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First humanities MOOC professors road-test Coursera's peer grading model | Inside Higher Ed

First humanities MOOC professors road-test Coursera's peer grading model | Inside Higher Ed | :: The 4th Era :: | Scoop.it
From www.insidehighered.com - September 7, 2012 9:04 AM

By Steve Kolowich

 

"And here is where the philosophy of MOOCs collides with the idea of certifiable achievement in a literature course: “If we’re going to keep this completely open,” says Rabkin, “then no credential can have a well-understood meaning.”

 

"Daphne Koller, one of the co-founders of Coursera, says that the peer-grading experiment is still very much a work-in-progress. "We will undoubtedly learn a lot from the experiences of our instructors as they encounter this phenomenon, and then have a better sense of where exactly the tensions lie and how one might deal with them," she says. "We also have some ideas of our own that we'll throw in the mix and evaluate as we plan the next phase of this experiment."

 

Read more: http://www.insidehighered.com/news/2012/08/30/first-humanities-mooc-professors-road-test-courseras-peer-grading-model#ixzz25mxUkjnV
Inside Higher Ed

 


Via Susan Bainbridge
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Rescooped by Jim Lerman from Eclectic Technology
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Empathy In Creativity and Design Thinking

Empathy In Creativity and Design Thinking | :: The 4th Era :: | Scoop.it
From www.thinkjarcollective.com - January 27, 1:31 AM

RSA Animate recently released a video called 'The Power of Outrospection'. The video intrigued me and this post has helped me pull together some of my thoughts about the links between empathy and creativity.
The post explores empathy in a variety of fields, including design, human services, and the creative fields, and the video is also embedded in the post. Take the opportunity to read the post, watch the video, and ponder how empathy allows us to be creative as we look for new solutions for whatever issues we face.


Via Beth Dichter
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Rescooped by Jim Lerman from Leadership Think Tank
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When Students Are Inspired, They and Their Teachers Are Happier

When Students Are Inspired, They and Their Teachers Are Happier | :: The 4th Era :: | Scoop.it
From www.psychologytoday.com - July 5, 2012 11:29 PM

Happiness interview: Andrew Mangino. By Gretchen Rubin...

 

How can we usher in a new era of happiness (and inspiration) in America's schools?


I had to include this question because it's the one I think about every day!

 

Our team at The Future Project believes that just as there is an achievement gap, there is also an inspiration deficit in our schools. When students (and teachers, administrators, custodians, coaches, and parents) are not inspired, they are not happy -- at least not as happy as they could be! Nor do they learn well; reform, we believe, must be built on a foundation of inspiration. So, we're aiming to bring about the world in which all students have found something that inspires and truly excites them, whether civil engineering, French food, botany, or the Roaring Twenties, and channeled it to improve the world around them. All before finishing high school!

 

Read more, very interesting...:

http://www.psychologytoday.com/blog/the-happiness-project/201107/when-students-are-inspired-they-and-their-teachers-are-happier

 


Via Gust MEES, Aki Puustinen
Konstantinos Kalemis's comment, July 5, 2012 4:51 AM
1. Explain. Some recent research shows that many students do poorly on assignments or in participation because they do not understand what to do or why they should do it. Teachers should spend more time explaining why we teach what we do, and why the topic or approach or activity is important and interesting and worthwhile.
2. Reward. Students who do not yet have powerful intrinsic motivation to learn can be helped by extrinsic motivators in the form of rewards. Rather than criticizing unwanted behaviour or answers, reward correct behaviour and answers.
3. Care. Students respond with interest and motivation to teachers who appear to be human and caring.
4. Have students participate. One of the major keys to motivation is the active involvement of students in their own learning.
5. Teach Inductively.
6. Satisfy students' needs. Attending to need satisfaction is a primary method of keeping students interested and happy.
7. Make learning visual. Use drawings, diagrams, pictures, charts, graphs, bulleted lists, even three-dimensional objects you can bring to class to help students anchor the idea to an image.
8. Use positive emotions to enhance learning and motivation. Strong and lasting memory is connected with the emotional state and experience of the learner.

Konstantinos Kalemis's comment, July 5, 2012 4:52 AM
Also, we have a large number of WEB 2.0 tools for free use in our class.
Gust MEES's comment, July 5, 2012 5:08 AM
@Konstantinos Kalemis,

Hi,
Thanks for your comment, much appreciated...

have a nice day :-)
Gust
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