<?xml version="1.0" encoding="UTF-16LE"?> <?xml-stylesheet type="text/xsl" media="screen" href="/~d/styles/rss2full.xsl"?><?xml-stylesheet type="text/css" media="screen" href="http://feeds.feedburner.com/~d/styles/itemcontent.css"?><rss xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema" xmlns:feedburner="http://rssnamespace.org/feedburner/ext/1.0" version="2.0"> <channel> <title>Open-Source Assessment</title> <link>http://www.futureofed.org/trend/Open-Source-Assessment.aspx</link> <description>Data trails, participatory media, and visual tools create new bases for reputation, mastery, and recognition. The slough of data being produced will often require methods of interpretation and evaluation beyond what reductionist metrics can provide. One powerful sensemaking strategy will be to make such methods open-source, i.e. allow a community of users to judge performance according to open criteria. Reputation economies are an early form of such assessment: rather than relying on algorithms to weigh multiple variables, different platforms can aggregate evaluations. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Support students in developing electronic personalized learning plans&lt;/li&gt; &lt;li&gt;Explore a revolutionary approach to academic publishing at &lt;a href="http://ricepress.rice.edu/" class="jive-link-external-small" target="_blank"&gt;Rice University Press&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Find an entrepreneur in the third world on &lt;a href="http://www.kiva.org/" class="jive-link-external-small" target="_blank"&gt;Kiva&lt;/a&gt; and and help empower them out of poverty&lt;/li&gt; &lt;li&gt;Visit the remarks of a student's teacher on &lt;a href="http://www.ratemyteachers.com/" class="jive-link-external-small" target="_blank"&gt;Rate My Teachers&lt;/a&gt; and discuss why they do or do not create a realistic description of that teacher&lt;/li&gt; &lt;/ol&gt; </description> <name>Open-Source Assessment</name> <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/Open-Source-Assessment" /><feedburner:info uri="open-source-assessment" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><item> <title>Pattern Recognition (Driver of Change)</title> <description>&lt;p&gt;&lt;strong&gt;An extremely visible world demands new sensemaking&lt;/strong&gt;&lt;/p&gt; &lt;p&gt;Information proliferation will continue, exacerbating the burden on families, learners, educators, and decision-makers to make sense of vast amounts of data. New tools for visualizing data will require new skills in discerning meaningful patterns. Social media and collaborative tools will leave  data trails of people s online interactions  including contributions to group activities, inquiries and searches, skills, digital resources, and preferences (such as playlists, buddy lists, and topics tracked)  and social networks. At the same time, sensors and global positioning systems in devices such as cell phones and car navigation systems will be able to capture location-based information along with health and environmental data. Together these tools will provide a robust, visible  data picture of our lives as citizens, workers, and learners. Families, learners, educators, and decision-makers will need to become sophisticated at pattern recognition in order to create effective and differentiated learning experiences and environments. Furthermore, new skills in collective sensemaking will redefine forms of knowledge, knowing, and assessment.&amp;nbsp;&lt;/p&gt; &lt;ul&gt; &lt;li&gt;How do ubiquitous, visible data impact teaching, learning, and the assessment of learning experiences?&amp;nbsp; &lt;/li&gt; &lt;li&gt;How can we use data to enhance human decisions rather than automate them? &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;&lt;strong&gt;More on This Topic&lt;/strong&gt;&lt;br /&gt; &lt;br /&gt; New technologies for sensing, aggregating, and displaying information will demand &lt;strong&gt;new methods of sensemaking&lt;/strong&gt; interpreting and gaining meaning from abundant data.&amp;nbsp; This deluge of data will take many forms: &lt;/p&gt; &lt;ul&gt; &lt;li&gt;Biometric (such as health status data, fingerprints and retinal prints), &lt;/li&gt; &lt;li&gt;Cognitive (such as collaboration histories in wikis or online games), &lt;/li&gt; &lt;li&gt;Neurological (brain imaging data), &lt;/li&gt; &lt;li&gt;Genetic (dna histories), &lt;/li&gt; &lt;li&gt;Online personae (avatars and reputation profiles), &lt;/li&gt; &lt;li&gt;Tagging (such as keywords on flickr or delicious), &lt;/li&gt; &lt;li&gt;Taste trails (as documented in applications like Last fm). &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;The challenge is no longer finding information but making it meaningful.&amp;nbsp; Several &lt;strong&gt;strategies for sensemaking&lt;/strong&gt; will emerge:&lt;/p&gt; &lt;ul&gt; &lt;li&gt;&lt;strong&gt;Mashups&lt;/strong&gt; will blend multiple data sets to reveal discern underlying stories (for example, websites that use Google maps to display health status and poverty rates in a particular geography).&amp;nbsp; &lt;/li&gt; &lt;li&gt;Increasingly complex &lt;strong&gt;visualizations and simulations&lt;/strong&gt; will help convey the meaning of abundant and diverse data through multi-sensory modes such as color, 3D spatial rendering, and even sound.&amp;nbsp; &lt;/li&gt; &lt;li&gt;&lt;strong&gt;Pattern recognition and play&lt;/strong&gt; will merge as gaming expands far beyond the world of entertainment.&amp;nbsp; &lt;/li&gt; &lt;li&gt;Video games and collaborative alternative reality &lt;strong&gt;games &lt;/strong&gt;(that&amp;nbsp;leverage group knowledge and expertise) will become platforms for learning, especially for&amp;nbsp;understanding dynamic systems when variables change and uncertainties are introduced into problem solving. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Reductionist metrics (such as an average score on a standardized test) will prove inadequate for accurate evaluation of performance the standards are simply too static and often narrowly defined to encompass all the various forms and kinds of data being generated.&amp;nbsp; &lt;a href="/trend/Open-Source-Assessment.aspx"&gt;&lt;strong&gt;Open-source assessment&lt;/strong&gt; &lt;/a&gt;will prove much more powerful, incorporating multiple forms of capital and leveraging collective assessment platforms, such as reputation profiles and other forms of peer assessment and recognition of mastery.&amp;nbsp; &lt;br /&gt; &lt;br /&gt; All this will lead to &lt;a href="/trend/Personal-Metrics.aspx"&gt;&lt;strong&gt;a quantified self&lt;/strong&gt;&lt;/a&gt; the self represented and understood through various data trails.&amp;nbsp; This quantified understanding will extend to schools and educational systems initially through the transparency afforded by social media applications.&amp;nbsp; The quantified self opens the opportunity for &lt;strong&gt;differentiated learning&lt;/strong&gt;, where the learner can forge a personal path through the morass of tools, information sets, and augmented experiences.&amp;nbsp; What distinguishes a person won t be their performance in a particular subject or through a particular method but rather their unique patterns across an unbounded range of subjects and methods.&lt;/p&gt; &lt;p&gt;&lt;em&gt;&lt;strong&gt;Implications for Learning&lt;br /&gt; &lt;/strong&gt;&lt;/em&gt;Educators and learners will need to learn how to participate effectively in an abundant data world.&amp;nbsp; New ways of seeing, knowing, and communicating will redefine learning environments, roles, and even forms of knowledge, knowing, and assessment.&amp;nbsp; &lt;/p&gt; &lt;ul&gt; &lt;li&gt;Perhaps most significantly, abundant data and the emerging opportunities for sensemaking create the opportunity for learners to become &lt;strong&gt;more self-reflective&lt;/strong&gt; and aware of their learning. &lt;/li&gt; &lt;li&gt;As it becomes easier to leave personal data trails (voluntary and automated self-documentation) about performance, preferences, and interactions, &lt;strong&gt;learners will have an ongoing reflection of themselves&lt;/strong&gt; in the learning process. &lt;/li&gt; &lt;li&gt;Educators and various learning agents will also have &lt;strong&gt;more transparency&lt;/strong&gt; to reflect on their impact on&amp;nbsp;and experience with learners. &lt;/li&gt; &lt;/ul&gt; &lt;p&gt;Students and educators will need &lt;strong&gt;training&lt;/strong&gt; to be able to participate in this world, to engage in various forms of sensemaking and help create new ones.&amp;nbsp; Working with visualization tools, contributing to reputation economies, gaming, and moving through the metaverse (the fusion of the World Wide Web and the physical world) will be essential skills for life in the next decade and beyond.&lt;/p&gt; &lt;p&gt;Many students are worlds ahead of their educators in navigating these domains, but education must wrestle with questions about engaging in these practices in meaningful ways. &lt;/p&gt; &lt;p&gt;&lt;strong&gt;5 Ways to Start Taking Action&lt;/strong&gt;&lt;/p&gt; &lt;div&gt;&lt;/div&gt; &lt;ol&gt; &lt;li&gt;Use social impact and education games with your students at &lt;a href="http://www.gamesforchange.org/" target="_blank"&gt;Games for Change &lt;/a&gt;&lt;/li&gt; &lt;li&gt;Support students in developing electronic personalized learning plans &lt;/li&gt; &lt;li&gt;Retool assessment to focus on learning as demonstrated by a body of evidence that reflects students' personalized learning plans &lt;/li&gt; &lt;li&gt;Find out what impacts your actions and food intake have on your body using &lt;a href="http://www.bodybugg.com/" target="_blank"&gt;BodyBugg&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Explore a revolutionary approach to academic publishing at &lt;a href="http://ricepress.rice.edu/" target="_blank"&gt;Rice University Press&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/GxdnYDnWJSY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/GxdnYDnWJSY/Pattern-Recognition.aspx</link> <feedburner:origLink>http://www.futureofed.org/driver/Pattern-Recognition.aspx</feedburner:origLink></item> <item> <title>Collective Sensemaking (Trend)</title> <description>Diverse and abundant data streams increase the need for organizations to tap collective intelligence. New tools and platforms can mobilize collective intelligence for gathering information, sorting through data streams, and aggregating input and interpretation. Knowledge and insights grow from collective contributions. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Contribute to the ranking of stories on &lt;a href="http://www.digg.com/" class="jive-link-external-small" target="_blank"&gt;Digg&lt;/a&gt; or &lt;a href="http://www.reddit.com/" class="jive-link-external-small" target="_blank"&gt;Reddit&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Install the &lt;a href="http://del.icio.us/" class="jive-link-external-small" target="_blank"&gt;Del.ico.us&lt;/a&gt; toolbar and start tagging articles and other work for your students or organization &lt;/li&gt; &lt;li&gt;Improve collaboration and innovation through multiplayer online games with &lt;a href="http://www.seriosity.com/" target="_blank"&gt;Seriosity&lt;/a&gt; &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/VflYjsLd69Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/VflYjsLd69Y/Collective-Sensemaking.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Collective-Sensemaking.aspx</feedburner:origLink></item> <item> <title>Personal Metrics (Trend)</title> <description>Personal data trails about preferences, attributes, and performance shape an evidence-based culture. A multitude of sensors will generate and aggregate massive amounts of data about the self. These data trails will drive a deeply quantitative understanding of our selves  and new strategies for using complex quantitative data for modifying behavior. The wide array of data types will inspire people to navigate their own paths, focusing on data they deem personally relevant. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Find out what impacts your actions and food intake have on your body using &lt;a href="http://www.bodybugg.com/" class="jive-link-external-small" target="_blank"&gt;BodyBugg&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Track and understand your baby's patterns using &lt;a href="http://www.trixietracker.com/" class="jive-link-external-small" target="_blank"&gt;Trixie Tracker&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Share travel plans with colleagues and friends using &lt;a href="http://www.dopplr.com/" target="_blank"&gt;Dopplr&lt;/a&gt; and meet up when you're in the same place &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/jBwJuTCIuFc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/jBwJuTCIuFc/Personal-Metrics.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Personal-Metrics.aspx</feedburner:origLink></item> <item> <title>Visual Literacy (Trend)</title> <description>Vast data streams require visual tools to discern underlying stories. Various visual displays will emerge as sensemaking and navigation tools for these data streams -- biometric, geographic, cognitive, neurological, tagging, taste trails, online personae, etc. Many data sets will prove too complicated for linear or text-based analysis: visual representations of multiple variables will reveal underlying patterns much more effectively and eloquently. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Tell a more compelling story about education with data visualization (see &lt;a href="http://www.flowingdata.com/" target="_blank"&gt;Flowing Data&lt;/a&gt;)&lt;/li&gt; &lt;li&gt;Debunk third-world myths with &lt;a href="http://www.ted.com/index.php/talks/hans_rosling_shows_the_best_stats_you_ve_ever_seen.html" class="jive-link-external-small" target="_blank"&gt;Hans Rosling&lt;/a&gt;&lt;/li&gt; &lt;li&gt;Explore &lt;a href="http://www.horizonmapping.net/projects/tmc/tmc_gallery/Tutor_Mentor_school_maps.html" class="jive-link-external-small" target="_blank"&gt;Chicago Schools on the 2007 Warning List&lt;/a&gt;; if you can find a similar resource for your community, promote it; if not, consider starting one&lt;/li&gt; &lt;li&gt;Generate a housing map in your zip code at &lt;a href="http://www.zillow.com/" class="jive-link-external-small" target="_blank"&gt;Zillow&lt;/a&gt; and determine whether the prices are related to the quality of the local schools&lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/Kw3CUtzUHfs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/Kw3CUtzUHfs/Visual-Literacy.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Visual-Literacy.aspx</feedburner:origLink></item> <item> <title>Games as Practice (Trend)</title> <description>Gaming platforms become critical training areas for work, problem-solving, and learning. A genre of  serious games  aimed at education, professional training, cultural immersion, cognitive fitness, and exploring ideas is expanding the practice of gaming beyond entertainment for youth. Games are not solely digital many emerging games utilize hand-held mobile technologies to supplement and encourage face-to-face interactions. Blending play, research, and collaboration, games will become a medium and literacy in many facets of life. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;/strong&gt;&lt;br /&gt; &lt;ol&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Explore how the forecast for 3D web technoogies, applications, and markets impact your organization at &lt;a href="http://www.metaverseroadmap.org/" class="jive-link-external-small" target="_blank"&gt;Metaverse Roadmap&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Use social impact and education games with your students at &lt;a href="http://www.gamesforchange.org/" class="jive-link-external-small" target="_blank"&gt;Games for Change&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Participate in the world's first massively multiplayer forecasting game, &lt;a href="http://www.superstructgame.org/" target="_blank"&gt;SuperStruct&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;li&gt; &lt;p style="margin-bottom: 0in"&gt;Stay up to date on the use of games in health, education, training, and public policy at &lt;a href="http://www.seriousgames.org/" class="jive-link-external-small" target="_blank"&gt;SeriousGames&lt;/a&gt;&lt;/p&gt; &lt;/li&gt; &lt;/ol&gt; &lt;div class="watch-video-desc description"&gt;&lt;strong&gt; &lt;p style="margin: 0in 0in 0pt"&gt;Jane McGonigal, Director of Game Research and Development at Institute for the Future, talks the differences in the increased level of engagement and optimism students have with games over the classroom.&lt;br /&gt; &lt;br /&gt; &lt;br /&gt; &lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;/strong&gt;&lt;/div&gt; &lt;embed src="http://www.youtube.com/v/OrZiWqGILKs&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/N-mSWCPoIaw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/N-mSWCPoIaw/Games-as-Practice.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Games-as-Practice.aspx</feedburner:origLink></item> <item> <title>Metaverse (Trend)</title> <description>Blended physical-digital worlds create new learning geographies.  Learning in the real world is complemented by the navigation of virtual worlds through avatars.  Google Earth and Second Life merge to become the 'Metaverse.'&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/9SoAvr-obTc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/9SoAvr-obTc/Metaverse.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Metaverse.aspx</feedburner:origLink></item> <item> <title>Smart Localism (Trend)</title> <description>Smart networking, data transparency, and bottom-up monitoring enable responsive, open decision-making. New local monitoring tools, information sharing platforms, and networking practices support smart intra-community coordination. Camera phones, wikis, meet-ups, map mash-ups all are enabling new strategies for dealing with complex challenges that play out at local levels. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Use data-driven decision-making to assess student learning as well as the effectiveness of learning agents in supporting them &lt;/li&gt; &lt;li&gt;Form a group in your community to respond to the challenges of Peak Oil and Climate Change through &lt;a href="http://www.transitiontowns.org/" class="jive-link-external-small" target="_blank"&gt;Transition Towns&lt;/a&gt; &lt;/li&gt; &lt;li&gt;Learn about how the &lt;a href="http://www.dangerousground.org/" class="jive-link-external-small" target="_blank"&gt;Dangerous Ground&lt;/a&gt; project tracks landmines &lt;/li&gt; &lt;li&gt;Read this blog post on a &lt;a href="http://www.fourhourworkweek.com/blog/2007/12/06/the-personal-outsourcing-olympics-bangalore-butler-or-american-assistant/" class="jive-link-external-small" target="_blank"&gt;four hour workweek&lt;/a&gt; and outsource your personal chores &lt;/li&gt; &lt;li&gt;Start a &lt;a href="http://www.thegroupery.com/" class="jive-link-external-small" target="_blank"&gt;Groupery&lt;/a&gt; site for your local PTA, after-school club, or other group to get organized and raise money &lt;/li&gt; &lt;/ol&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;strong&gt;Jessica Margolin, Director of Communities at The Groupery, speaks about efficient ways PTA's and other communities can organize and fundraise, and the impact these services have on education and getting the for-profit and non-profit sectors to work together.&lt;br /&gt; &lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/hfFQxhC8cJM&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/Rgv_PlWNOro" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/Rgv_PlWNOro/Smart-Localism.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Smart-Localism.aspx</feedburner:origLink></item> <item> <title>Shadow "Schools" (Trend)</title> <description>&lt;p&gt;Super-empowered, networked learning agents leverage the growing learning economy to enable provisional learning systems. These informal education systems operate alongside the public institution. These  shadow schools offer learning environments that are highly responsive to local education needs but are independent of the formal system. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt;&lt;/p&gt; &lt;ol&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources&lt;/li&gt; &lt;li&gt;Encourage teacher preparation institutions to move away from courses and toward issue- or project-based learning experiences that will help candidates prepare for future learning environments&lt;/li&gt; &lt;li&gt;Find some budget figures and success for &lt;a href="http://www.afterschoolnetwork.org/" class="jive-link-external-small" target="_blank"&gt;Afterschool Funding&lt;/a&gt; in California, and apply them to your city or region&lt;/li&gt; &lt;li&gt;Read about the origins of the &lt;a href="http://www.hole-in-the-wall.com/Beginnings.html" class="jive-link-external-small" target="_blank"&gt;Hole-in-the-Wall&lt;/a&gt; project and how children learned to use a computer on their own&lt;/li&gt; &lt;li&gt;Learn about &lt;a href="http://www.ted.com/index.php/talks/dave_eggers_makes_his_ted_prize_wish_once_upon_a_school.html" target="_blank"&gt;826 Valencia&lt;/a&gt;, a tutoring center that started with 12 tutors and grew to 1400 in one community &lt;/li&gt; &lt;/ol&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/jLlKwHkYvx8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/jLlKwHkYvx8/Shadow-Schools.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Shadow-Schools.aspx</feedburner:origLink></item> <item> <title>Learning Commons (Trend)</title> <description>Educational stakeholders grow collective learning resources, creating an alternative to public and private education. Such commons are common-pool resources that benefit the entire community but are vulnerable to depletion e.g. land (recall the pivotal  tragedy of the commons argument). Various education stakeholders are framing learning resources  local community assets, schools, online curriculum databases  as education commons that need to be managed collectively (not privately or publicly) to maintain their long-term collective benefits. &lt;br /&gt; &lt;br /&gt; &lt;strong&gt;Ways to Start Taking Action&lt;br /&gt; &lt;/strong&gt; &lt;ol&gt; &lt;li&gt;Network with people in other professional learning communities to share ideas about encouraging collaboration and system change &lt;/li&gt; &lt;li&gt;Advocate reward structures that give teachers incentives for sharing and creating collective educational resources &lt;/li&gt; &lt;li&gt;Contribute to the &lt;a href="http://www.oercommons.org/" class="jive-link-external-small" target="_blank"&gt;Open Educational Resource&lt;/a&gt; (OER) Commons, &lt;a href="http://www.curriki.org/" class="jive-link-external-small" target="_blank"&gt;Curriki&lt;/a&gt; , or &lt;a href="http://www.wikieducator.org/" target="_blank"&gt;Wikieducator&lt;/a&gt; to exchange free teaching and learning content from with others around the world &lt;/li&gt; &lt;li&gt;Explore how &lt;a href="http://www.dcvoice.org/" class="jive-link-external-small" target="_blank"&gt;DC Voice&lt;/a&gt; is stengthening public voice in education &lt;/li&gt; &lt;li&gt;Join the parents of &lt;a href="http://www.letparentschoose.org/" class="jive-link-external-small" target="_blank"&gt;Let Parents Choose&lt;/a&gt; in taking back more control of children's education &lt;/li&gt; &lt;/ol&gt; &lt;strong&gt; &lt;p style="margin-bottom: 0in"&gt;Lisa Petrides, President of the Institute for the Study of Knowledge Management in Education, speaks about OER commons and how to put the teaching and learning processes back into the hands of those who use it. &lt;/p&gt; &lt;/strong&gt; &lt;p style="margin-bottom: 0in"&gt;&lt;a href="&lt;object width=" height="364"&gt;&lt;/a&gt;&lt;/p&gt; &lt;embed src="http://www.youtube.com/v/ge3HWnJkUn0&amp;amp;hl=en&amp;amp;fs=1&amp;amp&amp;showinfo=0;rel=0&amp;amp;border=1" width="445" height="364" type="application/x-shockwave-flash" allowscriptaccess="always" wmode="transparent" allowfullscreen="true" /&gt;&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/RD9YUrXV2jM" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/RD9YUrXV2jM/Learning-Commons.aspx</link> <feedburner:origLink>http://www.futureofed.org/trend/Learning-Commons.aspx</feedburner:origLink></item> <item> <title>Fair Test (Signal)</title> <description>Fair Test is a website thata discusses ways to evaluate student learning outside of traditional testing methods, specifically using other factors that SAT I and ACT scores to evaluate student admission to a four-year college or university.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/TUy_BeCZUQc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/TUy_BeCZUQc/Fair-Test.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Fair-Test.aspx</feedburner:origLink></item> <item> <title>Data-Driven Decision Making (Signal)</title> <description>As a way of supporting data-driven decision making in education, The Bill and Melinda Gates Foundation approved over $22 million in grants, which are intended to help education leaders gather and use data effectively to improve teaching and learning.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/KUAczlH1ngU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/KUAczlH1ngU/Data-Driven-Decision-Making.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Data-Driven-Decision-Making.aspx</feedburner:origLink></item> <item> <title>Stephen Downes on Open-Source Assessment (Signal)</title> <description>Stephen Downes is a senior researcher on Canada s National Research Council and leading voice on the impacts of digital technologies on education.  This blog post explores possible structures and implications of open-source assessment of field mastery and knowledge acquisition.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/N1kEzFWwmUI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/N1kEzFWwmUI/Stephen-Downes-on-Open-Source-Assessment.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Stephen-Downes-on-Open-Source-Assessment.aspx</feedburner:origLink></item> <item> <title>Ebay Powerseller (Signal)</title> <description>Ebay has a platform which lets buyers and sellers rate each other, which produces a trust metric to guide essentially anonymous and ephemeral transactions.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/ZPz4OF6zAfk" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/ZPz4OF6zAfk/Ebay-Powerseller.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Ebay-Powerseller.aspx</feedburner:origLink></item> <item> <title>Trixie Tracker (Signal)</title> <description>Trixie Tracker is a web and mobile tool to help parents uncover patterns in their baby s sleep and daily schedules. Parents upload basic information about their baby s schedules and sleep habits, and Trixie Tracker produces charts to help parents make sense of their baby s rhythms. Parents can share results online with family and friends.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/2g9ExI4DV58" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/2g9ExI4DV58/Trixie-Tracker.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Trixie-Tracker.aspx</feedburner:origLink></item> <item> <title>BodyBugg (Signal)</title> <description>BodyBugg is a comprehensive body self-monitoring system, designed to help people track physical exercise and manage body weight. It can ultimately measure how much energy your body has used: calories consumed v. calories burned. As the website says,  You just need to burn more calories than you take in. &lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/lrah1Qz_4eE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/lrah1Qz_4eE/BodyBugg.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/BodyBugg.aspx</feedburner:origLink></item> <item> <title>Rate My Teachers (Signal)</title> <description>Rate My Teachers is a website that lets students and parents post ratings about their schools and teachers. The website is aimed at empowering students to speak their minds about their learning experiences. The site also includes a feature that lets teachers respond to student s ratings and comments.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/UhWeWEWzbeo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/UhWeWEWzbeo/Rate-My-Teachers.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/Rate-My-Teachers.aspx</feedburner:origLink></item> <item> <title>The Quantified Self (Signal)</title> <description>This blog run by Gary Wolf and Kevin Kelly explores  tools for knowing your mind and body. It s a compendium of new technologies focused on self-measurement.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/8jdltAPE3EE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/8jdltAPE3EE/The-Quantified-Self.aspx</link> <feedburner:origLink>http://www.futureofed.org/signal/The-Quantified-Self.aspx</feedburner:origLink></item> <item> <title>Education Sousveyor (Learning Agent)</title> <description>Education sousveyors will keep the learning process transparent and will stimulate public discussion around it. Through mechanisms such as blog posts, pictures, podcasts, and videos, they will keep learning on the forefront of stakeholders minds.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/bzFYjEUDE-k" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/bzFYjEUDE-k/Education-Sousveyor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Education-Sousveyor.aspx</feedburner:origLink></item> <item> <title>Community Intelligence Cartographer (Learning Agent)</title> <description>Community intelligence cartographers will tap the collective intelligence of their local communities. They will leverage social networking strategies to develop swarms and smart mobs in order to identify emerging learning opportunities in the community, organize community members, and locate community resources.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/-c-rsEzSIPI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/-c-rsEzSIPI/Community-Intelligence-Cartographer.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Community-Intelligence-Cartographer.aspx</feedburner:origLink></item> <item> <title>Personal Education Advisor (Learning Agent)</title> <description>Assigned by certified local education agencies, such as schools, resource centers, and libraries, or selected and contracted by families, personal education advisors help families create, nurture, and maintain personal learning ecologies.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/TjwmU6wRGag" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/TjwmU6wRGag/Personal-Education-Advisor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Personal-Education-Advisor.aspx</feedburner:origLink></item> <item> <title>Learning Fitness Instructor (Learning Agent)</title> <description>Learning fitness instructors will help learners build and strengthen the basic cognitive, emotional, and social abilities essential to learning by using simulations, biofeedback, and hands-on activities to reduce stress, hone mental capabilities, and learn brain-friendly nutrition.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/2QFvzPiVC9A" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/2QFvzPiVC9A/Learning-Fitness-Instructor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Fitness-Instructor.aspx</feedburner:origLink></item> <item> <title>Learning Partner (Learning Agent)</title> <description>Students who test for compatible personalities but who have different cognitive strengths will be matched to support each other throughout the year, maintaining a constant thread amid shifting peer relationships.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/WNSWts5tM8M" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/WNSWts5tM8M/Learning-Partner.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Partner.aspx</feedburner:origLink></item> <item> <title>Learning Journey Mentor (Learning Agent)</title> <description>Learning journey mentors will work with personal education advisors, learning fitness instructors, community intelligence cartographers, and assessment designers to co-create and navigate learning itineraries with small groups of students.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/U9yPN3LKs3Y" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/U9yPN3LKs3Y/Learning-Journey-Mentor.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Learning-Journey-Mentor.aspx</feedburner:origLink></item> <item> <title>Assessment Designer (Learning Agent)</title> <description>Using social networks and insights into cognitive functioning, assessment designers will create appropriate methods for evaluating media literacy, learning discovery journeys, and other innovative forms of instruction.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/ciqSEOHCyio" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/ciqSEOHCyio/Assessment-Designer.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Assessment-Designer.aspx</feedburner:origLink></item> <item> <title>Social Capital Platform Developer (Learning Agent)</title> <description>Social capital platform developers will link the social capital infrastructure to teaching and learning practices and outcomes. They will use tracking programs to provide an accounting of people s contributions to open education resources and collaborative processes.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/CzbA90bj7PQ" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/CzbA90bj7PQ/Social-Capital-Platform-Developer.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Social-Capital-Platform-Developer.aspx</feedburner:origLink></item> <item> <title>Edu-vator (Learning Agent)</title> <description>Edu-vators will build platform prototypes, experiment with new tools, evaluate new practices, and generally explore innovations in the learning sphere. They will team with learners, who will get credit for being in  edu-vation workshops. &lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/ogvkpRTb-RA" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/ogvkpRTb-RA/Edu-vator.aspx</link> <feedburner:origLink>http://www.futureofed.org/learningagent/Edu-vator.aspx</feedburner:origLink></item> <item> <title>Gary Stager Interview - Thoughts About Education (Resource)</title> <description>As part of the Future of Education Interview Series, Steve Hargadon interviews Gary Stager, an internationally recognized educator and consultant. Gary has spent 27 years helping teachers on six continents make sense of their roles in the age of personal computing and schools more constructive places for children.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/xr_SnsiTWUg" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/xr_SnsiTWUg/Gary-Stager-Interview---Thoughts-About-Education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Gary-Stager-Interview---Thoughts-About-Education.aspx</feedburner:origLink></item> <item> <title>Modernizing Teaching Tools and Processes (Resource)</title> <description>This paper explores participants' perspectives from a convening hosted by KnowledgeWorks Foundation on the topic of "Modernizing Teaching Tools and Processes." In hosting this convening, KnowledgeWorks Foundation hoped to: 1) Examine how a variety of technologies are being used to meet the needs of today's learners, 2)Examine how technology can transform teaching and learning, 3) Identify the types of learning experiences our students need today and into the future, and 4) Identify programs, projects, and policies that can support learning experiences of the future.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/rZa7mI8Rpog" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/rZa7mI8Rpog/Modernizing-Teaching-Tools-and-Processes.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Modernizing-Teaching-Tools-and-Processes.aspx</feedburner:origLink></item> <item> <title>Jane McGonigal speaks on the skills students are learning from games (Resource)</title> <description>Jane McGonigal, Director of Game Research and Development at Institute for the Future, talks about the differences in the increased level of engagement and optimism students have with games over the classroom.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/gTeTj_D9QxI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/gTeTj_D9QxI/Jane-McGonigal-speaks-on-the-skills-students-are-learning-from-games.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Jane-McGonigal-speaks-on-the-skills-students-are-learning-from-games.aspx</feedburner:origLink></item> <item> <title>Mark Gibson says we need to look to gaming for ways to imporve education (Resource)</title> <description>Mark Gibson, an independent marketing consultant focused on education, says we will take lessons learned and experiences held from gaming and online communities and apply them to education.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/8qZJePrkIBo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/8qZJePrkIBo/Mark-Gibson-says-we-need-to-look-to-gaming-for-ways-to-imporve-education.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Mark-Gibson-says-we-need-to-look-to-gaming-for-ways-to-imporve-education.aspx</feedburner:origLink></item> <item> <title>Future of Education Community (Resource)</title> <description>This community is devoted to providing an opportunity for those who care about education to share their voices and ideas with others. It's a place for thoughtful discussion on an incredibly important topic.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/WTx4ZblAkvw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/WTx4ZblAkvw/Future-of-Education-Community.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Future-of-Education-Community.aspx</feedburner:origLink></item> <item> <title>The Future of Learning Agents and Disruptive Innovation (Resource)</title> <description>Teachers and administrators won't be the only educators in the new learning landscape. Discover new roles envisioned for learning agents in educating our children in the future, and examine ways in which we might prepare today's emerging educators for these roles.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/QLmDgTdZl6Q" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/QLmDgTdZl6Q/The-Future-of-Learning-Agents-and-Disruptive-Innovation.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/The-Future-of-Learning-Agents-and-Disruptive-Innovation.aspx</feedburner:origLink></item> <item> <title>Teen Trades Hacked IPhone for New Car (Resource)</title> <description>George Hotz, age 17, has unlocked an iPhone and is using it on T-Mobile's network. Hotz broke the lock that ties Apple's iPhone to AT&amp;T's wireless network, freeing the most hyped cell phone ever for use on the networks of other carriers, including overseas ones carriers. The job took 500 hours, or about 8 hours a day since the iPhone's June 29 launch. Hotz reached a deal with CertiCell, a Louisville, Ky.-based mobile phone repair company to trade his modified iPhone for a Nissan 350Z and three 8GB iPhones.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/aIzuUiJViOU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/aIzuUiJViOU/Teen-Trades-Hacked-IPhone-for-New-Car.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Teen-Trades-Hacked-IPhone-for-New-Car.aspx</feedburner:origLink></item> <item> <title>TechPresident, the Internet Citizenry's New Consen (Resource)</title> <description>TechPresident.com, is a one-stop site for anyone trying to make sense of the Internet's influence on 2008 presidential politics. TechPresident is a diverse, bipartisan group blog written, read and dissected by a growing online digital-savvy academics and young political operatives. It tracks the number of YouTube views, MySpace friends and Facebook supporters of each candidate. TechPresident.com tries to put them in context  suggesting what the numbers could mean for campaigns and voters. TechPresident recently won the $10,000 top prize at this year's Knight-Batten Awards for Innovations in Journalism. "The site urges citizens to participate directly in the political process," the judges noted&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/9cXeGZovcE0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/9cXeGZovcE0/TechPresident2c-the-Internet-Citizenrys-New-Consen.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/TechPresident2c-the-Internet-Citizenrys-New-Consen.aspx</feedburner:origLink></item> <item> <title>Database Will Track Fates of Students (Resource)</title> <description>The D.C. superintendent of education' office is establishing a database to track the city's public school students from pre-kindergarten to college graduation. Poor records have made it difficult to compute accurate dropout and graduation rates, assess the curriculum, and determine how well students have been educated. Officials are using a $5.7 million grant from the U.S. Dept. of Education to establish the database.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/0p4qTL9BTmo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/0p4qTL9BTmo/Database-Will-Track-Fates-of-Students.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Database-Will-Track-Fates-of-Students.aspx</feedburner:origLink></item> <item> <title>Advantages of Cooperative Group Problem Solving (Resource)</title> <description>A description of the cultivation and use of cooperative group problem-solving by the physics department at the University of Minnesota.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/t4a7VAqz3kE" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/t4a7VAqz3kE/Advantages-of-Cooperative-Group-Problem-Solving.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Advantages-of-Cooperative-Group-Problem-Solving.aspx</feedburner:origLink></item> <item> <title>Education veteran creates YouTube for teachers (Resource)</title> <description>Given the enormous popularity of YouTube, it's not surprising that an education-specific version of this video-sharing web site should emerge--and on March 6, that's just what happened. TeacherTube, the brainchild of 14-year education veteran Jason Smith, gives teachers a more educationally focused, safe venue to watch and upload videos that help demonstrate a new concept or skill, address specific learning objectives, or provide professional development for their fellow educators. TeacherTube includes daily featured videos on topics such as teaching about the digestive system, or how to make classroom posters with Microsoft Excel--and it also offers a video tutorial on how to upload your own videos to the site. Users are able to rate videos and leave comments; search for videos by tags; find, join, and create video groups to connect with people who have similar interests; and even customize their experience by subscribing to member videos, saving favorites, and creating playlists. When you upload videos to the site, you can choose to broadcast them publicly or share them privately with only those you invite. The site's services are offered free of charge to all users.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/dD1a9G727kc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/dD1a9G727kc/Education-veteran-creates-YouTube-for-teachers.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Education-veteran-creates-YouTube-for-teachers.aspx</feedburner:origLink></item> <item> <title>Site Helps Moving Families Identify, Close Gaps in (Resource)</title> <description>A new Web tool allows families who are moving from one state to another to compare academic standards and potential topics that their children may miss. The site is geared toward the roughly 500,000 children from military families who are more likely than their peers to make multiple school changes throughout their K-12 educational career. Students take an assessment aligned to state standards, and SOAR directs them to individualized tutorials to improve skills where needed. Parents can monitor their children s progress from anywhere, and are provided with resource materials.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/XouEB_K8ER4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/XouEB_K8ER4/Site-Helps-Moving-Families-Identify2c-Close-Gaps-in.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Site-Helps-Moving-Families-Identify2c-Close-Gaps-in.aspx</feedburner:origLink></item> <item> <title>Organizational Learning and Group Intelligence (Resource)</title> <description>An essay by Rick Dove, of Paradigm Shift International, on the nature and workings of group intelligence.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/P0FT3zRnGrw" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/P0FT3zRnGrw/Organizational-Learning-and-Group-Intelligence.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Organizational-Learning-and-Group-Intelligence.aspx</feedburner:origLink></item> <item> <title>Open Source As a Signaling Device (Resource)</title> <description>By Samuel Lee, Nina Moisa, and Marco Weiss. Explores the economic feasibility of the open source economy.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/O5OdggqZf_s" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/O5OdggqZf_s/Open-Source-As-a-Signaling-Device.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Open-Source-As-a-Signaling-Device.aspx</feedburner:origLink></item> <item> <title>One Laptop Per Child Book &amp; Music Drive and XO Hackathon (Resource)</title> <description>SJ Klein, director of community content for OLPC notes a collaboration between One Laptop per Child, Creative Commons, and Textbookrevolution.org.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/VSEbJAgHfM8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/VSEbJAgHfM8/One-Laptop-Per-Child-Book--Music-Drive-and-XO-Hackathon.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/One-Laptop-Per-Child-Book--Music-Drive-and-XO-Hackathon.aspx</feedburner:origLink></item> <item> <title>Feds Tout Computerized Tests for Key Skills (Resource)</title> <description>A federal report funded by the National Center for Education Statistics says computer-based testing holds promise for measuring "21st-century" and higher-order thinking skills that cannot be measured easily via traditional pencil-and-paper exams. Researchers noted, however, that the U.S. may be years away from developing the infrastructure to support such testing.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/YOL9Y2ZXPx0" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/YOL9Y2ZXPx0/Feds-Tout-Computerized-Tests-for-Key-Skills.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Feds-Tout-Computerized-Tests-for-Key-Skills.aspx</feedburner:origLink></item> <item> <title>Digital Debate: Prepare Kids for Exams or Life? (Resource)</title> <description>An Australian educator has lets students use cell phones and the internet during exams prompting a global dialog about the nature of 21st-century assessment--and if the definition of cheating should change in light of ubiquitous technology use. Students at Presbyterian Ladies College (PLC), a private girls' school in Sydney, Australia, are in a pilot project using cell phones, the internet, and even calling a friend or relative for help with exam questions. English teacher Dierdre Coleman, told the Sydney Morning Herald that "purely memory-based assessment is increasingly irrelevant in the modern world, and it's more important to measure a student's ability to gather information than the ability to memorize it. Peter Reimann, an education professor at the Univ. of Sydney, said:  Students now have access to information resources online and in their social networks and use social-networking web sites to exchange school-related information along with eMail and chatting online. The line between 'learning from technology' and 'performing with technology' must be carefully revisited often. The question is not either-or, but what is the right mix?" Computers and communication technologies let us offload more cognitive tasks onto our physical and social environment. Arguably, that's how mankind can achieve today s highly complex tasks. We increasingly make technology part of teaching and learning --but we are not keeping up in aligning assessment sufficiently. That results in two negative outcomes, Reimann said. First, students notice the discrepancy and don't see the point of the technology, the assessment, or both; and second, educators underestimate what students know and can do, because students are being assessed in a manner that does not take into account the nature of 21st-century learning--they're being cut off from the resources and tools they are familiar with.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/p8D60VYW4k4" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/p8D60VYW4k4/Digital-Debate-Prepare-Kids-for-Exams-or-Life.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Digital-Debate-Prepare-Kids-for-Exams-or-Life.aspx</feedburner:origLink></item> <item> <title>21st Century Decision Making (Resource)</title> <description>James Surowiecki, author of The Wisdom of Crowds, explains how the decision-making ability of a diverse group of people is more effective than that of individuals.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/zkg-oQFH6w8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/zkg-oQFH6w8/21st-Century-Decision-Making.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/21st-Century-Decision-Making.aspx</feedburner:origLink></item> <item> <title>Stanford Opens Access to All Its Education Studies (Resource)</title> <description>Stanford University s school of education will make scholarly articles available to the public for free and become the first such school in the nation to join the growing  open access movement in academia. The huge gain for public, professional, lawmaker and policymaker access is a body of work that wasn t available before. Publishers of academic journals worry that the movement may undermine their operations as it fails to consider costs involved in copy-editing, designing, producing, and distributing the journals, even for journals that publish primarily online. Declining sales could force universities out of the publishing business.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/gPdZ-IgM7PI" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/gPdZ-IgM7PI/Stanford-Opens-Access-to-All-Its-Education-Studies.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Stanford-Opens-Access-to-All-Its-Education-Studies.aspx</feedburner:origLink></item> <item> <title>Online Education Cast as 'Disruptive Innovation' (Resource)</title> <description>Technology-based forces of "disruptive innovation" are gathering around public education and will overhaul the way K-12 students learn, according to a new book that draws parallels to disruptions in other industries. The book, Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, by Clayton M. Christensen, a Harvard University business professor, predicts that the growth in computer-based delivery of education will accelerate swiftly until, by 2019, half of all high school classes will be taught over the Internet.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/sxu43KkUF1U" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/sxu43KkUF1U/Online-Education-Cast-as-Disruptive-Innovation.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Online-Education-Cast-as-Disruptive-Innovation.aspx</feedburner:origLink></item> <item> <title>Educators Assess 'Open Content' Movement (Resource)</title> <description>K-12 educators can draw upon and contribute to a wealth of online educational resources that are "open" or free for anyone to use, change, and republish on Web sites that promote such sharing. Open content saves schools money by spreading the time and expense of developing curricular resources over many contributors. The Institute for the Study of Knowledge Management in Education researches and supports the use of open content.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/eq5PCx2h7Bc" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/eq5PCx2h7Bc/Educators-Assess-Open-Content-Movement.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Educators-Assess-Open-Content-Movement.aspx</feedburner:origLink></item> <item> <title>Community Activism Plays Major Role in Education Reform (Resource)</title> <description>The  Keep the Promises Coalition is an association of more than sixty education organizations and dozens of elected officials whose ongoing battle for budget revision is still making national headlines. In fact, as schools across the nation find their meager budgets slashed -- alongside a litany of other inequities -- angry constituents are taking action. "Parents, teachers, students, and community members recognize that if they want better schools, they have to fight for them," says Aaron Dorfman, exec. dir. of the National Committee for Responsive Philanthropy and former lead organizer of People Acting for Community Together (PACT), in Miami, Florida. "If they don't hold school districts accountable, no one will." This year, the rising tide of community-based organizations working for education reform will prove an indispensable part of the education system as a whole. Policy makers and philanthropic funders are taking note of the power of grassroots activism to shape political will, communicate local needs, and create long-lasting change in struggling schools. Along with the success rates of these kinds of organizations, so goes the growth in funding for them: "Funders are recognizing that if they want education reforms to last, they have to have a constituency on the ground that is invested in those reforms.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/S5R1OXHPWp8" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/S5R1OXHPWp8/Community-Activism-Plays-Major-Role-in-Education-Reform.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Community-Activism-Plays-Major-Role-in-Education-Reform.aspx</feedburner:origLink></item> <item> <title>Curriki: Comunity of educators, learners and educa (Resource)</title> <description>Curriki is more than your average Website; it s a community of educators, learners and committed education experts who are working together to create quality materials that will benefit teachers and students around the world. Curriki is an online environment created to support the development and free distribution of world-class educational materials to anyone who needs them. Its name is a play on the combination of 'curriculum' and 'wiki' which is the technology we're using to make education universally accessible.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/wWz1EBOy0pY" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/wWz1EBOy0pY/Curriki-Comunity-of-educators2c-learners-and-educa.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Curriki-Comunity-of-educators2c-learners-and-educa.aspx</feedburner:origLink></item> <item> <title>Microsoft Faces University-Based Patent Suit (Resource)</title> <description>A federal appeals court has given the company that manages a set of lucrative technology patents for the Univ. of Rochester a chance to pursue its infringement claims against Microsoft. The ruling reverses a lower-court finding that said the university-based inventors intended to mislead the patent office. The patents cover a technique for computer-driven printing technology known as Blue Noise Mask. A company called Research Corporation Technologies has rights to commercialize the patents from the university and has collected tens of millions of dollars in royalties for the university by licensing the patents to companies. Recently the U.S. Court of Appeals for the Federal Circuit said a district-court judge in Arizona had erred when he ruled in 2006 that the university s patents were unenforceable. The district court had ruled against the patents after finding that the 2 Univ. of Rochester inventors had not disclosed previously published articles about their invention to the U.S. Patent and Trademark Office. But the appeals court said the findings in the publication  were not material to their inventive activity, and so the inventors were not required to report it. The appeals court vacated the ruling and ordered the case to be re-heard by another district-court judge. (&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/wPlkJFkMleo" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/wPlkJFkMleo/Microsoft-Faces-University-Based-Patent-Suit.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Microsoft-Faces-University-Based-Patent-Suit.aspx</feedburner:origLink></item> <item> <title>Home-schooling Numbers Increase (Resource)</title> <description>As Vermont public school pupils are back in school, so are many of the 2,215 home school students -- up from 92 in 1981. Home school students are free from the rules and course requirements that abound in public schools. But parents must enroll home study children with the Vermont Education Department and, in most cases, provide the department with an annual report demonstrating how the students will meet minimum course requirements.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/j-sshpKhBeU" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/j-sshpKhBeU/Home-schooling-Numbers-Increase.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Home-schooling-Numbers-Increase.aspx</feedburner:origLink></item> <item> <title>A Call to Fund the Young and Risky (Resource)</title> <description>In a recent white paper,  ARISE: Advancing Research in Science and Engineering from the American Academy of Arts and Sciences, a coalition of researchers urged greater commitment among policy makers, universities, and private donors to support scientists early in their careers and encourage potentially  high-risk, high-reward ventures. The report offered recommendations to alter longstanding federal funding and peer-review mechanisms and foster a new generation of scientists and stimulate the daring investigations that will generate competitive advantage in a global economy.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/vXuYGnY234E" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/vXuYGnY234E/A-Call-to-Fund-the-Young-and-Risky.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/A-Call-to-Fund-the-Young-and-Risky.aspx</feedburner:origLink></item> <item> <title>Making Thinking Visible (Resource)</title> <description>Cognitive apprenticeship is a model of instruction that works to make thinking visible. This article presents some of the features of traditional apprenticeship and discusses how it can be adapted to the teaching and learning of cognitive skills. The article presents three successful examples -- cases in which teachers and researchers have used apprenticeship methods to teach reading, writing, and mathematics.&lt;img src="http://feeds.feedburner.com/~r/Open-Source-Assessment/~4/neBkcyLU2zs" height="1" width="1"/&gt;</description> <link>http://feedproxy.google.com/~r/Open-Source-Assessment/~3/neBkcyLU2zs/Making-Thinking-Visible.aspx</link> <feedburner:origLink>http://www.futureofed.org/resource/Making-Thinking-Visible.aspx</feedburner:origLink></item> </channel> </rss>