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2¢ Worth » Working for Value
2¢ Worth » Working for Value
David Warlick shares stories of authentic assignments and how they motivate learners. Writing & creating for an authentic audience is different from creating content just for a teacher.
<p>When writing, let’s say, to the teacher, you are communicated to be evaluated.&nbsp; Assessment is the outcome, based on some set of expectations involving skills and/or knowledge. </p> <p>However, when writing to an authentic audience, what you are trying to earn is not an evaluation (though there may be one coming in the process).&nbsp; What you are writing for is a <span style="font-weight: bold; font-style: italic;">response</span>, and that response will be directed toward what you have invested in the work, not just the facts you have included or the skills you have demonstrated.</p>
Imported from Diigo#writing#assessment#education#web2.0#motivation
·davidwarlick.com·
2¢ Worth » Working for Value
JOLT - Defining Tools for a New Learning Space: Writing and Reading Class Blogs
JOLT - Defining Tools for a New Learning Space: Writing and Reading Class Blogs
Examines blogs as learning tools for creating a "community of discourse." This article focuses more on the role of the facilitator in shaping the learning community than on the instructional design of assignments using blogs. There's some interesting ideas about evaluating success and determining whether students are reading blog posts beyond just how much commenting happens.
Imported from Diigo#blog#education#highered#web2.0#teaching#assessment
·jolt.merlot.org·
JOLT - Defining Tools for a New Learning Space: Writing and Reading Class Blogs
Learning in the Webiverse: How Do You Grade a Conversation?
Learning in the Webiverse: How Do You Grade a Conversation?
Principles for assessing online discussions and other conversations (blogs, chat, etc.) by coherence, awareness of audience, and diction. Writing for asynchronous discussion isn't the same as writing an essay, and the author argues that students who simply post essays to the discussion board should receive good grades.
Imported from Diigo#conversation#discussion#highered#assessment#web2.0#elearning
·campustechnology.com·
Learning in the Webiverse: How Do You Grade a Conversation?
Sending Your Courses into the Blogosphere: An Introduction for “Old People”
Sending Your Courses into the Blogosphere: An Introduction for “Old People”
An instructor explains how blogs improved the student ownership and depth of discussions over what they experienced with asynchronous discussion boards. Also includes how blog posts were managed and assessed for the course.
How might faculty members use blogs to help their students reach particular learning goals? I use blogs to accomplish two goals in my courses: to facilitate serious communication and cooperation between students on course–related topics and tasks, and to generate efficient and meaningful class discussions.
The difference with blogs, and it is an important difference, is that students take possession of the class blog in ways they never did with these other products.
Imported from Diigo#assessment#asynchronous#blog#highered#learningcommunity#web2.0
·chnm.gmu.edu·
Sending Your Courses into the Blogosphere: An Introduction for “Old People”