- Mar 2023
-
www.nytimes.com www.nytimes.com
-
‘‘I think it lets us be more thoughtful and more deliberate about safety issues,’’ Altman says. ‘‘Part of our strategy is: Gradual change in the world is better than sudden change.’’
What are the long term effects of fast breaking changes and gradual changes for evolved entities?
-
- Nov 2017
-
www.educause.edu www.educause.edu
-
social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society
-
-
www.bnedloudcloud.com www.bnedloudcloud.com
-
a strategic partner and collaborator to the 770 stores on campuses nationwide
-
-
unizin.org unizin.org
-
Instructors can supplement traditional course materials with low-cost alternatives such as Open Educational Resources and faculty-generated content.
-
-
www.indianaeconomicdigest.net www.indianaeconomicdigest.net
-
“We’re between the now and the not yet of moving to digital textbooks. But the model has not been discerned,”
-
-
mfeldstein.com mfeldstein.com
-
Moodle Pty—more widely known within the Moodle community as Moodle HQ—does most of the development of the core Moodle code and maintains tight control over which code submitted by third parties gets accepted into the code base
-
- Apr 2017
-
creativecommons.org creativecommons.org
- May 2016
-
adamcroom.com adamcroom.com
-
To me, this is what OER for the web should start to reflect.
You mean it’s not just about the price of textbooks??
-
- Jan 2016
-
pressblog.uchicago.edu pressblog.uchicago.edu
-
one wonders about the relationships between scholarship, technology, and the academic institution that engendered that turn from printing materials to printing ideas.
One sure does.
-
- Dec 2015
-
robinderosa.net robinderosa.net
-
The goal of education is for the educator to become less and less needed for learners to learn.
The reverse of the typical “goal displacement”. Instead of focusing on ensuring our continued employment as “instructors”, we want to make sure learning happens. Deep down, we know we’ll find ways to work, no matter what happens. The comparison with health can be interesting. If doctors had an incentive to keep people sick, society wouldn’t benefit much. Allegedly, Chinese healthcare provides incentives for doctors to help people stay healthy. Sounds like it’d make sense, somehow. Yet education and health are both treated like industries. We produce graduates, future employees, etc. Doctors produce people who fit a pattern of what it means to be healthy in a given social context. There’s even a factory-chain metaphor used when some people apply “lean management” to hospitals or colleges. Not that the problem is with the management philosophy itself. But focusing so much on resource allocation blinds us from a deep reality: as we are getting healthier and more “learned”, roles are shifting.
-