71 Matching Annotations
  1. Apr 2018
    1. Thursday, March 8

      I found these readings really interesting, especially the the SPARC Open and Sherpa-Romeo tools.

  2. Mar 2018
    1. The videos are great, but sometimes an hour is a long time to devote. The good thing is that they are all archived here and I hope to go back and follow up on what I missed.

    2. .

      Twitter chats were fun! I think having a few prepared questions to start it off is a good idea. The chats seemed to die down as the weeks went on, but I enjoyed them when I was able to attend!

    1. .

      As a newbie, I really liked this article and I learned a lot!

    2. )

      I would have liked to have seen the entire syllabus in advance in order to plan my time. I missed some things due to meetings, etc. that could have been changed in advanced had I been given more notice.

    1. That is, we should not conflate Freire-as-historical figure with Freire-as-metaphor. As Susan Jarrett explains, metaphors as “figures of substitution” sometimes obscure the fact that “standing in for another” obviates the particulars that metaphor is intended to represent

      Reification, of many kinds, is a major problem in academic uses of language.

    2. critical pedagogy only offers “a way to see themselves as something other than the mindless functionaries of the state apparatus responsible for tidying the prose of the next generation of bureaucrats”

      As the Republicans dismantle governments' bureaucratic structures and corporations continue to increase offshore management, administration of universities will be the only place for college graduates to find work.

    1. Try, explore, fail, share, revise.

      Yes. Time to get past the fear of all of these things, especially the trying, failing and revising. And the exploring...yes, all of them!

    2. Let students curate course content.

      Absolutely. The course should be something we make together rather than something students "take" and faculty "deliver."

    3. Build course policies, outcomes, assignments, rubrics, and schedules of work collaboratively with students. Once we involve students in creating or revising OERs or in shaping learning architectures, we can begin to see the syllabus as more of a collaborative document, co-generated at least in part with our students.

      Would love to see more institutional support and encouragement for doing this.

    4. Students can choose to openly license the work that they post on these sites, thereby contributing OERs to the commons; they can also choose not to openly license their work, which is an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy. If students create their own learning architectures, they can (and should) control how public or private they wish to be, how and when to share or license their work, and what kinds of design, tools, and plug-ins will enhance their learning. It is important to point out here that open is not the opposite of private.

      Yes. Shades of open. Informed agency.

    5. So one key component of Open Pedagogy might be that it sees access, broadly writ, as fundamental to learning and to teaching, and agency as an important way of broadening that access.

      Access + agency = Open Pedagogy

    6. Will they be able to read their Chemistry textbook given their vision impairment? Will their LMS site list them by their birth name rather than their chosen name, and thereby misgender them? Will they have access to the knowledge they need for research if their college restricts their search access or if they don’t have Wi-Fi or a computer at home? Are they safe to participate in online, public collaborations if they are undocumented? Is their college or the required adaptive learning platform collecting data on them, and if so, could those data be used in ways that could put them at risk?

      Crucial questions here. It's challenging for faculty to ask and answer all of them at the same time. But we simply must.

    7. Open Pedagogy” as a named approach to teaching is nothing new. Scholars such as Catherine Cronin,[1] Katy Jordan,[2] Vivien Rolfe,[3] and Tannis Morgan have traced the term back to early etymologies. Morgan cites a 1979 article[4] by the Canadian Claude Paquette: “Paquette outlines three sets of foundational values of Open Pedagogy, namely: autonomy and interdependence; freedom and responsibility; democracy and participation.”

      This historical framing is important - a wonderful reminder of previous democratizing and empowering currents in education.

    8. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

      For me this is an essential summons -- the pedagogies we cultivate and perpetuate are not ideologically neutral. Open Ed, OEP and Open Ped have the potential to challenge the neoliberal currents many of us find so antithetical to our calling and commitment as educators. Keeping the focus on the nexus of theory and practice is critical.

    9. avoid digital redlining,[26] creating inequities (however unintentionally) through the use of technology.

      So many challenges here, and we really must address all of them. I'm also interested in learning how to make sure my websites and other affordances I use are accessible to people with disabilities.

    1. “Open Pedagogy and a Very Brief History of the Concept.” Explorations in the Ed Tech World, 21 Dec. 2016, https://homonym.ca/uncategorized/open-pedagogy-and-a-very-brief-history-of-the-concept/.

    2. For Paquette, open is very much about learner choice, (albeit for him this is really about creating a classroom environment where this can be optimized).  Good stuff right? Of course, this becomes much more fascinating if you consider the sociopolitical context in which these ideas were playing out.

      I so appreciate this framing - context is essential (and always sociopolitical). Thank you!

    1. Can OER be high quality if it is free?

      Are commercial textbooks high quality because they're expensive? What kind of review process do they actually go through? How do we rate quality anyway? What factors are considered important? What matters is student learning and student success. Writing, editing and design will have an impact on that. So will accessibility and cost. I imagine it is relatively easy to compare textbook A to textbook B and decide which is better based on content and presentation. It would be more difficult to determine if textbook A is $100 better than textbook B, or if students would derive $100 more of value from it. Due to CC permissions, OER can be modified to fit the needs of an institution, a department, an instructor, and a group of students. They can be continually modified to improve student success.

    2. to ensure that resources are up-to-date

      How up-to-date are commercial textbooks? There is an investment of time and money that goes into revisions and printing new editions, so publishers don't want to do that any more than necessary. They also have a vested interest in eliminating the market for used books, so there is a financial benefit to updating editions frequently. Faculty can OER whenever they please, due to the Creative Commons permissions. Some may see this as a drawback, if they would rather have someone else be responsible for keeping materials current. I can see benefits to building the updating process into a course though. Students could look to current research, events and issues to see how they intersect with course subject matter, and be charged with proposing revisions. This type of an assignment would have them actively thinking about the relevance of what they're learning, how they are learning it, and how to get ideas and concepts across to others. Students would gain experience in managing their own learning processes at the some time as they learn the course content.

    1. But these are mostly local innovations that mobilize local resources and often recycled materials to, for example, introduce electricity into a village, better irrigate fields or offer lighting after sunset. The aim of these innovations is to contribute to local development and not to the development of international markets,

      I'm wondering what Piron et al. would think of Cooperative Extension agents (hailing from US Land Grant universities) who may be involved in this work?

    2. there are many cases where the ‘epistemic alienation’ described above leads to ‘the exclusion or contempt of local knowledge’ (Mboa, 2016), even amongst researchers in the global South

      This exclusion of local knowledge doesn't just happen in the global South and is an issue that likely occurs in many academic discipline regardless of geography. For example, I'm reminded of natural resource management (my former field of study) where "epistemic alienation" is an issue.

    3. rather than actually solving Southern development challenges

      or development challenges in the North for that matter...

    1. We are in the midst of a pricing crisis for scholarly journals. For four decades, subscription prices have risen significantly faster than inflation and significantly faster than library budgets.

      and this is particularly crazy and difficult to understand since journals don't pay authors or peer reviewers, and lots of their copies are now digital (marginal cost of zero to reproduce)

    2. Too much of the OA discus-sion is grim, utilitarian, and problem-oriented. We should complement it with discussion that is joyful, curious, and opportunity-oriented

      I am not sure what the recent announcement about the Hypothes.is-Elsevier partnership means, but I sure hope it's in the "joyful" and "opportunity-oriented" realm!

    3. They must implement au-thentication systems and administer proxy servers.

      At additional expense with shrinking budgets...

    4. Some publishers don’t allow librar-ies to share digital texts by interlibrary loan and instead require them to make printouts, scan the printouts, and lend the scans.

      It's true! What a waste of valuable staff time and the resulting copy is inevitably of poorer quality for the end user.

    5. by 1997 the imbalance had grown to 28 percent for books and 72 percent for jour-nals.

      This also causes inequities in library spending across disciplines. The disciplines that rely more heavily on journal literature have a greater proportion of the library budget than those that rely on monographs.

    6. A study by the Research Information Network in late 2009 found that 40 percent of surveyed researchers had trouble accessing journal literature at least once a week, and two-thirds at least once a month. About 60 percent said that access limitations hindered their research, and 18 percent said the hindrance was significant.

      I don't disagree that access is a problem, but also know that some faculty and students do not understand that they need to pass through their university's authentication to access journals to which their library subscribes.

  3. Feb 2018
    1. information literacy as an educational reform movement

      I don't think I would have recognized IL as an educational reform movement before reading this document, but am in total agreement with the move from skills-based to higher level thinking.

    1. computing as a utility

      I'm looking at you, FCC.

    2. If we are to understand the web as it is, rather than as it once was, we need more realistic mental models of it

      Again, the vital importance of mental models. Conceptual frameworks!

    3. Understand this simple distinction and you're halfway to wisdom.

      And understanding why the open web is so important--as well as why so many companies are trying to kill the open web--is another part of the wisdom we should seek.

    4. all you need is a smallish number of big ideas

      I keep getting suckered in by this hope. A teacher's optimism, I guess.

    5. So we wound up being totally dependent on a system about which we are terminally incurious.

      This, this, this. Education ought to fuel curiosity about the world we continue to design and build for ourselves. Why are we terminally incurious? I believe part of the answer is that we think we know more than we do--and that we make the fatal mistake of not realizing that "technology" is really made out of ideas, ideas that can and should fuel our imagination and yes, our curiosity.

    6. First, the companies (Yahoo, Google, Microsoft) who provided search also began to offer "webmail" – email provided via programs that ran not on your PC but on servers in the internet "cloud". Then Google offered word-processing, spreadsheets, slide-making and other "office"-type services over the network. And so on.

      Again, for me, these developments blur the distinction between the web and other applications..

    7. web pages are only one of the many kinds of traffic that run on its virtual tracks.

      This is a quite helpful analogy, though it's not yet crystal clear to me...more and more applications, it seems, run both as desktop clients and browser-based versions (e.g., email). My school is a Microsoft school, and I still get confused as to whether it is better for me to work in the desktop version of Outlook, or in Outlook365 in the browser.

      Also, of course, there is interleaving between desktop or mobile apps and the web ... links in text messages, documents, etc. that then take you to the web. So it is challenging to really conceptualize the distinction clearly.

    8. persecuted by an integer

      I love this phrase :)

    9. quasi-addictive power

      I just attended a screening of Screenagers and there was an addiction facility featured that specialized in digital addictions. I don't think it's "quasi-addictive" at all. It's real and people's lives are affected much the same way they are with other addictions. The DSMV-5 has even added a category that encompasses it.

    10. we're sleepwalking into this brave new world

      This is a great phrase, but I'm not sure it's the right metaphor. I don't feel totally unaware of the dangers of relying on the cloud, I just don't know what to do about them. Maybe it's more like walking on a tightrope. It might be the most efficient way to cross the gap and we weigh the convenience with the risk and hope for the best.

    11. What happens to your family's photo collection if it's held in the cloud and your password goes to the grave with you?

      Maybe estate planning needs to include a list of cloud services, logins and passwords. This modern life is such a challenge to manage!

    12. network is effectively the computer

      freedom and a lack of control all in one package

    13. highly informed readers

      And many who are not highly informed, or misinformed.

    14. The fact that we rely so strongly on a system that has disruption as a feature is a little scary. Can we function is a world where we loose the ability to immediately communicate? I am thinking of security, finances, etc. on a broad scale.

    15. a university librarian wondering why students use only Google nowadays

      I agree that the disruption is felt in libraries. While libraries have evolved for centuries, the pace of that change has certainly accelerated due to the disruptions created by new technologies.

    16. Vint Cerf

      VInt Cerf and many of the other internet pioneers are among the staunchest advocates for net neutrality; see for example https://www.theguardian.com/technology/2017/dec/11/net-neutrality-vint-cerf-tim-berners-lee-fcc-letter

    17. As a tool for a totalitarian government interested in the behaviour, social activities and thought-process of its subjects, the internet is just about perfect

      was Russia ahead of the game here by using social media to meddle with the US election?

    18. is now heading towards some kind of web 3.0 – a global platform based on Tim Berners-Lee's idea of the 'semantic web' in which web pages will contain enough metadata about their content to enable software to make informed judgements about their relevance and function.

      are we there yet? i was reminded of Facebook showing me images of things I was shopping around for on other sites...

    19. and a willingness to experiment (and fail) provide better strategies for dealing with what the networked environment will throw at you.

      what are the implications of this for teaching in higher ed, especially given that our students grew up in this "networked environment"?

    20. Napster

      the 8th grader in me fondly remembers Napster!!!

    21. The internet has quietly infiltrated our lives, and yet we seem to be remarkably unreflective about it.

      this strikes me because I think people have become more aware of this almost 8 years later, at least with regard to smart phones and also the rise of "mindfulness" when it comes to a lot of aspects of life, with and without tech

    22. And it's difficult to see how we could disable the network's facility for generating unpleasant surprises without also disabling the other forms of creativity it engenders.

      I'm reminded of the power of social media to bring people together and tear them apart

    23. our copyright laws are now so laughably out of touch with reality that they are falling into disrepute
    24. All of which might lead a detached observer to ask: if the internet is such a disaster, how come 27% of the world's population (or about 1.8 billion people) use it happily every day, while billions more are desperate to get access to it?

      This article is over 7 years old, so I thought I'd look up some more recent statistics. According to the International Telecommunications Union, 53.6% of households in the world have internet access. ITU 2017 Fact Sheet

    25. The most common — and still surprisingly widespread — misconception is that the internet and the web are the same thing

      Some students at UMW put together a video about this a few years ago, where they asked random people about the internet and the web. It is interesting to hear how some really bright people struggle to articulate definitions and distinctions. I see it as a reflection of our society and culture - so many of us don't understand what we have in the tools we use on a daily basis.

    26. even harder to predict

      Any particular outcome of a Complex Adaptive System is impossible to predict. This is one reason why organizational change is so hard.

    27. It was largely the creation of a single individual – Tim Berners-Lee,

      Sir Tim's original website is still available at CERN.

    1. Web We Want campaign to foster debate on how to resolve the trade-offs between security and privacy, and between the needs of business and decentralised innovation.

      Hey Sir Tim, let's have a link here! https://webwewant.org/

    2. an idea, a search and some open-source software, and that idea is live

      This miracle continues to thrill every fiber of my being. But how much of this thrill is part of the education our students experience? Not much.

    3. this concept of linking

      Four words that are vitally important. Pause and think: how is "linking" a "concept"? I confess that after twenty years of working with folks to help them understand this environment and its potential a little better, I find that very few understand or even care about linking as a concept. I don't know why.

    4. continually "re-decentralising" the web

      I like the concept, but I don't see how to make it happen.

    5. because it could engender a loss of trust and lead to Balkanisation of the web

      the cynicism and polarization we see today

    6. disregard net neutrality.

      Which is scheduled to end in 60 days.

    7. liberating people's data.

      this reminds me of "domains of one's own" efforts to liberate student data

    8. The potential excites me and concerns me at the same time – that makes the web worth our ongoing stewardship.

      im drawn to this notion of stewardship. it reminds me of digital citizenship, the notion of safe and responsible use of the internet, and also of an ability to be critical of the information we find on the web. like a garden, we need to tend to or care for (i.e. steward) the information that lives there. what might that stewardship look like in educational settings?

    9. When we link information in the web, we enable ourselves to discover facts, create ideas, buy and sell things, and forge new relationships at a speed and scale that was unimaginable in the analogue era.


    1. Two of these rights (Attribution and No Derivatives) are straight out of the U.S. Code.

      I'm nitpicking here, but I didn't think that attribution was a requirement of the law. Is this right?

    1. the age-old scheme of atomizing populations while making sure the powerful stay on top.

      Divide and rule works in every sector of society, but education is the sector charged with reproducing the social order.

      "Power concedes nothing without a demand. It never did and it never will. Find out just what any people will quietly submit to and you have found out the exact measure of injustice and wrong which will be imposed upon them, and these will continue till they are resisted with either words or blows, or with both. The limits of tyrants are prescribed by the endurance of those whom they oppress." - Frederick Douglass


    2. We’ve been consistently fed the lie of the “marketplace of ideas” fetishized by Silicon Valley bros

      I worked for twenty years in Santa Clara, California, beside people from around the world. Some bosses were conservative, some liberal, some libertarian. Some workers were conservative, some liberal, some libertarian and some were anarchist freaks like me. After five years in a four school community college district and three years attending conferences and institutes, I haven't experienced much intellectual diversity. Just lots of liberal identity groups fighting over state, corporate and non-profit resources. My education is self financed by the shared profits from the glass shops in Santa Clara where I did the most technologically advanced glassblowing in history. What does that make me? https://www.wired.com/2016/04/heads-jesse-jarnow-excerpt/