21 Matching Annotations
  1. Nov 2022
    1. One example could be putting all files into an Amazon S3 bucket. It’s versatile, cheap and integrates with many technologies. If you are using Redshift for your data warehouse, it has great integration with that too.

      Essentially the raw data needs to be vaguely homogenised and put into a single place

    1. It took me a while to grok where dbt comes in the stack but now that I (think) I have it, it makes a lot of sense. I can also see why, with my background, I had trouble doing so. Just as Apache Kafka isn’t easily explained as simply another database, another message queue, etc, dbt isn’t just another Informatica, another Oracle Data Integrator. It’s not about ETL or ELT - it’s about T alone. With that understood, things slot into place. This isn’t just my take on it either - dbt themselves call it out on their blog:

      Also - just because their "pricing" page caught me off guard and their website isn't that clear (until you click through to the technical docs) - I thought it's worth calling out that DBT appears to be an open-core platform. They have a SaaS offering and also an open source python command-line tool - it seems that these articles are about the latter

    2. Working with the raw data has lots of benefits, since at the point of ingest you don’t know all of the possible uses for the data. If you rationalise that data down to just the set of fields and/or aggregate it up to fit just a specific use case then you lose the fidelity of the data that could be useful elsewhere. This is one of the premises and benefits of a data lake done well.

      absolutely right - there's also a data provenance angle here - it is useful to be able to point to a data point that is 5 or 6 transformations from the raw input and be able to say "yes I know exactly where this came from, here are all the steps that came before"

  2. Jul 2019
    1. We will study how a Disc Jockey’s (DJ’s) endorsement of recording on radio, in the 1950s, could boost sales into the millions.

    2. limited access to the commercialized Internet can also stand in the way of someone’s access to online visual and musical forms and learning about them

      For more on digital redlining, read "Digital Redlining, Access, and Privacy" by Chris Gilliard.

    3. Even in the 1950s

      Another idea for a related assignment: challenge students to create a timeline of controversial art using H5P, and then embed the timeline into the text.

    4. Some still consider

      I'd be curious to see citations throughout as a model for how students can cite their work and extend their knowledge.

    5. 1)

      As I reflect on how instructors and students might co-create an OER text, I see questions like this, generated by the instructor/author, as an opportunity to establish and explore essential questions together. After brainstorming these questions, a possible next step would challenge students to write their own chapter (or other unit) in response to this question.

    6. a public setting

      What are some of your favorite public art pieces? For me, Alexander Calder is high on the list.

    7. controversy

      I'm curious to learn more about what the author means by "limitations" and who defines what "controversy" means.

    1. If course designers have been properly trained then there should be no unused text books.

      As I was reading the article, this thought also popped into my head.

      I'm wondering how many courses across campus are taught "to the book" - they find the book first, then structure the course around that - rather than choosing a text (or other medium) after going through the process of mapping learning objectives to assessments/activities. If you're starting with the textbook first, it's pretty likely that some course objectives are not achieved and the types of learning activities present in the course are uninspiring or irrelevant.

    2. online platform that bundles together a textbook, homework, quizzes, and tests

      I've really hated working with publishers' own LMS. They are clunky, have poorly designed UX (some are still in Flash even), and the effort to get student work back to the campus LMS is frustrating.

      Instead of building their own systems, publishers should work on making packages to import into the instructor's own university-supported LMS.

    3. the textbook would not give them any advantages in their work for the course, so they did not feel compelled to spend money on the textbook

      I've made this decision countless times in undergrad!

    4. older editions of their required textbook

      I am of mixed opinions on this strategy, especially from librarians. It often ends up being more work for the instructor to try to reconcile different editions for students. Some editions have significant changes, leaving students with older versions at a disadvantage and the instructor has no way of knowing that. Other updates are nice but not crucial for the students. Students need to check with instructors before sticking with an older edition. Sometimes instructors prefer an older edition but the campus bookstore will push to "upgrade" to the newest edition.

    5. collaboration between librarians and other faculty can facilitate OER adoption for courses

      And staff, too, such as instructional designers and educational technologists.

    6. “you have to buy the class, basically pay for the class […] you had to pay, there’s no way to go around it.”

      Which again raises the question of pedagogy. The practice also creates a classroom environment based at least in part on begrudging compliance and resentment. Not great!

    7. The CUNY students I spoke with were universally opposed to — and dissatisfied with — these platforms

      How can students play a more active, integral role when institutions are considering adopting these platforms?

    8. often saw a potential need to access those materials again in subsequent courses, which justified their economic investment.

      I wonder if these students ended up using the materials in other courses. I'm also curious as to whether instructors within a major or department share which texts they're using in order to shape course readings across a major or minor.

    9. lecture slides essentially replicated the content of their textbooks

      Perhaps an opening to discuss how to structure a more engaging lecture?

    10. They evaluated multiple factors
    11. My professor shows us slides, but, um, the book is not used at all

      The student's description of the course reminds me that conversations about OER go hand-in-hand with conversations about pedagogy. How does adopting and (co)creating OER texts affect the how's and why's of teaching and learning? And for instructors (and students) new to OER, how can they receive support before, during, and after the use/creation of an OER text?