These conferences have always been a learning experience, and this year won't be different! If you're interested in any kind of online teaching and training, this is the place to gain insight into best practices and the process, in edupreneurship etc, from successful teachers and trainers.
Currently, there are some learning outcomes assessed through group or individual presentations – still, many students see little value in these (Stevenson and Sander 2002). I guess the next step will be to work together with ...
Think again - most schools are doing it wrong, says its creator (RT @RealGeoffBarton: Sad but true: @dylanwiliam on assessment for learning and how most schools are doing it wrong: @tes: http://t.co/RF1u1Se6...)...
An excellent critique of Bloom's taxonomy and it's relevance (or no). It is interesting though because these types of discussions move things forward while the agencies that accredit us are decidedly Bloomian.
Links to Web and other Internet resources for outcomes assessment at colleges and universities...
This is an extraordinary resource. It's going to take me days to work through this (and you too) but I am convinced by the first few resources I've tapped and read that the effort is going to be worth. Woo hoo! Go NC State!
This is was listed on the Internet Resource page from NC State. After reading through the exceedingly comprehensive list they have, and one of the articles about assessment in higher education, I already needed a little bit of a break. Read this! It's a giggle ...
The good folks at WCET (a segment of WICHE) are extremely important to me in my job. Not only are they working to create assessment standards for online learning (our accrediting agency has pointed us all to Transparency by Design) but they are probably the most useful aggregator of information on state authorization for online and off-campus activities of colleges and universities. While my heart is with them, I worry about prior learning assessment, standardization, the setting of criteria for graduate institutions, the disparity between assessment expectations of bricks and mortar schools vs online schools ... but all these are ripe for future Scoop.it curation. In the meantime, a great resource and a laudable goal.
These are the objectives of Findhorn Foundation College. Not written with assessment in mind, but still, these learning outcomes could be "documented" in creative ways.
"We anticipate that whilst studying in our programmes a participant will:
• Acquire knowledge and skills to further their aspirations • Deepen the sense of the meaning and purpose in life • Engage in an open and discerning exploration of beliefs, values, theories and perceptions • Strengthen the connection with the inner, spiritual dimensions of life • Develop the capacity for more loving relationships with all life • Contribute to a better future for our planet and humanity"
An interesting article on how MOOC may stimulate the use of Recognition of Prior Learning or Prior Learning Assessment in Higher Education. Some observers think the interest in MOOCs could help spur demand for prior ...
Here in this practice the focus is on Bloom's Taxonomy, which uses six methods to sort mostly the cognitive processes. It is a tool to develop outlines in measuring learning outcomes with various assessment strategies.
In previous issues of Teaching and Learning Together in Higher Education, some of the essays highlighted outcomes of pedagogical partnerships between faculty members and undergraduate students and some offered ...
This is truly extraordinary. Not only does it outline a variety of outcome assessment/teacher-student feedback loops that are taking place because of a "Teaching Learning Initiative" but it shows how assessment can be a breathing force in the creation of a classroom where open-heartedness is a major influence on learning environment. Just blown away by this blog.
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