Thank you for making this a visible companion to the previous BP about Writing

Hey! I know that book!

Good insight ...

There is a space in the link that makes it a dead link. This will take us there: https://resources.corwin.com/writingrewired And a video: https://www.youtube.com/watch?v=dQ7yGkFO4fk

MAPS And now, MEDIA

Wise .... since any of these tools can go dead in a minute and be gone forever ...

Important point -- I think it was Bud Hunt who once wrote that if you can do something without technology, why bother with technology? What we want is to find ways to make the technology integrated and central to the experience, to transform the learning and the practice.

Maybe we need a new name for what it is we hope students will do when they examine the world through interest and critical lenses ....

These are odds with other ... but is there a way to bring them together? Perhaps that is your book. Maybe I should keep reading ...

I agree .. and believe that our role as teachers has never been more important ... particularly when it comes to contextualizing technology for interactions with the world ...

LOVE THIS!! I believe this is the most neglected and misunderstood practice in todays schools! In his What is the Value of a Teacher? TEDx talk Alan November elaborates on why and shows a few examples of how.

There are so many fake/false news headlines, quotes, and articles being circulated by news media, educators and politicians our students and even adults are captives in an information age rather than navigators or controllers of it.

The one critical pivot I would make to this wonderful idea would be to substitute the word teachers with students. I think teachers should be very careful not to give out too many questions, but rather teach their students how to ask their own "thicker questions"!

In the words of Neil Postman & Charles Weingartner, "Once you have learned how to ask questions—relevant and appropriate and substantial questions—you have learned how to learn and no one can keep you from learning whatever you want or need to know."

So I would focus on making just one change in your classroom and I think all of the tips, tricks and tech tools will fall in line and naturally lend itself to authentic tasks powered by students asking meaningful and relevant questions and being equipped to find the answers.

Vote for UniverCity!

I've proposed a workshop to the Future Architecture platform, organised by the Museum of Architecture and Design, Ljubljana. The idea is that the ideas arising from the UniverCity forum can be worked through in discussion about the possibility of a future form of architectural visualisation not tied down to images of completed buildings. Renderings of unpredictability, of occupation, of diverse public knowledges. Vote online: and browse the other projects too.

We need to get in on this...

Very important to keep in mind. Not only do we realise that re-identification is a risk, but this risk is exacerbated by the increase in “triangulation”. Hence some discussions about Differential Privacy.

Useful reminder. Sounds a bit like “now that we have easier access to data, we have to be particularly careful”. Probably not the first reflex of most researchers before they start sending forms to their IRBs. Important for this to be explicitly designated as a concern, in IRBs.

Again, this is probably a more felicitous wording than “privacy protection”. Sure, it takes as a given that some use of data is desirable. And the preceding section makes it sound like Learning Analytics advocates mostly need ammun… arguments to push their agenda. Still, the notion that we want to advocate for responsible use is more likely to find common ground than this notion that there’s a “data faucet” that should be switched on or off depending on certain stakeholders’ needs. After all, there exists a set of data use practices which are either uncontroversial or, at least, accepted as “par for the course” (no pun intended). For instance, we probably all assume that a registrar should receive the grade data needed to grant degrees and we understand that such data would come from other sources (say, a learning management system or a student information system).

Ha! The Chronicle’s summary framed these categories somewhat differently. Interesting. To me, the “application” part is really about student retention. But maybe that’s a bit of a cynical reading, based on an over-emphasis in the Learning Analytics sphere towards teleological, linear, and insular models of learning. Then, the “representation” part sounds closer to UDL than to learner-driven microcredentials. Both approaches are really interesting and chances are that the report brings them together. Finally, the Chronicle made it sound as though the research implied here were less directed. The mention that it has “the potential to influence institutional practices and interventions” may be strategic, as applied research meant to influence “decision-makers” is more likely to sway them than the type of exploratory research we so badly need.

Useful breakdown. Research, predictive models, and recognition are quite distinct from one another and the approaches to data that they imply are quite different. In a way, the “personalized learning” model at the core of the second topic is close to the Big Data attitude (collect all the things and sense will come through eventually) with corresponding ethical problems. Through projects vary greatly, research has a much more solid base in both ethics and epistemology than the kind of Big Data approach used by technocentric outlets. The part about recognition, though, opens the most interesting door. Microcredentials and badges are a part of a broader picture. The data shared in those cases need not be so comprehensive and learners have a lot of agency in the matter. In fact, when then-Ashoka Charles Tsai interviewed Mozilla executive director Mark Surman about badges, the message was quite clear: badges are a way to rethink education as a learner-driven “create your own path” adventure. The contrast between the three models reveals a lot. From the abstract world of research, to the top-down models of Minority Report-style predictive educating, all the way to a form of heutagogy. Lots to chew on.

Sounds fairly damning for a business based on helping diverse students with the labour market…

Something to consider publishing to?

Just posting here to share this content about academia and Twitter... some good links to further discussion of digital academia...

'Digital platforms, from Twitter and personal blogs to e-journals and iterative monographs, are creating new ways to publish and new publishing opportunities. In this new model of academic publishing, Twitter interactions exist on the same spectrum of activity as peer-review and scholarly editing. But more importantly, new models for scholarly publication are creating new ways to engage in public scholarship beyond traditional publication, fundamentally blurring the boundaries between publication, conversation, and community.'

http://www.digitalpedagogylab.com/hybridped/beyond-academic-twitter/

Hello. This is my first entry. Dario and I plan to create a podcast that has three elements:

1) A formal exploration of the podcast form using our own podcast as a case study. 2) A discussion around academic research and the podcast. 3) A discussion around the 'disruptive journal' featuring input from JMP contributors.

The aim is to construct a text that operates as a viable and valid piece of research and also is reflexive regarding the changing nature of academic research.

We will be talking in person late July following some leave and will be emailing disruptive JMP participants shortly to invite them to participate.

For now I listening to podcasts to prepare, and recommend the latest NPR Invisibilia episode on problem solving, and any episode of the brilliant Longford Podcast.

At least, they’ve become unavoidable in class discussions even tangentially related to social psychology. In intro sociology, they lead to some interesting thoughts about lab vs. field experiments.

SocArXiv - an upcoming open archive of papers in the social sciences modeled on arxiv.org.

https://twitter.com/socarxiv

Despite some differences, it sounds a bit like the standard by which risks and benefits of research are measured in terms of a given population. Since the troublesome Tuskegee syphilis experiments, it has led to the evaluation of “fair or just distribution of risks and benefits to eligible participants” (WP). The connection may be a little bit strained, especially since Zuckerman is talking about pragmatic issues instead of ethical ones. But there’s some insight in this line of thought, IMHO.

Title: The dying breed of craftsmen behind the tools that make scientific research possible - LA Times

Keywords: government-funded research opened, snake glass coils, fuse glass beakers, organic chemistry, research hubs, world war, experienced glassblowers, glassblowers remain, church laboratory, befallen glassblowing, glass manufacturer, glass technicians, cost-cutting world, jobs tend, entry-level jobs

Summary: Hunkered down in the sub-basement of the Norman W. Church Laboratory for Chemical Biology, underneath a campus humming with quantum teleportation devices, gravity wave detectors and neural prosthetics, Rick Gerhart chipped away at a broken flask.<br>Peering into the dancing flames, he examined his work for wrinkles — imperfections invisible to the untrained eye.<br>“It not only should be functional,” he said, smoothing the rim with a carbon rod, “it has to look good.”<br>Here in Caltech’s one-man glass shop, where Gerhart transforms a researcher’s doodles into intricate laboratory equipment, craftsmanship is king.<br>In a cost-cutting world of machines and assembly plants, few glassblowers remain with the level of mastery needed at research hubs like Caltech.<br>“He’s a somewhat dying breed,” said Sarah Reisman, who relied on Gerhart to create 20 maze-like contraptions for her synthetic organic chemistry lab.<br>Rick Gerhart, scientific glass blower at Caltech, has been helping to make scientific research possible at the campus since 1992.<br>(Dillon Deaton/Los Angeles Times)<br>Similar fates have befallen glassblowing at UCLA and NASA’s Jet Propulsion Laboratory.<br>Across the U.S., those who land such jobs tend to stay until retirement.<br>He chuckled: “Looks like we have to steal somebody.”<br>To master scientific glassblowing, proper training and apprenticeships are key.<br>In addition to the hands-on training, which requires a knack for precision as well as coordination, students must take courses in organic chemistry, math and computer drawing.<br>So it really takes a long time to get to a position like Rick’s.”<br>Gerhart enrolled in the Salem program in 1965, after dropping out of college to give his father’s profession a try.<br>The craft, which dates back to alchemy in the 2nd century, took hold in America by the 1930s and 1940s, after World War I cut off glassware supply from Germany.<br>The profession peaked after World War II, when booms in oil and government-funded research opened up numerous glassblowing jobs in many a lab.<br>At first, Gerhart hopped around a number of firms and worked alongside more experienced glassblowers at TRW Inc. and UCLA.<br>When he settled at Caltech in 1992, the glassblower before him handed over the key to the shop and said, “Good luck.” On his own, Gerhart pieced together his patchwork of experience to twist and fuse glass beakers and snake glass coils over vacuum chambers.<br>“That’s when I really started learning.”<br>Social media videos have sparked new interest in the craft, Briening said.<br>But while his students have no trouble getting entry-level jobs at companies like Chemglass Life Sciences, a glass manufacturer, and General Electric Global Research, rarely are universities willing to budget the overhead costs for more than one glassblower, if any.<br>“Years ago, all the universities had two or three people,” Briening said.<br>One of the few resources left for the next generation is the American Scientific Glassblowers Society, a close-knit group that hosts national workshops and swaps ideas when a researcher’s custom order stumps one of its members.<br>Its members also serve as Caltech’s best — and possibly only — options once Gerhart leaves.<br>“Rick’s one of those glass technicians that I put in the top 5%,” Ponton said.<br>

Fuchs, Milena Žic. 2014. “The Future of Publications in the Humanities: Possible Impacts of Research Assessment.” In New Publication Cultures in the Humanities: Exploring the Paradigm Shift, edited by Péter Dávidházi, 147–71. Amsterdam University Press. http://books.google.ca/books/about/New_Publication_Cultures_in_the_Humaniti.html?hl=&id=4ffcoAEACAAJ.

Under the current mode of action.

Love this paper!!!

How to game the REF

nice bibliography!

Which criteria are you referring to?

Although there is much more that is possible in connecting youth in the middle of their research process, our experience of having students post at many and early stages of their inquiry/research process is invaluable!

the daily connotation

shows the sense of ownership

Selective exposure

a;lskdjf;alsdfjk;asdlfjkads;lfjk

Obama.

Definition.

This paper was studied in a case study that lead to some corrections. See the paper here: http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0127612

On the importance of funding middle-ground

capacity requires top and middle.

Ciudad de datos, grafoscopio y el data week están orientados a la pregunta 1:

RQ1: How do processes of signification, legitimation and domination in ICT- mediated citizen engagement give rise to new governance regimes?

Mientras que el diálogo entre comunidades de base y gobierno podría ayudar a resolver la pregunta 2:

RQ2: Under what conditions can ICT mediated citizen engagement support and promote democratic governance?

replication research

women and men need to go back to caveman days because all of this is to complicated for this author's little brain.

Women need to chil out with the whole "adulting" and "working" thing so men have something to do with their lives.

But what about everything else you just said? Now men are simple sex machines?

Is that how basic men are? All they want is a submissive women and to be head of the household? Actual scientific studies say otherwise but I haven't written any books yet so what would I know?

Oh no! What will poor little men do without a wife to take care of the housework?

Thank you for clarifying as that made literally no sense without it. Who edited this for you?

Is this an objective view? It sounds more like bull shit but that is also my own subjective view.

The author claims that because women are not submissive little frilly creatures who take care of their husbands, that men no longer want to marry them.

The author claims that with women working and becoming educated, men are less interested in marrying them.

Perfectly said! Men's liberation is just as important as the women's liberation was.

Feminism (and men's liberation) aim to place blame on the patriarchal system, while meninism places blame on women.

The author demonstrates how important men's liberation is to our society. Similarly, the meninist movement is a product of this. While women were liberated from gender roles, our male counterparts weren't so lucky. Due to this, many men blame women, but what they don't understand is that they to, can get off their asses and fight for something they believe in.

Umm maybe because those "chortles" encourage violence and all together stupidity? Just a thought...

So the author describes feminism negatively due to a few misandrists, yet asks his readers not to do the same to a movement that advocates violence against women. Both feminism and meninism have valid views, along with misguided followers.

We're all vain and shallow, it's impossible to be completely free from these qualities.While the original meninist movement had actual goals, the parody of it is a joke. All it does is reinforce harmful stereotypes.

While recently the meninist movement is relatively new to mainstream media, it started as a legit branch off from feminism.

This could be because in a way the men's rights advocates are admitting to feminine traits. This is still frowned upon even in Western cultures.

This is disgusting. Rape is not something anyone should take lightly, it is a serious charge and I doubt that this quote is true. What should be addressed instead is how to teach boys not to rape and how college boards can make campus safer for women. Women aren't the only ones getting raped either.

That doesn't make it okay for them to spew women hate and shoot up schools. While it is important to help these people, it is also important to not ignore the severity of their actions. No matter how hurt a person is, they have the choice to act violently or peacefully. It is not okay to react violently no matter the situation and as a society we need to make this clear.

This is the anti-feminist branch of the men's liberation movement. This should show the importance of feminism in the men's liberation movement. Without it the group is just promoting women-hate, which obviously doesn't solve anything. In turn, this should show the opposite side of the movement that the feminism movement is the same way. While you have your crazy men haters and bra burners, you also have those regular people who value human life. These are the people fighting for both rights, same as the pro-feminist men's liberation fighters.

Then that's not feminism.

This is probably because of the stereotype of hyper masculinity that men are expected to portray. Some of those traits are aggressiveness, and dominance which can lead to violence.

But there is a gender studies class which covers both. Is it really necessary to have an individual men's studies?

Feminist teachings are helpful to avoid this. By empowering feminine aspects in men and women, men's liberation and feminism are both benefiting.

Plantains look like bananas, but they are more like potatoes. They are starchy, and like a potato, you would want to cook them first. I love cooking plantains!

Supplemental materials?

Feminism isn't the problem here, If anything, feminism does more to advance the Men's Rights Movement that anything. It allows men to show their feminine traits without ridicule. By fighting against feminism you are fighting against equality.

While the author makes a valid point here, that men and women are both unequal to each other in different ways, he fails to notice that the patriarchy does exist. It is a system made to benefit men through their careers, but hurts them in the way that it provides strict gender roles and impossible standards.

This could be due to troubled family life and relationships due to involvement in work and pressures of hyper masculinity.

Although men face disadvantages in today's society, one could argue that they created these disadvantages for themselves. They declared that women were weak and unintelligent, therefore they stay at home with the family. A counter argument for this could also be that times have changed for women and now it should be time for men to also be liberated.

While ideals are shifting, work policies aren't reflecting that. Due to this, men have a hard decision to make regarding family life or their career.

The men's decision may be better for the long run financially, it causes them to miss out on important moments in their children's lives.

Even though they'd like to have an egalitarian relationship with their spouse, many men have come to the conclusion that traditional roles work best to keep the family unit functioning.

When does using OER make sense... This is a great framework, especially if we are talking about assessing the OER completely on its own. But that probably isn't reality. OER is meant to be used, as in a process rather than a finished product. That process, the purposeful integration of the interactions and connections between teachers, students, "content" and the "open" public should be the foundation for such a framework.

After reading what these researchers think is a test of the creative thinking that is the subject of this study, I can think of one use for the pen that involves the phrase, "...and put it where the sun don't shine!"

P.S. And as a proud owner of a Mya-Moe ukulele, I am disturbed at the article's theme-image implication that we ukulele players are a bunch of joint-honking, creativity-lacking slackers, the Millennial equivalent of Beat Poets!

P.P.S. Upon further reflection, it has been brought to my attention that the tiny instrument in the article's theme image has, in fact, six strings not four. This then puts into question the appropriateness of my outrage over the article's apparent disparagement of ukulele players. Fair enough, it may be a small bodied guitar. But it may also be a six-string ukulele, depending on its tuning.

I am inclined to go with it being a six-string uke, but am reserving my outrage until we have further evidence to go on.

If you have an opinion about whether said instrument is guitar or ukulele... OR if you'd care to comment on whether creativity can be measured by things like the "pen use test," annotate away in response, please.

consider adding a comma, like so:

"... wildlife, which is..."

Two considerations:

1. This seems to me to break in style from your previously-established convention for links & citations (i.e., a consistency error); and
2. Should it be before or after the period? (unsure of what conventions say).

Consider changing from "(link") to some other options? Two that come to my mind (neither of them quite ideal) could be moving it to "support for climate change denial" and/or changing it to "(An excellent read/article/essay by Vice magazine delves into this [issue/topic] [, here].")

NB: I include optional phrasing in square brackets [ _ ].

source? not necessary, but (for my mind, at least) helps its appearance.

also re: Style: I have no idea what the style recommendations / conventions are: I see you started with a big icon of an open-quote. Q: Is it customary (e.g. in magazines, the New Yorker, etc.) to include an identically large-icon-sized close-quote?

Scientists sharing knowledge! Naughty!

Good to know. Didn’t realise this.

I appreciate the importance of annotation and social annotation as a part of the research process.

Megan Cossey<br> Tips for fact checking your writing:<br> * Verify every fact, no matter how insignificant.<br> * Find out which sources are regarded the most highly in the field you are writing about.<br> * If you can't verify it, delete it.

• When it involves a person, email them the facts in question, and ask them whether they are correct.
• Don't rely on Wikipedia articles alone, but the references used there may help.
• http://www.census.gov
• CIA World Factbook
• UNDP Human Development Indicators<br> Rankings of countries by various statistics.
• UN maps
• US Securities and Exchange Commission<br> Form 10K, audited annual reports of public companies. Publicly traded companies will also have an annual report to shareholders on their site.
• http://www.forbes.com/largest-private-companies/<br> Forbes does research on private companies.
• http://www.politifact.com/<br> Fact checking of political news.
• http://quoteinvestigator.com/<br> Blog that traces the origins of quotations.
• http://snopes.com<br> Internet rumors, photos, urban legends and such.

180,000 public domain items from the New York Public Library Digital Collections. Photographs, stereoscopic photos, illustrations, maps, ancient texts, manuscripts, historical correspondence, sheet music, and more!

http://api.repo.nypl.org/<br> https://github.com/NYPL-publicdomain/data-and-utilities<br> API and metadata

http://nypl.org/publicdomain<br> More info, and some projects that use the API.

• consider whether or not to lower-case the M in "Making." (I should probably ask an experienced copywriter or professional editor, actually... There is probably a "one right answer" in this instance, although I'm not certain.)

• Change it's to its (that is, remove the apostrophe)

The possessive form of "it" is an irregular form of possessive in lacking an apostrophe, probably to avoid confusion with the contraction of "it is."

(This is yet another grammar rule I memorized in public schools. :p)

In direct opposition with the model for most universities, these days. So that may be the fork in the road. But there are more than two paths.

We believe that openness and transparency are core values of science. For a long time, technological obstacles existed preventing transparency from being the norm. With the advent of the internet, however, these obstacles have largely disappeared. The promise of open research can finally be realized, but this will require a cultural change in science. The power to create that change lies in the peer-review process.

We suggest that beginning January 1, 2017, reviewers make open practices a pre-condition for more comprehensive review. This is already in reviewers’ power; to drive the change, all that is needed is for reviewers to collectively agree that the time for change has come.

Good skils for every researcher

We're essentially creating things on purpose that are going to have the ability to make their own decisions, possibly be smarter than us, and also have a chance of malfunctioning... Why?

So if it threatens our understanding of what it means to be human.. is that beneficial to our ongoing research of essentially what makes us humans by constantly pushing our understanding to be deeper? or is harmful and uprooting of the interpersonal/cultural norms we've established?

Interesting method, based on storyboards and interviews.

Very interesting workshop, cross-cultural analysis.

All about open education

DOE office of ed tech

dakota

OER Research

Can someone explain to me what this research is for and why they use Argon? I don't understand the way it's explained. I am working on a science project. I am in the 4th grade.

Can someone explain to me why argon is used in these experiments and what they are for? I am working on a science project (I am in the 4th grade). Thank you!

The Impact of Open Textbooks on Secondary Science Learning Outcomes

Pithy, but potentially misleading.

Open Research MOOC

Takeaways:

1. Frequency of (e.g. minor) positive emotions more important than the intensity of positive emotions.

2. Different cultures emphasize different positive emotions e.g serenity in the east vs enthusiasm in the west; as well as sources (e.g. "i'm fitting in!" vs "i'm standing out!").

3. Having lots of connections not as important as having one or two meaningful interactions (confidants).

4. Introverts still benefit from interaction, but need to regain energy by being alone.

5. After reporting on emotions at the end of the day, asking oneself about what 3 longest social interactions of the day were, and how close and in-tune you felt with people, can actually drive positive emotions and measures of health upward.

6. Prioritizing positivity is highly effective.

7. Resonance in emotions while conversing can occur, and also can induce physiological mirroring like oxytocin patterns being similar.

8. Positive emotions give you a big picture and allow for creative thinking, but a neutral or negative state is better for critical analysis. Luckily most normal people use both at different times.

9. Barbara is currently researching if increasing positivity increases the occurrence of other positive behaviors (e.g. fitness, health).

Not necessarily. For many institutions, as long as one of the researchers is affiliated, the data can be deposited

Anyone know the scenario he's citing here?

I'd love to read more.

(I know this is an aside... but maybe it isn't.) Just in case anybody needed a definition of "inquiry," these sentences would do just fine. I know it can seem like too much to ask of youth, but I think we can find ways to help them to find the question they have been asking all of their lives, just like Coates's question here: "unanswerable, which is not to say futile." How different that is from finding a "researchable question."

1. Email address and name fields need to be longer.
2. Is it clear that we need one or more of email and phone?

Do we actually ever need both? If not, we could just ask "How would you like us to contact you?" And then show the relevant field with progressive disclosure.

One users gaze went back up to the 'Select all that apply' text at this point. We were able to ask him about this and he confirmed that he wanted to check whether he was supposed to be selecting multiple options or not.

In this and other research we've observed that some users continue to click on the control rather than the grey box.

We tested an alternate design alongside this one, with larger controls. The users (all high computer confidence) were very slightly faster at clicking the controls (as per Fitts Law).

Equivalent testing on GOV.UK Verify with low confidence users shows the speed difference is much more pronounced.

One user wasn't sure what 'counts' as a device

In eye-tracking 0/4 users looked at this page element.

However, it may have value for users who need to refer to the page via some other channel (eg, over the phone).

0/4 users clicked on this