Browsing by Author "Carlson, Kimberly"

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    Adapting Pink Time to promote self-regulated learning across course and student types
    Baird, Timothy D.; Kniola, David J.; Hartter, Joel; Carlson, Kimberly; Rogers, Sarah; Russell, Don; Tise, Joseph (2020)
    To explore new opportunities to promote self-regulated learning (SRL) across a variety of contexts, this study applies a novel assignment called Pink Time in seven different courses at two universities. The assignment asks students to “skip class, do anything you want, and give yourself a grade.” In each case, instructors adapted Pink Time to fit the needs of their course. Altogether, 165 students completed 270 self-directed projects and self-assessments targeting five component behaviors of SRL. Findings show that: (1) students were more likely to perceive success in certain behaviors of SRL than in others; (2) students’ perceptions across courses were similar for some behaviors but not others; and (3) subsequent iterations of the assignment supported higher perceived measures of some SRL behaviors but not others. Together these findings illustrate the value and flexibility of this progressive assignment as well as persistent challenges in supporting students’ SRL.
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    Adaptive Life-Long Learning for an Inclusive Knowledge Economy
    Arnold, Amy; Lindsey, Andrew; McCoy, Andrew P.; Khademian, Anne M.; Lockee, Barbara B.; Adams, Carol; Amelink, Catherine T.; Blankenship, Chip; Glover, Christopher; Harris, Chrystal; Hoyle, Clayton; Potts, Colin; Pike, Dale; Whittaker, Dale; Kjellsson, Daniel; Hare, David; Tegarden, David P.; Tinapple, David; Ucko, David; Nahapetian, Eta; Hou, Feng; Holmes, Glen A.; Keyel, Jared; Garrett, Jeff; Joo, Jenna; McPhee, Joel; Boyer, John D.; Flato, John; Lister, Jonothan; Haldane, Joseph; Greenwood, Julie; Sanders, Karen Eley; Bruce, Karla; Lindsey, Kate; Carlson, Kimberly; Wingfeld, Kristin; Hamilton, Laura; McNair, Lisa D.; Kamlet, Mark; Semmel, Marsha; Holt, Matthew; Richey, Michael; Kumar, Mukul; Spivy, Nene; Cardwell, Owen; Holloway, Rachel L.; Swearer, Randy; Hall, Ralph P.; Clark-Stallkamp, Rebecca; Mazer, Robert; Smith, Robert; Reynolds, Roger; Bess, Diego Scott; Weimer, Scott; Sagheb, Shahabedin; Garmise, Sheri; Ashburn, Sherrell; Johnson, Sylvester; Cardone, Taran; Nicewonger, Todd; Martin, Tom; Quick, Tom; Rikakis, Thanassis; Skuzinski, Thomas; Contomanolis, Manny (Calhoun Center for Higher Education Innovation, 2020-08-24)
    This report addresses the globalized knowledge economy in the 21st century; not only as it exists today, but the knowledge economy needed to meet the demands of tomorrow. This report proposes that in order for our knowledge economy to grow and be sustainable, it must be inclusive in ways that enable it to adapt to—and incorporate within it—the personal and professional growth of a large and diverse body of lifelong learners. In this introduction, we first define what we mean by inclusive knowledge and explain how our proposed definition expands some of the traditional understandings. We then show that an expansive and dynamic conceptualization of knowledge increases inclusion and promotes lifelong adaptive learning as a mindset and a practice.