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Focus on Formative Feedback
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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.
Face to Face: Alan Kay Still Waiting for the Revolution | Scholastic.com
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the point of school is to teach all those things that are inventions and that are hard to learn because we're not explicitly wired for them. Like reading and writing.
Virtually all learning difficulties that children face are caused by adults' inability to set up reasonable environments for them. The biggest barrier to improving education for children, with or without computers, is the completely impoverished imaginations of most adults.
Why Web 2.0 is Important to Higher Education -- Campus Technology
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Let's not assume the teacher is in competition with the students for control, let's instead assume that teachers and students really want to cooperate, the human trait that is most central to our survival.
Participatory Learning and the New Humanities: An Interview with Cathy Davidson | Academic Commons
collaboration by difference
From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons
Connect this to the 10 point self assessment we did for AACU comparing institutional vs community-based learning https://teamsite.oue.wsu.edu/ctlt/home/Anonymous%20Access%20Documents/AACU%202009/inst%20vs%20comm%20based%20spectrum.pdf
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Many faculty may hope
to subvert the system, but a variety of social structures work
against them. Radical experiments in teaching carry no guarantees
and even fewer rewards in most tenure and promotion systems, even if
they are successful. In many cases faculty are required to assess
their students in a standardized way to fulfill requirements for the
curriculum. Nothing is easier to assess than information recall on
multiple-choice exams, and the concise and “objective”
numbers satisfy committee members busy with their own teaching and
research. -
In a world of nearly infinite information, we must first
address why, facilitate how, and let the what
generate naturally from there.
Eportfolio Contest 07-08 Gallery
2nd annual eportfolio contest. Focus is on portfolios for learning
Learners 2.0? IT and 21st-Century Learners in Higher Education
not as thought provoking as Downes on Learning 2.0, these guys stole a buz word without understanding it -- some good points about authentic outcomes and active learning anyway
The Chronicle: 2/24/2006: No Computer Left Behind
the digital technology that allows students to share their grievances online undermines the very nature of multiple-choice exams. As the calculator forever altered mathematical education — eventually muscling its way into the test room when it became cl
Podcast Theory Gap
Online learners seem to prefer using audio and web-based information in ways that counter what researchers recommend.
How not to use blogs in education
summarise a paper (Blogs @ Anywhere: High fidelity online communication) that I’m hoping to have accepted for ASCILITE 2005 here in two posts offering quick summaries of how I think you should & shouldn’t try to use blogs in education.
Carnegie Foundation eLibrary - Taking Learning Seriously
pathologies of learning: amnesia, fantasia, inertiea. Why its not about teaching more, but teaching for more connections
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