It is slick enough. Definitely a learning curve that some people will not get over. If they must learn it, they will. Otherwise, if they don't, I wouldn't expect them to wade through it.
For the user, it takes a while to understand how it works, how to work together and our collective weaknesses. Good stuff.
Thursday, June 5, 2008
Wednesday, June 4, 2008
What is an example of a good assessment you found valuable and a poor assessment that sucked.
I've always found role playing to be surprisingly illustrative. I've done it only in a few academic settings and never in my workshops. But people become animated and the entertaining folks bring others out. It seems to help demonstrate a point.
I had a 200 level political science class many moons ago. The class was very interesting. The professor was engaging although a bit disjointed. The entire grade for the class was based on three multiple choice tests, based a bit on a book, but moreover on class lecture, which was almost impossible to take notes on. When I took the first test I got a "C". That wouldn't do. I found out that his past tests were floating around. I got a hold of them and aced the tests from there out. It isn't the way I liked to get grades, but the assessments had very little to do with what was learned in class. I actually carry a great deal of that class with me today. But it has nothing to do with the tests.
I had a 200 level political science class many moons ago. The class was very interesting. The professor was engaging although a bit disjointed. The entire grade for the class was based on three multiple choice tests, based a bit on a book, but moreover on class lecture, which was almost impossible to take notes on. When I took the first test I got a "C". That wouldn't do. I found out that his past tests were floating around. I got a hold of them and aced the tests from there out. It isn't the way I liked to get grades, but the assessments had very little to do with what was learned in class. I actually carry a great deal of that class with me today. But it has nothing to do with the tests.
Monday, June 2, 2008
Observations on The Big Picture
It occurs to me that as I design course work for the fishing fleet, composed of individuals ranging in ages, locations and "technology" abilities, I'll need to be straight-forward about the difficulties of working on line and provide framework for participating.
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