Comments on: Classroom Democracy, Part I: A Parliament of Scholars http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html Because I say so Tue, 14 May 2013 23:20:09 +0000 hourly 1 http://wordpress.org/?v=3.5.1 By: tdaxp http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-362094 tdaxp Thu, 22 Apr 2010 20:20:50 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-362094 Ah, we educational psychologists have all sorts of clever ways to get our ideas into classrooms! [1] Bwa ha ha!

[1] http://en.wikipedia.org/wiki/Token_economy

Dan

]]> By: Purpleslog http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-354784 Purpleslog Thu, 18 Mar 2010 18:09:33 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-354784 Here is another system:

http://games.slashdot.org/story/10/03/18/0313208/Professor-Ditches-Grades-For-XP-System

“Like in World of Warcraft, students of Indiana University’s game design classes start as Level 1 avatars with 0 XP, and progress by completing quests solo, as guilds, or in ‘pick up groups.’ Course coordinator Lee Sheldon says students are responding with ‘far greater enthusiasm,’ and many specifics of game design could also be directly applied to the workforce. These included: clearly defining goals for workers; providing incremental rewards; and balancing effort and reward.”

]]> By: Sean http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-14994 Sean Wed, 30 Nov -0001 00:00:00 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-14994 your work in this area is so cool to me, Dan. keep posting!

]]> By: Dan tdaxp http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-14995 Dan tdaxp Wed, 30 Nov -0001 00:00:00 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-14995 Sean, thanks! Just wait until part IV — that was the funnest one to write :-)

It's this series that led me to add an odd question of Mark [1], as well as put off replying to his comment [2]

[1] http://zenpundit.blogspot.com/2006/09/autotelic-learner-modular-mind.html
[2] http://www.tdaxp.com/archive/2006/09/18/curriculum-development-with-thoughts-on-genetic-factors.html

]]> By: Sean http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-14996 Sean Wed, 30 Nov -0001 00:00:00 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-14996 looking back at your post [2] above, the most frustrating part of my Master's degree was the push for coverage of stuff that was never discussed in class or tested or written about or anything…

]]> By: Dan tdaxp http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html/comment-page-1#comment-14997 Dan tdaxp Wed, 30 Nov -0001 00:00:00 +0000 http://www.tdaxp.com/archive/2006/09/30/classroom-democracy-part-i-a-parliament-of-scholars.html#comment-14997 Sean, I agree completely. I was thinking the same thing today. The amount of reading can destroy comprehension, which which makes that “learning” useless.

Fortunately my Computer Science Masters was free of that nonsense, as the program at USD focused on comprehension and application of concepts.

The College Teaching seminar at UNL, where that point came up, is similarly a citadel of comprehension. The readings are perfectly designed to drive the conversation. Our professor really knows what she is doing.

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