This is where control is disguised, to the point that the controlled and even the controllers do not recognise it. Within this disguise is a form of control that allows it to remain hidden, as if it were designed not to be spoken about. It is systematic and may evolve, and will not be planned but come about, even though is may not benefit either party.
Thursday, 25 November 2010
Wednesday, 24 November 2010
Students creating a questions for peers to answer
Hi
This is a very interesting idea. I know of a case study where level 3 students, as part of their summative assessment, write MCQs for level 1. These questions are then reviewed and marked on s specific criteria by the tutor, and the best ones are used with level 1 students.
There are a couple of different ways of doing this.
How many students?
Would it all be in one test, or separate test presented by each student?
How many questions per student?
Would the students be collating the marks, or do you what to do this?
Will the results be anonymous
Version 1 ‘clickers’
Small group, small number of questions, quick turn around in question-to-feedback, MCQ type questions
Students write the questions using turningpoint software, available on the network. These slides can then be copied and pasted into one big powerpoint presentation. All the students attending session get a clicker and answer questions, student who wrote the question stands up and says which was the right answer and why.
Advantages – ensures participation, students can ask questions and get feedback from you or the writer of the question
Disadvantage – have to organise session, book out clickers, session might drag on depending on numbers of students and questions.
Guide - Clickers (Classroom Voting Systems)
Version 2 ‘Survey monkey’
Large group, large number of questions, students manage the collating of results, allows wide range of question types
Students use this free online tool, create their questions, distribute to urls via blackboard. Students answer questions, and receive any feedback that the student provided. Students can review results.
Advantages – good for large groups, students manage the whole process promoting independence
Disadvantage – students might get questionnaire fatigue and not answer them all. This is an external service, and student will be required to submit details in order to create an account – so there are data protection issues. Answers are anonymous
Version 3 ‘BOS’ Bristol Online Survey
Large group, large number of questions, students manage the collating of results, allows wide range of question types
This is the same as the version above only this is ljmu hosted service, so no DP issues.
Guide - BOS (Bristol Online Survey)
Version 4 EXCEL and Blackboard
Large group, large number of questions, MCQ question type only, marks are not anonymous, staff member collates the marks
Students create a very simple excel spread sheet, which is sent to tutor. The tutor then uses a special blackboard tool to import the excel spread sheets. This create a single quiz or multiple quizzes in blackboard. Student can then do the online tests. The marks for the tests can be collated and are not anonymous. Students get basic feedback on what the right answer was
Advantages – good for large groups, marks are not anonymous, questions are easily reviewed by staff member, questionnaires can be randomised so students don’t all sit the same quiz but all do the same number of questions
Disadvantage – tutor has to upload questions (which is only a couple of clicks), questions don’t contain feedback
Guide - Creating questions in excel and uploading them into blackboard
Further Advice
Best practice would point for students to understand the basics of writing a good MCQ question
Monday, 22 November 2010
ljmu e-learning forum on open-learning objects
Theme: “The BIG Share” Open Learning Resources
Institutions are starting to open up their resources to the wider world, projects that enable open sharing of content are happening across the sector, making content available on the web supporting your teaching and learning.
This e-learning forum will concentrate on these emerging resources. If will give the background context, discuss the educational implications, provide examples within the institution and provide support for you to look for yourself.
Speakers
David Kernohan has worked for JISC since 2006, latterly being involved in managing the UKOER programmes and related work. He's worked for HEFCE, and "has stories" about CETLs, FDTL and professional standards for HE teaching staff, and once upon a time ran staff development events, lectured in Music Technology, and prepared for QAA audits. He also blogs on educational openness and policy at http://dkernohan.posterous.com and keeps a running commentary on twitter as dkernohan.
Traci Hudson (HEA) Module/Programme leader. Joint Teaching and Learning Co-ordinator
Traci will be discussing how nursing courses at LJMU are using resources developed by Nottingham University.
Ruth Nagus (ECL) ECL Faculty Learning Technologist
Ruth will be discussing how education courses are embedding a range of external resources to support learning.
Alex Spiers (AEU) – Learning Technology Officer
iTunesU – Alex will be discussing the current LJMU development project for the introduction of this service.
Katherine Harbord (MAS) – Senior Lecturer
Katherine will be discussing her use of open learning resources to support her students
iPad homemade teleprompter
I love this video, http://webvideouniversity.com/podcast/video/2010/08/27/how-to-build-an-ipad-teleprompter-for-under-5-wvu-98/
There are more basic ones that don’t require an ipad made from wood – but I just love the reuse of the ipad packaging and the whole simplicity.
Squarepusher, scott mcCloud and educational innovation/creativity
Scott mccloud is an american comic book writer. I only know his books on the history and culture of comics, which are innovatively written as comic books. In the second of these, using only a few frames he describes the journey a someone makes when developing within a field. I'm making a very short summary here. We become skilled enough to become part of the group, this takes several steps,then we become highly skilled, equivalent to a master crafts man, but are only really copying what has come before. Then we become aware of the practice we are in and see areas for innovation, then we become aware of ourselves in the group. Finally we become aware of the group as if standing outside looking in. this is the final level, which many do not reach. This simplified version does do the comic panels justice, however, scott captures the journey from newbie to accomplish artist, from student to phd, from new academic to high level research, and from student lecturer to innovative lecturer.
It has all the levels of Biggs' SOLO taxonomy and the practice community of wenger. in an interview with bbc culture show the highly innovative bassplyer Squarepusher, talks about the way he approaches the instrument. to sum t is up it somewhere between knowing everything about the instrument and how it is played now, and rejecting all these in order to play it as if you have never hear or see it before 'like a monkey' as he puts it. This sessms a very obscure reference, but in particular approach to innovation we need space to play, a high level of skill and knowledge of the field, but also the confidence to reject established practice. I present these as interesting ways of thinki about innovation. They have connection and links with academic research in this areabut also jump out at me as a different way of thinking about it.
It has all the levels of Biggs' SOLO taxonomy and the practice community of wenger. in an interview with bbc culture show the highly innovative bassplyer Squarepusher, talks about the way he approaches the instrument. to sum t is up it somewhere between knowing everything about the instrument and how it is played now, and rejecting all these in order to play it as if you have never hear or see it before 'like a monkey' as he puts it. This sessms a very obscure reference, but in particular approach to innovation we need space to play, a high level of skill and knowledge of the field, but also the confidence to reject established practice. I present these as interesting ways of thinki about innovation. They have connection and links with academic research in this areabut also jump out at me as a different way of thinking about it.
Friday, 19 November 2010
It's so obvious, adoption happens at a local level, so issues, policy and response must be cated there - Trowler notes
Trowler uses so vignettes to illustrate this. The india nation 'blackboard' campaign tried to improve teaching practice with packs of training materials and teacher training. it had very little impact. It was seen as 'proving a remedy to the wrong ailment' and 'confirming to an ideal' where the reality was completely different.
NewU brings in a policy to broaden the student experience with elective modules. Staff find creative to conform to this policy but without offering any electives. There are even cases on 'compulsory elective'.
This localised adaptation can lead to real problems Analysis of the shuttle disaster was connected to a 'the normalisation of deviance'. Health and safety procedures were adapted over time and through a social process that allowed it to become acceptable.
Trowler cultures and change in h.e. P42
NewU brings in a policy to broaden the student experience with elective modules. Staff find creative to conform to this policy but without offering any electives. There are even cases on 'compulsory elective'.
This localised adaptation can lead to real problems Analysis of the shuttle disaster was connected to a 'the normalisation of deviance'. Health and safety procedures were adapted over time and through a social process that allowed it to become acceptable.
Trowler cultures and change in h.e. P42
Thursday, 18 November 2010
Good reference - fullen 1999 - how important ownership is to change
This is known as 'domestication'. From trowler
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