GLCC May 20, 2010

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Presentation on new frameworks for assessment. Using YouTube as a conceptual frame for summative assessment.

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GLCC May 20, 2010

  1. 1. |writing the obit on summative assessment |<br />glcc / 360º learning / unconference<br />5/20/10<br />
  2. 2. < introduction ><br />
  3. 3. Greg Thompson<br /> gst0423@gmail.com<br /> www.constructingmeaning.com<br /> akamrt23<br />akamrt<br />
  4. 4. < /introduction ><br />
  5. 5. < context ><br />
  6. 6. “participatory set”<br />
  7. 7. conversation<br />
  8. 8. cognitive dissonance<br />
  9. 9. create, then parallel<br />
  10. 10. disclaimer<br />lawrencelessig<br />mike wesch<br />jim belcher<br />chrislehmann<br />
  11. 11. < lessig ><br />
  12. 12.
  13. 13. “These talking machines are going to ruin the artistic development of this country. When I was a boy . . . in front of every house in the summer evenings you would find young people together singing the songs of the day or the old songs.” <br />
  14. 14. “Today, you hear these infernal machines going night and day.”<br />
  15. 15. creation culture<br />
  16. 16. highly interactive on a personal level<br />
  17. 17. passive culture<br />
  18. 18. bring themselves<br />
  19. 19. passively consume<br />
  20. 20. “[What we end up with is a] culture where creativity was consumed, but the consumer is not a creator.”<br />
  21. 21. remix is about building on the past<br />
  22. 22. internalizing it and (re)creating it <br />
  23. 23. < /lessig><br />
  24. 24. < wesch ><br />
  25. 25. 1943<br />
  26. 26. 3 networks x 64 years x 365 days x 24 hours = 1.6 million hours of programming (2007)<br />
  27. 27. six months = 64 years<br />
  28. 28. 9,232 hours of video per day<br />(2007) <br />
  29. 29. = 385 always on television channels<br />
  30. 30. 28,800 hours per day<br />(2009) <br />
  31. 31. 135.4 million viewers <br />watched 12.7 billion videos<br />1/2010<br />
  32. 32. numanuma by garybrolsma<br />
  33. 33. 8,095,623 times<br />
  34. 34. 97,000 (re)creations<br />
  35. 35. “It starts to look less like an infectious joke than a new cultural order. These kids aren’t mocking the NumaNuma guy, they’re venerating him. And they’re beautiful to see because they are replicating and spreading his happiness. They are following a ritual that’s meaningful, if not yet venerable. They are learning the dance, lip-singing the song, documenting their performance just so, making it available for the world to see.”<br />
  36. 36. soulja boy<br />
  37. 37. 102,000 (re)creations<br />
  38. 38. learn<br />conceptualize<br />produce<br />publish<br />
  39. 39. < /wesch ><br />
  40. 40. < belcher ><br />
  41. 41. “SocialMediaCreativityCommunity”<br />
  42. 42. code monkey by jonathancoulton<br />
  43. 43. creativity and play<br />
  44. 44. media enhanced social community<br />
  45. 45. 2,360 videos (re)creations<br />
  46. 46. code monkey by passionate (re)creator<br />
  47. 47. < /belcher ><br />
  48. 48. < me ><br />
  49. 49. assessment<br />
  50. 50. doing<br />
  51. 51. culture outside = user generated<br />
  52. 52. culture inside = scripted<br />
  53. 53. students enjoy learning<br />
  54. 54. students hate school<br />
  55. 55. knowledge inoculation<br />not<br />knowledge appropriation <br />
  56. 56. schools = landscape of prohibition<br />
  57. 57. corrosive/corrupting<br />
  58. 58. “In the apprenticeship era, the adult carefully observed learners and corrected them as they went along, giving them tasks they were ready for, and seeing whether they completed them successfully. Observation during the course of task completion combined the functions of formative and summative assessment. <br />
  59. 59. Ongoing, formative encouragement or critique provided feedback to guide the learner through tasks, and the final, summative judgment gave learners feedback on whether the task was successfully completed.”<br />
  60. 60. feedback<br />
  61. 61. mastery<br />
  62. 62. assessment “for” learning<br />
  63. 63. assessment “of” learning<br />
  64. 64. formative vs summative<br />
  65. 65. convergent / divergent<br />
  66. 66. “Convergent thinking is a practical way of deciding among existing alternatives. What convergent thinking is not so good at, however, is probing the future and creating new possibilities. <br />
  67. 67. By testing competing ideas against one another, there is an increased likelihood that the outcome will be bolder, more creatively disruptive, and more compelling. Linus Pauling said it best. . .<br />
  68. 68. “To have a good idea, you must first have lots of ideas.” – and he won two Nobel Prizes.”<br />
  69. 69.
  70. 70. extinction<br />
  71. 71.
  72. 72. amaze us!<br />
  73. 73. The natural tendency of [education] is to constrain problem-solving and restrict [student] choices in favor of the obvious and the incremental. Though this tendency may be more efficient in the short run, in the long run it tends to make a [student] conservative, inflexible, and vulnerable to game-changing ideas from outside. Divergent thinking is the route, not the obstacle, to innovation. <br />
  74. 74. divergent assessment<br />
  75. 75. purposeful meaning in their process<br />
  76. 76. < /me><br />
  77. 77. < lehmann ><br />
  78. 78. “what if” at science leadership academy<br />
  79. 79. flow process bio-diesel generator<br />
  80. 80. powerful, purposeful<br />
  81. 81. free to play with their learning<br />
  82. 82. < /lehman ><br />
  83. 83. < me again ><br />
  84. 84. information age<br />age of creation intensification<br />
  85. 85. rethinking school<br />
  86. 86. let‘s write the obituary on summative assessment<br />and <br />the thinking that drives the current status quo<br />
  87. 87. students live in a culture of <br />~<br />user generated content<br />
  88. 88. let‘s create a culture of<br />~<br />user generated assessment<br />
  89. 89. youtubization of learning<br />
  90. 90. let‘s make school about learning again<br />
  91. 91. < /me><br />
  92. 92. < you ><br />

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