RANDY BASS
A (8) | B (6) | C (5) | D (11) | E (4) | F (1) | G (8) | H (3) | I (1) | J (25) | K (8) | L (4) | M (12) | N (2) | P (10) | R (11) | S (10) | T (9) | V (4) |
Can We Promote Experimentation and Innovation in Learning as well as Accountability? Interview with Terrel Rhodes
Posted March 15th, 2009 by Randy Bass, Georgetown University
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Faculty
often fear that “assessment” will have a reductive
effect, either by reducing the rich complexity of teaching and
learning to simplistic metrics, or by limiting what’s being
measured. Student learning in new media environments seems
particularly difficult to reconcile with traditional assessment
tools.
In this interview, Terrel Rhodes, director of the VALUE project, describes the process of creating metarubrics that provide flexible criteria for making valid judgments about student work, resulting in frameworks tailored to local contexts but calibrated to “Essential Learning Outcomes.”
New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introduction to this Issue of Academic Commons
Posted January 7th, 2009 by Randy Bass, Georgetown University
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How might we merge a culture of inquiry into teaching and learning with a culture of experimentation around new media technologies? In this issue of Academic Commons we look at the possibilities for building knowledge around teaching and learning in a rapidly changing technological landscape. We take these questions up in the context of a dual challenge: to understand better the changing nature of learning with new media, and the potential of new media environments to make learning--and faculty insights into teaching--visible and usable.
The Difference that Inquiry Makes: A Collaborative Case Study on Technology and Learning, from the Visible Knowledge Project
The Visible Knowledge Project was a collaborative scholarship of teaching and learning project exploring the impact of technology on learning, primarily in the humanities. In all, about seventy faculty from twenty-two institutions participated in VKP. Here we publish a collection of classroom case studies, edited by Randy Bass and Bret Eynon, who served as the Project's Co-Directors and Principal Investigators. The case studies included here are by Lynne Adrian, Rina Benmayor, Paula Berggren, Pete Burkholder, Bernie Cook, Anne Cross, Heidi Elmendorf, Peter Felten, Edward Gallagher, Juan Gutiérrez, David Jaffee, Sharona Levy, Viet Nguyen, Patricia O'Connor, Taimi Olsen, John Ottenhoff, Elizabeth Stephen and Mark Kann. In addition to these classroom-based inquiries, there are a few cross-classroom studies taking a broader look at learning. These are by Joe Ugoretz and Rachel Theilheimer, Michael Coventry and Matthias Oppermann, and Bret Eynon.
