CategoryDigPed 2017

Final reflections on my year as a faculty fellow

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The ungrading community My year as a faculty fellow has been a time of experimentation, professional growth, and community building. While I didn’t know it when I first applied to be a faculty fellow, the DPL conference in Vancouver sent me in a completely new direction in developing my pedagogy. Over the past year, I’ve explored ways to assess students without assigning them grades...

Humanity, Theirs and Ours, in Edtech Development

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This image is from a recent Twitter thread (with 4500+ retweets and 450+ comments as of this writing) by Chris Gilliard (@hypervisible), whose research and pedagogy often point to the consequences of online systems surveilling us, built as they are on the monetization of data collected about individuals. As a consequence, groups peripheral to whatever “use case” was used to develop the system are...

Workshop: Beyond Grading w Amy Hasinoff, Jesse Stommel, John Tinnell & Dale Stahl (March 9th @ Inworks)

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[avatar user=”Amy.Hasinoff” size=”thumbnail” align=”left” /] Do you want to spend more time on feedback and less on assigning and justifying grades? Are you concerned that your students seem more focused on grades than learning? In this hands-on workshop we’ll explore ways to provide students with feedback that is useful and motivating—without relying on grades...

Experiments in self-assessment

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This semester, I’ve been experimenting with self-assessment. Students in my undergraduate 4000-level online course submit weekly self-assessments in which they fill out a chart proposing the number of points they think they’ve earned on their activities that week and they write a paragraph-long reflection of what they’ve learned and how they plan to improve. So far, it’s...

Opening Books@Work: A ThinqStudio & CFD Collaboration

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In partnership with CU Denver’s Center for Faculty Development (CFD), ThinqStudio invites you to join a Books@Work club throughout October featuring the text Open: The Philosophy and Practices that are Revolutionizing Education and Science. If you are unfamiliar with CFD’s Books@Work program, the effort is designed for faculty across campus to “discuss books on a variety of...

Join the “Hacking Assessment” book club

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Are you interested in thinking about how to spend more time on student feedback and less on assigning and justifying grades? Please consider joining the Thinq.Studio book club for Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. While the book is aimed at K12 teachers, we’ll be talking about how to apply and develop its insights for higher ed. Please email amy...

Thinq Lunch RSVP Sept. 8th 12:00 – 2:00

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Enjoy a casual lunch while we discuss directions and intentions for the ThinqStudio. ThinqStudio Lunch Friday September 8th | 12:30 – 2:00 Student Commons 4021 We will discuss our experiences at recent Digital Pedagogy Institutes in Vancouver and Virginia; as well as goals and activities for the 2017-18 academic year. The event will be in the Student Commons Building, room 4021 with lunch served...

It’s hard to learn while hungry

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As Luis Poza mentioned in his earlier post, the Digital Pedagogy Lab in Fredericksburg, Virginia featured a keynote by Sara Goldrick-Rab, who researches college affordability and the very real needs of our students. Dr. Goldrick-Rab encourages all professors to put a note about assisting with these problems into our syllabi. I confess that I had not given much thought to these problems, so I am...

What happens when you replace grades with a set of requirements?

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This weekend the NYT had a story about an alternative assessment model called mastery-based learning: “A New Kind of Classroom: No Grades, No Failing, No Hurry.” Here’s how the article describes it: At M.S. 442, students are encouraged to focus instead on mastering a set of grade-level skills, like writing a scientific hypothesis or identifying themes in a story, moving to the...