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Nils Peterson

Nils Peterson's Public Library

07 Nov 09

Crowdsourcing Authority in the Classroom | DMLcentral

  • If we “crowdsource grading,” we are suggesting that those without authority can also determine excellence.
05 Nov 09

Crowdsourcing Authority in the Classroom | DMLcentral

  • I’m fascinated that the blogosphere was so annoyed with me for wanting to teach responsible judgment practices as part of my pedagogy. I think it is because grading, in a curious way, exemplifies our deepest convictions about excellence and authority, and specifically about the right of those with authority to define what constitutes excellence.  If we “crowdsource grading,” we are suggesting that those without authority can also determine excellence.  That is what happens in the non-refereed world of the internet, that’s what digital thinking is, and it is quite revolutionary. 
04 Nov 09

Here, There, & Everywhere -- Campus Technology

  • Electronic portfolios can follow a student beyond
    graduation into careers and other life pursuits--
    but not if the university can't guarantee access,
    or if the data won't transfer from one system to
    another. A look at how ePortfolios can be true
    repositories of lifelong learning.
03 Nov 09

Focus on Formative Feedback

  • This paper reviews the corpus of research on feedback, with a particular focus on formative feedback—defined as information communicated to the learner that is intended to modify the learner’s thinking or behavior for the purpose of improving learning. According to researchers in the area, formative feedback should be multidimensional, nonevaluative, supportive, timely, specific, credible, infrequent, and genuine (e.g., Brophy, 1981; Schwartz & White, 2000). Formative feedback is usually presented as information to a learner in response to some action on the learner’s part. It comes in a variety of types (e.g., verification of response accuracy, explanation of the correct answer, hints, worked examples) and can be administered at various times during the learning process (e.g., immediately following an answer, after some period of time has elapsed). Finally, there are a number of variables that have been shown to interact with formative feedback’s success at promoting learning (e.g., individual characteristics of the learner and aspects of the task). All of these issues will be discussed in this paper. This review concludes with a set of guidelines for generating formative feedback.
28 Oct 09

Scholars Assess Their Progress on Improving Student Learning - Research - The Chronicle of Higher Education

  • In a series of speeches at the end of 1999, Lee S. Shulman, who was then president of the Carnegie Foundation for the Advancement of Teaching, urged scholars to give more-sustained attention to how college students learn. The speeches were part of a then-nascent foundation project aimed at "the scholarship of teaching and learning."

An Expert Surveys the Assessment Landscape - Student Affairs - The Chronicle of Higher Education

  • Colleges and universities have plenty of tools, but they must learn to use them more effectively. That is how George D. Kuh describes the state of assessing what college students learn.

Online Course Evaluations and Response Rate Considerations « Center for Teaching, Learning, & Technology

  • Response rates vary, but maybe more importantly, so do the instruments and, more importantly yet, the way the evaluations are used. I won’t go into detail about the differences in the evaluations instruments we’ve encountered, but online or not, the quality and fit for a variety of pedagogies is for me much more of a concern than the mode of delivery.

Response rate vs class size « Center for Teaching, Learning, & Technology

  • If one were to hypothesize that this wide distribution is likely (and might be difficult to alter), what strategy might one take to course evaluations?
27 Oct 09

E-Portfolios for Learning: Limitations of Portfolios

    • Today, Shavelson, Klein & Benjamin published an online article on Inside Higher Ed entitled, "The Limitations of Portfolios." The comments to that article are even more illuminating, and highlight the debate about electronic portfolios vs. accountability systems... assessment vs. evaluation. These arguments highlight what I think is a clash in philosophies of learning and assessment, between traditional, behaviorist models and more progressive, cognitive/constructivist models.

      • How do we build assessment strategies that bridge these two approaches? Or is the divide too wide?
      • Do these different perspectives support the need for multiple measures and triangulation?

Fortify Your Institutional H1N1 Plan with Lecture Capture: Mediasite at Washington State University

  • Register now for our live webinar


    Fortify Your Institutional H1N1 Plan with Lecture Capture: Mediasite at Washington State University


    Tuesday, November 10, 2009
    11:00 – 11:45 a.m. Central


    Washington State University’s main campus is currently experiencing what the New York Times called perhaps the largest college outbreak of the H1N1 flu virus. More than 2,000 students report symptoms of swine flu, which has led the entire Washington State system to take measures to avoid the spread of the disease between and beyond campuses.


    And for WSU Spokane, which specializes in health science programs, lecture capture has become central to their pandemic and academic continuity planning. The campus began using the Mediasite webcasting platform just a year ago when its new nursing building came online.


    Since that time, capturing courses – both on-campus and from faculty home offices – is a key element to span the time, distance and space constraints that are dramatic factors when flu preparedness is introduced on today’s scale.


    Saleh Elgiadi, Director of IT Services for WSU Spokane, has agreed to share his fundamental principles and practices included in the campus’ comprehensive H1N1 and disaster recovery plans

Stolen Knowledge

  • This is certainly not a trivial challenge-particularly for schools.
    The workplace, where our work has been concentrated, is perhaps
    the easiest place to design because, despite the inevitable contradictions
    and conflict, it is rich with inherently authentic practice-with
    a social periphery that, as Orr's (1990) or Shaiken's (1990) work
    shows, can even supersede attempts to impoverish understanding.
    Consequently, people often learn, complex work skills despite
    didactic practices that are deliberately designed to deskill.
    Workplace designers (and managers) should be developing technology
    to honor that learning ability, not to circumvent it.

Speaking Truth to Papers - Do Your Job Better - The Chronicle of Higher Education

Instructor uses voice recognition to accelerate making comments on student essays while grading.

chronicle.com/...48788 - Preview

AI-Grading chronicle

Survey to make a survey « Center for Teaching, Learning, & Technology

using one survey to capture the data to be used as meta-data in creating a second survey

wsuctlt.wordpress.com/...survey-to-make-a-survey - Preview

AI-Method

20 Oct 09

Will a Culture of Entitlement Bankrupt Higher Education? - Commentary - The Chronicle of Higher Education

  • No other country has so many fully accredited colleges or has provided such widespread access to student financial aid.
  • The reality is that higher education is expensive, and students and their families will be asked to pay an ever-larger share of the costs. Although annual increases in tuition have diminished recently, tuition is still rising faster than inflation.

Views: The Limitations of Portfolios - Inside Higher Ed

  • Gathering valid data about student performance levels and performance improvement requires making comparisons relative to fixed benchmarks and that can only be done when the assessments are standardized. Consequently, we urge the higher education community to embrace authentic, standardized performance-assessment approaches so as to gather valid data that can be used to improve teaching and learning as well as meet its obligations to external audiences to account for its actions and outcomes regarding student learning.
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