christopher lovegrove's blog

I have gone over the course aim... Greg read out load and I set the sceen for them and recorded this on the Smartboard. Greg also read out the two learning outcomes.

I then asked them what was their understanding of SCL and we recorded this and disscussed.

They then got into their three groups for an 1/2 hour get together and then reported back.

The report back went really well, with the three speakers descibing what each group thought was high on their prioty list. I'm sure that they will all blog on this first meeting.

The three also spoke with confidence, was this because the group has already appointed the best speaker?

One group and I went to see Peter and got some prices for materials. A good early move by that group.

Yellow Cedar $2818/ m 3

Gaboon ply BS 1088 12 mm $115 + 6 mm $60 +

Epoxy $ 340/24L + mixed

Still have to look at the assessment events and the purpose of these.

Posted at 01:16 PM | Permalink | Comments (1)

Doing Assessment As If Learning Matters Most

This realignment of opinion hasn’t occurred by chance. Since the mid 1980s, a dedicated and widely dispersed cadre of activists and opinion leaders from higher education associations, regional and professional accrediting agencies, disciplinary societies, and campuses have urged us to use assessment to improve learning quality and productivity. In response, tens of thousands of faculty and administrators on hundreds of campuses have endured speeches, labored in workshops, and conferred at conferences on assessment. Collectively, on committees and task forces, they’ve produced cubic yards of plans, projects, statements, and reports. Thousands have become familiar with, even expert in, assessment. Examples of clever adaptations and creative invention abound. All this effort has been expended despite the fact that involvement in assessment typically counts for little or nothing in pay or in tenure, retention, and promotion decisions. Thus, when most academics "do assessment," personal and professional values motivate them. And the strongest of those intrinsic motivators is undoubtedly the desire to improve student learning.

via education.gsu.edu

How is it?

Four Pillars of Transformative Assessment

In typepad there was this Blog it..... so now when I'm reading stuff I can use the Blogit and do just that.

Posted at 12:02 PM | Permalink | Comments (0)

work in progress we arnt the only ones

via fie-conference.org

How is it?
In-class discussions are expected to stimulate
inquiry and critical thinking through collaborative learning.

Posted at 09:59 AM | Permalink | Comments (0)

Exploring (and possibly changing) Faculty Attitudes Toward Teaching and Student-Centered Learning: Mid-South Instructional Technology Conference

This presentation will explore the "Conceptual Change Model", an intervention strategy faculty development staff can use to help move instructors along the path from traditional lecture-based strategies to student-centered classroom techniques. We'll explore how self-concept relates to teaching style, how it can be influenced, and end by presenting a multi-case study that explores the evolution of teaching self-concept in college faculty who have moved from lecture-based to student-centered approaches.

via frank.mtsu.edu

How is it?
Started to rain so off onto the net for some more study.
Change is a constant and if you cant except this then....

Posted at 09:40 AM | Permalink | Comments (1)