If teaching a 300-plus person course isn't enough work, faculty members who do so at Iowa's three public universities have new duties starting this fall. By state law, they must create and use "formative and summative assessments" and submit a plan for using those assessments to improve student learning.
EssayTagger is a web-based tool that helps teachers grade essays faster by eliminating the repetitive and inefficient aspects of grading papers. EssayTagger is not an auto-grader. You still do all the grading yourself, but now you can do it faster!
E-portfolios are becoming standard practice for academics, students, and professionals and typically include examples of skills and achievements, as well as a reflective blog element. E-portfolios can be developed in a variety of ways, from simple (and free) blogging platforms, to modules in learning management systems, to dedicated software programs and services. Many colleges and universities offer their own e-portfolio services to students, be they proprietary or licensed through an outside provider.
The providers of massive open online courses have rapidly expanded in the past year, aided in part by a series of potentially lucrative no-bid deals with public colleges and universities, including for services that may extend beyond the MOOC model. At least 21 universities and higher education systems in 16 states have signed agreements with Coursera, Udacity or edX without going through a competitive bidding process.
Dan Hickey's recent post Research Design Principles for Studying Learning with Badges prompted me to reflect on the distinction between reputation systems and credentialing / badge systems. Why does this distinction matter?
Triumphalists and naysayers alike should be humble in the face of rapid educational change. As a cautious optimist about their future, I wouldn’t be in the least concerned if MOOCs didn’t pan out, so long as they morphed into, or were overtaken by, some new, improved, pedagogically superior educational technology. We just don’t know. It’s far too soon to declare that MOOCs will conquer the earth – or that they will die a slow, ignoble death.
I recognize the importance of looking at higher education critically to determine what impact the experience has on individuals and societies but we seem to repeatedly resort to the same fallback strategies of “counting what can be counted.”...
Within the United States and abroad, Career and Technical Education (CTE) often exist in a world completely separate from that of traditional postsecondary education. This divide is exacerbated by the sometimes baffling array of options available to students upon completion of secondary school. With such a wide variety of degrees, certifications, credentials, career training, and other learning opportunities, it can be a challenge for students to discern which options provide superior quality, accurately value the benefits of their options, and determine the clearest pathway toward the career to which they aspire.
Our European MOOCs in Global Context Workshop (19-20 June 2013 @ UW-Madison) went very well, in my biased opinion. The event was kicked off by a provocative and well-crafted keynote lecture by George Siemens of Athabasca University.
A gift for spatial reasoning — the kind that may inspire an imaginative child to dismantle a clock or the family refrigerator — may be a greater predictor of future creativity or innovation than math or verbal skills, particularly in math, science and related fields, according to a study published Monday in the journal Psychological Science.
Colleges might gain much more information about the likely success of undergraduate applicants to science and technology programs by giving added weight to success on Advanced Placement tests, and on personality traits (different ones for males and females) that may hold back some students, according to a new study.
Full reports of what 18 HEIs are trying to do regarding measurement of critical issue areas, including student learning outcomes—telling how effectively an institution delivers and assesses the learning required for a given credential and facilitates comparisons of various institutions’ credential quality. With uniform measurement across these five issue areas, data from each institution can easily be observed and compared through a simple dashboard.
Abstract: In massive open online courses (MOOCs), peer grading serves as a critical tool for scaling the grading of complex, open-ended assignments to courses with tens or hundreds of thousands of students.
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