281 Matching Annotations
  1. Sep 2019
    1. The Task Annotation Project in Science (TAPS) provides K-12 educators with annotated assessment tasks, aligned to the Next Generation Science Standards, that help guide teachers in more equitably monitoring their students’ learning.37 Osmosis is a repository of open educational resources (OER) created to crowdsource the future of medical education.38 Undergraduate and graduate medical students have access to thousands of digital resources, and they have also used annotation - through comments, feedback forms, and ratings - to improve the quality of these learning materials.39 The National Science Digital Library (NSDL), created in 2000, is an archive of open access teaching and learning resources for learners of all ages across science, technology, engineering, and mathematics disciplines.40 Annotation has been used to tag the NSDL’s resources and improve information accessibility, support student interaction with multimedia content through a digital notebook, and educators have annotated NSDL resources to design online learning activities for their students.41 And research about the digital annotation tool Perusall.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.5) !important; }3Troy Hicks, Nate Angell, Jeremy Dean, often used in conjunction with science textbooks, has shown that college students’ pre-reading and annotation practices can subsequently improve exam performance.
    2. Paul Allison, who administers the online annotation platform Now Comment.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.2) !important; }.d-undefined, .lh-undefined { background-color: rgba(0, 0, 0, 0.5) !important; }1Chris Aldrich that is popular among some K-12 educators and their students.
    3. Annotation Studio
    4. Given technological advances and a trend to promote digital annotation by students in school, empirical findings are mixed regarding the evidence-based benefits of handwritten annotation for learning.

      There are also now digital tools like Anki, Mnemosyne, and even Amazon's notebook tools that allow highlights and annotations in books to be transferred into digital flashcards to be used for spaced reviews of knowledge and information. I suspect that even students that heavily highlight their textbooks are rarely reviewing over those highlights after-the-fact, and have generally found this to be the case when asking those I see actively doing so.

    1. We must be sure that we do not confuse the technology tools themselves with the purpose of our work.

      This mantra should be forefront in all our thinking about #EdTech.

    2. offering a degree that not only provided skill value but also transformed our students' social capital and cultural capital

      And maybe this is the core of the tension around higher ed for jobs/skills vs "the value of a liberal arts education". To be an engine for social mobility, education needs to transfer not just skills, but social and cultural capital.

    3. As a result, our students now benefit from sharing courses, research projects, and databases and collaborating in the same way that they see faculty collaborating online and in face-to-face courses.

      Interesting: an outcome of the "EdTech 3.0" work at VCU was that the student experience evolved to become more like the faculty experience.

    4. the academic discipline gave us a systematic way to think about whether or not we were reproducing offline realities in our online learning spaces

      So inspiring to think about how each discipline might use its own practices to embed, interrogate and shape the #EdTech in use. "EdTech 3.0" is the meta we've been waiting for.

    5. Rachel Baker and her colleagues at the Stanford University Center for Education Policy Analysis (CEPA)

      Learn more about Dr Baker and CEPA.

    6. it doesn't matter whether or not a tool can do something; it matters whether or not students can make sense of what the tool is doing

      Yes! This is why digital literacies programs that focus on training for specific tools miss the point: students really need metaskills and literacies that they can then apply to specific tools.

    7. In this process, we found that we could not make any baseline assumptions about our students' ability to access, use, or make sense of edtech tools in their existing context.

      Yes! Thinking back to my note above about how the tech we may need to think about most or first may not even be "EdTech", but some of the more basics of network and hardware.

    8. what would it look like if education technology were embedded in the everyday practice of academic disciplines?

      Perhaps the core question of this article.

    9. So our learning technologies cannot continue to live solely in our administrative units; our academic units are where we are doing some of the more transformative work of learning.

      A direct call to locate #EdTech on the "academic side of the house" in EDUs.

    10. If these tools are going to survive into the phase of what we should do with education technology, I believe they must be embedded in the everyday practice of the higher education institution.

      Thinking here about the technologies that end up being used in everyday practices of teaching and learning, but live mostly outside the structure/sphere of influence of EDUs, for example, smart phones, ecommerce, or even the Internet itself. I'm thinking TMcC is also calling for thinking about how those are embedded in everyday practices of education and we should be thinking about what we should do with them as well.

    11. by Tressie McMillan Cottom

      If you don't already know Dr McMillan Cottom, you might check out her recent books, Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy and Thick, And Other Essays, tune in to her podcast with Roxane Gay, Hear to Slay, visit her website, or for more frequent updates, follow her on Twitter.

      Annotate here, or you can also join in the annotations on her post “Why Is Digital Sociology?

  2. Jul 2019
    1. Amanda Licastro, Bill Seitz, Bryan Alexander, Chris Lott, Gardner Campbell, Jeremy Dean, Joe Murphy, Jon Udell, Justin Cerenzia, Ken Bauer Favel, Laura Gibbs, Maha Bali, Michael Feldstein, Mike Caulfield, Phil Hill, Regina Gong, Remi Kalir, Sherri Spelic, Steel Wagstaff, Taylor Kendal, and Tiago Forte.

      A big question to me is why the edtech crowd is so driven by so few people very incestuous feeling, It's always the same old names Lack of critical mass? Lack of interest by peers? cocktail parties?

    1. Scholars who are also members of marginalized groups disproportionately take up this kind of engaged scholarship, often without commensurate credit from university administrators or colleagues (Ellison and Eatmen 2008; Park 1996; Stanley 2006; Taylor and Raeburn 1995; Turner et al 2008; Villalpando and Bernal 2002).
    2. Academic capitalism promotes engaged academics as an empirical measure of a university’s reputational currency. Academic capitalism refers to the ways in which knowledge production increasingly embeds universities in the new economy (Berman 2011; Rhoades and Slaughter 2010).
    1. "We learn by engaging and sharing with others, and a digital environment enables you to do that in a much more effective way."

      An interesting pedagogical point, but then the question becomes: "Should we necessarily do it within your company's specific siloed domain?"

    1. Personalized learning, though premised on differentiating one student from another, has seemed to work best when it attends, first and foremost, to the needs of teachers as a group. If tech is, indeed, merely a tool of personalized learning, then what does that make the teacher?
    2. Other personalized-learning advocates told me that execution is everything.

      And isn't this the same case as in traditional teaching?!

    3. Yet the academic and policy research behind it is thin.

      And sadly this doesn't seem to have prevented a huge swath of schools to switching over to the idea. Isn't the purpose of a pilot program to do just that--pilot it to see if the data show it's a good idea to spread to other schools?!

    4. A spokeswoman for Summit said in an e-mail, “We only use information for educational purposes. There are no exceptions to this.” She added, “Facebook plays no role in the Summit Learning Program and has no access to any student data.”

      As if Facebook needed it. The fact that this statement is made sort of goes to papering over the idea that Summit itself wouldn't necessarily do something as nefarious or worse with it than Facebook might.

    5. Teachers at Orlo Avenue Elementary said that, while they supported their principal’s decision to adopt Chromebook-based personalized learning, it had undoubtedly created a lot more work, with no accompanying pay raise.

      This is a major issue. And shouldn't all the ed-tech involved actually be lowering this sort of cost and not dramatically increasing it? Isn't that half the point?!

    6. Personalized learning argues that the entrepreneurial nature of the knowledge economy and the gaping need, diversity, and unmanageable size of a typical public-school classroom are ill-served by the usual arrangement of a teacher lecturing at a blackboard.
  3. Jun 2019
  4. educatorinnovator.org educatorinnovator.org
    1. socially rewarding feedbac

      I wonder about the degree to which CL acknowledges and addresses the harassment faced by different individuals and groups when they work in an online space. A related question: to what degree are CL practitioners investigating the technology itself? How might Ethical EdTech provide questions and tools to support CL?

  5. May 2019
    1. The first thing I would show our players at our first meeting was how to take a little extra time putting on their shoes and socks properly.

      Things like this are easy to forget or better said, it's easy to assume basics like socks/shoes are universally well-performed. I was reminded of this: it's the last month of school and I'm teaching individuals how to "control-click" on a google search page to open promising web pages worthy of more detailed examination.

    1. Students with access to a computer and the Internet are able to find the answers to not only simple questions, but also incredibly complex problems.

      This gives me concern about access in our schools.

  6. Apr 2019
    1. As teachers we often put our students into reading groups with a limited choice of books and then try to create artificial conversations. In contrast, the act of creating the book commercial together pushes students to have deep discussions as they negotiate creative decisions about what to include and how to communicate the strengths of the book.

      Artificial conversations are an issue I predict I'd face as a teacher, this activity seems to negate the issue by focusing on student interest and creation. What other activities deal with this issue in this sort of way?

    2. Now it’s time for an audience. My students watch each commercial and comment about what they liked, and then the creator tells us what they might do differently next time.

      This is an activity that sees writing as making. Students plan, make, and peer edit.

    3. s Adobe Spark Video.

      I have personal hate for Adobe Spark because of how glitchy and untrustworthy it is.

    4. The act of creating a commercial gets students thinking about elements of story such as character, setting, and plot.

      Multilayered activity (benefits students multiple ways.) What other ways are there?

    5. The library is constantly expanding and keeps student interest in books and reading growing.

      Answer to my possible question: How to get students interested/involved?

  7. Mar 2019
    1. we don’t want to fund teachers and manageable class sizes, so we outsource the plagiarism problem to a for-profit company that has a side gig of promoting the importance of the problem it promises to solve.

      Yet another example of a misdirected "solution" to a manufactured problem that ends up being more costly - in terms of monetary expense AND student learning AND faculty engagement - than it would have been to invest in human interaction and learner-centered pedagogies.

    1. First, when teachers get access to new technologies, they typically use them to extend existing practices.

      This is deeply problematic given the fact that even if Ts use SAMR recommendations, the platforms themselves (at least proprietary ones like GAFAM - Google/Alphabet, Amazon, Facebook, Apple, Microsoft) are specifically designed for surveillance and monetizing 'engagement'. See Kwet, Michael, Digital Colonialism: US Empire and the New Imperialism in the Global South (August 15, 2018). For final version, see: Race & Class Volume 60, No. 4 (April 2019) ; DOI: 10.1177/0306396818823172. Available at SSRN: https://ssrn.com/abstract=3232297 or http://dx.doi.org/10.2139/ssrn.3232297

    1. we provide him as much help as possible in making a plan of action. Then we give him as much help as we can in carrying it out. But we also have to allow him to change his mind at almost any point, and to want to modify his plans.

      I'm thinking about the role of AI tutors/advisors here. How often do they operate in the kind of flexible way described here. I wonder if they can without actual human intervention.

  8. Feb 2019
    1. These outcomes and estimated effect sizes bring us back to a key applied question: Which method—longhand (on paper or eWriter) or laptop—should students use to take notes? At this point, we would argue that the available evidence does not provide a definitive answer to this question.
    1. Both afford us the op-portunity to learn with others, but they are very different environments with different po-tential risks and benefits.

      As mentioned earlier in this article, experiences that incorporate private and public contexts can help people advance their understanding and facility in negotiating these different spaces.

    2. The Best Way to Predict the Future is to Issue a Press Re-lease
  9. Jan 2019
    1. My engineering courses were pushed to use Matlab and Mathematica by the companies selling them, who have then successfully set themselves up for market dominance outcompeting literally free, equivalent tools despite ludicrous cost and abhorrent business models. Changing our practices and what tools we use is the first part of escaping that.

      Let's go. This gets at the heart of the point I wanted to make last week about the necessity of interrogating these practices -- or at least raising awareness around alternatives to them. Thank you!

    1. A Rubric for Evaluating E-Learning Tools in Higher Education

      The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

    1. The year of the MOOC, the death of the MOOC

      As one of those folks still working in MOOCs, it has been fascinating to watch the ups and downs, and the twists and turns, that perceptions of this vehicle have taken. I wonder how much the narrative of "life and death" of edtech tools or strategies distorts the nature of how we use them? MOOCs are still proving to be powerful triggers and invitations for faculty at Boulder to think more mindfully and intentionally about their teaching practices. Isn't that a form of life as well?

  10. Nov 2018
    1. Classroom

      This site pulls together articles working with a variety of topics, such as Blended Learning, and is a great tool for professional development at the K-12 level. It has sections based on particular states, tips and tactics, videos, etc. that all offer important and current information on best practices in bringing educational technology to the classroom.

      Content Depth: 4/5

      Content Breadth: 4/5

      Ease of Access: 4/5

    1. This study looks at educators needs and proficiency with education to determine best practices. In particular, it identifies that teachers need, and often welcome, increased training in these areas. It notes that hands-on technological training for both teachers and students is at the crux of any success that will be seen in teacher growth in this field. It then diagrams what best practices in these trainings can look like; focusing primarily on a K-12 environment.

      Content Depth: 5/5

      Content Breadth: 2/5

      Ease of Access: 4/5

  11. Oct 2018
    1. Meanwhile, IT organizations are often defined by what's necessary rather than what's possible, and the cumulative weight of an increasingly complex communications infrastructure weighs ever heavier.

      In the middle of a deeper exploration of the 2014 edtech landscape.

    2. In our main article, we argue that those of us in higher education, rather than offloading our vision to venture capital-inspired "solutions" for education, should be using open architecture, through open-source applications, to reinvest in creative people, processes, and possibilities-that is, to reclaim innovation.

      A call for and examples of opening knowledge practices.

    1. I imagine it is possible that personalized and adaptive learning could well preserve that which is sacred in the faculty-student relationship, freeing faculty to focus on what matters most. After all, what I cherish most about the colleges and universities I have attended are the human connections.

      This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

    2. Growing up as an immigrant to this world of technology-enabled possibility filled me with a sense of endless wonder that may come less easily to natives.

      The idea that a "digital immigrant" may have a more positive relationship with digital technology than a "digital native".

    1. More recently, Brad and University of Michigan's Dean of Libraries James Hilton codified what they consider to be the contrasts between open source and Community Source in their essay "The Marketecture of Community," and which Brad elaborates on in his piece "Speeding Up On Curves." They represent different models of procuring software in a two-by-two matrix, where the dimensions are "authority" and "influence":

      authority and influence in dimensions in procurement of proprietary and commercial educational technology

    1. For all the talk about data and learning, Essa offered this blunt assessment: “Pretty much all edtech sucks. And machine learning is not going to improve edtech.” So what’s missing? “It’s not about the data, but how do we apply it. The reason why this technology sucks is because we don’t do good design. We need good design people to understand how this works.”

      I'm pretty sure this doesn't make any sense. Also, it is pretty funny.

  12. Sep 2018
  13. Aug 2018
    1. In releasing the study results, Campus Technology reported that some teachers had expressed mixed feelings about the use of technology. These opinions came in the form of open-ended questions answered directly by educators. The educators were not identified. One noted that the learning process can suffer if students depend too much on their devices. “People can easily get addicted to their devices, and using technology can change the way the brain develops - not always in a good way,” the teacher wrote. Another educator wrote: “Technology is accidentally increasing students' weakness in reading and figuring things out (or critical thinking). They confuse clicking with learning.”
    2. The study also looked at how technology helped teaching effectiveness. A large majority of educators, 87 percent, said technology had positively affected their ability to teach. Eleven percent said they felt technology had no effect on the quality of their teaching. Just two percent said technology had a negative effect on teaching.
    1. developed on an evidence-based foundation that draws from the learning sciences and is implemented using effective strategies that focus on improving the quality of learning experiences and improving the outcomes for all students.
    2. enable everywhere, all-the-time learning and ensure greater equity and accessibility to learning opportunities over the course of a learner’s lifetime
    1. Digital Fluency

      Another version of the most ambiguous element of our modern edtech lexicon. Fluency, literacy, what do we want to call it and how is it defined? Not to get morbid, but people dying is likely our hope towards this concept stabilizing (surely just in time for something equally confusing to crop up).

    2. OER initiative

      I wonder how a trend towards OER initiatives will change the landscape of for-profit edtech solutions and how they already have

    1. us ed tech folks will recognize some of the themes – individualized learning, learner choice, self-direction, – to name a few.

      Aren't these all just Montessori principles under a different name?

  14. Jul 2018
    1. There are still some wrinkles to be ironed out in getting the various platforms we use today to play well with Webmentions, but it’s a real step toward the goal of that decentralized, distributed, interconnected future for scholarly communication.

      The fun, secret part is that Kathleen hasn't (yet?) discovered IndieAuth so that she can authenticate/authorize micropub clients like Quill to publish content to her own site from various clients by means of a potential micropub endpoint.

      I'll suspect she'll be even more impressed when she realizes that there's a forthcoming wave of feed readers [1] [2] that will allow her to read others' content in a reader which has an integrated micropub client in it so that she can reply to posts directly in her feed reader, then the responses get posted directly to her own website which then, in turn, send webmentions to the site's she's responding to so that the conversational loop can be completely closed.

      She and Lee will also be glad to know that work has already started on private posts and conversations and posting to limited audiences as well. Eventually there will be no functionality that a social web site/silo can do that a distributed set of independent sites can't. There's certainly work to be done to round off the edges, but we're getting closer and closer every day.

      I know how it all works, but even I'm impressed at the apparent magic that allows round-trip conversations between her website and Twitter and Micro.blog. And she hasn't really delved into website to website conversations yet. I suppose we'll have to help IndieWebify some of her colleague's web presences to make that portion easier. Suddenly "academic Twitter" will be the "academic blogosphere" she misses from not too many years ago. :)

      If there are academics out thee who are interested in what Kathleen has done, but may need a little technical help, I'm happy to set up some tools for them to get them started.

    1. an institutional rather than a user focus

      This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, Portland State, LaGuardia CC, Clemson), even if they also use them in institutional/program assessment too.

    2. e-portfolios did not become the standard form of assessment as proposed

      Agreed, and yet I still believe that portfolios are a powerful part of what some call "authentic" assessment practices.

    3. for many students owning their own domain and blog remains a better route to establishing a lifelong digital identity

      DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

    4. e-portfolios

      FWIW, I think the eportfolio community coalesced around not using a hyphen or capital P in the term. Some prefer to just talk about "portfolios", reasoning that the "electronic" part was not a necessary ingredient and probably should be updated to "digital" regardless.

    5. What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

      Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

    6. 2008: E-Portfolios

      My first entry into edtech was in eportfolios, back in 2004 when I was at Portland State University. PSU was probably an early adopter of eportfolios, so 2008 may be the right year to put them in as a wider focus.

  15. Jun 2018
    1. In ed tech, schools are the customers, but students are the users.

      This also reminds me of the market disconnect between students and their textbooks. Professors are the ones targeted for the "sale" or adoption when the actual purchasers are the students. This causes all kinds of problems in the way the textbook market works and tends to drive prices up--compared to a market in which the student directly chooses their textbook. (And the set up is not too dissimilar to how the healthcare industry works in which the patient (customer) is making a purchase of health care coverage and not actually the health care itself.

  16. May 2018
    1. The video offers HAX as the future of online course development because it simplifies the technology requirements of users in exchange for quality content and ease of access. At a recent conference in Nashville, Ollendyke and Kaufman used Lego pieces to explain HAX as being like the gridplate of a Lego board that allow for Open Source modular content to work together to create easy, multimedia integration.

      Nice one! I wonder if this was maybe OLCInnovate 2018 in Nashville? Which I'd seen it!

  17. Apr 2018
    1. Rapid changes in digital communication provide facilities for reading and writing to be combined with various and often quite complex aspects of images, music, sound, graphics, photography and film

      This source is going to my second go-to for information. I chose this sources because of its ability to give me a larger amount of information strictly pertaining to multi modal literates - ranging from composition of works, to the makeup of classrooms. It focuses on more recent research (2010) and k-12 classrooms. It also points out ways in which students and teachers can use technology, and where teachers can attempt to promote more technology in classrooms

    1. This paper describes my investigation of technology integration in social studies instruction to build an understanding of why technology is being used to teach social studies content. Given the nature of social studies instruction and the need to engagestudents in the learning process, I selected motivational theory as a theoretical frame for this research.

      This article focuses on motivational theory as a looking glass into multimodal classroom and literates. Tina Heafner first offers definitions about motivation theory, before digesting her observations and methods commonly used to promote motivation. She then uses her observations to make her professional recommendations.

    1. What can we build that would allow people to 1.) annotate terms of service related to tools they adopt in a classroom? and 2.) see an aggregated list of all current annotations. Last, if we were to start critically analyzing EdTech Terms of Service, what questions should we even ask?

    1. Data Re-Use. Contractor agrees that any and all Institutional Data exchanged shall be used expressly and solely for the purposes enumerated in the Agreement. UH Institutional Data shall not be distributed, repurposed or shared across other applications, environments, or business units of the Contractor. The Contractor further agrees that no Institutional Data of any kind shall be revealed, transmitted, exchanged or otherwise passed to other vendors or interested parties except on a case-by-case basis as specifically agreed to in writing by a University officer with designated data, security, or signature authority.

      Like this clause. Wonder if this is the exception or the rule in Uni procurement deals these days?

  18. Mar 2018
    1. Raspberry Pi, Scratch, and HTML and CSS

      I'm going to push for this in a class I'm working with now - our default is WordPress :|

    1. The learning was further extended through becoming part of the Association for Learning Technology where I have increased my technical and theoretical perspectives in learning technology. 

      EDTECH community

    2. I had been an early adopter of learning technologies and when I returned to Warwick I was able to complete further learning including an e-learning award and a Masters in Post Compulsory Education which had provided lots of opportunities to reflect through blogging

      EDTECH connection

    3. This serendipitous meeting on Steve Wheeler's blog back then was the spark that led to the creation of connected network at a point when I had recently developed an online space using moodle for supporting the teaching of languages at Warwick's Language Centre. The opportunity therefore to connect our student cohorts meant that we could set about creating a shared, large scale virtual exchange. 

      Connection, Unpredictability, Serendiptity, EDTECH developer MOODLE

  19. Feb 2018
    1. “It seems like there’s less introducing of brand-new technology in teaching and learning, as opposed to really thinking more about how do you teach well with it.”

      Or do you even need to teach with it?

    1. Teaching, Learning, and IT Issues: Points of Intersection

      Intersections between EDUCAUSE's 2018 top 10 IT and teaching and learning issues.

    2. The IT and the T&L visions are thus fairly congruent: integrating disparate applications so that they offer our communities a consolidated environment and more customizable functionality. These are invigorating and also daunting challenges.

      Drawing connections between decentralizing services in the ERP > enterprise architecture and LMS > NGDLE.

    3. with more data comes more responsibility

      on the responsibility generated by aggregating learner data

    4. EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning surveys

      Visit the 2018 ELI Key Issues in Teaching and Learning with Hypothesis annotation enabled.

    5. EDUCAUSE Top 10 IT Issues

      Visit the 2018 EDUCAUSE Top 10 IT Issues with Hypothesis annotation enabled.

    1. Larry Berger, CEO of Amplify, explains why he no longer believes in the "engineering model" of personalized learning.

      Here's the problem: The map doesn't exist, the measurement is impossible, and we have, collectively, built only 5% of the library.

    1. IT organizations will be focusing on four areas this year: Institutional adaptiveness IT adaptiveness Improved student outcomes Improved decision-making

      EDU IT's top 4 issues:

      1. Institutional adaptiveness
      2. IT adaptiveness
      3. Improved student outcomes
      4. Improved decision-making
  20. Jan 2018
    1. competency-based education and new methods of assessment (from #5 to #16)

      Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

    2. See how the results of the latest ELI Key Issues in Teaching and Learning Survey stack up against responses from years past.

      Jump to an annotated version of ELI's 2018 Key issues in Teaching and Learning.

    1. Key Issues in Teaching and Learning

      Jump to Malcom Brown's post contextualizing ELI's 2018 Key issues in Teaching and Learning.

      2018 key issues include:

      1. Academic Transformation
      2. Accessibility and UDL
      3. Faculty Development
      4. Privacy and Security
      5. Digital and Information Literacies
      6. Integrated Planning and Advising Systems for Student
      7. Instructional Design
      8. Online and Blended Learning
      9. Evaluating Technology-based Instructional Innovations
      10. Open Education
      11. Learning Analytics
      12. Adaptive Teaching and Learning
      13. Working with Emerging Technology
      14. Learning Space Designs
      15. NGDLE and LMS Services
  21. Dec 2017
  22. Nov 2017
    1. “The technology should not be driving what you do in instruction. We should look at them as resources,” Moskal said. “What is the problem or the issue or what you are trying to achieve in your instruction, and then go look for appropriate technologies that can help you most efficiently and with the highest level of instruction achieve some of those improvements.”

      Some still haven't heard this message?

    1. Educational technologists who thrive will do so by adroitly blending local culture with the global platforms.
    2. Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years
    3. "it's not about the technology" because "the technology is neutral."

      Right. Technology isn’t neutral. Nor is it good or bad. It’s diverse and it’s part of a broader context. Can get that some educators saying that it’s not about technology may have a skewed view of technology. But, on its own, this first part can also lead to an important point about our goals. It’s about something else. But, of course, there are some people who use the “bah, the technology doesn’t matter as long as we can do what we do” line to evade discussion. Might be a sign that the context isn’t right for deep discussion, maybe because educators have deeper fears.

    1. they commercialized and monetized the course (as opposed to the education) which meant that progressively less and less of the course experience was freely accessible.
    1. Group work/study groups

      I posted 4 podcasts and let students select to which they wanted to listen. They recorded a reflective comment and had to option to add a resource (i.e. link to webpage) that expanded on the topic. LOVED what they found and will make this required next time!

    2. Welcome message/introductions.

      I have used this for student intros and it works GREAT! Grids are easily shared with other instructors - Darci and Sue viewed and added their comments prior to the first day of their classes.

    1. holistic, in which the skilled crafts-person could make almost every tool needed, and had much creative control over the entire process, and prescriptive, in which the control is shifted to a hierarchy of managers, and the human is part of a larger machinery. It is the latter meaning of technology that we probably most often encounter, and in my estimation, one that needs to be balanced with the holistic meaning.

      holistic vs. prescriptive

    1. Note that Speak the Words only works in Chrome. 

      Ugh! Conceivably, it also works in Chromium. But this is the kind of thing which really changes the way a feature is used.

  23. Oct 2017
    1. “The notion that adaptive technology is the reason why one school should choose one company’s content over OER (open educational resources) or other options” has become a staple of many publisher’s marketing claims, says Trace Urdan, an education market analyst.
    2. Pearson is “investing heavily in product development and is developing its own in-house adaptive learning capability,”
  24. Sep 2017
    1. broadband and ICTs also increase the ability of individuals to choose and arrange learning that is appropriate to their particular circumstances and needs

      tech > personalized learning

    2. technology is widely perceived to support and enhance how individuals learn

      tech improves learning

    1. I think a lot of faculty are still at the point where they need a stack of papers and red pen.

      Emphasis on “still”. Direction of change?

  25. Aug 2017
    1. Is this just-in-time support or something else?

      For me, the majority of it is this. Not last second, frantic JIT, but "I want/need support at the time I will actually use what you help me understand, build, use, plan, etc."

    1. I need to change my study habits

      Forcing new mods of behaviour - thats defo what I want from my degree(s).

    2. There is also correlation, the students are learning, between perception and success.

      uhhhhh this is almost a poem or a Dandy Warhol lyric right?

    3. students could easily game the highlighting or note-taking functions. Or a student might improve his score by leaving his textbook open and doing something else.

      WTAF?

    4. data

      "some data is more equal than other data"

    5. “It knows more than my mother.”

      So many fallacies at work now. Don't know where to start. This is one of the saddest sentences here though for sure.

    6. they

      huh - I take back what I said about the author - I don't think there is any irony happening here.

    7. CourseSmart said it knew of no problems with its software

      And one must always side with the machines. Always with the machines.

    8. they know the books are watching them

      aaaaaaaaaaaaaarrrrggghhhhh

    9. notes on paper

      but don't trust the STs #amirite?

    10. manager needed better data

      because its made of people?

    11. reams of data

      Starting to wonder if David Streitfeld was sub-writing this whole thing. His rhetoric is quite dark and foreboding.

    12. they decline to say what, if anything, they will do with it

      bwahahahahaha

    13. help prepare new editions.

      Almost sounds like soylent green right?

    14. expressions on their faces

      but did they? really?

  26. Jul 2017
    1. It’s all haystack and no needle.

      Focus on making needles, not on making needles easier to find.

    2. the world of educational research is a control group wasteland

      difficulty of doing good research in education

    1. There’s always a danger in nostalgia, when one invents a romanticized past

      Another core point from my "all but" dissertation: these narratives of change often (always?) depend on nostalgia for a something that never really existed, but is retroactively projected backward.

    2. what if, to borrow from Ian Bogost, “progressive education technology” – the work of Seymour Papert, for example – was a historical aberration, an accident between broadcast models, not an ideal that was won then lost?

      Ian's point hearkens back to a (not very original) core point from my "all but" dissertation: that there is a pattern where new practices and technologies are first enjoyed in an early "organic" state, where a wide variety of uses happen, but then are often (always?) reshaped by dominant forces (eg, capitalism) to focus on narrower use. A classic example is the cacophonic early days of radio and the subsequent assertion of control over the radio spectrum by government, the military, and commerce.

    1. rubric for the exercise

      rubric for evaluating edtech tools with critical digital literacies

    2. And instead of putting our resources and skills into imagining what those spaces could become for teaching and learning, we began spending a lot of money on learning managements systems and other educational technologies.

      on disinvestment in tilde spaces as proto DoOO and investment into LMS and commercial edtech

    1. I’m not so sure it does, or at least that it does in the same way as Bush's vision of an “ownership society”. It seems, rather, that the rest of ed-tech – the LMS, adaptive learning software, predictive analytics, surveillance tech through and through – is built on an ideology of data extraction, outsourcing, and neoliberalism. But the Web – and here I mean the Web as an ideal, to be sure, and less the Web in reality – has a stake in public scholarship and public infrastructure.

      neoliberal edtech vs public web infrastructure

  27. May 2017
    1. . Since ePortfolio practice is inherently eclectic, it deserves an equally eclectic learning foundation. In the DLL program, we developed the COVA (choice, ownership, voice, and authenticity) learning approach to give our learners the freedom to choose (C) how they wish to organize, structure and present their experiences and evidences of learning. We give them ownership (O) over the selection of their authentic projects and the entire ePortfolio process—including selection of their portfolio tools. We use the ePortfolio experiences to give our learners the opportunity to use their own voice (V) to revise and restructure theirwork and ideas. Finally, we use authentic (A) or real world learning experiences that enable students to make a difference in their own learning environments (Harapnuik, 2016)

      Theory

    2. . 141 former graduate students completed

      Population size

    3. former educational technology students in a graduate program

      The population.

    4. digital collections of student-generated authentic content that include resources and multimedia elements contained in a person

      Definition

  28. Apr 2017