral and ethical responsibility to them."

"A majority of courses that used adaptive learning had "no discernible impact" on grades, with just four out of 15 that could be assessed resulting in "slightly higher" averages. SRI found no evidence that adaptive learning had had an effect on course completion in the 16 grantee-provided data sets "appropriate" for estimating that impact."

"These days, Irvine's massive courses typically run on their own. It's easier for everyone that way, says Mr. Matkin. "What we learned is you try to present a MOOC for what it is," says the dean. "It's a free course, with relatively little interaction with faculty members.""