Category Archives: Teaching

Badgepost Failures

I just realized I told some folks on a phone call that the recent post indicated some of my failures in using badges, but it didn’t really. I would deem it generally a very high success, and will continue to use badges in all my classes. With rare exceptions, students have been pretty enthusiastic (with [...]
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BlogPost Progress Report: peer assessment

Over the last four semesters, beginning in the spring of 2011, I have been using a badge system that allows for peer review and the awarding of badges that can then be shared on the open badge infrastructure. As with many of my experiments with educational technologies, I figured the best way to learn what [...]
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Buffet Evals

“Leon Rothberg, Ph.D., a 58-year-old professor of English Literature at Ohio State University, was shocked and saddened Monday after receiving a sub-par mid-semester evaluation from freshman student Chad Berner. The circles labeled 4 and 5 on the Scan-Tron form were predominantly filled in, placing Rothberg’s teaching skill in the ‘below average’ to ‘poor’ range.” So [...]
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What does the university offer?

The answer is obvious: courses. But you can get courses anywhere. I’ve written about this before (Dealing Out the Uni), but Jim Groom’s effort to get a new server for his course via Kickstarter has me thinking again. Earlier this week, in the context of discussing what the traditional university provided that crowdsourced and open [...]
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Brief Introduction to BadgePost Prototype

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Badges: The Skeptical Evangelist

I have been meaning to find a moment to write about learning badges for some time. I wanted to respond to the last run of criticisms of learning badges, and the most I managed was a brief comment on Alex Reid’s post. Now, with the announcement of the winners of this year’s DML Competition, there [...]
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Rank Teacher Ranking

There has been a little discussion on an informal email list at my university about the Op-Ed by Bill Gates in the New York Times that argues against public rankings of teachers. It’s a position that in some ways constrains the Gates Foundation’s seeming interest in quantifying teaching performance. It led to questions we have [...]
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