In a welcomed twist to our review of educational theory on Tuesday a few folks in section 2 of EDT400 sought to deliberate on Behaviorism and specifically the issue of grading with letters and numbers as reward and punishment. Reflections on the import of grading centered on “not knowing where I was, or what my learning meant” because of assessment systems that “looked and felt” “different”. The use of “check marks” in elementary school (lasting effects!) and a high school experience at one of the most innovative schools in Maine if not New England, where letter grades and rank are not used in favor of more authentic assessment modes (see below).
Why we learn is as important as what we learn when attempting to understand educational theory, and underlying issues with teaching and learning. To this end I am very interested in this discussion. EDT 400: can you receive an A on something (a paper or in a course) and still fail? If so what does this mean for networked learning in a blended VLE such as ours? How should you be assessed? Why are you involved in the learning community? These are well worn questions and important for a course like ours to deliberate on. We seek to imagine new ways of learning at the same time old ways of learning are dominant and this is difficult. You are involved in important work.
So for those of you who are attending or participating in any learning episode for a good grade; is this all you need to advance? What do you really want out of learning? What if I were to give everyone in EDT 400 an A now? What would happen? Let me know if this is what the community wants, my ears and eyes are open.
TPCK – Technological Pedagogical Content Knowledge – TPCK. (n.d.). Retrieved February 02, 2011, from http://www.tpck.org/
Ruben R. Puentedura’s Weblog: As We May Teach: Educational Technology, From Theory Into Practice. (n.d.). Hippasus. Retrieved February 02, 2011, from http://www.hippasus.com/rrpweblog/archives/000025.html