Creativity and learning
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Creativity and learning
A mish-mash of items on learning, creativity, innovation and design education
Curated by Clive Hilton
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Gates Foundation study: We’ve figured out what makes a good teacher

A three-year, $45 million study of 3,000 teachers turns up answers to a central question.
Clive Hilton's insight:

On the face of it, the findings seem compelling. I especially warmed to the idea that students themselves recognise a good teacher when they find themselves being taught by one. The key to the technique appears to be a mult-pronged approach to understanding the value of the teaching under scrutiny.

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Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores

Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores | Creativity and learning | Scoop.it
Data King Nate Silver Isn't Sold on Evaluating Teachers With Test Scores

 

Over the past few years one of the most controversial topics in education reform has been measuring teacher effectiveness with standardized tests. Well, on Tuesday, the Jon Stewart-dubbed "Lord and God of the Algorithm," Nate Silver, participated in a Reddit AMAand the top question tackled the issue head-on.

 

Indeed, user GrEvTh asked Silver, "What are your thoughts on data-driven metrics for teacher evaluation? Do you think a system that accurately reflects teacher value could ever be created, or will it always be plagued by perverse incentives (teaching to the test, neglecting certain types of students, etc)?"

 

Silver's response indicates that he's not a fan of the practice...

Clive Hilton's insight:

In the words of the man himself, "There are certainly cases where applying objective measures badly is worse than not applying them at all, and education may well be one of those."

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The dilemma of authentic learning: Do you destroy what you measure? - O'Reilly Radar

The dilemma of authentic learning: Do you destroy what you measure? - O'Reilly Radar | Creativity and learning | Scoop.it

Making and education clearly go hand in hand, but how do we quantify and share the results of authentic learning without losing its essence? That's the issue educators are currently facing.

 

John Seely Brown tells us the half-life of any skill is about five years. This astounding metric is presented as part of the ongoing discussion of how education needs to change radically in order to prepare students for a world which is very different than the one their parents graduated into, and in which change is accelerating.

It's pretty straightforward to recognize that new job categories, such as data science, will require new skills. The first-order solution is to add data science as a college curriculum and work the prerequisites backward to kindergarten. But if JSB is right about the half-life of skills, even if this process were instantaneous, the learning path begun in kindergarten might be obsolete by middle school.

The second-order solution is to include meta-skills into the curriculum — ensuring young people learn how to learn, for instance, so that they can adapt as new skills are required with increasing frequency. This is essential, but raises the question of how to stay ahead of the skills curve — what are the next critical things to learn, how do you know, and how do you find them?

 

 

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What Games Are: The Fun Boson Does Not Exist | TechCrunch

What Games Are: The Fun Boson Does Not Exist | TechCrunch | Creativity and learning | Scoop.it
Perhaps the biggest roadblock facing the development of generation-two social games is the addiction to metrics.
Clive Hilton's insight:

An intelligently considered article - here focussed on the gaming industry - but in my view equally applicable to the evaluation of teaching. In a world in which education administrators are looking more and more to metrics to guide strategic decisions this is accompanied by a fear of trusting teachers to do what they are good at.

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Can You Measure an Education? Can You Define Life’s Meaning?

Can You Measure an Education? Can You Define Life’s Meaning? | Creativity and learning | Scoop.it
It's time to step back and think deeply about the purpose of education.
Clive Hilton's insight:

As a pedagogue myself, I've long harboured a suspicion that assembly-line learning - and worse, assembly-line learning measurement - may be doing significant harm. Just like assembly-line mass production, it's cheap, it can be dumbed down, and the end result is standardised, common denominator conformity. Free thinkers need not apply.

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