Clippings

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.

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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

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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”.

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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. . .

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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
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    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.

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