http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/ What Michael Feldstein Is Learning About Online Learning...Online Tue, 06 Jan 2009 07:42:01 +0000 http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-27494 Desire2Learn Competencies and Rubrics, Part II at e-Literate Sun, 25 Nov 2007 18:23:10 +0000 http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-27494 [...] About Michael « Desire2Learn Competencies and Rubrics: Part I [...] [...] About Michael « Desire2Learn Competencies and Rubrics: Part I [...]

]]> http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26619 益学会 > OLDaily 中文版 » Blog Archive » 2007年11月19日 访谈，OpenID，电子书，知识社会，Facebook和OpenSocial Wed, 21 Nov 2007 02:14:12 +0000 http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26619 [...] Desire2Learn 能力培养和训练主题: Part I Michael Feldstein作了一个很棒的工作，介绍了Desire2Learn的能力培养举措。主要在于，“每种能力背后至少有一个学习目标。相应的，每个学习目标都至少有一个评估，也就是实际检核学生是否达到学习目标的手段。” 这个等式的关键是其伸缩性，第一步是能力要依赖于学习的目标，这一点却经常得不到共识。同样需要注意，对每一个学习目标而言，理论上都应该有一个对应的学习物件，而不仅仅是一个评估。但学习的目标能被简化为（这里正是一个简化了的过程）能力吗？我很怀疑，原因非常多。期待更多的讨论。Michael Feldstein, e-Literate November 19, 2007 [Link] [Tags: Assessment, Desire2Learn, Online Learning, Learning Objects] [Comment] [...] [...] Desire2Learn 能力培养和训练主题: Part I Michael Feldstein作了一个很棒的工作，介绍了Desire2Learn的能力培养举措。主要在于，“每种能力背后至少有一个学习目标。相应的，每个学习目标都至少有一个评估，也就是实际检核学生是否达到学习目标的手段。” 这个等式的关键是其伸缩性，第一步是能力要依赖于学习的目标，这一点却经常得不到共识。同样需要注意，对每一个学习目标而言，理论上都应该有一个对应的学习物件，而不仅仅是一个评估。但学习的目标能被简化为（这里正是一个简化了的过程）能力吗？我很怀疑，原因非常多。期待更多的讨论。Michael Feldstein, e-Literate November 19, 2007 [Link] [Tags: Assessment, Desire2Learn, Online Learning, Learning Objects] [Comment] [...]

]]> http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26539 Harold Jarche » Putting a training peg into an education hole Tue, 20 Nov 2007 16:01:37 +0000 http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26539 [...] Michael Feldstein has been examining Desire2Learn’s competency model that is supposed to make e-learning that much more aligned with education. The D2L model is one that starts with a Competency, from which there are certain Learning Outcomes and from these, Assessments can be developed. Michael shows some of the inherent difficulties with such an approach: This is the root of one of the most intractable problems in the outcomes debate: What should we be assessing? Which of the questions listed in the previous paragraph is the most important to answer? What is the most important possible outcome of an education? These are cultural, political, philosophical, practical, and ideological questions all tangled up into one big hairball. There isn’t one universally best answer. Some of where you come down depends on why you’re asking the question in the first place. Are concerned with training the next generation of literary scholars? Are you looking to maximize students’ likely economic benefit from their education, regardless of career path? Are you trying to create better citizens? Or do you care most about helping the student cultivate a rich and fulfilling life of the mind? The answers to these questions have a strong impact on whether it makes more sense to look at test scores or portfolios, whether assessment instruments should be the same across courses or even across states, and lots of other critical implementation questions. Without widespread agreement on goals and priorities, there will be no widespread agreement about what to assess or how to assess it. [...] [...] Michael Feldstein has been examining Desire2Learn’s competency model that is supposed to make e-learning that much more aligned with education. The D2L model is one that starts with a Competency, from which there are certain Learning Outcomes and from these, Assessments can be developed. Michael shows some of the inherent difficulties with such an approach: This is the root of one of the most intractable problems in the outcomes debate: What should we be assessing? Which of the questions listed in the previous paragraph is the most important to answer? What is the most important possible outcome of an education? These are cultural, political, philosophical, practical, and ideological questions all tangled up into one big hairball. There isn’t one universally best answer. Some of where you come down depends on why you’re asking the question in the first place. Are concerned with training the next generation of literary scholars? Are you looking to maximize students’ likely economic benefit from their education, regardless of career path? Are you trying to create better citizens? Or do you care most about helping the student cultivate a rich and fulfilling life of the mind? The answers to these questions have a strong impact on whether it makes more sense to look at test scores or portfolios, whether assessment instruments should be the same across courses or even across states, and lots of other critical implementation questions. Without widespread agreement on goals and priorities, there will be no widespread agreement about what to assess or how to assess it. [...]

]]> http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26433 incorporated subversion - education, media, community » Blog Archive » Uncompetence Tue, 20 Nov 2007 00:57:00 +0000 http://mfeldstein.com/desire2learn-competencies-and-rubrics-functionality-part-i/#comment-26433 [...] Stephen quotes Michael’s summary of the D2L rubrics, specifically: “Every competency has at least one learning objective under it. In turn, every learning objective has at least one assessment which is the actual instrument for checking to see if students have met the learning objective.” [...] [...] Stephen quotes Michael’s summary of the D2L rubrics, specifically: “Every competency has at least one learning objective under it. In turn, every learning objective has at least one assessment which is the actual instrument for checking to see if students have met the learning objective.” [...]

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