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Jonathan Becker

Ed Tech and the circus of unreason - helenbeetham - 0 views

helenbeetham.com/...ech-and-the-circus-of-unreason

ed tech circus unreason beetham election responsibility

shared by Jonathan Becker on 14 Nov 16 - No Cached
  • Jonathan Becker on 14 Nov 16
     
    "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."
Jonathan Becker

Why Social Science Risks Irrelevance - The Chronicle of Higher Education - 0 views

chronicle.com/...237192

social science chronicle higher education boyd zephoria modern scholarly communication

shared by Jonathan Becker on 26 Jul 16 - No Cached
  • Jonathan Becker on 26 Jul 16
     
    "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."
Tom Woodward

A presentation format for deeper student questioning and universal engagement | emergent math - 0 views

emergentmath.com/...oning-and-universal-engagement

questioning presentation student engagement presenting pattern

shared by Tom Woodward on 06 May 16 - No Cached
  • Tom Woodward on 06 May 16
     
    "Students presented their work. They had about 30 seconds. A few students served as a panel (if we're sticking with "Shark Tank", these are your Mark Cubans, your Mr. Wonderfuls, etc.). The teacher had prepared a few scripted questions, which the panel asked psuedo-randomly. The presenters knew these questions ahead of time and had to be prepared to answer them. Students responded to the questions that were selected. The panelists convened with their groupmates to discuss the presenters' responses and to develop deeper, more probing questions. The presenters also had a couple minutes to regroup and confer. After convening, the panelists return to their station and ask the questions that they and their group came up with. The presenters respond. From this point, it becomes semi-conversational as all the panelists are interested in getting their question answered.he presenters then answered those questions, which were generally more specific in nature and based on the initial responses of the presenters."
Mike Forder

Using Student Response Systems to build student's Academic Self Efficacy - 0 views

telic.wordpress.com/...tudents-academic-self-efficacy

shared by Mike Forder on 25 Apr 16 - No Cached
  • Mike Forder on 25 Apr 16
     
    "active learning feed" "active learning" "Student responses system" "polling" "large classes" "edtech" "instructional technology"
battistellij

BMC Microbiology | Home page - 0 views

bmcmicrobiol.biomedcentral.com

shared by battistellij on 07 Mar 16 - No Cached
  • battistellij on 07 Mar 16
     
    BMC Microbiology is an open access journal publishing original peer-reviewed research articles in analytical and functional studies of prokaryotic and eukaryotic microorganisms, viruses and small parasites, as well as host and therapeutic responses to them, and their interaction with the environment.BMC Microbiology is part of the BMC series which publishes subject-specific journals focused on the needs of individual research communities across all areas of biology and medicine. We offer an efficient, fair and friendly peer review service, and are committed to publishing all sound science, provided that there is some advance in knowledge presented by the work.
Tom Woodward

These Misconceptions Are Keeping School in the 1960's | ThinkThankThunk - 3 views

shawncornally.com/wordpress

learning education student weekly

shared by Tom Woodward on 05 Feb 16 - No Cached
  • Tom Woodward on 05 Feb 16
     
    "The most important thing about BIG is that we know we're wrong. We don't know what a student should know. We can't predict the future. When working with a group, we allow the needs of the group to dictate the instruction and curated content we provide in response to the need. This has two effects: I like my job and am happier, and the students are never hidden from the planning of learning. "
Enoch Hale

Why 'Nudges' to Help Students Succeed Are Catching On - The Chronicle of Higher Education - 2 views

chronicle.com/...235101

students chronicle higher education articles

shared by Enoch Hale on 02 Feb 16 - No Cached
  • It can also be used to redesign systems so that they’re easier to navigate in the first place.
  • A nudge, like the text-message reminders that helped students make the transition to college, offers a workaround to help people get through a complex system,
  • A nudge, they explained, encourages — but does not mandate — a certain behavior: think putting healthier options at eye level in the cafeteria.
  • ...10 more annotations...
  • Researchers have used a series of text messages like this one to "nudge" students to complete important tasks like filing the Free Application for Federal Student Aid. The researchers, Ben Castleman and
  • He says there are two aspects of behavioral work: trying to solve a behavioral problem, and doing so with a behavioral solution.
  • Social psychologists are interested in how people make sense of an experience, which can in turn direct their behavior.
  • "We begin a step back in the causal process," Mr. Walton says. As a result, social psychology’s interventions often strive to change how students see the social world around them, or actually change that world — for instance, by having teachers frame their feedback differently.
  • The approach is elegant, creative, and aligned with common sense.
  • It’s possible some people would argue that we act like completely rational beings, but probably not anyone who spends a lot of time around college students.
  • Given their low cost, behavioral solutions often appealing to funders and policy makers.
  • But the flip side of the coin is that such low-cost solutions cannot replace other, pricier efforts to improve college access and success.
  • Higher education presents a "perfect storm for the frailties of human reasoning," Mr. Kelly says. "The system often seems set up to frustrate people."
  • Critics of efforts to simplify or inform students’ choices often say that college isn’t meant to be easy. If someone cannot successfully apply for financial aid, maybe that person doesn’t belong in college. Researchers typically respond by saying they are working to help students through the pesky tasks on the periphery of going to college. Filing the Fafsa — which, incidentally, the most advantaged students don’t have to deal with — isn’t meant to be an admissions test.
  • Tom Woodward on 03 Feb 16
     
    I wish I could automate some things like this in rampages . . . like if you do a bare URL that doesn't link . . . I'd like to auto comment with some directions on how to make a link. Seems doable in terms of programming.
anonymous

Effective Online Assessment: Scalable Success Strategies | Online@UCF - 2 views

online.ucf.edu/faculty-seminar01

online cheating

shared by anonymous on 10 Nov 15 - No Cached
  • anonymous on 10 Nov 15
     
    Cheating and responses to it; mainstream take w/ resources
anonymous

DataViz-The UnEmpathetic Art - Responsible Data Forum - 1 views

responsibledata.io/dataviz-the-unempathetic-art

data visualization

shared by anonymous on 29 Oct 15 - No Cached
  • anonymous on 29 Oct 15
     
    "Can dataviz evoke empathy? Should it even? And if so how?"
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?
Tom Woodward

Sea level study: James Hansen issues dire climate warning. - 1 views

www.slate.com/...sues_dire_climate_warning.html

weekly socialmedia twitter peerreview research

shared by Tom Woodward on 25 Jul 15 - No Cached
  • Tom Woodward on 25 Jul 15
     
    ": Hansen's study comes via a nontraditional publishing decision by its authors. The study will be published in Atmospheric Chemistry and Physics, an open-access "discussion" journal, and will not have formal peer review prior to its appearance online later this week. [Update, July 23: The paper is now available.] The complete discussion draft circulated to journalists was 66 pages long, and included more than 300 references. The peer review will take place in real time, with responses to the work by other scientists also published online. Hansen said this publishing timeline was necessary to make the work public as soon as possible before global negotiators meet in Paris later this year. Still, the lack of traditional peer review and the fact that this study's results go far beyond what's been previously published will likely bring increased scrutiny. On Twitter, Ruth Mottram, a climate scientist whose work focuses on Greenland and the Arctic, was skeptical of such enormous rates of near-term sea level rise, though she defended Hansen's decision to publish in a nontraditional way."
sanamuah

Writing Syllabi Worth Reading | Tona Hangen - 2 views

www.tonahangen.com/...syllabusdesign

3rdspace teaching syllabus vcualtlab edtech

shared by sanamuah on 14 Jul 15 - No Cached
  • sanamuah on 14 Jul 15
     
    "Giving a syllabus a profound inside-out reorganization is more than just window dressing. It involves deep thought about your course content and how a student encounters it. Marshall McLuhan said, "the medium is the message" and while the traditional medium for a syllabus is a portrait-oriented 8.5×11 text document printed on paper and handed out the first day of class… it needn't be the only possibility.
Tom Woodward

the #swag syllabus - the #swag class - Medium - 0 views

medium.com/...the-swag-syllabus-69f41c636100

weekly syllabus cool medium example ole

shared by Tom Woodward on 24 Jan 15 - No Cached
  • mollybransone on 24 Jan 15
     
    Bet you never thought of the adjective "cool" when writing your syllabus. In case you want to start, this syllabus is very cool. I will be following this class as they publish their writing openly. I am optimistic that the teaching & learning will be pretty cool.
  • Tom Woodward on 14 Jul 15
     
    " This course is not one in which an instructor feeds you information and you regurgitate it for a good grade. You (the student) and I (the instructor) are almost certainly going to disagree on some things, and that's just fine (see the Grading section below). It's probably easiest to think of this course as a small, independent publication/think tank focused on the concept of 'cool'. Your job is to look carefully and thoughtfully at the world around you, and produce a series of essays that would help a potential reader understand your stance on what 'cool' means to you. You'll be using the process of writing and editing to help you define, and refine, that stance for yourself. You're also responsible for helping your fellow writers do the same. " h/t Stan
Tom Woodward

Formation by Design | Designing the Future(s) of the University - 0 views

futures.georgetown.edu/formation

formation design future university

shared by Tom Woodward on 23 Jun 15 - No Cached
  • Tom Woodward on 23 Jun 15
     
    "The Formation by Design Project is a learner-centered and evidence-centered approach to reinventing our institutions around whole person development and doing so in ways that are thoroughly responsive to the emerging learning ecosystem that characterizes this moment in history-the increasingly data-rich environment that, while enabling personalization and customization of learning, at the same time risks de-centering and dis-empowering learners. The Project engages internal and external stakeholders in a process of defining, designing, and measuring formation of the individual within the context of higher education." h/t Shelly Fowler
Tom Woodward

Google Sends Reporter a GIF Instead of a 'No Comment' | WIRED - 0 views

www.wired.com/...eporter-gif-instead-no-comment

gif comment wired news change culture weekly

shared by Tom Woodward on 04 Apr 15 - No Cached
  • Tom Woodward on 04 Apr 15
     
    "This adorable animated GIF is apparently the official answer Google sent to a Daily Dot reporter in response to his seeming scoop on a new YouTube livestreaming plan. "
Yin Wah Kreher

Honing a Spectrum of Learner Access | The EvoLLLution - 0 views

www.evolllution.com/...honing-spectrum-learner-access

learner access

shared by Yin Wah Kreher on 04 Apr 15 - No Cached
  • Yin Wah Kreher on 04 Apr 15
     
    The most obvious factor that learners Spectrum-wide see as valuable is academic quality. That almost goes without saying, but it needs to be kept at the top of the list even though it is what we assume from all our institutions.

    Beyond that, though, I would say there are three things: responsiveness, credibility and context.
Tom Woodward

Taylor & Francis Online :: Response option configuration of online administered Likert scales - International Journal of Social Research Methodology - Volume 18, Issue 1 - 0 views

www.tandfonline.com/...13645579.2014.885159

likert scales orientation survey design research weekly

shared by Tom Woodward on 03 Mar 15 - No Cached
  • Tom Woodward on 03 Mar 15
     
    "Results indicated that vertically unidirectional response options should be used when absolute judgments are being made using online-administered Likert scales. When relative judgments are being made, horizontally unidirectional response options should be used."
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