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Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Mary Ann Scott

Writing for Learning--Not Just for Demonstrating Learning - 2 views

www.ntlf.com/...writing.htm

writing learning process connectivism critical thinking

shared by Mary Ann Scott on 19 Apr 11 - Cached
  • And the main thing to keep in mind is that if you are not teaching a writing course, there is no law that says you have to comment.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Not all writing is for the teacher's consumption and subsequent evaluation of the student's learning. It is part of the process of learning. We need to let students learn without judgment at least some of the time.
  • There's a quick and easy form of "proto-commenting" that is remarkably effective--especially appropriate perhaps for think pieces: putting straight lines alongside or underneath strong passages, wavy lines alongside or underneath problem passages, and X's next to things that seem plainly wrong. I can do this almost as fast as I can read, and it gives remarkably useful feedback to students: it conveys the presence and reactions of a reader.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      If you feel the need to respond, here is a short and easy way to remind your students that you are there to guide them.
  • Two-fers:
  • ...8 more annotations...
  • About think-pieces:
  • Students understand and retain course material much better when they write copiously about it. We tend to think of learning as input and writing as output, but it also works the other way around. Learning is increased by "putting out"; writing causes input. Students won't take writing seriously till all faculty demand it. Writing needn't take any time away from course material. We can demand good writing without teaching it. The demand itself teaches much. Students won't write enough unless we assign more writing than we can comment on--or even read. There is no law against not reading what we make them write. Writing can have a powerful communal or social dimension; it doesn't have to feel solitary.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      These premises are KEY. Read every one of them and consider how they can work in your class.
  • 8 minutes of writing at the start of class to help students bring to mind their homework reading or lab work or previous lectures. 8minutes in mid class when things go dead--or to get students to think about an important question that has come up. 8 minutes at the end of class or lecture to get them to think about what's been discussed. 5 minutes at the end of class to write to us about what they learned that day: what was the main idea for them, what was going on for them during that class. Not only will this help them integrate and internalize the course material; it helps our teaching by showing us what's getting through and what isn't.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Some excellent examples of reflective writing in action.
  • This is the name I give to writing that is a bit more thought out and worked over--but not yet an essay:
  • Think pieces are a productive and nonpunitive way to make students do the reading on time and come to class.
  • When students understand that they are being asked for two very different kinds of writing in the course, their essays get better because of their extensive practice with low stakes think pieces, and their low stakes writing gets more thoughtful when they experience it as practice for the high stakes essays (and relief from them too)
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Take the "punishment" out of writing by showing your students that is part of learning. Give them the freedom to express themselves in ways that won't be judged.
  • I find term papers involve maximum work and minimum learning.
    • Mary Ann Scott
      Mary Ann Scott on 19 Apr 11
       
      Absolutely true!
  • Peer feedback or student response groups.
Mary Ann Scott

Designing Effective Online Assignments - Do Your Job Better - The Chronicle of Higher E... - 1 views

www.diigo.com/...gning-Effective-Online%2F64772

effective designing assignments online

shared by Mary Ann Scott on 30 Mar 11 - No Cached
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      This is a good goal.
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      Be sensitive to both what you are looking for from the student and what they may be bringing to their approach to the assignment. It may depend on the level of the course or the student and his experience with writing in general.
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      When it's possible
  • ...1 more annotation...
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      We definitely want them thinking rather than filling in the blanks. A well-written prompt gives them a clear framework where they can learn and share their their insights clearly.
    • Mary Ann Scott
      Mary Ann Scott on 30 Mar 11
       
      I don't know why my highlighter isn't working here. Scope is an important element for the student to understand, especially if you are going to evaluate their work based on specific criteria. While writing should be considered as a learning tool, it is also an assessment tool that is usually attached to a grade. Give them the tools for success.
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