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Here’s what I propose. In the 21st century, we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
"This article examines the extent to which two concepts from research on organizational learning—theories-in-use and reflection-in-action—could align with typical learning outcomes associated with LIS education. Two illustrative case studies are considered: one from an undergraduate-level course on search strategies and one from a graduate-level course in collection development. Based on the kinds of classroom experiences that are reported to be most valuable to students, these concepts appear to be useful for designing and assessing the effectiveness of activities, exercises, and assignments. Student feedback from these two cases, while not universally positive, is suggestive of the utility of these concepts as guiding principles for instructional design and evaluation in the context of LIS education."
"As a public school teacher, I've come to believe that good teaching comes down to six essential practices. I call them Inducement, Conveyance, Meta-Learning, Empowerment, Modeling, and Application. Just as when all eight amino acids must be present for a protein to form, all six of these activities must be present for Good Teaching (and Good Learning) to occur."
in list: For Teaching
"The problem with EdX is that, scale and cost aside, it IS essentially a traditional learning model revamped for a new business era. It puts decision-making power, agency, and the right to determine what counts as knowledge pretty much straight back into the hands of gatekeeping institutions."
"Standards Based Grading (SBG), what is it? Let me just say that SBG is a different way of thinking about grades. In Standards Based Grading, the main idea is that the grade is a measure of what students understand. It is not a measure of how well the students are obedient and it is not a measure of how much effort the students put into homework"
in list: For Teaching
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- instructors’ self-identification as members of a discipline (sociologists, biologists, etc.) instead of as members of the teaching profession;
- emphasis early in instructors’ careers (graduate school, when working to attain jobs and then tenure) on research and publishing;
- instructors’ resistance to being told what to do;
- instructors’ unwillingness to sacrifice content delivery for better teaching;
- instructors’ momentum and no perception that current practices need to change;
- risk to sense of self involve with change by change by instructors
In it, the author lists 6 reasons why some post-secondary (#highered) instructors are not interested in improving the way they teach:
"Tom Sparrow (Philosophy, Slippery Rock University) maintains this blog so he can tinker with ideas and keep himself writing."
"In other words, the end result of an explosion of freely available OER and education technology resources could be to widen the opportunity gaps between wealthy and poor students.
So if we think that's a problem, then we should not depend on the Internet to be a democratizing, equalizing platform for distributing learning tools and platforms. We need to think very carefully about how we can design learning tools and distribution pathways that serve students with the greatest needs. "
"The take home messages are two-fold. First, great wikis are born not made. High quality wikis typically start as high levels of quality. I'd encourage teachers to think very carefully about the behaviors they hope to see on wiki learning environments, and scaffold projects so that those behaviors appear early on. If you want rich collaborative behaviors to occur, get them happening as soon as you can.
Second, collaboration is rare in wiki learning environments (as is the case in all online peer production platforms.) Just making blogs, wikis, and other Web 2.0 available to teachers is highly unlikely to result in much higher levels of collaborative learning. Teachers need time, curricular freedom, PD support and so on to make it possible. "
1. pass/fail first semester
2. pre-accepted article
3. replication audit
4. a frequent flier system for journals
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One idea is to develop a points system for each journal analogous to frequent flier miles. Each review would earn a scholar a certain number of points with bonuses awarded by editors for especially timely or high quality reviews. The author could then cash in those points when they submit to that journal in order to request a rapid review of their own manuscript. The journal would in turn offer those points to reviewers who review the manuscript quickly, helping to speed it through the process.
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