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.

Every time your child opens the email, that person knows generally where they are (or specifically, if they have other info to triangulate against).

We don’t need journalism to tell us where venture capitalists are putting other people’s money.

allowing common connections to be made wirelessly

Your hardware modular rig is completely integrated,

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

phase is the essential element of sound,

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

Try something crazy

controllers that speak regular MIDI and MPE

As was hinted at from the star

The Grid is based around ideas familiar to Bitwig Studio

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.

Your competitors will have access to the same kinds of data and general industry knowledge that you do.

open innovation

It’s a vote of confidence in the company’s capacity to protect enough tacit knowledge to stay ahead of the competition.

will make more money if more people build on the platform he has provided

Some companies even give away knowledge, ultimately making more money than they would if they kept it proprietary.

work together on projects are creating value within your ecosystem,

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.

The ease of knowledge sharing is directly proportional to the degree of knowledge codification

speeding up codification will increase the value of knowledge

Companies that figure out how to manage this complexity will enjoy a powerful competitive advantage in finding and selecting innovations.

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.

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.

in 2000, with Keith Hampton, pioneered the use of “glocalization” in discussing computer mediated communication networks.

credited with popularizing the term glocalization as it pertains to understanding how new media encourage both global and local interactions.

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.

need for more rigorous participatory tools for delving into complex social issues

The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.

Shout-out to the notion of "federated wikis" being developed by Ward Cunningham, who developed the first wiki, and Mike Caulfield and Tim Owens.

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.

Google, Apple, Facebook, Amazon and Microsoft. These big five American vertically organized silos are re-making the world in their image.

Rather than framing everything at the course level, we should be deploying these technologies for the individual.26

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.

Educational technologists who thrive will do so by adroitly blending local culture with the global platforms.

Thanks to the philosophical foundations of the Internet — open standards, collaborative design, layered architecture — its technologies typically qualify as user innovation toolkits

"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

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

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.

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.

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.

basic Web 2.0 premises of aggregation, openness, tagging, portability, reuse, multichannel distribution, syndication, and user-as-contributor

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

collaborative effort between a university professor and a government researcher (much like the collaborations at the beginnings of the Internet)

Massive Open Online Courses (MOOCs), which have become the poster child of innovation in higher education over the last two to three years

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?"

an environment unlike anything they will encounter outside of school

support alternative systems, such as blogs and wikis

ability to support small scale IT requests that don't require an enterprise level solution

equip them with practical web skills

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").

social engagement, public knowledge, and the mission of promoting enlightenment and critical inquiry in society

mandate the use of "learning management systems."

"it's not about the technology" because "the technology is neutral."

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

recent promise of Web 2.0

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

Five Arguments against the Learning Management System

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.

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.

“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.”

two quarters of pilot courses on Instructure’s Canvas platform

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.

As with our democracy, we get the ed tech that we deserve.

it is more emotionally satisfying to rail against the Powers That Be

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.

the terrible, horrible, no-good university administrators are trying to build a panopticon in which they can oppress the faculty

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.

(At the time, Stephen Downes mocked me for thinking that this was an important aspect of LMS design to consider.)

“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.

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!"?

Canvas was a runaway hit from the start, but not because of its openness.

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.

Let's imagine a world in which universities, not vendors, designed and built our online learning environments.

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.

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.

the backbone of for a distributed network of personal learning environments

Stephen Downes built gRSShopper ages ago

Jim Groom's ds106 uses a WordPress-based aggregation system, the current generation of which was built by Alan Levine

Jim Groom's ds106 uses a WordPress-based aggregation system

The teacher should decide.

the tools shouldn’t dictate the choice

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.

access to one-on-one (and possible small circle) consultations for a fee

association with a community that will continue to support its members and their work into the various professions

track record of some relevant contributions to that field

deep and current education in a topic

We (had we ever been given the opportunity) would have created the business proposition very differently.

access to the top researchers in the field

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).

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.

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.

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.

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.

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.

DW: How does H5P allow users to create rich content in content management systems?

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.

privacy concerns

JavaScript widgets create simple graphs to quickly and concisely display activity by exhibit and by student

The data is sent to a LearnShare LRS for storage.

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.

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

seamless transition between working and learning.”

if the children are from more than one class, the app is programmed with rules that determine which curriculum appears on the iPad.

“In the museum’s situation, it’s completely untenable to hand out smartphones to hundreds of elementary students each day,”

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.

creates a highly personalized experience for the children while simultaneously alleviating privacy concerns.

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.

One student in Canada decided to ask his university for the data they collected about his interactions with educational material

it's important to consider what could happen if a student does ask for their data

compare where their engagement levels stand against the rest of the class.

self-regulating effect

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.

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.

carefully crafted learning outcomes

Any questionable or surprise patterns might deserve an extra look or perhaps a redesign in how that material is presented.

beset

it's adoption

it's adoption

Currently, Canvas and Sakai are the only LMSs reviewed which has somesupport for xAPI (emphasis on some). Blackboard, D2L, Sakai and Canvas all have support for IMS Caliper, a more edu specific format.

distributed constructs like Learning Record Stores and xAPI fitting easily within their mental models

If you used our Physical web beacon today to login, you were generating xAPI statements.

created by Google

H5P elements naturally emit xAPI statements

ecosystem mindset to delivering course experiences

A video for Domains 2017. All footage by the amazing Meredith Fierro. Contributions from Zach Whalen, Steve Greenlaw, Nora Forknall, Janine Davis, Mark Synder, Clark Billups, Lee Skallerup Bessette, Callie Liberty, Parrish Waters, Claudine Ferrell, Sierra, Andi Livi Smith, Elaina Finkelstein, Troy Paino, Kris Shaffer, Jenn Hill, Stephanie Buckler, and Audrey Watters.

my own spirit would begin to feel unreclaimable.

Professor  Parrish Watters

how could we take something seriously that had birthed lolcats? 

If the Web were a concrete space, what would it look like?

I’ve come to realize more and more that these analogies, metaphors, and symbols are the way that we can come to teach the Web so that our students know it in the sense of recognizing it — distinguishing it, perceiving it in relation to those things already known.

We need to provide useful guidance. We need to point students in those directions where we think that they can be successful, by suggesting applications they should install and use, by offering ideas of what elements to include on their sites, by providing feedback as they explore their own digital presence, but after that we need to be able to step back and get out of the way.

Finding Our Metaphors

If we want Domain of One’s Own to flourish as a space for student agency than we need to balance structured guidance with playfulness and empowerment.

We find that often we can learn more about the assignment that a student had been given than about the student herself.

how to balance supporting a system as complex as Domain of One’s Own without dictating how people use it

You could say I’ve been converted.

I never have to be part of an HOA.

I sought to shut down a startup culture at the school that was resulting in sites built with decidedly unregulated palettes and proportions.

Reston Brown

much of my life can be described between these two concepts

whether or not they fact-check the things they share or re-share on Facebook

attention paid to the ways in which our students consume and digest information

the algorithms of the Web are one of the least understood concepts that our students know nothing about

representation of race and gender in our culture

having students do a basic Google image search for terms like “doctor” “teacher” “baby”

But if they are learning how to build on the Web they probably need to know something about becoming findable (or unfindable) on the Web. And by extension they need to understand how the power behind that findability is impacting the course of human history. 12 months ago if I had said that, some people would have rolled their eyes at me, but I think it’s safe to say that in the last 9 months we’ve all realized just how powerful algorithms are in shaping the outcomes of our culture.

In this particular case, Google worked as a kind of amplifier of distortion.

Perhaps they will learn something about how a hacker can gain access to Web sites and why there is a burden on those of us who create on the Web to also secure what we create.

every moment in which we walk a student through a fix is a deeply teachable moment

the breaking and fixing of things is where the most learning can occur

Digital Pedagogy Lab Institute

realize that the web was not something that happened to them but they were happening to

An overarching value we try to embrace when we talk about the domain choice is one of agency: participants should be able determine for themselves how they wish to be known and found on the Web.

our CIO said that sure he could put some money to a pilot that did something like this

attaching our project’s goals to a defined institutional need allowed us to move forward

institutionally controlled assessment and collection of data

give a student an individually-controlled space for reflection and growth

Oh, and some people also thought that perhaps it would benefit a student to have an online presence that they could create, develop, and take with them when they graduated from UMW.

The College of Education faculty and administrators needed an ePortfolio because of increasing demands from the Commonwealth of Virginia to demonstrate students’ and graduates’ competencies.

Reston Brown

As an example, one of the most significant problems in healthcare security is the need for users to authenticate quickly to shared workstations in clinical environments. I could see a future version of Face ID embedded in an iMac solving that problem, changing an entire industry, and selling a lot of iMacs!

Mount St. Mary’s use of predictive analytics to encourage at-risk students to drop out to elevate the retention rate reveals how analytics can be abused without student knowledge and consent

Embracing an Entrepreneurial Culture on Campus go.nmc.org/uni(Tom Corr, University Affairs, 4 May 2016.) The Ontario Network of Entrepreneurs is gaining global recognition for its efforts to bolster students’ business skills through investing in multiple campus events and programs. For example, the success of Ontario Centres of Excellence has led to the establishment of similar innovation hubs throughout North America, the UK, Australia, and Asia.

An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world  who use the same LMS.  Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).

Moving to a Web of Linked Data for Credential Ecosystems

The IMS Global Competencies and Academic Standards Exchange™ specification (CASE)™ is used to exchange information about learning and education competencies. CASE also transmits information about rubrics, criteria for performance tasks, which may or may not be aligned to competencies.

iterate products as quickly as they wanted

Articulate Storyline for rapid, bite-size content development

SMEs to read and respond to comments and conversation within the Social Learning framework.

Often our solutions must co-exist with existing systems. That’s why we also invest time and money in emerging standards, like xAPI or Open Badges, to help connect our platforms together into a single ecosystem for personal, social and data-driven learning.

OLI courses provide an entire experience based on our unique development process.

Barnes & Noble Education, Inc. is now an independent public company and the parent of Barnes & Noble College, trading on the New York Stock Exchange under the ticker symbol, "BNED".

advanced OER Courseware

Next Generation Learning Materials

Learning Analytics

Learning Management,

a strategic partner and collaborator to the 770 stores on campuses nationwide

ABOUT BARNES & NOBLE EDUCATION

Enhanced learning experience Graduate students now receive upgraded iPads, and all students access course materials with Canvas, a new learning management software. The School of Aeronautics is now the College of Aeronautics; and the College of Business and Management is hosting a business symposium Nov. 15.

This site is run by Instructure.

Feldstein's Law: Any educational app that is actively developed for long enough and has a large enough user base will become indistinguishable from a badly designed LMS.

Instructors can supplement traditional course materials with low-cost alternatives such as Open Educational Resources and faculty-generated content.

“We’re between the now and the not yet of moving to digital textbooks. But the model has not been discerned,”

Download Dr. Brad Wheeler leads university-wide IT services for IU's eight campuses. He has co-founded and led many multi-institutional collaborations with his current work focused on the Unizin Consortium, Kuali, and IU’s mass Media Digitization and Preservation Initiative.

Kroton, the country’s largest university, has about 2 million students

(I would add that the message, “Hey, it’s no big deal to us if we lose some adopters” is not a great one for members of the community who feel like their needs are not being met.)

Moodle Pty—more widely known within the Moodle community as Moodle HQ—does most of the development of the core Moodle code and maintains tight control over which code submitted by third parties gets accepted into the code base

Kroton has more than 1.9 million students

Information from this will be used to develop learning analytics software features, which will have these functions: Description of learning engagement and progress, Diagnosis of learning engagement and progress, Prediction of learning progress, and Prescription (recommendations) for improvement of learning progress.