Video-based feedback on student assessment: scarily personal
Terry Elliott's insight:
Definitely worth the read even if you have get past faux objective nonsense like this: "...
experienced, if not joy, at least a sense of purposeful enthusiasm and curious anticipation. " Was looking forward to how they were defining feed forward, but nary a word defining it.
Especially like how they categorized the video responses from "salutation" to "valediction". Here are the rest:
Conversational/informal salutation: “Hi Lee”
Recognition and valuing of the student including personal circumstance and history. This both draws on and reinforces the pedagogical relationship between teacher and student. This might include a sympathetic comment (e.g., “I know you have been quite ill lately and I am truly impressed that ...”), appreciation of effort of previous drafts (e.g., “I can see you have made a lot of changes to your introduction”), reaction to quality or other aspect of submission (e.g., “Thank you for submitting ... I can see how much effort ...”).
General statement of evaluation, not necessarily the grade or mark. Very few of the videos specifically stated the grade, which was indicated to the students before they opened the video. A general evaluative statement here provided a chance to highlight the overall strength and weakness of the assignment before dealing with the more specific issues. For instance, “The essay is very strong in its theoretical approach… need work in ...” and “I thoroughly enjoyed … but there are some issues we need to talk about, namely ...”
Briefly describing the nature, patterns and extent of textual issues (e.g., grammar, punctuation, flow, formatting) in this assignment, occasionally with one or two specific examples. This segment of the feedback is short but generally included the same volume of comments about textual issues as the final evaluative notes in the text-based feedback (but not the specificity of the in-text edits).
Commenting on the substance of the assignment with an emphasis on feed forward.
Engaging with the conclusions, arguments, logic, justification, and literature included in the assignment. Commenting on strengths, weaknesses, flaws, gaps, creativity and insights. Importantly, comments were phrased to emphasise how students can improve their grades in future work and how they can extend their thinking about the substance of the assignment. This might include examples of alternative arguments, additional literature and different ways to think or approach the topic. Usually 2 to 3 issues were discussed in detail, regardless of result.
Valediction and invitation
This is largely relational work. Usually involving use of student name, coupled with congratulations or commiseration over result or other interpersonal validation, such as, best wishes for future studies / holiday.
Importantly, this structural component included an invitation to contact the lecturer to “continue the discussion” of this feedback and future work.
This post from Apps Script GDE Bruce Mcpherson steps through the process of collecting and displaying page analytics. Here's the details of what's covered: Getting analytics for the site Getting the pages in the site Matching Analytics to sites pagesDealing with recursion Storing options and parameters Database abstraction of site results Retrieving page data from GAS web service Using a canvas in Google sites Working with hyperlinks in canvas Gadget preferences and parameters Light JSONP implementation
Combine this with Sebastian Thrun's repudiation of those students from rotten zip codes and you have a classic example of priviledged white male syndrome. Pathetic. Duncan and Thrun only want to teach the homeogeneous so called 'gifted', what the soviets would call the vanguard of the proletariat, the saving remnant. Yeah, I've read Animal Farm, too. What a pair of elitist nimrods!
Here is what I call Christmas holiday fun. Learning. What a rush! And there are lots of applications for this for teaching, for students teaching peers, for students in general. So I will report back as I discover more about these apps.
Some of the most evocative advice for teaching seems to be growing out of game, gaming, and game design. Gamasutra seems to be an especially fertile crescent. Here is some advice on creating a valid learning space:
Key to game creation success: 1. create a 'pragmatic freedom to roam' 2. combine with social factors a. play into human desire to master an environment. b. stories generated in those environments
And a great quote here:
"I think things might eventually change, though. I was massively heartened to read this recent piece on Earthbound by Rich Stanton. He manages to combine an approachably colloquial, personal approach with a nuanced critical awareness. I recommend reading the whole thing, but here he gives a structural example leading to a liberal humanist conclusion: “ A more comprehensive UI technique is used when a party member is KO’d… One of Earthbound’s core themes is the importance of friendship, so the effect is not accidental.” One of my strongest beliefs about criticism is that it needs hybrid vigour to survive: no one school of thought is going to have all the answers. If you can combine post-structuralist or deconstructionist thought, liberal humanist “themes”, modern academic feminist ideas about social relevance, bum jokes from Amiga Power and a story about something that happened to you on a bus…then you’re probably getting close to talking about what a game really is."
That last bit about story seems wise and worth exploring.
This free film describes why mindfulness belongs in education, covering neuroscience, educator training, and showing mindfulness implemented in the classroom. Watch the Film Share on: Facebook, Twitter, LinkedIn, Google+ Film Summary Mette Bahnsen, a filmmaker in Denmark, has made a beautifully produced film about integrating mindfulness into education called “Healthy Habits of Mind”, which features: …
Give your content a new reading experiece. Ebook Glue lets you quickly publish your writing as a downloadable ebook for Kindle, Nook, Kobo, Android, iOS, Sony, and other readers.
Terry Elliott's insight:
If you think of your blog as a portfolio, then Ebook Glue is your way of publishing your RSS feed as an ebook in various formats. Could this become a regular part of every online CV/resume? Maybe a cheap substitute for proprietary educational portfolio systems? I do like this and I like especially that it is a one-person shop from start to finish.
Excellent post from Langwitches! She addresses the progression of moving from collector to curator, quoting Mike Fisher, who observed, "Curating is different. It’s the Critical Thinker’s collection, and involves several nuances that separate it as an independent and classroom-worthy task." Sylvia writes: "There are different sides to Twitter as a Curation tool: Taking advantage of a network of curators working for you (building your own customized network), consuming their curated information Collecting, organizing, connecting, attributing, interpreting, summarizing the vast amount of information that comes across your desk/ feed /books/articles/etc. for YOURSELF! Becoming consciously the curator for others for a particular niche, area of expertise or interest. Disseminate resources, add value, put in perspective, create connections, present in a different light/media/language. Real time curation allows you to be part of an event, that you physically might not be attending or being on the opposite end allows you to be the bridge for others to participate at an event where you are present, but your network is not."
My five-year-old son recently learned how to ride a bike. He mastered the essential components of cycling—balance, peddling, and steering—in roughly ten minutes. Without using training wheels, ever...
Terry Elliott's insight:
Mark Sample writes in this post about what he calls 'intrusive, obstructive scaffolding".
"Training wheels are a kind of scaffolding. But they are intrusive scaffolding, obstructive scaffolding. These bulky metal add-ons get in the way quite literally, but they also interfere pedagogically. Riding a bike with training wheels prepares a child for nothing more than riding a bike—with training wheels."
How does this apply to tech pedagogy? When I teach new tech tools in the classroom I introduce the broad outlines then I ask them to begin the job at hand. If they have problems they turn to the student on the right and ask them if can help. If they can't help then I ask them to turn to the right. If she can't help, then they can ask me. I then ask everyone, "Hey can you help with this?" If no one knows, then I show the person who originally asked and appoint that student to be the new go to person for that that question. Yes. Always? Not always, but it works well enough that it has become a learning routine in my classes.
I think this is what Sample means. In the context of MOOC's he argues that the whole course is scaffolding on a massive scale and he ask the legitimate question, "Where the hell are the people?"
And what is the danger if we don't bring back the people?
"I want to suggest that unless online teaching—and classroom teaching as well—begins to first, unscaffold learning problems and second, rediscover embodied pedagogy, we will obstruct learning rather than foster it. We will push students away from authentic learning experiences rather than draw them toward such experiences."
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