Thursday, November 12, 2009

Article: Student role in assessment?

Where is the Student Voice in Assessment?
By Trent Batson
Campus Technology

Many ePortfolio systems focus on institutional assessment data, putting student assessment--especially students' own reflections on their work--in second place. Batson advocates a voice for students in the assessment process.

Article: ePortfolios and Lifelong Learning

Here, There, & Everywhere
By Dian Schaffhauser
Campus Technology

Electronic portfolios can follow a student beyond graduation into careers and other life pursuits-- but not if the university can't guarantee access, or if the data won't transfer from one system to another. A look at how ePortfolios can be true repositories of lifelong learning.

Article: Course Requirement: Friend Your Professor on Facebook

From The Chronicle of Higher Education
November 12, 2009

Some professors don't let students see their Facebook pages. Peter Juvinall insists students "friend" him.

The Illinois State University instructor decided the best way to connect with a bunch of freshman business students in a short 8 a.m. class was to conduct much of the course where they are anyway—on Facebook.

So, as he explained during last week’s Educause conference and in a subsequent interview, he uses Facebook as a course-management system by instructing students to “friend” his personal page on the first day of class.


Teaching on Facebook works with one of Mr. Juvinall's main messages: that students should think of their online presence as a digital resume. Employers have been known to ask alumni to check out the Facebook pages of job candidates, he points out, since some Facebook users allow anyone within their university's network to view their profiles.

Report: What Learning Will Be Like in 2015 from Herman Miller (2009)

From Herman Miller's Education Solutions E-newsletter
November 2009

New Interpretation of What Learning Will Be Like in 2015

Recently, Herman Miller convened a panel of experts to re-examine 12 predictions made in 2005 about learning in the year 2015. The latest panel agreed that many of the trends identified in 2005 had already become mainstream realities. What was required was a more nuanced and contemporary interpretation to recognize how the current financial environment had affected the original discussions. That interpretation is outlined in a new research summary entitled "The Outlook for Learning: Views on the Future."