E-Learning-Inclusivo (Mashup)

"“So it was an instrument of radical change, that’s what they thought it was. And then around about the middle of the 1980s …this computer got into the hands of school administrations and the ministries and the commissioners of education, state education departments. And now look what they did with them … The establishment pulls together and now they’ve got … a computer curriculum, and there’s a special computer teacher. In other words, the computer has been thoroughly assimilated to the way you do things in school.” — Papert, in Papert & Freire, late 1980s via Milne (2013)."

"No one should teach in fear of the prospect of a wronged and vengeful student."

Summary from Academica Top Ten - Friday, January 6, 2017

"How to address student grade challenges before they happen

 Instructors can help address grade challenges by students before they happen if they follow a few basic steps, writes David Gooblar for Chronicle Vitae. The first step, the author argues, is to be as clear as possible about your expectations and grading policies in your syllabi. The second is to clarify your grading policies throughout a semester, giving a breakdown of grading criteria at the beginning of each new assignment. The author adds that it is also crucial to create space for the appropriate discussion of grades, explain your reasoning for particular grades, and stand your ground while remaining patient with students who challenge their grades. "

“I’ve never liked being called on,” says one student. “It feels like you’re under a microscope.”

Summary from Academica top Ten - Wednesday, April 20, 2016:

"Offering participation points in the classroom favours extroverts Introverted students experience aspects of education in a very different way than their extroverted peers, according to Emma Tranter. The author examines the way that factors like in-class participation can accidentally disadvantage introverted students, and how a misunderstanding of shyness or introversion can cause instructors to incorrectly evaluate their students’ understanding of the material. “I think one of the big problems we have is that we don’t ask both our extroverted and our introverted students to push themselves beyond their comfort zone,” says Montclair University Associate Professor Emily Klein, “we ask introverted students to do it all the time, but we never ask extroverted students to do it.”"

"We need a cultural shift in how we provide comments on student work, say Naomi Winstone and Robert Nash"

Summary from Academica Top Ten - Friday, October 7, 2016:

"Students will not appreciate feedback until they learn how to use it, says THE contributor 

“What students do with expert advice is at least as important as the advice itself,” write Naomi Winstone and Robert Nash for Times Higher Education. The authors allude to UK data showing that students are less satisfied with the feedback they receive from instructors than they are with any other aspect of PSE. Yet the authors argue that no amount of feedback would ever be enough to solve this issue, because the only way to address it is to train students on how to properly incorporate and learn from feedback, which requires resilience and flexibility. “To really achieve this goal properly, we need a cultural shift in higher education,” the authors conclude. “Moving away from the notion of feedback simply as something we give away to students and towards one that sees it as a two-way street, with shared responsibilities and expectations.”"