87 Matching Annotations
  1. Last 7 days
    1. the entire process by which man profits by his inheritance of acquired knowledge The prime action of use is selection

      Implications for education?

    2. the development of "artificial intelligence" has been going on for centuries

      And the prior evidence is pretty strong for an "emergent" set of new insights and capabilities as these intellectual tools (artificial light, writing, printing, libraries, universities) proliferated.

    3. system is actively engaged in the continuous processes (among others) of developing comprehension within the individual and of solving problems; both processes are subject to human motivation, purpose, and will

      A working definition for education in the digital age?

  2. May 2019
    1. openly license a complete set of competencies

      And then once they've opened their competencies and credentialing, how do they continue to charge tuition? As a student, why wouldn't I just cut out the middleman?

    2. Open Credentials Open Assessments Open Educational Resources Open Competencies

      I'm not sure I'm against this. But it is incredibly disruptive. In this world, the difference between a Harvard BA and a Bemidji State BA could be substantially reduced. Since I'm at Bemidji State, I suppose I should welcome this change and work to hasten it. But there still seems to be a missing element, and it seems to me a bit like a publisher's dream of capturing the entire value-chain in the learning app "Stack".

    3. Z degree

      Doesn't reducing the cost of every other element of education to zero put an inordinate spotlight on the fact that the only value-add left that the institution is charging for is the credits themselves? That they're basically an accreditation gatekeeper? Is this where higher ed wants to shine the spotlight??

  3. Apr 2019
    1. How much is professional curation—in the form of scope and sequence—worth?

      Two questions re: that: How much more is the authoritative expert's professional curation supposed by the publisher to be worth? Eminent historians writing textbooks. Second, how much of that activity aggregates the work of instructors -- or in other words, replaces that work? Should we have minimum wage instructors in the future using super-value-added digital texts? Why not just eliminate instructors and engage students directly with textbook companies?

      Who is eating whose lunch, actually?

    1. different value proposition

      How are my lectures different from a Wikipedia entry? It's not just bundling with assessments etc. How much of this bundling is a distraction? A technological solution seeking a problem to solve?

    2. pipes

      Maybe flow and pipes is a good way to think about higher ed in a digital world?

  4. Aug 2018
    1. institutions are incubators of inventions

      Institutions are incubators of inventions... ? In my professional journey thus far I find the startup landscape to be more actively catalyzing invention and propelling change through society. That is, unless, more universities have programs like CU-Boulder's? Their invention & entrepreneurship initiative is cross-campus and cross- department: https://www.colorado.edu/researchinnovation/ I would love to read a report similar to this one that focuses on trends in higher ed institutions when it comes to being incubators of inventions and entrepreneurship more broadly... who is doing that work and reporting?

  5. 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 :|

  6. Feb 2018
    1. 49% train someone in the use of online pedagogy at least once a day

      This is where I am currently spending most of my time in my work. It can be quite the challenge to teach online pedagogy when faculty is focused on research or face-to-face course load.

  7. Aug 2017
    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?

  8. Jul 2017
    1. The point is not to be defeatist, but to remind ourselves again and again that the process is always iterative, and that we must keep working to maintain, to improve, and thus to sustain our work.

      Agreed. This sustain piece is such a hard one to onboard people to if they haven't been privy. Its fun when you see someone get it the first time though :)

    2. How can I add value to this network – contribute, amplify, connect, share, listen, support?

      Totally obvious you believe this - inspiring and awesome!

  9. 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

  10. Apr 2017
    1. These events transpired while algorithms and echo chambers may have ensured that individuals did not read the same information as their next door neighbor

      Micro-targeting is the way of the future for advertising anything - how do we push back?

    2. One of the primary responsibilities of academics is to help create an informed, knowledgeable citizenry

      We need this to be at the front of more highered institutions!

  11. Mar 2017
  12. Jan 2017
    1. start asking what Twitter has done to academics

      This is just as relevant now, maybe even more so than before, given the frailty of our current climate.

  13. Dec 2016
    1. I believe that education is a process of offering people tools – conceptual as well as technical – to understand their identities and possibilities and those of others within a structural framework that points to various paths of possible agency.

      Was thinking the other day about Bonnie's keynote at DigPedCairo - during the Q&A phase she had an off hand remark, something like - "perhaps the most important digital literacy is how one signals in a network". This is a continuation, I believe, of that idea. How we signal. How we read signals. What signals we send and/or receive.

  14. Nov 2016
    1. Imagine if we trained students of digital media and culture not just to criticize but to intervene in the development of emergent technologies

      great question here!

  15. Oct 2016
    1. That this can be another chance for us to direct more of the conversations around teaching and learning and scholarship, rather than simply react to these persistent outside forces

      Many of the convos that happen at/around conferences very much do have the inside/outside dichotomies, which SUCKS.

      I often wonder if that tension is exactly what makes (or SHOULD make) education such an exciting field. Especially with so many internets out there nowadays.

      It is such a multi-faceted environment that reducing it to us vs them gives us targets/outcomes/objectives/metrics.

    2. we must be in control of our own destiny, not swept along by the “solutions” being handed to us

      This is paramount in many of the convos I've been a part of / eavesdropped on. It is also so intensely complicated/complex - so many moving parts and "site" specificity.

  16. Sep 2016
    1. And now the machines are going to be producing a set of answers and we’ll have to say, Yeah, all I know is this thing does math better than me, so if it says this is true, it’s probably true.

      Data scientists don't stop at "the machine knows". If the machine "knows" something they don't, it's that much more motivation to learn why! Curiosity isn't dead. Not for students, not for instructors, not for data scientists. If there's a problem here, it's that lectures and instructor demos don't pique curiosity. Pique students curiosity, and give them the resources and support they need, and amazing things can happen!

    2. There’s a mismatch between what the professors are trying to get them to do, which is really understanding, and what the kids are trying to do, which is to know it. You can’t fight history — they are moving to a world of knowing, not understanding.

      This is not at all my experience. When motivated, my students really work hard to grok stuff.

    3. How do you actually get the ideas into the brains of these kids?

      Interesting. Who has the agency here? (I think calling adult students "kids" reduces the expectation of agency even more.)

    4. re-engineer themselves

      The verb "engineer" here is telling. Nothing against engineers at all, but there are many other professionals that create and design. Why not "recreate", "redesign", "reform"? And while we're at it, why aren't "re-humanist" and "re-artist" verbs? What is it about engineer?

    1. .

      As per usual, Sean gives us clear, effective, and evocative thoughts!

    2. Why would we take the web, lasso it, and put it in a corral? We can learn a lot more, and see more of the world, if we let it take us where it will.

      So well put. Just clear and applicable to life in general! #amirite?

    3. The digital asks us to wreck ourselves upon possibility.

      I may steal this sentence for a presentation I have coming up. Or I may just steal it for general use - thanks SEAN!

    4. the most valuable technology in education is people, and their willingness and capacity for invention, discovery, and reinvention.

      Totally love this sentiment! No matter what tech you have, if you don't have people willing to experiment you will fail.

    5. The emphasis on technology at most universities misses the point of bringing together learning and the digital

      All too true most places :(

    6. An instructional designer is a consultant whose background and knowledge extend beyond the technological and into the pedagogical and theoretical.

      Although basic, I hope more and more people in highered start to understand this :)

  17. Jul 2016
    1. Everyone should acquire the skills to understand data, and analytics.

      AMEN!

    1. “useless” spaces are actually the most evolutive ones

      THIS. SO MUCH THIS!!!

    2. In this context, the most ethical “purpose” of education can therefore be only and exactly to critique purposiveness itself, a critique which, in its praxis, comes in (at least) two flavors: To create safe spaces for the emergence of practices and systems which purposes are not known yet, and might never find one. To strip existing practices of their current purpose, letting new ones, unbound by current utilitaristic imperatives, emerge.

      Further I read this article, the better it gets.

      Especially the two flavours here are so poignant.

    3. a conceptualisation relevant to all cultural endeavours

      A friend of mine says he always tries to make art that is of no economic value at all. His goal is to make things that are poetic and truly anti-aesthetic. He also does little to market his work.

    1. The three day experience of the #DigPed PEI Institute was an experience that I felt stretched all in attendance.

      "...stretched all in attendance" - very well put. It shows that no matter what you brought to the Institute, you grew in some way. You stretched yourself into some new spaces. Well put Mark.

  18. Jun 2016
    1. In other words, scholars will gain a form of currency by becoming perceived as “human” (the extent to which ‘humanness’ must be honest self-expression or could be fabricated is an interesting question here) rather than cloaked by the deliberately de-humanised unemotive academic voice.

      This should be shouted from the top of all the academic towers ;)

    1. delegitimated as “scribbling.”

      This is such a prevalent idea, which is limiting. My sentiment sides with @actualham and her idea that the internet is like a workshop space :) Drafts are okay. Scribbling encouraged.

  19. Mar 2016
  20. Feb 2016
    1. If I were to identify one area for further study in the academy, it would be this re-opening of the complex and nuanced world of language modalities: oral and written, static and changing

      I seriously could not agree more. Have spent way too many hours on this topic and those who don't agree really need to re-evaluate their positions.

    2. Recognizing that my student has clipped and pasted ideas or actual phrases from an academic journal, video, blog, or website without crediting them deserves to be labeled academic dishonesty of the worst sort! Reading my own words and concepts appearing as unattributed “received wisdom” identifies a brilliant follower clearly deserving high accolades, — or at least an A!

      Can this piece get any more awesome?

    3. We need more diverse books, voices, attitudes, journals, and styles.

      As educators I would say this is our duty!

    4. It is long past time for us to put an end to the miniscule and irrelevant plagiarism wars and begin a more significant reconsideration of what we mean by research, citations, and the respectful integration and communication of information old and new, original and borrowed, tweeted, blogged and podcast, online and oral, read and viewed. It’s time to bury APA, MLA, op. cit., Ibid, et al. — along with the other dead horses they came in on.

      I want this printed on a t-shirt to wear to faculty meetings :)

  21. Jan 2016
  22. Dec 2015
    1. Stewart, B. E. (2015). Scholarship in abundance: Influence, engagement, and attention in scholarly networks. Charlottetown, P.E.I.: University of Prince Edward Island. Retrieved from http://www.islandscholar.ca/download_ds/ir:15431/OBJ/ir_15431.pdf

      Will likely be returning here often over the next while.

    1. we need to stop blaming students for the state of education

      Just came from a meeting where a prof told me that students are lazier than they used to be. This idea confuses me to no end. How does one even measure "lazy"?

    2. At the bottom of this argument is a question of technique, which in some lecturers’ hands becomes a question of tradition, of the “right” way to educate.

      This is one of the biggest issues I have encountered in Higher Ed everywhere. Sage on the stage is the only "right" way for a lot of people.

  23. Nov 2015
    1. In particular it focuses on how digital technologies can support and contribute to five specific educational priorities: raising attainment, tackling inequalities and promoting inclusion, improving transitions into employment, enhancing parental engagement, and improving the efficiency of the education system.

      strong choices here

    1. technology's ability to help us more richly collaborate with our students and more effectively share the fruit of those collaborations with the wider publics that our universities serve

      nice conclusion :)

    2. By replacing a static textbook — or other stable learning material — with one that is openly licensed, faculty have the opportunity to create a new relationship between learners and the information they access in the course. Instead of thinking of knowledge as something students need to download into their brains, we start thinking of knowledge as something continuously created and revised.

      Really great point - OER changes what "knowledge" is and how it is "created".

    1. It did take a willingness to see the institution from the student’s point of view.

      This is what's lacking in most institutions.

    2. One common observation about online education is that it will mean ‘bricks for the rich and clicks for the poor.’ Something like this has indeed happened, though ‘…clicks for the poorly served’ would be more accurate.

      Concise idea on poorly served in education in general?

    1. Faves as honest representations of how we feel. Let us be honest. Smart, thoughtful, intentional people don’t love everything.  They don’t even like everything.  They tend to be precise in their language.  Sometimes they just want to attend to something.  Sometimes they want to dwell in uncomfortable places because they are almost guaranteed learning zones. When you force academics to “like” it, it cheapens what that means to them.  What it means to us.

      This is EXACTLY how I feel about the whole hearts thing.

    1. Sixty percent of faculty members agree they are concerned about recent attacks on scholars for comments they made on social media. Most say this has not influenced how they communicate on social media.•Tech administrators do not view the Yik Yak app, which allows geo-targeted comments about people, as having caused controversy on their campus, and do not think colleges should regulate access to this app. Faculty members are a bit more likely to say the app has caused controversy and to say it should be regulated, but those are still the minority views among professors.

      These two points give me hope :)

  24. Oct 2015
    1. The compromise here is easy.  Faculty accept the expertise of the educational experts and instructional designers, and welcome them into their course design process as a resource rather than competitors.  At the same time, educational experts and instructional designers should accept the expertise of the faculty.  Stop trying to tell them what education is.

      THIS because = awesome & true

  25. Aug 2015
    1. According to The Massachusetts Institute of Technology’s (MIT) Computer Science and Artificial Intelligence Lab (CSAIL)

      The CSAIL study proved what YouTube producers have longed figured out. Shorter more frequent videos work better. MOOCs aren't new. We just used to call them YouTube,.

    2. “It was interesting, because the University of Phoenix rented out this beautiful lecture space at a nearby art institute, which had a huge bay window that would be my backdrop. I was told the University would find people to populate the lecture as it was recorded, and when I gave the lecture, I noticed all the people were incredibly beautiful…I found out later that they were hired models.”

      Glad to see the University reinforcing body type and gender stereotypes right into their MOOCs

    3. “We estimate total costs per MOOC, including facilities, equipment, and overhead, of $38,980 to $325,330” the authors explai

      Either these costs are grossly inflated or universities are doing this totally wrong. If I dedicated 25% of my workload to teaching a MOOC (and teaching makes up about 50% of my job) that would come nowhere to reaching the costs.

      I can build a MOOC tomorrow for about $40 bucks in hosting.

  26. Feb 2014
    1. Think how much could be saved if new foundation grants begin requiring interoperability with a set of core community source projects.

      making interoperability a requirement for the receipt of a grant

    2. Other institutions can spend nothing and download the full, free software from the Sakai Project, but they will not have had any influence in the evolution of the software, nor will they have gained the considerable skills from inter-institutional knowledge-sharing.

      Influence and skills are benefits to contributing financially and in-kind to an open source project

    3. Ineffective governance of projects, unproductive debates over technology nuances, or failure to sustain an IT strategy over multiple years could all impede community source success.

      risks: behaviors that threaten community source success

    4. If partnering for software development were easy, it would be the norm today. It is not easy. It requires a cooperative mindset, disciplined choices among staff, and leaders’ consistent vision that the value of partnering over the long term exceeds the easy short-term gains of defecting to local priorities.

      partnering is hard

    5. the first challenge for participants in a community source project is to find like-minded partners who share a similar vision and timeline.

      find like-minded partners who share similar vision and timeline

    6. If the community source model proves viable, it will do so because it is an economically efficient coordinating mechanism for software investments in higher education as an industry. An analysis of any historical software system—online card catalogs, Web-based registration, course management systems—over a five-year period will reveal that individual institutions separately invested hundreds of millions of dollars in home-grown or commercial software. Can that flow of higher education resources be harnessed to create better economics and shared innovation outcomes for everyone?

      takeaways: community source needs to be an economically efficient coordinating mechanism for software investments. instead of each institution separately investing, these resources can be harnessed to create better economics and shared innovation outcomes for everyone