13 Matching Annotations
  1. Sep 2016
    1. Activities such as time spent on task and discussion board interactions are at the forefront of research.

      Really? These aren’t uncontroversial, to say the least. For instance, discussion board interactions often call for careful, mixed-method work with an eye to preventing instructor effect and confirmation bias. “Time on task” is almost a codeword for distinctions between models of learning. Research in cognitive science gives very nuanced value to “time spent on task” while the Malcolm Gladwells of the world usurp some research results. A major insight behind Competency-Based Education is that it can allow for some variance in terms of “time on task”. So it’s kind of surprising that this summary puts those two things to the fore.

    1. Qualitative differences like spending on recruitment or types of degrees conferred matter to solvency and public perception.
  2. Jul 2016
    1. do these analyses without ever mentioning diversity when we recruit survey-takers or within our survey

      Indeed, a major advantage, in terms of methodology. Bias is introduced in myriad ways, but that one way would likely have a much deeper effect than many others.

  3. Jun 2016
    1. The War on Stupid People

      Lots of difficult things with this text, including the title. The obsession on measurable “smarts” is an important topic and the possible measures to prevent this obsession from impacting (US) society make sense. But it’s really tricky to discuss intelligence in such ways. Part of the text reads as further essentialisation of measured intelligence. Yet it sounds clear from the possible measures described that this form of intelligence takes at least part of its meaning in a given social context.

      Maybe the deep issue with a text like this is that it’s hard to get people to shift from one consistent mindframe (paradigm, episteme) to another. More specifically, it’s hard to discuss intelligence in a context where the concept has become so loaded.

      Would have lots more to say about this from my parents’ experiences (an occupational therapist who spent a career with people labelled as having “intellectual disabilities” and a psychopedagogue who worked in “special education” with students from a low-income neighbourhood who had “learning disabilities”). Maybe later.

    1. integrates all of our data
    2. teachers and administrators can see how students measure according to these factors in addition to more traditional academic ones.
    3. Student Skills Rubric that measures factors such as how prepared students are for class, whether they are on time, how committed they are to learning, and how well they work with others.
    4. We’re not taking into account any of the other things that are happening in the classroom, or socioeconomic status, or parent involvement.

      If it’s not counted, does it count?