Showing up here in case Twitter burns down. I talk mostly about Career Development and Student Affairs.
he/him/his
Threads http://threads.net/@noah.arney
BlueSky http://ndarney.bsky.social
LinkedIn http://linkedin.com/in/noaharney/
I feel like the only time I post here is to say I'm not really using it much. Find me on BlueSky, Threads, and Linkedin.
Threads http://threads.net/@noah.arney
BlueSky http://ndarney.bsky.social
LinkedIn http://linkedin.com/in/noaharney/
I didn't end up using Mastodon as much as I thought I would, but I'm on Threads as @noah.arney. https://www.threads.net/@noah.arney
Or you could wait till Threads joins the fediverse in a few months.
Calling all Co-operative Education, Career Education, and Experiential Learning Professionals! TRU has just released our brand-new virtual textbook, titled "From University to Career: Creating a Successful Transition."
This interactive textbook is an open education resource, designed to encourage you to adapt, customize, and enhance it for your own students. You can access the textbook directly at https://universitytocareer.pressbooks.tru.ca
I'm super excited that this is published now! I had the great privilege of writing the chapter on Application Documents. Being me, I got to discuss them in my favourite way, through rhetoric. Persuasive writing is persuasive writing, regardless of the genre. I hope you like it!
https://universitytocareer.pressbooks.tru.ca/chapter/application-documents-2/
@deandad CCs, teaching focused, and small/mid-sized PSIs will be able to adapt to this better with their already smaller class sizes, but once you're over 40 students you really can't do oral exams, despite that they were the core of post-secondary for much longer than written exams have been. Also more frequent assessment is easier when you're not marking 300 per section.
But that doesn't scale, so what do large research PSIs do? Their whole model is about scale.
A great blog post from @deandad
TL:DR
"The strategy likeliest to work, I think, is to restructure assignments and grading. That can entail a good bit of work, and in some cases, may require institution-level course redesigns. (Going with oral exams, for instance, would put limits on class sizes.) But as long as students are evaluated on few, high-stakes tests, the incentive to cheat will be powerful."
What will administrators choose when the the solutions are more costly than "more ed tech"?
Kudos to #California.
What is your state doing to identify and avoid the #textbooks revised to ingratiate #Florida extremists?
And section 6.2
“Thus the risk is that people disseminate text generated by LMs, meaning more text in the world that reinforces and propagates stereotypes and problematic associations,
both to humans who encounter the text and to future LMs trained
on training sets that ingested the previous generation LM’s output."
petersuber
Timnit Gebru (she/her).