150 Matching Annotations
  1. May 2020
    1. ""Long before the pandemic, I had reduced the value of midterms and final exams to 30% of the grade in an online versions of a science course, with formative quizzing, discussion fora, short writing assignments, exam-style essay questions and a one or more short (2-6 page) essays making up 70%. The only difference between this and a blended version of the course was that online discussion fora were reduced to a no credit chat function, and that classroom discussions were prompted by clicker questions and a few collaborative short writing assignments on index cards. I even gave credit small credit for for bringing in questions at the start of class that led to students engaging with each other at the start of class. I gave online formative objective quizzes and at least a few summative exams online in both versions of the class. To minimize cheating, online quiz and exam questions chosen were pulled from topic-specific question banks and then randomized by the LMS; even the responses to MC questions were randomized where possible. To maximize learning and reduce stress, I timed the assessments to allow at lest 2 minutes per questions and explicitly told students that he quizzes and exams were open book and collaborative; also, students could take the quizzes twice and get the higher of the scores. I usually gave the final exam in class, in which case the only stress-reducers were a 10%-of-grade valuation and 2 minutes per question (essay questions had already been done online). In all cases, students needing extra time got it.

      I am retired and was not forced by COVID-19 to teach online. I'd like to think that my colleagues will undertake deliberate course redesign during quieter times, just for pedagogic reasons. Those of us who enjoy F2F teaching (I, for one) will then be prepared to move their classes online as an expedient and not a jaw-dropping challenge during a future grand disruption of life... even including 'timed exams'""

    1. Our primary goal must be to create as rich an academic experience as possible, in whatever form that will take, while preparing to bring us back together at the earliest feasible moment. No doubt social distancing techniques will be with us for some time, which, of course, complicates the logistics of the return. Taking these and other factors into account, we have made one key decision: to prepare to use the three upcoming academic terms—fall 2020, spring 2021, and summer 2021—as a unit of time in order to provide us with the greatest amount of flexibility in organizing our educational experiences.  By leveraging a longer period of time, we will be able to de-densify our campus so that all students may experience much, if not most, of their coursework in person over the arc of the three terms. While this is just the beginning of a University-wide effort to determine the specifics of the academic year, we now have the capacity to tap into the rich expertise and creativity of our University leaders and faculty to shape the substance and content of this one-time arrangement. By July 1, Ira Katznelson, our spectacular deans, and I will have more details to share about how the three terms will be composed. 

      eğitimi üç döneme yayarak kampüs yoğunluğunu azaltmak ve öğrencilerin kendilerine zaman ayırmalarını sağlamak

    1. The unique approach divides the normal academic term of 13 weeks and four courses into two blocks of two courses, each six weeks plus two days long.

      dividing committees into online and on campus small segments and condensing to make more time available to students

    1. The course, Jones said, covered disease and widespread death and family separation. “And all of a sudden, here we were living amidst a worldwide pandemic,

      important also for med students

    2. Jones did make one change, adding a question that asked students to reflect on their experience during the pandemic, and how it will shape their approach to studying family history.

      reflection questiğon about pandemic could be important for med students and may change their approach to exam and honor code also. people who think they have a free will, act more ethical compared to who doesn't.

    3. That was Jen Heemstra’s experience. Heemstra, an associate professor in chemistry at Emory University, was already giving open-book, open-note exams. That practice stems from her conviction that the skill students will really need is accessing and applying information, not memorizing it. This semester, she and her co-instructor took an additional step: giving students more time.

      online exams open book

    4. The course’s final should take students about an hour, but the instructors will give them 48 hours to complete it.


  2. Feb 2020
  3. Dec 2019
    1. 3 sets of foundational values of open pedagogy, namely:  autonomy and interdependence; freedom and responsibility; democracy and participation.

      compare to Downes' MOOC design principles. Autonomy - diversity - openness - interactivity

  4. Nov 2019
    1. poor searching and citing of the literature

      a different open ed/info lit connection. Does the bias towards recent research play a part in this?

    1. Using Technology to Help First-Gen Students

      This article highlights the need for and benefits of implementing more technology tools to support first-generation college students' learning, engagement, and success. For many first-gen students, especially those from low-income backgrounds, the transition to college can be challenging; this leads to lower retention rates, performance, and confidence. The authors, drawing off of research, suggest mobile devices and Web 2.0 technologies to prevent these challenges. Example of such tools include dictionary and annotation apps that are readily-accessible and aid in students' understanding of material. Fist-gen students can also use social media apps (Twitter, Facebook, etc.) to maintain supportive connections with family, peers, and mentors. Rating: 8/10

    1. Transforming

      I like this idea. There is a closed-ness to most rubrics that I've encountered, where goals and measures of mastery are determined without learner input. "Transforming" implies a further step along a journey rather than an endpoint, and a process that is under an individual's own control.

    1. The authors present a study that compared face to face and hybrid instruction in graduate classes for counseling students. The results indicate that using technology, including web tools to facilitate instruction, improved test results in a small sample of students.


    1. Flores examines the current research as it relates to distance learning. She explores technology integration and learning theory. Throughout, she stresses the importance of professional development for instructors to equip them to provide quality distance education.


    1. The authors detail their development of a professional learning community to advance technology integration at Nova Southeastern University. After a literature review of the key components of online learning, they discuss the method of implementing the PLC and the major outcomes and then offer recommendations for starting a PLC within institutions of higher ed.


    1. The article outlines the value of story-telling in professional development to improve faculty effectiveness. Identifying the problems with current professional development and their lack of efficacy, the authors argue the digital storytelling engages educational professionals, attracting them to online training.


    1. Rossiter and Garcia evaluate the use of digital storytelling in adult learning classrooms, primarily through the use of "autobiographical learning" where learners share personal experiences and connections with the content. They outline "three key dimensions" that make storytelling valuable in adult learning: voice, creativity, and self-direction.


    1. The authors present the benefits of coaching in professional development for educators in today's technologically advanced classrooms. Of particular interest is the explanation of the different methods of coaching: executive, coactive, cognitive, and instructional. They suggest that coaching provides more successful outcomes than single workshops and stress that finding the correct method for each situation and organization is crucial.


    1. Private post-secondary institutions that provide educational services in the State of New Mexico are subject to either the New Mexico Post-Secondary Educational Institution Act (Section 21-23-1 et seq. NMSA 1978) or the Interstate Distance Education Act (Section 21-23B-1 et seq. NMSA 1978) and can use this site to apply for State Authorization or submit other required applications to comply with State regulations. Students may request transcripts of closed schools where the New Mexico Higher Education Department is the designated custodian of records or may file complaints against any post-secondary institution that provides educational services in our State.

      The NMHE website is about providing academic, financial and policies to new mexico public higher education institutions and community.

  5. Oct 2019
    1. Instead I think about best philosophies.

      Lots to like in a little statement. Best philosophies over best practices. Also the idea of philosophies as plural. Different situations may require different models.

  6. Sep 2019
    1. I would ague that becoming a good reader helps a student become a good writer. Looking at a situation through the eyes of an another writer, allows the reader to view things, like a sunrise, differently. sometimes, you can gain a different appreciation for the same idea or thing.

    2. In a real world setting, with all of the focus on state testing, in-class time for independent reading may be limited. A teacher could start a lunchtime reading group or before or after school reading group. Work with local libraries to sponsor reading clubs. Anything to promote reading.

    3. This is key! To find something that interests your student can become the bridge to help a student begin to love reading.

    4. Reading aloud allows the listener to use their imagination without doing the "work" of reading. This coordination of imagination and comprehension help to build a stronger understanding of the material.

    5. This can be true; however, when testing is occurring and the student is asked to read, comprehend and answer, they may not have "background knowledge.

    6. Is it just the cognitive development or could other factors play a roll in how a reader evaluates a given text?

  7. Feb 2019
    1. prolonged interaction between the instructor and the students

      I'm always a little proud when I say that Hypothesis will not make things easier/more efficient for teachers. If anything, it helps widen and deepen this "prolonged interaction between the instructor and students," which takes even more time!

  8. Jan 2019
    1. But these tools require we think about their purpose, method, and audience just as carefully as when we design an essay prompt, a problem set, or any other assessment exercise.

      This is an example of when meta-teaching is helpful.

    1. With $50 million going to people who do not have contact with students, the data belies the district’s branding of “Students First” and “Team DPS.”

      The bias that has been cited by critics wishing to undermine the general argument of this article (and similar articles, blogs, social media claims, etc), is that figures being shared for expenditures on non-teaching staff are misleading because they include funding positions such as nurses who are in schools every day providing vital services directly to students. I believe this is critique is factual.

      On the other hand, there are claims that the total amount spent on administrative staff is dramatically under-reported as DPS classifies certain staff as school-based who in fact serve in roles that are central admin in nature. Whether this is intentional deception or aligned with standard accounting practices probably depends on who you ask. Either way, I believe this claim is also true. At the risk of offering annotations that qualify as "what aboutism" I include the point here because it is possible that the amounts that critics cite as being spent on staff that do not interact with students may actually be significantly less than what DPS is actually spending.

    2. in early 2008, there were only three people handling press relations for the district. There are now eleven–making $700,000 a year. The full communications shop numbers thirty-seven, with a payroll of nearly $2 million.

      In an age of shrinking News Room budgets, there is huge power to having a strong Communications department as reporters of local news can be reduced to writers who are expected to crank out an unrealistic amount of content and therefore rely on press releases for turnkey stories. I have first-hand knowledge of this dynamic: when I worked a marketing internship, I saw my exact language appear in the local paper under a reporter's byline multiple times.

      While there is clear benefit to the District's administration when it comes to exerting ownership of the public narrative, it is worth asking how this serves students and whether it is in fact in the public's best interest to use public funds in order to manipulate the news coverage the public relies on for learning about the district's efficacy in educating area youth.

  9. Oct 2018
    1. Liss LaFleur

      Lady-sounding name. See also Fleur Delacour.

    2. learning is not so much the opposite of play as it is zombie play, a jerky, lurching automatic response devoid of vision, passion, and awareness

      seems like an overstatement to me

    3. Learning in higher education is governed by rules though, however arbitrary and make-believe those rules may be.

      LOL make-believe rules of higher education.

    1. Restricting access to information, limiting engagement and participation, and providing learners and instructors with little control over the learning activity, materials, or processes creates a demotivating experience

      Restricting and limiting are keys to profit-making. Relate to education as a commons

    2. ‘making the bad diffi cult and the good easy’”

      a good design principle

    3. access, agency, ownership, participation and experience

      principles of open ed - compare to Downes: autonomy, diversity, interactivity, openness

  10. Sep 2018
    1. Like the art industry, art history has not done enough to diversify its student and faculty demography. Few students of colour earn the doctoral degrees now expected by most museums for entry-level curatorial positions.

      How do we create piplines to encourage POC students to enter this profession? Eliminate internship and hiring practices that prohibit individuals with limited incomes from pursuing this career path!

  11. Aug 2018
    1. developed on an evidence-based foundation that draws from the learning sciences and is implemented using effective strategies that focus on improving the quality of learning experiences and improving the outcomes for all students.
  12. Jul 2018
    1. Examples of these skills include collaboration, communication, creativity, and problem-solving.

      Skills that are also learned in theatre education! Integrating tech and theatre education could be powerful in developing these skills

  13. May 2018
  14. Feb 2018
    1. Over the past two weeks I’ve read a book about the future of American higher ed, and want to recommend it very highly.  It might be the most important book on the subject published this year.
    1. Free Software Definition

      essentially says "you bought it, you own it." Vendors in some cases prefer to lease rather than sell - creates an ongoing revenue stream, and allows for ongoing control. Transition to digital media facilitates lease over sale.

    2. university education to all, with no formal entry requirements

      one definition of open ed



  15. Nov 2017
    1. the ability to connect the dots between people and ideas, where others see no possible connection. An informed perspective is more important than ever

      This points to the value of a broad based liberal education. One needs to see and understand the dots in order to make connections. "Informed perspective" suggests informed learning and info lit.

    1. The word 'open' signals a broad, de-centralized constellation of practices that skirt the institutional structures and roles by which formal learning has been organized for generations

      Love this point. Open has been trying to skirt the formal structures and roles for generations as well.

    2. How can we minimize the cost of textbooks?

      Of the five important questions listed here, this is the low-hanging fruit. Cost is a major barrier to access, so it makes sense that it's Q1. But the other Qs point to things that are so much more beneficial and empowering.

  16. Oct 2017
    1. Move away from simply asking whether EdTech is helpful or unhelpful.It’s here to stay, so focus on what pedagogical strategies it can support and how to use it better to improve student learning and other outcomes.


    1. Vendors serve as an invaluable source of knowledge on edtech products and trends for higher education decision-makers, cited as an information source in 80 percent of our interviews. That ranks second only to learning by word-of-mouth from colleagues (96 percent)

      These are pretty opposite sources of knowledge, one bottom up, the other top down.

    2. quality of partner relationships.

      Meaning the "service"? Nothing in here about privacy policies, terms of service, etc.

    3. rather than develop their own tools.

      Why not? Is it not scaleable? sustainable?

    1. the five R's are a set of activities

      The key point to me here is that open is about what you can do, not what you can get. Open resources matter because they enable open practices and open pedagogy.

  17. Jul 2017
  18. Jun 2017
    1. they decided to develop OER horizontally by flipping entire gateway and general education courses open

      good way to get the most bang for the buck. Also puts OER on the radar for the most students, which could serve to increase demand.

  19. Apr 2017
    1. Tohaveopeneducationmeansthatapersonisabletochoosethecourseoftheirownlearning

      good - not limited to OER - open to learner input and control

    1. We need to start with a good term — could we call this vision one of “connected open”?

      I like this idea. Opens ways to connect info lit

    2. fundamentally redefine open education and once and for all decide that it cannot just equal open educational resources

      This is where history is important. OER has only been a part of open ed relatively recently. The broader vision of open ed has been around for at least 45 years.

    3. It is a change related to creativity, collaboration and innovation, seen as non-political processes.

      I tend to talk about it in entirely political terms, highlighting the difference between the purpose of copyright as written in the US Constitution and the purpose as practiced today.

    4. Polish publishers used this term to show us in negative terms

      interesting to hear about how this is framed in other cultures. People here take similar tactics, but the cultural resonance is different.

  20. Mar 2017
    1. It is our failure to internalize the idea that people who work for edtech companies are our colleagues and our partners which is at the root of much of disconnect that I see across the school / vendor divide.

      I came to this article through an Audrey Watters Tweet critique, but actually think this is a reasonable argument. It does not necessarily mean turning off the critical lens when evalutating ed-tech. It does mean turning criticism into conversation.

    2. This is not to say that those of us in higher ed are immune from market forces,

      Right?! Or neo-liberalism.

    3. We should not conflate the logic of short-term profit maximization with the values of the people who go to work at for-profit edtech companies.

      Though it is all connected and those connections need to be interogated by academics and by those who choose to work in industry.

    1. authentic relationships between the the people who work at your company and your customers.  
    2. Your customer-retention strategy should be as robust and intense as your customer-acquisition strategy.
    3. higher ed, as a whole, is a largely relationship-based industry.
    4. The best way to scale your platform, service or product is to get a few schools to sign up, and then spend lots of energy and money making sure the followers know. This means having a sales strategy that is narrow, deep and focused.  


    5. That's why very few of us are likely to sign up with an unproven vendor or adopt a new platform or service unless our peers have already done so.

      This similarly assumes things are moving one-way and is not truly in the spirit of collaboration/conversation.

    6. it requires robust and sustained conversations. 


    7. they talk about their solutions rather than our challenges.  
  21. Feb 2017
    1. we must put digital literacy at the core of the curriculum

      Librarian support will be key to spreading the word to instructors and students.

  22. Jan 2017
  23. Nov 2016
    1. The liberal arts teach us to act toward others with humility and respect because we recognize there are multiple ways to look at the world. 

      I could not agree more, but we also need to think about how precisely our curriculum is cultivating habits of respect, empathy, and humility. What specific courses facilitate these virtues, what sorts of assignments ensure they are practiced?

    2. the liberal arts build empathy and compassion, the very foundations of democracy

      This is exactly right. I've been thematizing it in terms of "ethical imagination."

  24. Oct 2016
  25. Jul 2016
  26. Jun 2016
    1. Should faculty (and even students) have a greater say in which tools the university chooses instead of constantly finding themselves as consumers of those forced upon them by the institution?

      The answer here is clearly yes. But what forums exist or might be imagined to enable this dialogue. I know at h we are lucky (if I might say so myself) to have an educator on staff and we work closely with faculty on our product. What more could we do though? And how could an indie ed tech community more broadly nurture these conversations?...

    1. In considering considerations, I think it’s important to begin with a thinking (or erasing?) exercise that asks you to forget everything you know or think you know about ed tech and start over.  
  27. May 2016
    1. “curriculets,” the company’s eponymous term for embedded quizzes, videos and other multimedia elements designed to offer students a richer reading experience and to give teachers data into how their pupils were progressing.

      As a teacher, I don't know that I want this prefabricated, though....

    2. articles and take quizzes,

      And annotate, I believe.

    1. Why do we suddenly pretend that the twenty-first century never happened when a child enters an examination room?
    2. rather than having an education system which has been industrialised around content and testing, why not have one that’s based around solving problems, working together, collaborating?
  28. Apr 2016
    1. urchasing often involves department heads, CIOs, and provosts, since the choices made can affect the entire school.
    2. To succeed, they will need to fundamentally rethink their value propositions to take full advantage of the digital medium and consider the entire educational experience.

      And specifically the utility of various tools shipped with content.

    3. customization tools to “build your own textbook” from a variety of preexisting and newly created content

      Seems like a great fit for h...

    4. texts embedded in the online course
    5. practical tools that supplement core instruction

      Like, for example, hypothes.is?

  29. Mar 2016
    1. if someone is willing to commit to talking through hip hop

      I got this...

    2. like the personal API

      I need to learn more about this movement...

    1. They are tools like SPLOT, Wikity, Reclaim Hosting, Known, Github, and Hypothes.is to name a few.


    1. At least on dating apps everyone can agree that everyone on the app has the same desired goal: a relationship.

      Interesting distinction. So we don't have the same goals in the algorithm of, say, an adaptive learning program?...

    1. You can listen to the “I Love My Label” playlist on Spotify, but you should support artists by buying their music. Unless it's Metallica. Then share freely.


    2. counterintuitively perhaps less “personalized.”

      But isn't the point that is is more (or more actually) "personalized"?

    3. “Personalization” might sound like it’s designed especially for us; but “personalization” is an algorithm based on a profile, on a category, on a label.

      This is a powerful argument. But could a proliferation of labels, enabled by computational power, better approach personalization?

      I've been thinking about a similar idea in relation to the music industry/algorithm while reading the above: are Spotify/Netflix recommendations looking for the hit? Or are they looking for musical/filmic suggestions that will keep me individually as a customer? I'm much more compelled by that model than what's offered on top 40 radio or the megaplex.

    4. Algorithms and analytics will “personalize” our world, we’re told. The problem, of course, is that the algorithms and the analytics also make everything sound the same.

      I'd love to just accept this argument, but want there to be more evidence. No doubt there are more radical forms of self-education, but isn't it true to some degree that there is personalization in, say, adaptive learning programs?

    5. What happens in the face of an algorithmic education to intellectual curiosity?

      Fair enough, but is it either/or or both/and. I'm happy to be recommended a new band by Spotify, but ultimately will make the call if I like it or not, perhaps even clicking a reaction so that the algorithm gets better? Or is that a fantasy?...I'm also not going to be deaf to my friends recommendations, etc. that might also direct my musical curiosity.

    6. I call myself a “serial dropout,”

    7. Little by little the subversive features of the computer were eroded away: Instead of cutting across and so challenging the very idea of subject boundaries, the computer now defined a new subject; instead of changing the emphasis from impersonal curriculum to excited live exploration by students, the computer was now used to reinforce School’s ways. What had started as a subversive instrument of change was neutralized by the system and converted into an instrument of consolidation.

      Wow, This is a great quote, and so apt in this new context of the rise of the LMS.

    8. Once something sells, than we hear it and echoes of it again and again and again and again.

      Love this sequence of slides:

    9. No one – well, except my parents, I guess – knew how many times I played that 45 of Autograph’s “Turn Up the Radio,” how many times I rewound the cassette to replay Guns & Roses’ “Welcome to the Jungle.” But now the software knows

      This seems empowering to me (or potentially so)...

    10. predict hit songs

      Different from predicting what songs I might like.

    1. Imagine having at least part of your virtual learning environment (VLE) open, not just for current students (and even current students usually can't see all the teaching that might be useful to them) but for non-students, prospective students, or staff members who want to know what's happening down the road, across the country, in that academic department that interests them. NetworkED 2020 Watch Donna at NetworkED 2020: The London University, as she asks 'what if all of London were a networked University?'There would be so much potential for seeing the different ways in which departments are teaching, for instance. Which departments of biology are doing what in their labs? What theoretical approaches are they taking?

      This to me is more transparent than open where the world outside can see,

      In this context open to me is more about connecting, communicating, learning together and from each other. it's people can walk in on their own or be invited in, people inside can go explore and visit others

      Important: Open to me is much more than that still. I remember the Vconnecting we had during OpenEd15 : No consensus on what "Open" means yet.

  30. Feb 2016
    1. Grades are important. There is a ton of pressure for students to get those good grades, whether it’s from your parents, siblings, friends, or even yourself.

      Maybe this is one area that could be changed to alleviate some of the stress. The whole approach to the assessment process should be re-examined (pardon the pun).

    1. Technology can help students fill in the vast blank spaces on their mental maps. But it cannot, on its own, create a safe space that encourages kids to ask tough questions.
  31. Jan 2016
  32. Dec 2015
    1. ed-tech as data-extraction, control, surveillance, privatization, and profiteering