Theron DesRosier (theron_d)'s Public Profile in the Diigo Community

Member since Jul 08, 2008, follows 6 people, 4 public groups, 319 public bookmarks (321 total).

More »

Tags

Recent Tags:	google spreadsheets(0), flash(0), excel(0), assessment(0), education(0), mod(0), 2.0 learning(0), Harvesting_gradebook(0), attention(0), transcription(0), web2.0(0), lighting(0), lifestreaming(0), Accordian(0), Menu(0), pedagogy(0), tutorial(0), google(0), spreadsheets(0)
Top Tags:	web2.0(34), education(20), 2.0 learning(18), networked governance(17), google spreadsheets(15), assessment(10), google(9), learning(9), eportfolio(9), excel(8)

More »

Recent Bookmarks and Annotations

The Wired Campus - Teaching Tool: Blogging a Mass Killing - The Chronicle of Higher Education on 2009-11-20
- I figured we’d brush up against the limits of blogging, with its inherent pressure to process and post as quickly as possible. Even though I have a thoughtful bunch of students, I didn’t expect to hear much worth saving.
- Is this what blogging at its best offers us as a society, the chance to put the various slivers of reaction to any complex problem side by side? Or is the process I stumbled upon simply a standard educational model of requiring students to think, write, and then discuss? Was 10 minutes too short a time to process a reaction to such a complicated situation? Or is 10 minutes longer than we usually get?
Tom Vander Ark: How Social Networking Will Transform Learning on 2009-11-12
- Key assumption: teacher effectiveness is the key variable; more good teachers will improve student achievement
- Key assumption: good schools are sticky--once they develop a constituency, they'll be around for a while
- 3 more annotations...
- - Key assumption: a smart investment in advocacy can yield big returns
  - Key assumption: organizing creates power for change (and/or schools can't do it alone)
  - I'm betting on social learning platforms as a lever for improvement at scale in education. Instead of a classroom as the primary organizing principle, social networks will become the primary building block of learning communities (both formal and informal). Smart recommendation engines will queue personalized content. Tutoring, training, and collaboration tools will be applications that run on social networks. New schools will be formed around these capabilities. Teachers in existing schools will adopt free tools yielding viral, bureaucracy-cutting productivity improvement.
Assessment Quality Criteria - Skylight Matrix Survey System - Survey Editor on 2009-11-12
- Established learning outcomes are broadly agreed upon by the program and incorporated in day-to-day practice (syllabi and course assignments) with an emphasis on sustainability. Assessment evidence informs regular decision-making processes and indicates broad participation in problem identification and improvement.
- Key resources and organizational structures are aligned with one another to actively foster and support the effort. Clear paths to change in teaching and learning practice are evident and broadly accepted.
- 2 more annotations...
- - The assessment findings are used to systematically inform and reshape teaching and learning practice to improve the student learning experience.
    
    The evidence provided is reflectively analyzed and interpreted in enough detail to reveal its specific implications.
    
    Specific conclusions are noted, and actions being taken in response are described with clear strategies and support for change. The action plan results from broad faculty discussion, includes administrative support and necessary resources and protocols for follow through.
  - Results increase community engagement, grassroots faculty, students, and administrative support and reflection, discourse, and experimentation; clear paths to change in teaching and learning practice are
    evident and broadly accepted.
Mac OS X 10.5 Help: Typing special characters and symbols on 2009-11-10
Schmidt on 2009-11-09
- redentialism theorists agree with human capital theorists that credentials are beneficial to those who receive them and lead to higher salaries and better jobs, but according to Boylan (1993), the link between education and productivity is much weaker than the link between education and rewards; thus, diplomas entitle you to society’s spoils, but you or the credentials are not necessarily responsible for producing them.
- He argues that factual knowledge becomes less important than mastering the use of networked connections between ever-changing specialized information. He suggests that “[o]ur ability to learn what we need for tomorrow is more important than what we know today.”
- 5 more annotations...
- - One effect of the open education movement has been that some parts of the education package typically provided by institutions that drew value from scarcity have become abundant. For example, educational content for many subjects is now freely and openly available online. This has led some open education proponents to speak of the “disaggregation of education” (see blog posts Wiley 2008a, Wiley 2008b, and Norman 2008) and to speculate how other core services of the university might evolve as independent elements in an open education ecosystem. Such ecosystems are typically described as a combination of three areas: content, learning support, and accreditation (integrated with assessment). We will take a closer look at learning, assessment, and accreditation in open education (content holds no particular relevance in the context of accreditation).
  - Trust: When accreditation needs to provide recognition beyond the community where it is expressed, its value is determined by the trust that is placed in the provider. There are different ways of expressing trust in open source projects, for example through their ability to attract and maintain participants or through the demonstrable quality of the project’s output.
    Relevance: The assessment and accreditation mechanisms must be appropriate to evaluate and certify relevant learning and skills. Assessment must be an integral part of learning. In open source software, development and assessment are inseparable. The assessment of an individual’s contribution is expressed by its acceptance into the actual software code.
    Scalability: The model must scale to the demands of the current education environment. A one-on-one system in which a trusted professor manually certifies a student does not scale well. A community-based reputation or voting system scales more easily, but outsiders might question its reliability. Open source software projects have demonstrated an ability to organically develop coordination, quality review, and feedback mechanisms that span communities of hundreds of participants.
    Transparency: The possibility to examine all elements of the accreditation system increases trust and quality. Accreditation providers that show how they accredit learners with different assessment results reduce the potential for bias and for subjective accreditations. Errors can be identified and corrected easily. Open systems are by definition transparent and encourage inspection and improvements, leading to high standards of accountability.
  - A group of self-learners interested in behavioral economics agrees on a timeframe (6 weeks) and basic communication tools (email, aggregated blog posts, and a shared wiki workspace) to learn about the predictable irrationalities in human behavior. Each week the group members study the list of agreed readings and work through the tasks they have defined for themselves.
    
    Their work in the group leaves a digital trail. They find useful resources and add them to a social bookmarking service with a short description and rating; when they read a blog post by another group member, they use a web browser plug-in to leave a short rating as well; when they review each other’s assignments, they leave notes and ratings that are intended for both the author and themselves as reminders of especially good work (or of pitfalls to avoid). Others who are not part of the initial group can comment and leave additional feedback, suggest additional readings, or extend the discussions on their own blogs.
  - At the end of the course the group members each create their own personal portfolios in which they compile their best pieces of writing (or those that received positive feedback). They also leave testimonials for each other describing not only each other’s mastery of the subject but also reflections on the experience of working together. In addition, a number of metrics are calculated automatically and included in the portfolio, such as the number of bookmarks that were stored, the number of ratings left, and the average rating received for their own work. There are also indicators of their level of engagement with the group and the particular roles they took on during the process, such as problem solving and peer review roles.
  - As she works on projects in her new job, she links the final versions to her e-portfolio.
How To Set Up ‘Alerts’ To Monitor Conversations! | The Edublogger on 2009-11-09
Mid Century Modern Wall Sconce: Dual Outdoor Wall Sconce on 2009-11-01
Nikko Grill Outdoor Light from LBL Lighting / Lightning Bug Lighting on 2009-11-01
Remcraft Lighting 31 2 Light Wall Sconce , Contemporary / Modern Wall Sconces by Remcraft Lighting Products on 2009-11-01
Modern Wall Sconces Mid Century on 2009-11-01

More »

Bookmark Lists

More »

Groups

all about the whole (according to jack)

1 members, 2 items
CTLT and Friends

27 members, 489 items

Collections of readings and other resources for people interested in the impact of Web 2.0 on teaching and learning -- the implications for changing education (mostly higher ed, some K-12) and the implications for busting out of traditional education.
Digital Ethnography at Kansas State University

130 members, 1632 items

Digital Ethnography at KSU
Survey of Web 2.0 in Education

17 members, 103 items

Group set up to collate resources for a Becta survey of what web 2.0 resources and innovative practices are being used in UK at the KS3 and KS4 level. This group covers the categories of - Computers and Internet - Schools and Education - Family and Home