So the good news is that massive courses have the technology and the audience needed to generate massive (or “Big”) data, enough data to give course developers the statistics they need to refine and revise testing so that it more capably screens those who know from those who don’t. And, if combined with some of […]
Author Archive | DegreeofFreedom
I hope I’ve not lost too many people as this week’s series dove into some of the more technical aspects of testing. It’s just that, having spent so many years in both the professional testing and education industries, it struck me how some of the principles of the former could really improve the quality of […]
The huge enrollments in massive open courses requires automation of as many aspects of the teaching process as possible, which is why machine-scored testing will likely be part of the MOOC “package,” even if what the machine can score becomes more sophisticated over the coming months and years. But since the one thing we can […]
Most test development begins and ends with the writing of test questions. For instance, a teacher preparing a quiz or exam for his or her students usually starts not from the type of statistically validated test plan described in the previous post (the type of test plan created to drive development of a content-valid standardized […]
Over the next few of days, I’m going to see how far we can get covering the entire professional test development process and showing how these steps can inform the creation of more accurate and challenging assessments for MOOCs and similar high-scale learning programs. Those interested in more in-depth coverage of this subject can check […]
Questions regarding what role MOOCs and other free learning resources will play in the wider educational universe may ultimately come down not to how well they teach but how well they can prove what students have learned. And the way learning has traditionally been proven is through graded assignments that I’ll be lumping together under […]
If the takeaways from this week’s look at time-related issues regarding MOOCs and other independent learning resources are: (1) On average, most MOOC and similar independent courses have a lighter workload than their brick-and-mortar equivalents; but (2) Independent learners have a higher level of responsibility to keep themselves on track than they would in a […]
It dawned on me while taking the quiz associated with one of the latest lessons in Udacity’s Statistics class that I didn’t have the foggiest idea of what I was doing. This concern actually began last week when I got through a similar quiz by plugging as many numbers into as many equations as I […]
In addition to the time needed to attend class, college also consists of the wide variety of assignments (including reading, homework and assessments) that are implemented in different ways within a MOOC environment. One of the ways I find online learning to be superior to traditional brick-and-mortar is that there is less of a tendency […]
A couple of observations which, while not scientific, are informed by enough of the experiences I’ve been having as part of this Degree of Freedom Project to serve as the starting point for conversation about “class time” required to successfully complete a MOOC (or comparable free learning course): So far, the hours of lecture associated […]
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Educational, political and philosophical reflections on how to turn every student into a critical thinker and independent learner.