Wikipedia had no article on Benjamin Bloom’s 2 sigma problem (1984), and virtually no references to the observed phenomena or related studies, so I drafted one: http://en.wikipedia.org/wiki/Bloom%27s_2_Sigma_Problem.
It’s little more than a stub right now, but I plan to come back to it, and I trust others–especially those in Jon Mott’s IP&T 692R course, “The 2 Sigma Problem”–will contribute to and expand the article.
It was a gorgeously sweet-smelling rainy day, but I managed to bring
myself into the confines of a BYU classroom to attend David
Wiley's IPT 692R: Intro to Open Education. Today we're looking
at how an institution, BYU in particular, might approach institutional
policy and practice supportive of open licensing of teaching materials
and research publications (more…)
In David Wiley’s IPT 692r – Intro to Open Ed course students have fragmented into two small groups, each of which has chosen to research and catalog appropriate open resources that may be used to fulfill learning objectives for one of the secondary education core curricula for the state of Utah. As I have begun searching for, tagging, and sharing resources, I’ve begun to consider the long-enduring web question: link or copy? (more…)
Today’s session of BYU’s IPT 692R was a collaborative workshop day. The following are merely my contributions to the Google Doc, posted as per Dr. Wiley’s request (more…)
This week I ventured to explore a number of OER projects and conduct a preliminary assessment of the reusability and remixability of the OER hosted in each. Based on earlier (albeit shallow) familiarity with some of these OER initiatives I am able to presume that the structure and technology of a selected sample OER from each is generally representative of all or most OER in the given project (more…)
For David Wiley’s Intro to Open Ed course I had settled on the “artisan” character class, helping to round out the on-campus “guild”. Though the artisan had clear value and balance with the other classes, I was not satisfied with it for a couple of reasons (more…)
I was dizzy with excitement and inspiration from today’s live class meeting of Intro to Open Ed course, and so with lots to mull over I chose to walk back the University Mall in Orem where my car was parked. The weather has begun to warm here in central Utah, and I had music (The National) and a book (Kaku’s Hyperspace) to ease the trip, but half-way there I wimped out and grabbed the next bus (more…)
The bitter cold and a late bus did not prevent me from attending David Wiley’s IPT692R course today. And though the class period was set aside to choosing “classes” for the rest of the course, several discussions bubbled up that were noteworthy (more…)
I’m certainly not the first to suggest that sustainability is an elephantine problem for current and future OER projects. But it’s a problem that may take several perspectives and ideas in order to condense workable solutions (more…)
In David Wiley’s Intro to Open Education course students were asked to randomly choose and then examine 5 MIT OpenCourseWare (MIT OCW) courses, and 5 Carnegie Mellon Open Learning Initiative (OLI) courses. I’ve done random examinations of OCW/OER in the past, so I changed this up a bit to fit my own inclinations: first, I made my choices semi-randomly (more…)
