Keynote address: the networked bank

Technology ; Banks and banking - Customer services ; Automated tellers

Quelques éléments de réflexion pour la CEEC

Cet article est une réponse au texte d’opinion de Luc Desautels et Marcel Côté paru dans Pédagogie collégiale (vol. 23, no 1) à l’automne 2009 et intitulé : « Une autoévaluation de la Commission d’évaluation de l’enseignement collégial : le moment est-il venu ? ». L'auteur compte à son actif une expérience approfondie de la CEEC autant sur les plans interne qu'externe et il partage ses réflexions sur des ambiguïtés au chapitre de certains fondements conceptuels et de leurs conséquences dans les collèges et auprès des enseignants. Ainsi, il met notamment en perspective l'évaluation des apprentissages dans les cours et l'épreuve de synthèse. Il décortique les concepts et les recommandations de la CEEC, exemples à l'appui, évoque le silence de la Commission en regard du MELS et observe des différences dans les recommandations qui sont faites à des collèges. Prônant une autoévaluation formative de la CEEC, il considère que cette dernière aurait avantage à être perçue comme un agent qui aide les collèges et non pas comme un agent de sanction et de contrainte

Anomalies in Tournament Design: The Madness of March Madness

Tournament design is of crucial importance in competitive sports. The primary goal of effective tournament design is to provide incentives for the participants to maximize their performance both during the tournament and in the time period leading up to the tournament. In spectator sports, a secondary goal of tournament design is to also promote interesting match ups that generate fan interest. Seeded tournaments, in general, promote both goals. Teams or individuals with strong performances leading up to a tournament receive higher seeds which increase their chances of progressing further in the tournament. Furthermore, seeding ensures that the strongest teams or players are most likely to meet in the final rounds of the tournament when fan interest is at its peak. Under some distributions of team or player skill, however, a seeding system can introduce anomalies that could affect incentives. Our analysis of the NCAA men’s basketball tournament uncovers such an anomaly. The seeding system in this tournament gives teams with better success in the regular season more favorable first round match ups, but the tournament is not reseeded as the games progress. Therefore, while higher seeds progress to the 2nd round of the tournament at uniformly higher rates than lower seeds, this relationship breaks down in later rounds. We find that 10th and 11th seeds average more wins and typically progress farther in the tournament than 8th and 9th seeds. This finding violates the intended incentive structure of seeded tournaments.basketball, tournament design, sports, NCAA

Anomalies in Tournament Design: The Madness of March Madness

Tournament design is of crucial importance in competitive sports. The primary goal of effective tournament design is to provide incentives for the participants to maximize their performance both during the tournament and in the time period leading up to the tournament. In spectator sports, a secondary goal of tournament design is to also promote interesting match ups that generate fan interest. Seeded tournaments, in general, promote both goals. Teams or individuals with strong performances leading up to a tournament receive higher seeds which increase their chances of progressing further in the tournament. Furthermore, seeding ensures that the strongest teams or players are most likely to meet in the final rounds of the tournament when fan interest is at its peak. Under some distributions of team or player skill, however, a seeding system can introduce anomalies that could affect incentives. Our analysis of the NCAA men’s basketball tournament uncovers such an anomaly. The seeding system in this tournament gives teams with better success in the regular season more favorable first round match ups, but the tournament is not reseeded as the games progress. Therefore, while higher seeds progress to the 2nd round of the tournament at uniformly higher rates than lower seeds, this relationship breaks down in later rounds. We find that 10th and 11th seeds average more wins and typically progress farther in the tournament than 8th and 9th seeds. This finding violates the intended incentive structure of seeded tournaments.basketball, tournament design, sports, NCAA

College Documentation Bulletin number 1

Disponible en français dans EDUQ.info sous le titre "La pédagogie de la première session"Comprend des références bibliographiquesFor this first Bulletin, we have chosen to address the topic of teaching students who are beginning college (students of Québec’s cegeps or private colleges). Prior to this project being launched, a requirements study consistently revealed interest in this topic, as much from the teachers consulted as from educational consultants and tutors. Everyone is talking about student success, and particularly about the success of students who are beginning college. Texts and research have been indexed about the learning experiences of students beginning college, resource centres, the issue of remunerated work, mentorship or internship formulas, how college students are selected and admitted and how extracurricular activities contribute to student success. The topic of teaching the first term is of great interest to the college network. In this bulletin, we will approach the issue from the particular point of view of a teacher with less than 5 years of experience. Who is the first-term student? How do you teach 17-year old young people coming from high school? How do they learn

College Documentation Bulletin number 4

Disponible en français dans EDUQ.info sous le titre "L'évaluation formative"Comprend des références bibliographiqu

College documentation bulletin number 16

Disponible en français dans EDUQ.info sous le titre "L'évaluation sommative"Comprend des références bibliographiquesSummative assessment is almost an everyday topic of discussion. All teachers assess student learning; always in a “summative” way and almost always in a “formative” way. For many, summative assessment is the assessment that “counts,” and formative assessment is the one that “does not count.” This literature review might seem outdated to some, because almost all the texts that deal with learning assessment are explicitly or implicitly rooted in summative assessment. It is, however, important to go back in order to reconnect with the basic principles of measurement and evaluation. This is what we offer in this selection of documents - references that are all conducive to reflection

Bulletin de la documentation collégiale numéro 16

Disponible en anglais dans EDUQ.info sous le titre "Summative assessment"Comprend des références bibliographiquesL’évaluation sommative est un sujet presque banal. Tous les enseignants évaluent les apprentissages de leurs étudiants, obligatoirement de façon « sommative » et presque toujours de façon « formative ». Pour plusieurs, l’évaluation sommative est l’évaluation « qui compte », et l’évaluation formative, celle qui « ne compte pas ». La présente étude documentaire pourrait paraître surannée à certains, car presque tous les textes qui traitent d’évaluation des apprentissages situent leur propos, explicitement ou implicitement, dans le cadre de l’évaluation sommative. Toutefois, il importe de prendre du recul afin de renouer avec les principes de base en mesure et en évaluation. C’est ce que nous vous proposons dans cette sélection de documents, qui constituent autant de références propices à la réflexion

College Documentation Bulletin #9

Disponible en français dans EDUQ.info sous le titre "La réussite scolaire au collégial"In all of Québec’s colleges, the question of academic success has been constantly examined for a number of years. This reflection has taken various forms. It focuses on means for promoting success as well as on the social and economic problems caused by a lower completion rate than expected. A number of research papers or studies have examined the concept of success, the causes for failure and numerous means, each being more inventive than the preceding one, that teaching establishments take to promote academic success for their students. Far from losing steam, this reflection is as dynamic as ever within the Québec college network. On a continuous basis, several players and organizations churn out studies on this topic which, when you get down to it, deals with the very mission of teaching establishments: to teach and promote success. This CDC Bulletin has compiled references that are essential to gain a better understanding of academic success in students and that pinpoint certain follow-through practices promoting success