Archive for the ‘uncategorized’ Category

A credit is just credible evidence of learning.

May 16th, 2011 by Graham Attwell
I am a little sceptical about technology based embedded assessment services. But as this article, mainly focused on the requirement to release materials as OERs in US publicaly funded college programmes, points out that credit is at the end of the day only credible evidence of learning. And credibility is a subjective judgement. if self assessment, with the aid of technology becomes accepted as creible, this could spell the endof the monopoly of institutions on assessment and accreditation
clipped from chronicle.com

That still leaves the problem of credit. Public libraries were the original OER, yet people can’t demand a diploma just because they’ve learned from a book. But here, too, new developments are under way. The latest and most sophisticated open educational resources have tests embedded within them because assessment is a fundamental element of learning. Feedback-based, assessment-driven “cognitive tutors” developed by learning scientists at Carnegie Mellon are woven into science, engineering, and philosophy courses produced by the university’s Open Learning Initiative. For example, studies have shown that their online statistics course produces equal or better learning results than do traditional lectures. The same Carnegie Mellon experts will be helping the federal-grant recipients design their educational tools. Assessments create evidence. And that’s all a credit is, in the end: credible evidence of learning.

  blog it

Producing infographics

May 14th, 2011 by Graham Attwell
I am fascinated by the idea of infographics but have yet to produce anything with which I am happy. This blog article takes readers through the different steps in producing this image. Great tutorial and interesting statistics as well!
clipped from www.xplane.com

  blog it

System penaiises diadvantaged students

May 9th, 2011 by Graham Attwell
This research only conforms what we already know – that the UK university system is biased on grounds of class. What hope then once the new fees of £900 pound a year kick in?
clipped from www.guardian.co.uk

Pupils from disadvantaged backgrounds are being penalised by a university admissions system that unduly rewards early applicants, according to new research.

Three academics at Warwick University claim that the British system is unfair and inefficient when it comes to allocating places.

They say their research shows there is a “significantly lower probability of someone from a non-white ethnic background, or from a lower social-class background, or who attended a non-selective or a non-fee-paying secondary school, receiving an offer”. Explanations for the bias have yet to be explored, but may be partly explained because the current system appears to be weighted against “late developers”.

  blog it

Anti intellectual reaction to knowledge making of epic prportions…

May 9th, 2011 by Graham Attwell
In their report, The Future of Learning Institutions in a Digital Age, Cathy N. Davidson and David Theo Goldberg investigate the internet’s transformation of shared and interactive learning. They suggest the 10 principles as “fundamental to the future of learning institutions”. Number 4 deals with pedagogy…..
clipped from ecologyofeducation.net

4. A De-Centered Pedagogy

In secondary schools and higher education, many administrators and individual teachers have been moved to limit use of collectively and collaboratively crafted knowledge sources, most notably Wikipedia, for course assignments or to issue quite stringent guidelines for their consultation and reference.26 This is a catastrophically anti-intellectual reaction to a knowledge-making, global phenomenon of epic proportions. . .

  blog it

Who are our friends?

April 29th, 2011 by Graham Attwell
Tim Hume’s reflections on social networking following listening to a talk by talk by the anthropologist Robin Dunbar — “who famously posited that most humans can only handle around 150 social relationships.”
To these lies of social software I would add:
– Toy communicate with each of your friends in the same way
and
– You want to communicate the same things to all of your friends
clipped from gigaom.com

And they’re pretty bang on:

As a result, he has outlined what he calls four “lies of social software:”  the set of assumptions almost every social service online makes, despite the fact that there is ample evidence that they’re wrong.

  • Your friends are arranged into discrete groups
  • Your friends are equally important
  • You can manage hundreds of friends
  • Friendship is reciprocal and equal
  •   blog it

    The future of PhDs

    April 29th, 2011 by Graham Attwell
    i would largely agree with this statement. However, it is far harder finding an answer. Two ideas posed here – more cross disciplinary research and more real-world-problem based research have considerable merit. But how can we open up access to research and participation in universities whilst at the same time providing career progression routes.- especially in countries with less advanced economies?
    clipped from www.nature.com

    Most doctoral-education programmes conform to a model defined in European universities during the Middle Ages, in which education is a process of cloning that trains students to do what their mentors do. The clones now vastly outnumber their mentors. The academic job market collapsed in the 1970s, yet universities have not adjusted their admissions policies, because they need graduate students to work in laboratories and as teaching assistants. But once those students finish their education, there are no academic jobs for them.

      blog it

    Pomp, nonsense and supression

    April 29th, 2011 by Graham Attwell
    This just about sums it up for me….
    clipped from www.newstatesman.com

    So this is England, on the 29th of April, 2011. The marriage of the heir to an archaic and largely powerless royal dynasty is celebrated with pomp and circumstance, whilst dissent of any kind is suppressed on the smallest pretext, or none. If you step outside the system, if you refuse to stand and shout hurrah, if you question the narrative of easy privilege, if you offer an alternative or try to live one, you are a dangerous freak and you will be punished. The poor get poorer. The rich get richer. And England Prevails.

    **My littlest sister, who still studies at Brighton College, attended the festivities decked out in solemn black, accessorised with our Nanna’s funeral veil, in mourning for British democracy. The kids are alright.

      blog it

    Why do we place so much emhasis on grades?

    April 25th, 2011 by Graham Attwell
    Interesting blog post by Ryan Bretag who was invited to listen to student proposals on improving education. Ryan talks about the iaaue of grading and assessment.
    clipped from www.ryanbretag.com

    Grades and Motivation
    It warms my heart to hear students wanting to find ways to de-emphasize grading and shift our focus to intrinsic rather than extrinsic motivation. This may be one of the most difficult educational ideologies to break for all stakeholders. How do we convince people that grades are meaningless when society itself places a great value on them: scholarships, college admissions, etc? How do we address the legacy mindsets about the need to have grades?

      blog it

    Success in education necessay to excel in life?

    April 22nd, 2011 by Graham Attwell
    Interesting report commissioned by Demos. It just confirms the problems in the UK with education being seen as critical to success in life – especially financial success – but without the money required to pursue that education. Yet another reason to question the model of education we have developed in the UK.
    clipped from www.guardian.co.uk

    As part of the report, which offers recommendations for a policy to empower young women, Demos conducted a poll of 500 British females aged 16 to 19. It found 84% were anxious about being able to secure the job they wanted in the future, with 81% also worried about doing well in exams.

    Money fears also featured highly, with more than three-quarters (76%) saying they were worried about not having enough money, compared with 38% who were anxious about finding a partner and 57% who were worried about getting into university.

    The poll also found teenage girls thought success in education (92%), having good friends (72%) and being kind (70%) would enable them to excel in life.

      blog it

    Education bubble?

    April 11th, 2011 by Graham Attwell
    I suspect that if I ever met him I wouldn’t like Paypal founder and venture capitalist, Peter Thiel. We would probably disagree about most things.
    But I do agree with his assertion that we are now in a education bubble. Education has come to be portrayed as the answer to all of society’s ills. Young people are told they must get an education to get on in life. Older people are told they are responsible for their own lifelong learning to ensure they remain ’employable’. We threaten to cut social benefits to those that refuse to undertake retraining courses. And of course it is a lie. Many people are unemployed becuase there are simply not enough jobs. In Europe thousands of graduates, who in countries like the UK have run up substantial debts to get their degree, cannot find work. Thiel is right – education is not working. At least not the kind of education system we have now. It requires a complete rethink. What is the purpose of education?
    clipped from techcrunch.com

    But Thiel’s issues with education run even deeper. He thinks it’s fundamentally wrong for a society to pin people’s best hope for a better life on  something that is by definition exclusionary. “If Harvard were really the best education, if it makes that much of a difference, why not franchise it so more people can attend? Why not create 100 Harvard affiliates?” he says. “It’s something about the scarcity and the status. In education your value depends on other people failing. Whenever Darwinism is invoked it’s usually a justification for doing something mean. It’s a way to ignore that people are falling through the cracks, because you pretend that if they could just go to Harvard, they’d be fine. Maybe that’s not true.”

      blog it
    • Search Pontydysgu.org

      Social Media




      News Bites

      Cyborg patented?

      Forbes reports that Microsoft has obtained a patent for a “conversational chatbot of a specific person” created from images, recordings, participation in social networks, emails, letters, etc., coupled with the possible generation of a 2D or 3D model of the person.


      Racial bias in algorithms

      From the UK Open Data Institute’s Week in Data newsletter

      This week, Twitter apologised for racial bias within its image-cropping algorithm. The feature is designed to automatically crop images to highlight focal points – including faces. But, Twitter users discovered that, in practice, white faces were focused on, and black faces were cropped out. And, Twitter isn’t the only platform struggling with its algorithm – YouTube has also announced plans to bring back higher levels of human moderation for removing content, after its AI-centred approach resulted in over-censorship, with videos being removed at far higher rates than with human moderators.


      Gap between rich and poor university students widest for 12 years

      Via The Canary.

      The gap between poor students and their more affluent peers attending university has widened to its largest point for 12 years, according to data published by the Department for Education (DfE).

      Better-off pupils are significantly more likely to go to university than their more disadvantaged peers. And the gap between the two groups – 18.8 percentage points – is the widest it’s been since 2006/07.

      The latest statistics show that 26.3% of pupils eligible for FSMs went on to university in 2018/19, compared with 45.1% of those who did not receive free meals. Only 12.7% of white British males who were eligible for FSMs went to university by the age of 19. The progression rate has fallen slightly for the first time since 2011/12, according to the DfE analysis.


      Quality Training

      From Raconteur. A recent report by global learning consultancy Kineo examined the learning intentions of 8,000 employees across 13 different industries. It found a huge gap between the quality of training offered and the needs of employees. Of those surveyed, 85 per cent said they , with only 16 per cent of employees finding the learning programmes offered by their employers effective.


      Other Pontydysgu Spaces

      • Pontydysgu on the Web

        pbwiki
        Our Wikispace for teaching and learning
        Sounds of the Bazaar Radio LIVE
        Join our Sounds of the Bazaar Facebook goup. Just click on the logo above.

        We will be at Online Educa Berlin 2015. See the info above. The stream URL to play in your application is Stream URL or go to our new stream webpage here SoB Stream Page.

    • Twitter

    • Recent Posts

    • Archives

    • Meta

    • Categories