Author Archives: sgreenla

A couple weeks ago, David Wiley responded to a clever Pearson op-ed, which attempted to damn [OER] with faint praise. Among other things, the op-ed states: “OER often shine in their variety and ability to deepen resources for niche topics.“ … Continue reading →

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This is the time in the semester when the workload starts to increase and the ability to think metacognitively decreases in proportion.  Many folks, both students and faculty, are just trying to keep their heads above the water.  Which means … Continue reading →

I have a relatively light teaching load this semester. I’m teaching a senior seminar, our introductory research methodology course, and an online principles of microeconomics course (technically, two smaller than average size sections taught as a single course). And at … Continue reading →

VivienRolfe: I fear we will build the education system that we can measure – not the one that we need. #opened15 #analytics This is the second in the series.  The first was here. I need to admit upfront that this … Continue reading →

This is the first in a series of posts about my journey into OER.  If you are not familiar with Open Educational Resources (OER), you should be.  OER is course materials: syllabi, assignments, lecture notes, and even texts, which are available … Continue reading →

This week is final exam week at UMW.  I’ve been grading essays and now exams for what seems like forever, certainly more than a week now.  On Tuesday evening, I sat down at my kitchen table to start grading intermediate … Continue reading →

This post began as a comment on Robert Barrow’s “Colonizers and Edupunks(&C.): Two Cultures in OER” Thanks, Rob for prompting my thinking on this. The question of open texts vs. radical OER is an interesting one. My training as an … Continue reading →

At the 2015 Educause Annual Meeting, the opening keynote speaker was Daniel Pink, who drew from several of his recent books, including Drive, which I blogged about here. Pink’s thesis is that success comes from three factors: mastery, autonomy & … Continue reading →

In my view, grades as summative assessments should indicate student learning. Of course, it’s not that simple in practice. This may be anathema to say publicly, but grading is as much art as science. Think about it. Teachers can’t observe … Continue reading →