Images Used:
http://static.ddmcdn.com/gif/80s-tech-ch.jpg
http://www.netgrafika.com/wp-content/uploads/2011/10/social_media_clutter2.jpg
http://designmind.frogdesign.com/category/blog/59/term/social+change
http://wordandimage.wordpress.com/2008/05/17/lolcat-literacy/
http://www.etechmag.com/2012/03/10/the-evolution-of-technology-hurts-our-privacy.html
http://www.greenprophet.com/2012/04/earth-day-arab-spring/earth-day-arab-spring-globe/
assessment
Laura’s TLT Symposium Reaction
The annual Teaching and Learning with Technology symposium took place yesterday at the Penn Stater conference hotel. While the speakers and subject matter were incredibly interesting, I couldn’t help but examine the space used through an “Occupy Learning” lense.
Description
If the way to a man’s heart is through his stomach, the TLT Symposium must be pretty well-loved. The day started early, and the attendees broke their fast while sitting around round tables and listening to Jane McGonigal–2012’s keynote speaker. She entertained the crowd with tales of educational gaming successes and ideas for the future.
Afterwards, I chose to see Michael Elavsky presentation, “Global Communication Pedagogy as Hybridized Collaborative Engagements” and Scott/Ellysa’s presenation, “Digital Scholarship: How Digital Tools are Reshaping Academic Work.” A small set up of eclectic snacks (including real slushy machine) was set up in the same hallway as the breakout sessions. Inside each room, audience members sat at long rows of tables with comfortable leather chairs. Unfortunately, the weak wireless signal and lack of available power outlets led to some grumbling. I also found it interesting that Scott/Ellysa led a pen-and-paper based activity to describe areas of digital scholarship.
The afternoon brought even more food and sessions, but my brain started to wander as the day wore on. While I now wish that I had checked out the School of Nursing’s station and the rumored relaxation area, at the time I was content to continue on the path of least resistance. Leaving the building, I slipped on the limestone hallway made slick by the day’s rain.
Impact on Learning and Teaching
This is the first time my stomach has felt satisfied at a conference–which actually speaks a great deal to the availability of funding for this subject area versus Art Education. Having caffeine (and snacks) readily available kept attendees in the conference area and mitigated the need for outside breaks.
However, the round tables in which we ate breakfast did not allow easy visual access to the keynote speaker. If only the room was set up like the Innovation Studio! Having just one other screen on the opposite wall projecting her image would have saved me a neck ache.
It also seems strange that a conference dedicated to technology did not have a strong wireless backbone nor easy access to power. Scott/Ellysa’s use of a paper activity may have been a blessing in disguise. If the medium had matched the message (perhaps an online poll or other note system that aggregated everyone’s responses) a lack of reliable internet could have disrupted the flow.
As for my slip on the limestone floor? Just another example of my clumsiness. Although…perhaps someone should check out alternative materials or rain coverings before Penn State gets sued.
Community Collage (Team Tiger)
View the following PDF for descriptions of sources that have been remixed/appropriated for this collage: CollageElements.pdf
Validity in Educational Assessment
Moss, Pamela A., Girard, Brian J., Haniford, Laura C. (2006) Validity in Educational Assessment. Review of Research in Education, 30: 109-162
This piece reviewed various theories related to assessment. One validity theory looks at assessment as something that should be tested like any scientific hypothesis to determine whether empirical evidence exists that a given assessment actually measures what it was designed to measure (115). What I wonder is how often educators actually do this? If not then isn’t the test simply an end in itself, without any relation to the real world. Reminds me of education as simulation and simulacra in the Jean Baudrillard sense. One thing I wonder is that if we can gather evidence of learning to tell if assessment methods were valid, why bother with the assessment method in the first place? I guess it would be too costly? I currently do not know the methodology of assessing the assessment. Something for me to look in to.
The piece also looks at the role of participation and identity in learning (126 – 128). Participatory learning requires the formation of an identity related to someone that is willing to do what it takes to learn in school and to be a resource to other students (127). The authors look at one case study where the teacher collects evidence of both their ability to solve problems and their evolving identities and participation. Both assessments are needed in order to inform the direction of the day to day practice of teaching (128).