Arcadi Oliveres. Herramientas WEB 2.0 en educación. How Khan Academy is using Machine Learning to Assess Student Mastery | David Hu. See discussion on Hacker News and Reddit. The Khan Academy is well known for its extensive library of over 2600 video lessons. It should also be known for its rapidly-growing set of now 225 exercises — outnumbering stitches on a baseball — with close to 2 million problems done each day. To determine when a student has finished a certain exercise, we award proficiency to a user who has answered at least 10 problems in a row correctly — known as a streak.
Proficiency manifests itself as a gold star, a green patch on teachers’ dashboards, a requirement for some badges (eg. gain 3 proficiencies), and a bounty of “energy” points. Basically, it means we think you’ve mastered the concept and can move on in your quest to know everything. It turns out that the streak model has serious flaws. First, if we define proficiency as your chance of getting the next problem correct being above a certain threshold, then the streak becomes a poor binary classifier.
In Search of a Better Model to this: . . . . 10 herramientas gratuitas para hacer excelentes Infografías. | GeeksRoom | Tecnología Educativa e Innovación | Scoop.it. Hace un par de años atrás crear una infografía necesitaba, además de tiempo, de una habilidad especial en el manejo de programas como Photoshop. Hoy en día eso ha cambiado totalmente. Hoy existen herramientas y recursos gratuitos que nos permiten crear infografías deuna forma muy fácil y rápida. Pero como dice el dicho, no es solo soplar y hacer botellas. El elemento principal es el contenido.
Debemos definir bien que es lo que queremos mostrar y tener en material necesario. Una vez que tenemos los datos, cifras, historia, textos y demás, pasamos a la etapa de diseño y ahí tenemos varias opciones. Primero elegimos que aplicación usaremos. A continuación tienen varias aplicaciones web y luego recursos que pueden utilizar para incluir en la infografía para que sea más atractiva visualmente hablando.
Aplicaciones en línea para crear Infografías Infogr.am Visual.ly Piktochart Easel.ly Creately Recursos para usar en una Infografía Hohli Chartsbin IconsPedia The Ultimate Free Stock Photo Search Many Eyes. 'Badges' Earned Online Pose Challenge to Traditional College Diplomas - College 2.0. By Jeffrey R. Young The spread of a seemingly playful alternative to traditional diplomas, inspired by Boy Scout achievement patches and video-game power-ups, suggests that the standard certification system no longer works in today's fast-changing job market.
Educational upstarts across the Web are adopting systems of "badges" to certify skills and abilities. If scouting focuses on outdoorsy skills like tying knots, these badges denote areas employers might look for, like mentorship or digital video editing. Many of the new digital badges are easy to attain—intentionally so—to keep students motivated, while others signal mastery of fine-grained skills that are not formally recognized in a traditional classroom. At the free online-education provider Khan Academy, for instance, students get a "Great Listener" badge for watching 30 minutes of videos from its collection of thousands of short educational clips. Employers might prefer a world of badges to the current system. PREGUNTAS PARA UNA NUEVA EDUCACIÓN. Zen of Teaching Interview with Mike Wesch and Gardner Campbell. The following is a summarized article based on an interview of Michael Wesch and Gardner Campbell. As with some past interviews, a student assistant, Gabriela Rivera, has carefully reviewed my notes, written a transcript, and later produced the following abridged version.
I had the great pleasure of meeting with Dr. Wesch and Dr. Campbell during the EDUCAUSE Learning Initiative (ELI) conference in Austin, Texas held between the 13th and 15th of February, 2012, and this is a short summary of the interesting things which were said during that conversation. I can’t really say how much I am grateful to both Mike and Gardner for their time and disposition. I had a great time, and hope they both -as well as you readers and watchers- have it also.
When it comes to education and the use of technology and media we must unlearn many unconscious assumptions about learning and teaching that have been created in the past. Many educators feel imprisoned by the limits of teaching focused on content. Just Because We're Not Publishing Doesn't Mean We're Not Working - Commentary. By Bruce B. Henderson The public is on to us.
They now know our six to 12 hours in the classroom is for a week, not a day. And we teach for only 30 weeks a year if we can afford to avoid summer work. What was once just a running joke is now a serious question raised in op-eds, spread in viral e-mails, and brought before legislatures. Everywhere, it seems, unproductive faculty members are blamed for the rising cost of higher education.
The general public does not understand our workloads, and we have not done a good job educating them about what we do. But that defense won't stand up to scrutiny for many of us who don't work at research universities. We have no concise term to describe what we spend much of our time doing. Effective teachers (and researchers) develop expertise by reading and studying deeply and broadly.
They do not see us reading, talking with—and listening to—colleagues, or translating new information into class notes or research ideas. Bruce B. A Tech-Happy Professor Reboots After Hearing His Teaching Advice Isn't Working - Technology. By Jeffrey R. Young Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks.
Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year. But now Mr. Wesch finds himself rethinking the fundamentals of teaching—and questioning his own advice. The professor's popular talks have detailed his experiments teaching with Twitter, YouTube videos, collaborative Google Docs—and they present a general critique of the chalk-and-talk lecture as outmoded. To be fair, Mr. Then a frustrated colleague approached him after one of his talks: "I implemented your idea, and it just didn't work," Mr. It was not an isolated incident. Mr. Learning From an 'Old Fogy' Christopher Sorensen also teaches at Kansas State University, and he too has been named a national teacher of the year. Udacity - Educating the 21st Century. Record & Share your Ideas | Present.me.