Seth Godin interviewed by Graham Brown-Martin about education reform Follow on Twitter @GrahamBM Blog: http://learning-reimagined.com Camera by Kevin Grant
Seth Godin questionning what school is for in the 21st Century - we need to teach kids how to deal with things that might not work rather than how to do stuff we know will work. Arguing for flipped classrooms - maximising value of expensive/valuable time in school. Then goes on to look at University/College and what they offer that adds (sufficient) value.
The endpoint is a cop out - not my job to tell you how to bring about the change - I'm just telling you that there is a problem and what that problem is ...
“ What if the earth moves and the sun is at rest? What if gravity is just a special case of …”
Curriculum is the flip side of assessment - hence posting this here. Great post. One of the errors I think we make is confusing remembering (or even understanding) information with knowledge, which is the ability to apply that understanding of information.
Useful info graphic about Learning Analytics (using (big) data to support student progression), which shouldn't be confused with Social Learning Analytics (using big data to assess knowledge, skills and attributes)
The tsunami of computer-based testing for public school students is on the horizon. Get ready. For adults, computer-based testing has been around for decades. For example, I have taken and re-taken...
Computer testing is driving up digital technology sales in schools according to Cuban. Will computer based tests simply replicate traditional tests or will they enable new approaches to assessment that reflect the ways in which 'digital tools' extend human capabilities and transform disciplines?
"Catherine Lacey, a student at the University of Western Australia, is a Level 40 Hero in biology. That’s her ranking on OpenStudy, where she spends up to 30 hours per week answering homework questions posed by students around the world. Hero is the hardest badge to attain on the site, indicating considerable time spent helping other students. And Lacey doesn’t just help beginners—one of the many merit badges she’s earned from OpenStudy is for tutoring students in MIT open biology courses. Only 20 years old, Lacey says she hasn’t yet added..." --Saga Briggs Cited From: http://www.opencolleges.edu.au/informed/features/badges-in-education/#ixzz2cngA6H89
Via CTL - Regent Univ.
Lengthy post providing a useful overview of/introduction to badges (as a for of assessment). A bit uncomfortable with their use of formative/summative/transformative assessment ... A badge is marker that you have achieved something (which may be a skill, knowledge, attitude or contribution). As such it is summative. That of course doesn't mean that you can't also provide feedback (formative) or that the intention behind the designers/awarder of the badge can't be transformative.
Marc Prensky is the author of Brain Gain: Technology and the Quest for Digital Wisdom. Follow him @marcprensky. For today’s young people, using technology is as fundamental as reading was for their parents and grandparents.
In many of our schools today there is a very tight fit among standards, testing and punitive accountability for teachers and schools.
Brilliant post (as you would expect) from James Paul Gee on games and assessment. This quote pretty much sums it up "We can use games to make a new toxic mess if we use them merely as a shiny new delivery device for old, bad ideas about teachers, testing and learning."
Education advocates for years have marveled at the potential of Big Data. Schools collect so much information on students and their educations. The challenge has always been how to pool that data in a meaningful way to improve learning.
Big data is coming - to avoid Big Brother each individual should own their own data (and thus permission should be needed from them for it to be used. In cases like this use should result in micro payments - why should companies profit from your personal data?)
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