Classroom discussion forums - are they worth it?

Of note...relatively interesting, and possibly significant work related to the use of discussion in online classes.  It's always puzzled me to determine the value of discussion and this work pokes at the issue.  From Jeffrey R. Young in the Chronicle of Higher Education.  Worth a read.

What a Tech Start-Up's Data Say About What Works in Classroom Forums - Wired Campus - The Chronicle of Higher Education

Professors may want to think carefully before giving formal grades for participation in online discussions, the data suggest. When professors required a set number of discussion posts, the number of submissions was higher than in courses where professors left participation up to students. But instructors reported the highest gains in student understanding when discussion was less strictly marked.

Google. And the news.

Who knew?  I think I'm relatively savvy on topics such as this - technology and the changing nature of the news.  But this aggregation and algorithm story from Megan Garber in The Atlantic is worth a read for a deeper dive into the topic.

Google News at 10: How the Algorithm Won Over the News Industry - Megan Garber - The Atlantic

There is, on the one hand, an incredibly simple explanation for the shift in news organizations' attitude toward Google: clicks. Google News was founded 10 years ago -- September 22, 2002 -- and has since functioned not merely as an aggregator of news, but also as a source of traffic to news sites. Google News, its executives tell me, now "algorithmically harvests" articles from more than 50,000 news sources across 72 editions and 30 languages. And Google News-powered results, Google says, are viewed by about 1 billion unique users a week. (Yep, that's billion with a b.) Which translates, for news outlets overall, to more than 4 billion clicks each month: 1 billion from Google News itself and an additional 3 billion from web search.

As a Google representative put it, "That's about 100,000 business opportunities we provide publishers every minute."

Google emphasizes numbers like these not just because they are fairly staggering in the context of a numbers-challenged news industry, but also because they help the company to make its case to that industry. (For more on this, see James Fallows's masterful piece from the June 2010 issue of The Atlantic.) Talking to Google News executives and team members myself in 2010 -- the height of the industry's aggregatory backlash -- I often got a sense of veiled frustration. And of just a bit of bafflement. When you believe that you're working to amplify the impact of good journalism, it can be strange to find yourself publicly resented by journalists. It can be even stranger to find yourself referred to as a vampire. Or a pirate. Or whatever.

Organizing to solve the big problem...interesting notes from Fast Company Online

9 Ways Great Companies Organize Their Teams For Success | Fast Company

Businesses exist for one simple reason: to solve a big problem. At the core of every great product or service is an unfulfilled need that reaches a big enough market. But it’s not enough to have a great idea that solves a big problem; behind each successful company stands a flexible team that can efficiently turn a vision into a growing business.

Classroom discussion forums - are they worth it?

Of note...relatively interesting, and possibly significant work related to the use of discussion in online classes.  It's always puzzled me to determine the value of discussion and this work pokes at the issue.  From Jeffrey R. Young in the Chronicle of Higher Education.  Worth a read.

What a Tech Start-Up's Data Say About What Works in Classroom Forums - Wired Campus - The Chronicle of Higher Education

Professors may want to think carefully before giving formal grades for participation in online discussions, the data suggest. When professors required a set number of discussion posts, the number of submissions was higher than in courses where professors left participation up to students. But instructors reported the highest gains in student understanding when discussion was less strictly marked.

Wondering...pay to perform...hmmmm

Not sure yet what I think about this unique agreement between and institution and an educational vendor except that as long as we all continue to rely upon grades as the indicator of success, we will continue to chase our own tails.  Luckily, McGraw Hill's product does tie LearnSmart to learning goals and objectives so with some good work, the instructor could truly measure attainment of student learning outcomes tied to grades.  Next step: MH needs to allow customization of learning objectives within their materials.  Will watch with interest.

Western Governors U Signs Textbook Pay-for-Performance Deal -- Campus Technology

In this project, McGraw-Hill will provide e-books and access to software, such as McGraw-Hill's adaptive learning system, LearnSmart, and the university will pay a "significantly discounted flat fee" for the materials. In addition, Western Governors will also pay the company a premium for each student who uses the materials and receives a B or better grade in the course.