1,538 Matching Annotations
  1. Last 7 days
    1. Digital, it’s now everything we do!

      A key lesson from Canada's federal public service, which also resonates at the provincial level. Everything we do is somehow digital, whether or not we want to emphasize that.

      It also helps contextualize the digital standards behind the Government of Canada. It's much more about change management and design thinking than about tools.

      There might be some lesson for hybrid pedagogy, somewhere in there...

    1. EFFECTIVE ONLINE MEETINGS Focusing on the human element, facilitating active engagement, trust and valued contributions.

      Instead of starting a meeting “going around the table” or sending a survey ahead of time, an effective approach to running a meeting meant to respond to people's diverse needs. Also, about effective meetings, the “two pizzas” rule probably applies... https://meetingcostcalculator.ca/

    1. The pocket guide to organizing your own Barcamp

      Sounds to me like there's room for new models for large events. One approach could be to adapt the BarCamp-style unconference to online venues.

      We Have the Technology

    1. Maha: [00:27:10] Like trying to bring out whatever elements of difference we have in the class and trying to see if people are willing to talk about that and bring that up and make it part of our identity. Like one of the things I do in my classes is ask my students to do an alternative CV at the beginning with class. This is an activity we developed for digital writing month. And it’s about presenting yourself, not with what degrees you have or whatever that you do for regular CV, but how you want people to know you. And I don’t specify what students need to say. And some of them say a lot of really interesting things about themselves and reveal those things about themselves and it makes a difference in the class.

      Ha! Found it! Adopted and adapted this activity for use in one of my courses, calling it “Cultural Curriculum” («curriculum culturel», ANT3540 Cultures & sociétés was one of the few courses I taught in French). The relevant slide is still online. The Moodle assignment isn't, partly because uO switched to Brightspace right after that semester.

    1. WellAlwaysHaveParis il y a 7 ans • Testament to the power of the Internet...Leonard Bernstein has been dead for 23 years, and yet his knowledge, insight and wisdom perpetually echo forward for future generations.  This video was probably lost in an attic somewhere before somebody decided to drop it on YouTube.  It warms my heart that 59,000+ people have seen it.

      Recordings from the whole lecture series by “born teacher” Leonard Bernstein has been “making the rounds”, thanks in part to YouTubers like Adam Neely who has been linking to those videos in descriptions of some of his episodes.

      Part of the reason the series interests me for its #PedagogicalHeritage is that it extend Bernstein’s role, who’s been mostly known as a composer and conductor. These really are lectures, delivered on campus. At the beginning of the first lecture, Bernstein explicitly described his relationship to Harvard and his being “petrified” at lecturing there. His outside status is important. In music, it’s not uncommon for lectures to be given by renowned musical experts without the academic #credentials which usually serve to “qualify” a prof. According to his bio (archive), LB was a visiting prof at Brandeis in the 1950s. When he delivered those lectures on campus, he was “Charles Eliot Norton Professor of Poetry at Harvard”. The lectures were a significant part of the deal. There’s a direct continuity between the lecturer’s experience and the delivery of “teaching material”. In another context, the research behind those lectures might not have qualified a prof for tenure.

      There’s quite a bit about prestige to unpack, there. And more than a little about “The Canon”. If I use excerpts from this series in my teaching, I’ll likely start from that: who was Bernstein? Why does it matter that we hear his voice instead of somebody else’s? What learning affordances from these recordings, including the musical examples performed on the piano? The context would likely be my beloved ethnomusicology course. Otherwise, some kind of course about “broad approaches to music theorization”.

      What strikes me in this comment (and in the “well, actually…” reply) is the very notion that the Internet gives us access to something valuable. Yet this access might be taken away at a moment’s notice (the ways of the DMCA are impenetrable). Yes, DVDs exist and the content might be retrieved. It’s technically possible to make backups of those videos. Yet the 5Rs of Open Content aren’t obvious, here.

      Although, Neely did remix some of the content.

    2. federico amato il y a 3 ans • hey, Bernstein died in 1990.....thats 17 years now....14 years when you wrote the comment. the video is availiable to purchase all over the world.
    1. Deconstructing Prensky’s argument

      I keep going back to things I used to teach in #CyberspaceSociology. The notion of a #DigitalNative still bothers me and the alternative from Le Cornu & White still inspires me. Some argue that Prensky's 2001 article was important when it came out, as a wakeup call to teachers. I get that. Especially with those who may not have fully grasped that younger learners have different approaches to appropriating digital tools. I just find the original text deeply flawed when used as though it were the result of robust academic research. And the notional distinction ends up erasing important differences between learners who were born the same year.

    1. Talking About Things - Michael Silverstein

      Item for #OEweek 2021 Voices from Beyond: Michael Silverstein #OE2021vfb

      I would use this video in a broad course on language sciences, at the time we would move from established notions of languages as systems to culturally-sensitive language theories, probably in the second class meeting.

      Michael Silverstein passed away last Summer. Having learners hear his voice would bring life to his words. Were this content fully open, I would likely remix the track containing Silverstein's voice, without the background music, and get learners to add comments about their own experiences.

    1. Linked Data: Evolving the Web into a Global Data Space

      This book remains my favourite reference on #LinkedOpenData

  2. Feb 2021
    1. compétences en littératie. Celles-ci se définissent comme une capacité à utiliser le langage dans une société de l’écrit afin d’apprendre, de communiquer et de traiter l’information de manière efficace et responsable.
    1. if I am sharing with my classmates or my friends I want to put in additional effort’

      Further support to this approach might come from similar comments which were made about blogging and other dimensions of online readership.

    2. comment on elements of a discourse, but also on each other’s comments

      Anchoring a threaded conversation on a text.

    3. students support one another in understanding
    4. peer-teaching experience
    5. You’re asking them to think deliberately about a particular perspective on a topic, the relevance of each piece to that perspective, the validity of each source, and its appropriateness for the audience.
    6. consume media critically

      People are getting increasingly interested in digital literacy. It's useful to remember that much of that is based on media literacy and that we have useful organizations which help with both.

    7. Students can curate individually or collaboratively.

      As learning exercises, both are incredibly valuable... And probably quite distinct. My reflex is to overuse the "think/pair/share" model. "Start curating on your own; exchange notes with a classmate; share with the whole group." In this case, there's a lot to be said about jumping into collaboration right away. A bit like an #AnnotationFlashMob, just for the curation side.

    8. sharing it on a cloud-based platform.

      Interesting that tools would come up at this stage. Chances are, someone's curation toolkit will cover all the steps and there are some tools which integrate several of these. Refworks, Zotero, and Mendeley might be interesting examples in that they allow for cloud sharing yet focus on the information management.

    9. organizing it;

      To my mind, this step might easily merge with the selection process.

    10. online curation is:

      The most prominent example of this type of online curation, in my personal experience as a teacher, is curating reading lists for my university courses.

      In some cases (more "traditional"), this list is part of the syllabus and coursepack that I distribute ahead of the semester so it's something that I would do in the Summer or during a Winter break. Having taught several courses on a short notice (getting the contract a couple of weeks before the semester starts), I've fine-tuned my technique to be as efficient as possible. Some of my reading lists were better than others and a few were really solid. Teaching with such a reading list is quite a joy. Much more so than teaching from a textbook. At one point, I stopped having printed coursepacks. I simply give links to the fulltext articles available through #OpenAccess or through the databases to which the university's library is subscribed. A few students complained early on but it does mean that they don't have to purchase text material for the course. The reason it's important to me does have to do with the cost of higher education. It's also about shifting the role of text resources. We use these texts to do some work together. It's not like these texts are "transmitting the knowledge" to learners' brains.

      So, that's my more traditional pattern: a syllabus with a list of links to articles (typically PDFs) that I distributed before the semester starts.

      In other cases (my "enhanced" practice), it's something I do every week, based on what has happened in the course. And I do mean a full reading list each week. Class members choose the text on which they want to focus. Though several of them expect me to be "the sage on the stage" who will lead them to that one nugget of wisdom they will have to "retain", a shift happens once they take ownership of those reading choices. That practice is quite timeconsuming and it doesn't necessarily improves my teaching in obvious ways. It's rewarding in other ways. (I sometimes ask learners to find resources on their own, which really deepens the learning process. It requires a significant level of autonomy that they might not reveal during a given semester, even if they have significant experience as university students).

      My routine of building weekly reading lists also means that I got quite a bit of practice at this.

      Typically, I start the collecting with a "forward citation search" in Web of Knowledge, Scopus, or Google Scholar. I often know this one key article which is likely to have been cited by a number of authors more recently. I collect as many of those as possible and some patterns emerge. Quite frequently, there would be subtopics that I rearrange. It might send me in a "rabbithole". Which is ok. I'm in a discovery mode. And some of the texts which fall under my radar at that point become relevant at a further point.

      In other words, I often cast a wide net during the collection phase.

      The selection process is mostly a matter or rearranging the reading list so that the first few items cover enough of the range of subtopics. Sometimes, my lists remain quite long, which means that learners have more choice (which is uncomfortable enough to help them learn). It also involves an organization phase.

      Summarizing the significance of the collection is the basis for my presentation of the list to the class. My description of the collection is the moment in a class meeting during which I switch to lecture mode. If I do it at the end of the class meeting (or just before the break), students are likely to pay less attention, even though it's typically short. If I do If I do it before discussing the items for the current week, it gets a bit confusing. So it often works best if I present this list after we've worked through the previous ones but before some kind of activity which links the two topics.

      As for sharing in the cloud, I typically do this through the LMS I'm using in that institutions. I've tried more public methods but they weren't that effective.

      All this to say... I could probably optimize my method.

    11. summarizing its significance for the collection;

      Part of what's interesting here is that it isn't necessarily about summarizing each text, as might be done in preparation for a literature review. It allows for more distance from the individual resources. And it's about what makes the collection itself relevant. Since the assessment of resource's relevance has been done, it sounds more like putting the puzzle pieces together and describing the picture which emerges.

      In practice, it's bound to be a cyclical process in many instances. You've built much of the puzzle and find out that you're missing some pieces so you go search for more. And your searches become increasingly directed, like concentric circles.

      This phase in the curation process also sounds like thematic analysis, à la Braun & Clarke, although the collection isn't quite like a corpus. Maybe the two methods are complementary.

    12. selecting the most relevant or interesting information;

      There's a pragmatic dimension to the selection process: some of these resources might only be appropriate in specific usage so it's probably important to focus on the curation's endgoal. For instance, a primary account full of inaccuracies might be quite useful to gain insight on someone's perspective, albeit flawed.

    13. purposefully collecting online content on a given topic

      The collection phase is topical and not haphazard. Which might not mean that topics are welldefined in advance or that the collecting is itself selective. It might also be useful to "sideload" content from semi-directed environmental scans. "These are resources which came under my radar while I was getting a lay of the land."

    14. Social annotation involves collaborative discussion of media (texts, videos, images) in a cloud-based environment
    15. Online curation entails the collecting, organizing, annotating and sharing of relevant content with others.
    16. peer-teaching strategies
    17. collaborative
    18. authentic
    1. Before creating a course-level install, please check and make sure your LMS administrator hasn’t already installed Hypothesis site-wide.

      Interesting that both are possible.

    1. Les Cégeps partenaires

      Abitibi-Témiscamingue Baie-Comeau Beauce-Appalaches GIM Matane LaPoc Rimouski RdL Shawi Thetford

    1. dynamic hub for teaching & learning praxis and community-driven academic professional development

      Concise description of a broad mandate. Quite effective!

    1. décoder et analyser les effets réels plutôt que les effets anticipés
    2. pas nécessaire d'établir de? séquences à l'intérieur d'un ensemble
    3. les moyens et les résultats sont diversifiés
    4. les objectifs à atteindre ne sont pas codés au départ

      Ouverture des objectifs, en renversement direct de la conception inversée si chère à l'ingénierie pédagogique. Les résultats d'apprentissage ne sont pas dans une relation de causalité linéaire avec les objectifs d'apprentissages.

    5. comprendre ce qui s'y passe plutôt que de le juger.

      Parallèle à la linguistique descriptive et non prescriptive (ou aux évaluations formatives, mais avec certaines nuances).

    6. règles de gestion de la classe s'établissent conjointement par les étudiants et l'enseignant

      C'est précisément ce que mon père faisait en adaptation scolaire à Sainte-Thérèse, de 1970 à 2000, environ.

    7. aménagement physique

      Intéressant de penser à l'aménagement physique lors d'une pandémie qui pousse les apprenants hors des lieux physiques conçus pour l'apprentissage et vers un aménagement physique de l'espace familial.

    8. utilisés en fonction des fondements qui animent les tenants d'une pédagogie ouverte
    9. Depuis maintenant plus de dix ans, des enseignants au Québec tentent de vivre dans leur pratique quotidienne une pédagogie ouverte.

      En pleine Révolution Tranquille.

    1. Free, Open, Online: Rethinking Learning Materials Online (Slidecast)

      Packaging some of my early material on what we now call OER, Open Educational Resources.

    1. Free, Open, Flexible: Rethinking Learning Materials Online

      One of my early sessions on Open Education, with an emphasis on leveraging the material we create in the course of our work.

    1. Pour assurer la qualité et la quantité du contenu développé, le financement pourrait permettre de dégager ou de rémunérer, en surplus de leurs tâches régulières, des enseignants qui souhaitent développer ces ressources.

      Modèle CCDMD?

    2. moteurs de recherche intuitifs, conviviaux et efficaces

      Sans référencement uniformisé?

    3. une banque de ressources éducatives libres pour les étudiants et le personnel,
  3. Oct 2020
    1. The individual is helpless socially, if left by himself. Even the association of the members of one's own family fails to satisfied that desire which every normal individual has of being with his fellows, of being a part of a larger group than the family. If he comes into contact with his neighbors, there will be an accumulation of social capital, which may immediately satisfy his social needs and which may bear a social potentiality sufficient for the substantial improvement of life in the whole community. The community as a whole will benefit by the cooperation of all its parts, while the individual will find in his associations the advantages of the help, the sympathy, and the fellowship of his neighbors. First, then, there must be an accumulation of community social capital. Such accumulation may be effected by means of public entertainments, picnics, and a variety of other community gatherings. When the people of a given community have become acquainted with one another and have formed a habit of coming together occasionally for entertainment, social intercourse, and personal enjoyment, then by skillful leadership this social capital may easily be directed towards the general improvement of the community well-being.
  4. Nov 2019
    1. We did a study, many many years ago in education, about the importance and the role of technology in the classroom, how can it help with the education process. The result of this education research we did was that the students who succeed are the ones who are most engaged, which is really simple. 

      This ‘graph might be the key to something rather deep about Apple in education. And about Old School EdTech.

      People are focusing on Schiller’s comment about Chromebooks, yet this reference to an old study is perhaps more revealing.

  5. Jul 2019
    1. because of this spyware pixel, most of the people they are collecting information on aren’t even Superhuman customers and never even signed up for this policy

      This point is where Vohra’s post is probably the weakest. Most of the reaction is about protecting the company’s customers (brought in by invitation). But the company has a social responsibility towards email recipients from whom they collect information, even if they’re not customers of this specific service.

    2. Remember that they require full access to your Gmail in order to do their thing.

      Not to be flippant but isn’t Gmail use training people to “just give up”? Any second-party email service already has access to your full email account and some are using that to track complex patterns of behaviours which they can then use to get deeper insight on large populations, especially through the aforementioned triangulation. A little bit like the precedent from the business’s perspective, this is also about “well, I already allow Google to track me, so who cares?”. In the process of weaning myself away from Google products, dropping Gmail was a major part of my switch in mindframe. It was originally based on the fact that my account was full, but it quickly allowed me to venture out of this Google bubble. “Oh, right! I could simply not use it… Google doesn’t own me!” Gmail was also one of the easiest to drop (I use my own email server and I have email accounts from different organizations where I work). In a way, I feel privileged that I don’t need to use Gmail. Not that it requires much technical knowledge but it does mean that I haven’t been forced into Gmail by others.

    3. I can avoid their service

      Again, as an email recipient, avoiding the service is trickier. Sure, it sounds like we should all avoid loading images, even from known senders. But this isn’t very empowering.

    4. If Superhuman is truly willing to commit to never license any data to anyone for any reason, they should be able to clearly say so right now. But they probably won’t, because they want to keep their options open.

      Even if they say so, an acquisition could flip that over.

    5. Every time your child opens the email, that person knows generally where they are (or specifically, if they have other info to triangulate against).
    6. We don’t need journalism to tell us where venture capitalists are putting other people’s money.
  6. Jan 2019
    1. allowing common connections to be made wirelessly

      This sounds a bit like “send” and “receive” in some (visual) programming languages and modular synths. But the fact that it’s based on common connections sounds quite clever.

    2. Your hardware modular rig is completely integrated,

      Only started playing with Bitwig’s HW/CV integration a few days ago but it’s easy to get inspired by this.

    3. Grid devices can be nested or layered along with other devices and your plug-ins,

      Thanks to training for Cycling ’74 Max, had a kind of micro-epiphany about encapsulation, a year or so ago. Nesting devices in one another sounds like a convenience but there’s a rather deep effect on workflow when you start arranging things in this way: you don’t have to worry about the internals of a box/patcher/module/device if you really know what you can expect out of it. Though some may take this for granted (after all, other modular systems have had it for quite a while), there’s something profound about getting modules that can include other modules. Especially when some of these are third-party plugins.

    4. phase is the essential element of sound,

      It’ll be very interesting to experiment with phase-focused modules. Even when we intellectually know how phase affects sound, we often have a hard time figuring out how we can leverage it.

    5. all signals are interchangeable so any out port can be connected to any in port

      For those of us who’ve had to deal with distinctions between audio and control signals, this is actually pretty major. However, it’s already become something in modular synthesis. People who get started in Eurorack, for instance, may not need to worry nearly as much about different types of signals as those who used Csound or, more importantly for this marketing copy, Cycling ’74 Max.

    6. Try something crazy

      DAWs typically don’t mesh so well with prototyping culture. When Ableton brought clip launching through Live, its flagship DAW, it had some of this effect: experiment with clips then play with them instead of just playing them. Of course, Cycling ’74 has been all about prototyping, long before Ableton bought the company. But “Max for Live” devices are closer to plugins in that users expect to just be able to use them, not have to create them from scratch. What this marketing copy is emphasizing is that this really is about getting a box of LEGO blocks, not just about getting a DIY kit to create your own instance of something which somebody else designed. The framing sure is specific.

    1. controllers that speak regular MIDI and MPE

      MPE support remains one of the distinctive features of Bitwig Studio since Ableton has yet to add it to Live, even after MPE became a standard. Maybe the connection to modularity isn’t clear to everyone. But it’s abundantly clear to ROLI and to some of us, musickers using DAW controllers and synths.

    2. As was hinted at from the star

      This is when “the other shoe dropped”. They planned this all along (since 2012). Hidden in plain sight was a more subtle strategy than people might have imagined.

    3. The Grid is based around ideas familiar to Bitwig Studio

      The continuity between these new modular features and the rest of the DAW’s workflow probably has unexpected consequences. Before getting information about BWS3, one might have thought that the “Native Modular System” promised since the first version might still be an add-on. What the marketing copy around this “killer feature” makes clear, it’s the result of a very deliberate process from the start and it’ll make for a qualitatively different workflow.

  7. Apr 2018
    1. your future success depends on developing a new kind of expertise: the ability to leverage your proprietary knowledge strategically and to make useful connections between seemingly unrelated knowledge assets or tap fallow, undeveloped knowledge.
    2. Your competitors will have access to the same kinds of data and general industry knowledge that you do.
    3. open innovation
    4. It’s a vote of confidence in the company’s capacity to protect enough tacit knowledge to stay ahead of the competition.
    5. will make more money if more people build on the platform he has provided
    6. Some companies even give away knowledge, ultimately making more money than they would if they kept it proprietary.
    7. work together on projects are creating value within your ecosystem,
    8. One powerful way to do so internally is to run workshops that bring together people who have subject matter expertise with people facing a particular problem for which that expertise is relevant. Apprenticeship programs, too, have long been an effective way to transfer difficult-to-codify tacit knowledge.
    9. The ease of knowledge sharing is directly proportional to the degree of knowledge codification
    10. speeding up codification will increase the value of knowledge
    1. Companies that figure out how to manage this complexity will enjoy a powerful competitive advantage in finding and selecting innovations.
  8. Dec 2017
    1. It often feels like Google is run by a bunch of teenagers who think the rules don’t apply to them because they’re in the gifted program at school.

      Interesting way to put it.

    1. Isomorphism in the context of globalization, is an idea of contemporary national societies that is addressed by the institutionalization of world models constructed and propagated through global cultural and associational processes.
  9. Nov 2017
    1. in 2000, with Keith Hampton, pioneered the use of “glocalization” in discussing computer mediated communication networks.
    1. credited with popularizing the term glocalization as it pertains to understanding how new media encourage both global and local interactions.
    1. The concept of “glocalization” which permeated throughout the event was perfectly introduced to me in the first session that I attended at the festival; Glocalization for Noobs: How to Design Tools for a Global Audience where panelists discussed and advocated for integrating the process of translation more tightly into software development. They discussed the translation of software going beyond localizing text and taking into consideration the entire user experience from perspectives of various regions. While many products are marketed towards specific areas, most software is used globally, or at the least have potential for wider adoption and would benefit from the review of testers in various locales. Importance on focusing attention on region specific points of view continued throughout the event where a handful of meetups dedicated time to discussing the state of Internet security and surveillance in Latin America, Africa and the Middle East.
    1. The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.
    1. Shout-out to the notion of "federated wikis" being developed by Ward Cunningham, who developed the first wiki, and Mike Caulfield and Tim Owens.
    2. Our vision around the phrase reclaim is at least in part inspired by the documented work that Boone Gorges and D'Arcy Norman have been doing to take back their online presence from third-party services since 2011. While their approach is far more drastic than what we are advocating, Project Reclaim represents an ethos that is diametrically opposed to the innovation outsourcing that is prevalent in higher education IT shops at the moment.
    3. Google, Apple, Facebook, Amazon and Microsoft. These big five American vertically organized silos are re-making the world in their image.
    4. Rather than framing everything at the course level, we should be deploying these technologies for the individual.26

      Obvious question: what about groups, communities, networks, and other supra-individual entities apart from the course/cohort model?

    5. what Mike Caulfield refers to as a collection of "EDUPUNK technologies" evident in a variety of recent experimentations such as cMOOCs, ds106, FemTechNet, Open Course Frameworks, and P2PU.
    6. Educational technologists who thrive will do so by adroitly blending local culture with the global platforms.
    7. Thanks to the philosophical foundations of the Internet — open standards, collaborative design, layered architecture — its technologies typically qualify as user innovation toolkits
    8. "potentiality" (to graft a concept by Anton Chekov from a literary to a technical context). This is the idea that within the use of every technical tool there is more than just the consciousness of that tool, there is also the possibility to spark something beyond those predefined use
    9. Although we're currently nowhere near this idea, how can businesses, educational institutions, and governments alike not consider the importance of giving individuals control over their digital archives? Or their learning analytics data?17
    10. more than just a student's schoolwork; they should also include personal photos, videos, transcripts, X-rays, dental records, police records, and a million other digital life-bits.
    11. In the accompanying article "Innovation Reclaimed," we share some projects that are working toward the vision of educational institutions reclaiming innovative learning on the web.

      Speaking of “counting them”.

    12. The idea that we can collaboratively build a platform that will frame the discourse and promote sharing is a promising aftereffect of the current MOOC backlash.

      Since the term “disruptive” has come to be associated with Clay Christensen’s model, there might be something closer to a reappropriation model like Hippies appropriating VW Beetles, Roadsworth painting pedestrian crossings into zippers, or circuit benders making musical instruments out of old toys. Somewhere, someone may subvert a MOOC into something useful. In fact, Arshad Ahmad once described a successful MOOC which had lost its instructors. Learners started owning their learning activities.

    13. basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor
    14. the experimentation and possibility of the MOOC movement had become co-opted and rebranded by venture capitalists as a fully formed, disruptive solution to the broken model of higher education.11
    15. collaborative effort between a university professor and a government researcher (much like the collaborations at the beginnings of the Internet)

      Brief History of the Internet has been in my required readings for Sociology of Cyberspace.

    16. Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years
    17. Do everything possible to minimize reliance on an enterprise LMS. Explore ways to support activity and content development in environments that foster collaboration and also interoperability with a wide range of tools. Before directing activity to a complex, locked-down system, ask: "Do we really need to do it this way? Is there a simpler, cheaper, open alternative that will do the job?"
    18. an environment unlike anything they will encounter outside of school

      Hm? Aren’t they likely to encounter Content Management Systems, Enterprise Resource Planning, Customer Relationship Management, Intranets, etc.? Granted, these aren’t precisely the same think as LMS. But there’s quite a bit of continuity between Drupal, Oracle, Moodle, Sharepoint, and Salesforce.

    19. support alternative systems, such as blogs and wikis
    20. ability to support small scale IT requests that don't require an enterprise level solution

      Resonates with what we hear from people who work at the Government of Canada.

    21. equip them with practical web skills
    22. Courses are severely limited in the ability to access other courses even within the institution (so much for "connecting silos"), and when courses end, students are typically cast out, unable to refer to past activity in their ongoing studies or in their lives (so much for "promoting lifelong learning").

      Which is where a different type of unbundling can happen. “Courses” may limit our thinking.

    23. social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society
    24. mandate the use of "learning management systems."

      Therein lies the rub. Mandated systems are a radically different thing from “systems which are available for use”. This quote from the aforelinked IHE piece is quite telling:

      “I want somebody to fight!” Crouch said. “These things are not cheap -- 300 grand or something like that? ... I want people to want it! When you’re trying to buy something, you want them to work at it!”

      In the end, it’s about “procurement”, which is quite different from “adoption” which is itself quite different from “appropriation”.

    25. "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.

    26. instances of broad, culture-shifting experimentation along these lines in higher education can be counted on one hand

      Let’s count them! And there’s something interesting about this contrast between experimentation and disruption. The latter may be about shifting profit centres. The former may be about learning.

    27. recent promise of Web 2.0

      A bit surprised by this “recent”. By that time, much of what has been lumped under the “Web 2.0” umbrella had already shifted a few times. In fact, the “Web 3.0” hype cycle was probably in the “Trough of Disillusionment” if not the Gartner-called “Slope of Enlightenment”.

    28. institutional demands for enterprise services such as e-mail, student information systems, and the branded website become mission-critical

      In context, these other dimensions of “online presence” in Higher Education take a special meaning. Reminds me of WPcampus. One might have thought that it was about using WordPress to enhance learning. While there are some presentations on leveraging WP as a kind of “Learning Management System”, much of it is about Higher Education as a sector for webwork (-development, -design, etc.).

    29. Five Arguments against the Learning Management System
    1. In our culture, talking about the future is sometimes a polite way of saying things about the present that would otherwise be rude or risky.

      For once, this lede isn’t buried.

    1. Innovation involves the acceptance of the goals of a culture but the rejection of the traditional and/or legitimate means of attaining those goals. For example, a member of the Mafia values wealth but employs alternative means of attaining his wealth; in this example, the Mafia member’s means would be deviant.
    1. “I want somebody to fight!” Crouch said. “These things are not cheap -- 300 grand or something like that? ... I want people to want it! When you’re trying to buy something, you want them to work at it! [Instructure] just didn’t.”
    2. two quarters of pilot courses on Instructure’s Canvas platform
    3. To the surprise of those behind the initiative, about two-thirds of faculty members said they were satisfied with the Blackboard system, deployed on campus in 1999.
    1. As with our democracy, we get the ed tech that we deserve.
    2. it is more emotionally satisfying to rail against the Powers That Be
    3. The selection committee declares that whatever LMS the university chooses next must work exactly like Blackboard and exactly like Moodle while having all the features of Canvas. Oh, and it must be "innovative" and "next-generation" too, because we're sick of LMSs that all look and work the same.
    4. the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty
    5. If you recall your LMS patent infringement history, then you'll remember that roles and permissions were exactly the thing that Blackboard sued D2L over.
    6. (At the time, Stephen Downes mocked me for thinking that this was an important aspect of LMS design to consider.)

      An interesting case where Stephen’s tone might have drowned a useful discussion. FWIW, flexible roles and permissions are among the key things in my own personal “spec list” for a tool to use with learners, but it’s rarely possible to have that flexibility without also getting a very messy administration. This is actually one of the reasons people like WordPress.

    7. “privileges” — that’s an important word, because it doesn’t simply imply what you can and cannot do with the software. It’s a nod to political power, social power as well.
    8. Do you know what the feature set was that had faculty from Albany to Anaheim falling to their knees, tears of joy streaming down their faces, and proclaiming with cracking, emotion-laden voices, "Finally, an LMS company that understands me!"?

      While this whole bit is over-the-top, à la @mfeldstein67, must admit that my initial reaction was close to that. For a very similar reason. Still haven’t had an opportunity to use Canvas with learners, but the overall workflow for this type of feature really does make a big difference. The openness aspect is very close to gravy. After all, there are ways to do a lot of work in the open without relying on any LMS. But the LMS does make a huge difference in terms of such features as quickly grading learners’ work.

    9. Canvas was a runaway hit from the start, but not because of its openness.
    10. Why, they would build an LMS. They did build an LMS. Blackboard started as a system designed by a professor and a TA at Cornell University. Desire2Learn (a.k.a. Brightspace) was designed by a student at the University of Waterloo. Moodle was the project of a graduate student at Curtin University in Australia. Sakai was built by a consortium of universities. WebCT was started at the University of British Columbia. ANGEL at Indiana University.
    11. Let's imagine a world in which universities, not vendors, designed and built our online learning environments.
    12. In an ideal world, every class would have its own unique mix of these capabilities based on what's appropriate for the students, teacher, and subject.

      How about systems with a different granularity from the class/course/cohort models?

    13. And that, in fact, is a pretty good description of the IMS standard in development called Caliper, which is why I am so interested in it. In my recent post about walled gardens from the series that Jonathan mentions in his own post, I tried to spell out how Caliper could enable either a better LMS, a better world without an LMS, or both simultaneously.
    14. the backbone of for a distributed network of personal learning environments
    15. Stephen Downes built gRSShopper ages ago
    16. Jim Groom's ds106 uses a WordPress-based aggregation system, the current generation of which was built by Alan Levine
    17. Jim Groom's ds106 uses a WordPress-based aggregation system
    18. The teacher should decide.
    19. the tools shouldn’t dictate the choice
    1. I will go to the bank by the wood and become undisguised and naked,I am mad for it to be in contact with me.

      via @mfeldstein67.

    1. Alan Levine’s comment also needs to be kept for posterity:

      I so appreciate the framing of this history for the oMOOC (Original) as "courses of lectures" which seems not focused on the lectures but the discussions generated. And thanks for the mention of the ds106 assignment bank (a concept I seem to suggest in every project) but I must make a small historical credit. Grant Potter was definitely part of the foundation, but his great contribution was DS106 Radio. The person who credit for the Assignment Bank must go to is Martha Burtis who did this and more for co-creating DS106, but she's often invisible in the Shadow of Groom. I did the archeology on the Assignment Bank history: http://cogdogblog.com/2016/10/ds106-history-details/ I dream that someone would fund you to roll out the model described, maybe it's a dMOOC (Downsian) not that it would likely overtake the xMOOC Hype Train (which all its is shiny conductors have jumped off the train, i just keeps rolling through burgs like EdSurge).

    2. access to one-on-one (and possible small circle) consultations for a fee
    3. association with a community that will continue to support its members and their work into the various professions
    4. track record of some relevant contributions to that field
    5. deep and current education in a topic
    6. We (had we ever been given the opportunity) would have created the business proposition very differently.
    7. access to the top researchers in the field
    8. I think that universities (especially the 'elite' universities) have lost the plot when it comes to their value proposition (or, at least, what they tell the world their value proposition is).

      In some ways, the strongest indictment of the MOOC hype.

    9. 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.
    10. they depended mostly on pre-recorded videos for content (following the Khan Academy) model. This was content that was intended to be 'learned' by students.
    11. On this model, students are responsible for their own education, often forming communities or societies to collaborate. Professors typically worked one-on-one with students, but from time to time would be enlisted to offer a series - or 'course' - of lectures on a given topic. The lectures could be (and often were) public, and were frequently attended by other professors in the same field.

      Reminds me of @KevinCarey1 describe the original university of Bologna, in his End of College. Don’t have the quote handy (one of many cases where #OpenAccess would allow for more thoughtful discussion), but the gist of that paragraph sounds similar to what @Downes is describing here

    1. This includes investing heavily in regional campus-based programs at universities and colleges that are aimed at encouraging students to acquire business skills and launch their own companies.

      Speaking of “prescient”…

    2. If there’s one standout global trend pertaining to today’s young people, it is an embrace of entrepreneurship as both a career path and a way a life.
    1. DW: How does H5P allow users to create rich content in content management systems?
    2. The H5P format is open and the tools for creating H5P content are open source. This guarantees that creatives own their own content and are not locked into the fate and licensing regime of a specific tool. Read more about how H5P ensures that the content remains yours in our blog.
    1. privacy concerns
    2. JavaScript widgets create simple graphs to quickly and concisely display activity by exhibit and by student

      Wonder if these were custom-made or if they relate to other initiatives.

    3. The data is sent to a LearnShare LRS for storage.

      Was wondering which LRS they used.

    4. A simple search function allows teachers to search for specific text strings found in either the xAPI statements or in the text responses typed in by students.
    5. Wonder if @NinaKSimon and other people in the Museum 2.0 sphere have worked on this type of thing. A few years ago, there were several beacon projects in museums. But it’s my first encounter with a museum using xAPI.

    1. Text and graphics, multiple-choice and multiple-response, free-text entry, drag-and-drop, and other interactive techniques

      Sounds like H5P.

    2. seamless transition between working and learning.”
    3. if the children are from more than one class, the app is programmed with rules that determine which curriculum appears on the iPad.
    4. “In the museum’s situation, it’s completely untenable to hand out smartphones to hundreds of elementary students each day,”
    5. While the teacher can correlate individual responses with the children’s names, no one else—not the app, not the museum—has any personal information about the learners.
    6. creates a highly personalized experience for the children while simultaneously alleviating privacy concerns.
  10. www.torrancelearning.com www.torrancelearning.com
    1. xAPI and Next Generation Learning Get the right data about the learning experience and its impact on performance. We’re among the early adopters and leaders in the Experience API (xAPI) and its application in performance & analytics. As winners of the xAPI Hyperdrive, eLearning Guild Demofest and Brandon Hall Awards with our xAPI-based solutions, we’re inspiring others with fresh thinking. As hosts of the xAPI Learning Cohort we’re supporting hundreds of pioneers and experimenters in learning and working with the xAPI.
    1. One student in Canada decided to ask his university for the data they collected about his interactions with educational material
    2. it's important to consider what could happen if a student does ask for their data
    3. compare where their engagement levels stand against the rest of the class.
    4. self-regulating effect
    5. As higher education professionals, we would be remiss if we left out one of the most important potential benefactors of xAPI and learning analytics: students.

      Afterthought?

    1. xAPI is a json based data structure that's for expressing the actions taken by a user. It's popular for tracking activity across websites because of it having a standard base schema with flexibility for providing contextual information based on use-case.
    1. Any questionable or surprise patterns might deserve an extra look or perhaps a redesign in how that material is presented.