Joe Beckmann (joeb@oekos.org)
Thu, 17 Dec 1998 12:51:39 -0500
From: "Joe Beckmann" <joeb@oekos.org> Subject: RE: [ifets] Interinstitutional collaboration on distance ed courses Date: Thu, 17 Dec 1998 12:51:39 -0500
Mike,
Look particularly at the portfolio assessment stuff - which has a rich
literature in the US and several excellent software packages. Particularly
the Grady Profile, at http://www.aurbach.com, has open ended assessment
capacity, and can incorporate sound, video, print, scanned, and graphics
documentation. Developing those portfolios becomes a major project, which is
as it ought to be, and updating those portfolios becomes a joint occupation
of students and teachers, which, again, is as it ought to be. Profiles
certainly can contain standardized tests, as well as responses to those
tests. The key feature which is more important than the textual richness of
such profiles is that they provide timely, frequent, and easy feedback to
both teachers and students, using technology which is actually pretty
available in many schools.
It's one thing to think of curricular collaboration as a set of inputs, but
it's sometimes easier to think of it as a set of outcomes. When you do, it's
not just a test score, but a whole lot more.
Joe Beckmann
> -----Original Message-----
> From: owner-ifets@omega.gmd.de [mailto:owner-ifets@omega.gmd.de]On
> Behalf Of Garnock-Jones, Mike
> Sent: Wednesday, December 16, 1998 4:27 AM
> To: ifets@gmd.de
> Subject: RE: [ifets] Interinstitutional collaboration on distance ed
> courses
>
>
> Mary
> its good to think out aloud-
>
> i'm not a computer expert but the principal is excellent- i am trying to
> foster 'inter institutional' collaboration between LEA schools and my
> college.
>
> Alongside your suggestions in our area there's the potential for
> vocational
> tasters for pre-16 students to be supported by admin (eg get enrolment out
> the way before they arrive) for assessment details to be fed back into
> pupils school records (enhancing 14-19 curriculum), for induction via
> interactive on-line activities to be undertaken in advance (eg health and
> safety preparation) etc.
>
> The development of locally contextualised materials, involving employers
> also seems an area to develop.
>
> again no firm conclusion or even how to progress (i'm raising these ideas
> with management and teachers, LEA etc) just thoughts- any comments- how
> could this come a reality?
>
> mike
>
> > ----------
> > From: Mary Harrsch[SMTP:mharrsch@OREGON.UOREGON.EDU]
> > Reply To: ifets@gmd.de
> > Sent: 15 December 1998 23:55
> > To: ifets@gmd.de
> > Subject: [ifets] Interinstitutional collaboration on distance ed
> > courses
> >
> > Joe Beckman wrote:
> >
> > >How many different "introduction to early childhood education" courses
> > need
> > there be >to supplement everybody else?
> >
> > Along these same lines, I was thinking the other day if it would be
> > feasible
> > for a group of institutions to cooperatively develop online
> course modules
> > or materials for particular subject areas and then have professors "take
> > turns" facilitating the courses with the other professors serving as an
> > expert panel for discussion lists. For example, Professor X from our
> > early
> > childhood education program would teach the course fall term while his
> > "colleagues" from other participating institutions would serve as expert
> > panelists for the online discussion groups. The next term Professor Y
> > from
> > a different participating institution would teach the course while
> > Professor
> > X and the rest of the participating professors would serve as panelists
> > for
> > the online discussion groups.
> >
> > This would help to minimize unnecessary replication of effort
> to produce
> > course materials, illustrations, or simulations while providing an
> > opportunity for students to experience a variety of perspectives and for
> > instructors to spread the work load of responding to student
> > communications
> > (which has been mentioned as a problem with increased levels of
> > interactivity experienced with online instruction). Faculty
> participation
> > in
> > the discussion groups could be monitored using list archives.
> >
> > It would require some general agreement on key concepts and course
> > structure
> > but that would not be much different than selecting a textbook except it
> > would be done collaboratively. Administratively, I also don't know how
> > the
> > productivity of a discussion list facilitator would be considered along
> > with
> > their regular teaching load. We have the same problem now trying to
> > quantify student advising when considering overall faculty
> load..... Just
> > thinking out loud.
> >
> > Mary Harrsch
> > Network and Information Systems Manager
> > College of Education
> > 102-K Education
> > University of Oregon
> > Eugene, OR 97403
> > (541) 346-3554
> > http://oregon.uoregon.edu/~mharrsch/index.htm
> >
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