982 Matching Annotations
  1. Last 7 days
    1. Rather than teaching students how todoubt a source as a first step, we are affirming their ownbackground knowledge about a topic, and helping thembuild on and explore their own intuition, in order to helpthem reach a conclusion

      Thinking about how this step might be before Mike Caulfield's first "Stop" step in the SIFT framework he developed out of his "four moves".

    2. One way to empower these students to have voice isto encourage them to build on local knowledge andpersonal experience as valid and important sources oflearning.

      Thinking about this in the context of recent experiences where Western white men use Western rational frameworks to validate their own personal experiences where their privilege is challenged. Maybe there's such a comfortable fit between dominant identity and dominant knowing frameworks that, for such folks, the Western rational tradition is a sort of local knowledge.

    3. constructiveknower

      Love this formulation of the "constructive knower".

    4. Knowing how to assess the credibility of a sourceis useless unless the person develops a sensitivity and dis-position to question what reasonably warrants question-ing.

      Filing this quote away for later ;)

    5. careful ascommunitiesand not just asindividuals

      Love this, as so much of what needs amplification are understandings of people as actors within communities, not just as individual consumers or producers of digital artifacts.

    6. I argue that digital literacies should notbe taught as a technical skill, but should be seen as a partof cultivating critical citizenship

      This is an incredibly important point: too often explorations of digital practices focus on skills (often even then too narrowly defined, as when specific software programs are taught, rather than higher level skills about using an entire software category, like word processing, or spreadsheets), when they should be focusing on how digital practices fit in to wider human life, as in citizenship.

    7. digital literacies

      Love the move to the plural here.

    1. not necessarily with the same quality

      And in this case, reshaped by the USA academic machine and its dominant frameworks and discourses, which didn't necessarily lower the quality of critical theory, but certainly changed it.

    2. Critical theory itself can tell us why.

      I realize that what follows doesn't really rise to the level of critical theory, but there's a lot more that should be included in the brief sketch here, like how USA-UK pragmatism and anti-intellectualism fits in with what happened to critical theory in academia and popular culture in the USA.

    3. So to recap about critical theory: it’s not relativism, it’s hard to understand for reasons, and it’s not a SJW agenda, it’s an exposure of why we should all be SJWs.

      This is the summary of what the "PoMo is evil" argument gets wrong. That argument probably gets other things wrong too, but this was my short list of key misunderstandings.

    4. Do SJWs have a special interest in critical theory? YES!

      This may seem redundant, but in the rhetoric of the original tweet thread, I imagined it worked.

    5. my son

      I say "my son" here, because the imaginary audience of my rant was pretty much entirely male, as I most often hear this mistaken "PoMo" argument from boys.

    6. Because the people that freaking wrote critical theory read a lot more books than you and thought about things harder than you and were engaged in conversations you know little about and wrote in languages you don’t read.

      In the light of day, this seems especially harsh. I bet you have read a lot of books. However, the point stands when we look at it in the context of the traditions in the USA (and UK) that proper thinking must be easily intelligible, or it is suspect. Traditions on the European continent don't demand that hard things always be easy to understand.

    7. for lack of a better term

      I'm not really satisfied using the term "critical theory" either, given that it could include works that aren't really "PoMo" (eg, Marxism or historical materialism). I'd use "post-structuralism", but I don't think that many folks know what it means and it's not totally accurate either. So I decided to just leave it as "critical theory" as in the original rant.

    8. annotate it

      You can make a free account to annotate yourself at Hypothesis.

    1. One dystopian potential outcome would be that, despite the best efforts of many institutions of all kinds, we could see a devolution back to a distinctly two-tiered system like what existed in 19th Century Britain. In this negative projection one can envision a very small number of well-endowed institutions that cater to the wealthy, well-prepared class as well as a small number of carefully picked representatives from various groups. These students would receive a world-class education, while most students would be at risk of receiving a much lower quality education that is overly-reliant on poorly built computerized teaching systems or online learning courseware that does not provide the kind of encouragement and motivation that is required to help students through the many challenges encountered when learning. Following this path could well lead to a self-perpetuating system across generations where a small elite group benefits from a compounding level of social capital, while most students are left out, leading to a widening of social, political, cultural, and financial gulfs.

      This is the dystopian vision that I fear a market-fundamentalist, machine-first approach will generate.

      Pet peeve: Points taken away for Kevin's use of "devolution back" here, given that evolution does not go backwards.

  2. Jul 2019
    1. we first need to cultivate an academic ecosystem that can make proper use of better tools

      This is putting the tool before the horse, if you'll let me mix two metaphors Michael uses. Could the academic ecosystem be renewed in such a way that the existing product category we are trying to justify here was unnecessary?

    2. One could also imagine colleges and universities reorganizing themselves and learning new skills to become better at the sort of cross-functional cooperation for serving students.

      Yes, let's imagine (and actually work toward) this, rather than new kinds of vendor relationships.

    3. They believed that students might learn the skill from the product.

      Perhaps students could better learn skills from another human.

    4. Academically at risk students often are not good at knowing when they need help and they are not good at knowing how to get it.

      In the back of my mind is how some students at one community college I know that deployed Starfish called it "Star Snitch" because they always felt it was ratting them out, not helping them.

    5. "We're getting really good at predicting which students are likely to fail, but we're not getting much better at preventing them from failing."

      Predicting is a product category, but preventing is not (unless you count the EDUs themselves, which is probably where the responsibility for prevention should be located).

    6. each installation of the product would require a significant services component, which would raise the cost and make these systems less affordable to the access-oriented institutions that need them the most

      Again, the commerciality of their social deployment would make it more difficult for them to tailor for success OR address ethical concerns.

    7. You can lead a horse to water and all that.

      This is where the social deployment of tech/practices can start to take over. First, commercial interests are now in charge of surfacing the ethical dilemma, which may not be in their best commercial interests to prioritize. Second, their customers have outsourced concerns and so are less interested/committed/resourced to address them.

    8. the student data privacy challenge

      Seems that this first challenge exists wether humans or machines are watching/intervening, even if machines might provide different options (eg, being able to watch private data and surface it without revealing it).

    9. This is not a "Facebook" problem.

      I'm not sure what a "Facebook" problem is. It seems to me that many of the same ethical questions arise in the social media realm — or at least related questions, equally important.

    10. Already, we are in a bit of an ethical rabbit hole here.

      Indeed. And it should be of no surprise because the social deployment of a technology/practice pretty much always leads to ethical considerations.

    11. The people who are authorized to see the data

      When data exists, it is also often seen by unauthorized people.

    12. people who are not authorize

      small typo

    13. One way to think about a way that this sensitive information could be handled is like a credit score.

      This is a warning sign to me. Do we really want to use credit scores as a model for ANY activity in education?

    14. These are basically four of the same very generic criteria that any instructor would look at to determine whether a student is starting to get in trouble. The system is just more objective and vigilant in applying these criteria than instructors can be at times, particularly in large classes (which is likely to be the norm for many first-year students).

      This is key: the machines aren't really doing anything better than humans, but they do make it easier to scale. Are there studies that compare student success for larger classes assisted by machines with smaller classes with smaller teacher to student ratios? Would human participation and intervention be better than machines? Would it be cheaper or more expensive? What ofter effects, desirable or not, would the machine and/or human models have?

    15. a good case study in why tool that could be tremendously useful in supporting students who need help the most often fails to live up to either its educational or commercial potential

      From the start, the educational and commercial fate of predictive analytics are intertwined.

    16. we can make recommendations to the teacher or student on things they can do to increase their chances of success.

      For me, a first question about how such information would actually be used is whether it might not be used just as often to deter students from entering specific classrooms (or even institutions) as used to help them succeed once there.

      Behind any technology/practice being deployed today in EDU is the larger circumstances of trying to scale/optimize, and often, privatize, education. There are strong winds blowing stuff that could be used to help in other directions.

    1. HyperLinks

      Not liking Hyperlinks with the "L" capitalized.

  3. May 2019
    1. 'Women live like Bats or Owls, labour like Beasts, and die like Worms...'

      A great line...

    2. It is one of the great advantages of being a woman that one can pass even a very fine negress without wishing to make an Englishwoman of her.

      One of the moments in this work that gives me pause. Yes, and yet, the idea that greater beauty should bestow greater citizenship...

    3. Not only do the comparative values of charwomen and lawyers rise and fall from decade to decade, but we have no rods with which to measure them even as they are at the moment.

      On the mystifying structures of value in capitalist society.

    4. Women have served all these centuries as looking-glasses possessing the magic and delicious power of reflecting the figure of man at twice its natural size.

      Woman as mirror.

    5. Or is anger, I wondered, somehow, the familiar, the attendant sprite on power?

      Indeed, is anger generate by unjust power?

    6. With the exception of the fog he seemed to control everything.

      On how obvious the patriarchy is just in reading the news.

    1. Jenae Cohn

      You can also follow Jenae on Twitter.

    2. help students become expert learners

      Yes! The overall goal is to empower students to have agency over their digital fluency, not just enable them to use this or that software or technique.

    3. different applications and platforms

      Yes! For example: practice in using spreadsheets in general, rather than just what to click on in a single product like MS Excel.

    4. instructional designers are key players

      And maybe librarians, who along with IDs are well-placed to work across curricula and embed digital literacies practices strategically?

    5. literacies

      Yay! I love the plural form in all cases. There is always more than one "literacy".

    6. it is not always clear where students go to access training for these skills

      Like with writing, digital literacies/skills/fluency should be incorporated across the curriculum.

    7. The norms, applications, and protocols required to engage in digital research, reading, and writing require explicit instruction.

      Yes! If we expect students to do something, we should devote learning time to helping them learn how/advance their knowledge.

    8. ability to leverage technology to create new knowledge, new challenges, and new problems and to complement these with critical thinking, complex problem solving, and social intelligence to solve the new challenges

      Another definition of digital literacy, recast as digital fluency.

    9. shorthand for the myriad social practices and conceptions of engaging in meaning making mediated by texts that are produced, received, distributed, exchanged etc., via digital codification

      A definition of digital literacy.

    10. Device ownership alone doesn't make people digitally literate

      A key point: a lot of people might have technology, but that doesn't mean they have built up knowledge and skills about how it works or how to do things with it.

  4. Apr 2019
    1. The example of the Linux kernel shows that this is completely possible.

      I think the Linux kernel analogy breaks down even more in considering "the other 93%" of educational content, which David has already identified here as more niche, less kernelesque, than content for core courses. Seems to me, the more specialized and rarely used something is — either in digital technology or in content — the less likely it is going to be the focus of widespread, shared activity.

      If commercial publishers could rely on OER content for core classes and generate revenue from wrapping them in additional services (as David describes here), what is their incentive to devote any resources to labor-intensive, niche content that would have far lower revenue margins?

    2. Traditional textbook content like words and images are just like the operating system kernel – kind of boring.

      This is the part of the argument here I don't find convincing. I'm not sure we can liken content — yes even "traditional textbook content" — to OS kernels or roads as a kind of "boring" infrastructure. Content is an expression of knowledges/understandings right? If anything, content seems more like the "interesting" part that relies on the kernels/roads.

      Yet I am interested in the idea of thinking of content as PUBLIC infrastructure, in the sense that like roads, we have common interests in securing public sources for the resources necessary to produce and maintain educational content.

    1. Professional digital practice: using digital media tools for professional purposes: to build networks, construct an e-profile, publicise and share research and instruct students. Sociological analyses of digital use: researching the ways in which people's use of digital media configures their sense of selves, their embodiment and their social relations. Digital data analysis: using digital data for social research, either quantitative or qualitative. Critical digital sociology: undertaking reflexive and critical analysis of digital media informed by social and cultural theory.

      Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"

    1. Professional digital practice: using digital tools as part of professional practice – build networks, construct e-portfolios, build online profiles, publicize and share research Analysis of digital technology use: research the ways in which people’s use of digital technologies configures their sense of self and their embodiment of social relations, the role of digital media in the creation or reproduction of social institutions and structures Digital Data Analysis: using naturally occurring digital data for social research Critical Digital Sociology: reflexive analysis of digital technologies informed by social and cultural theory

      This quote comes from a Wikipedia page on digital sociology.

    2. Digital Sociology in the broadest sense addresses the question of what such reinvention could or should mean in new circumstances where the content of this ‘newness’ is defined largely by the digital.

      You can jump directly to this quote in Mark Carigan's post "What Is Sociology?"

    1. Digital Sociology in the broadest sense addresses the question of what such reinvention could or should mean in new circumstances where the content of this ‘newness’ is defined largely by the digital.

      Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"

  5. Mar 2019
    1. four goals

      Ivanka's restatement of the Board's four goals, stated in more detail elsewhere.

    2. Tim — Apple

      Here's how Trump's now infamous possible misstatement has been transcribed, not as a mistake, nor with a slash ("to save time & words"), but with an em dash, suggesting that Trump was thanking both Tim, and his company Apple, together in shorthand.

    1. Open Initiatives in Universities

      Benefits of OKI for EDUs:

      1. Wider access to info.
      2. Reclaiming scholarly production.
      3. Increased open info and technology creation.
      4. Research ROI.
      5. Greater openness -> stronger science.
      6. Address unequal distribution of data/flows: expose "data shadows".
      7. Lower scholcomm costs.
    2. crises of discrimination, particularly around such identity-based facets as gender, race and ethnicity

      crises of discrimination in open projects

    3. challenging power relationships between makers and users of knowledge

      shift of power between knowledge makers and users

    4. Data globalisation

      Data is crossing borders at a higher rate than people or goods. Wondering how this is measured as data, people, and goods are different types of entities.

    1. Self-Mapped Learning Pathways

      Matt describes a detailed example of how such a self-mapped learning pathway might happen for real using a variety of practices and digital tools in his 28 March 2019 blog post: Creating a Self-Mapped Learning Pathway.

    2. What are “Self-Mapped Learning Pathways”?

      Fascinating exploration from Matt Crosslin about how #personalized — or maybe better — #heutagogical learning can be a complex journey, traversing both learner- and instructor-defined pathways.

    1. NOT READY TO LET GO: A STUDYOFRESISTANCETO GRADING CONTRACTS

      This article was included in the curriculum for the Open Pedagogy track led by Dave Cormier in the 2019 Digital Pedagogy Lab Toronto.

      In a 19 March 2019 Virtually Connecting session, Dave explained that he uses the contract in this article as a negative example — not to be adopted uncritically, but as a starting place to think about how one might generate a better assessment model.

    1. We refer to this idea as the access hypothesis.

      In thinking about the questions I’m raising in my presentation at OLC Innovate 2019, let's start by asking the question whether we think the "access hypothesis" is a significant component in measuring the impact of OER on student learning?

    1. we are simultaneously living along two curves

      Or maybe even better: along three, negotiating curves, like Gramsci's idea of residual, dominant, and emergent cultures.

    1. DXtera Institute is a non-profit, collaborative member-based consortium dedicated to transforming student and institutional outcomes in higher education.

      DXtera Institute is a non-profit, collaborative member-based consortium dedicated to transforming student and institutional outcomes in higher education. We specialize in helping higher education professionals drive more efficient access to information and insights for effective decision-making and realize long-term cost savings, by simplifying and removing barriers to systems integration and improving data aggregation and control.

      With partners across the U.S. and Europe, our consortium includes some of the brightest minds in education and technology, all working together to solve critical higher education issues on a global scale.

    1. But often — and maybe even usually — when we complain about the cost of books, we’re complaining about the cost of supplemental media, password-protected websites, and other items that may include text but are certainly not books.

      And at the same time, OER’s lack of such ancillary materials is often blamed for its slow adoption.

    2. By teaching students to expect that books ought to be free, we are teaching them to be bad citizens.

      Point taken. Maybe the lesson is not about the price of books, but who should pay for them. A lot of course materials are produced in factory-like conditions by underpaid creators who have no intellectual property rights in the works they produce.

    3. a holdover

      I love the word for these types of anachronisms: skeumorph.

    1. 3 Tips to Help You Prototype a Service
      1. Design only the details that matter
      2. Factor in the before and after
      3. Involve users and employees
    1. But when you think of it, our educational institutions aren’t built to recognize the complexity between pasts and futures. In effect, we build superhighways with one on ramp, and lots of off ramps that lead to dead ends.

      I'm going to forgive the automobilist metaphor because the point is just so dang right!

    2. But many of the conditions that make these settings deeply uncomfortable are larger than that level of course-contained pedagogy.

      Amen! Even worse maybe in K12, where all the social issues we are not addressing elsewhere are expected to be solved in under-funded classrooms.

    3. Scaling In: The Community Dimensions of Innovation

      Great reading for answers to the question "yes, but does it scale?"

    4. To solve the problem of ‘scaling up’ requires ‘scaling in’ –by this we mean developing the designs and infrastructure needed to support effective use of an innovation.

      On "scaling-in" rather than "scaling-up".

    5. special thanks to Nate Angell

      Whoa! Thanks Robin! I don't remember what I might have contributed, but super-honored to be mentioned in such an awesome work!

  6. Feb 2019
  7. quickthoughts.jgregorymcverry.com quickthoughts.jgregorymcverry.com
    1. Why an HTML/CSS First Approach Works for #OER and why #OER Must Work for an HTML First Approach

      I'm in strong support of an HTML-first approach for both humans and OER. Great stuff Greg! Love the offline, non-digital learning activities!

    2. For too long the field of #OER has simply been a field studying itself. We debate what is open and what is not. What is a resource what is pedagogy...and is that pedagogy really praxis....

      I don't really get this opinion, or how it pertains to Greg's otherwise important point about the format of OER. Seems like it ignores BOTH the great many tangible contributions folks have made in the field of OER AND the very important conversations that also take place around topics as or more important than technical formats, like pedagogy, and the socio-economic ecosystem in which OER participates.

    1. LAST YEAR Flickr, a photo-sharing site, announced it would cut its free storage from 1 terabyte (more than 200,000 images) to just to 1,000 items. Starting this month, many users may find that their content is in danger of being deleted.

      Note that Flickr's new owner, SmugMug, promised to continue to host all CC-licensed images shared before 1 Nov 2018 for free.

    1. Flickr Commons photos will not be deleted. Anything uploaded with a CC license before November 1, 2018, won’t be deleted, but users will need to upgrade to Pro to upload more than 1,000 photos or videos.

      Flickr's new owner SmugMug promises to continue to host all CC-licensed images shared before 1 Nov 2018.

    1. Deone Zell

      Deone is added to the HorizonReport2019 Twitter list.

    2. Francisca Yonekura

      I couldn't find a Twitter handle for Francisca. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    3. Matthew Worwood

      Matthew is added to the HorizonReport2019 Twitter list.

    4. Neil Witt

      Neil is added to the HorizonReport2019 Twitter list.

    5. Alexandra Williams

      I couldn't find a Twitter handle for Alexandra. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    6. Catherine Wilkinson

      Catherine is added to the HorizonReport2019 Twitter list.

    7. Niki Whiteside

      I couldn't find a Twitter handle for Niki. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    8. Ken Varnum

      Ken is added to the HorizonReport2019 Twitter list.

    9. Kate Valenti VP Operations

      I couldn't find a Twitter handle for Kate. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    10. Michael Thomas

      I couldn't find a Twitter handle for Michael. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    11. David Thomas

      David is added to the HorizonReport2019 Twitter list.

    12. Lori Swinney

      Lori is added to the HorizonReport2019 Twitter list.

    13. Nachamma Sockalingam

      I couldn't find a Twitter handle for Nachamma. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    14. Jason Smith

      I couldn't find a Twitter handle for Jason. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    15. Paul Signorelli

      Paul is added to the HorizonReport2019 Twitter list.

    16. Diane Sieber

      I couldn't find a Twitter handle for Diane. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    17. William Shewbridge

      William is added to the HorizonReport2019 Twitter list.

    18. Ramesh Sharma

      Ramesh is added to the HorizonReport2019 Twitter list.

    19. Gilly Salmon

      Gilly is added to the HorizonReport2019 Twitter list.

    20. Jeff Ritter

      Jeff is added to the HorizonReport2019 Twitter list.

    21. Michael Reese

      I couldn't find a Twitter handle for Michael. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    22. Ruben Puentedura Founder

      Ruben is added to the HorizonReport2019 Twitter list.

    23. Jeanne Po

      I couldn't find a Twitter handle for Jeanne. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    24. Renee Pfeifer-Luckett Director, Learning

      Renee is added to the HorizonReport2019 Twitter list.

    25. Doug Peterson

      Doug is added to the HorizonReport2019 Twitter list.

    26. Rob Peregoodoff

      Rob is added to the HorizonReport2019 Twitter list.

    27. David Parkes

      David is added to the HorizonReport2019 Twitter list.

    28. Sunay Palsole

      I couldn't find a Twitter handle for Sunay. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    29. Chaohua Ou

      Chaohua is added to the HorizonReport2019 Twitter list.

    30. Javier Nó Sánchez

      Javier is added to the HorizonReport2019 Twitter list.

    31. Kristi Newgarden

      I couldn't find a Twitter handle for Kristi. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    32. Ruth Nemire

      I couldn't find a Twitter handle for Ruth. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    33. Carol Munn

      Carol is added to the HorizonReport2019 Twitter list.

    34. Damian McDonald

      I couldn't find a Twitter handle for Damian. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    35. Shannon McCarty

      I couldn't find a Twitter handle for Shannon. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    36. Sheila MacNeill

      Sheila is added to the HorizonReport2019 Twitter list.

    37. Danielle Logan

      I couldn't find a Twitter handle for Danielle. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    38. Joan Lippincott

      I couldn't find a Twitter handle for Joan. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    39. Meggan Levitt

      Meggan is added to the HorizonReport2019 Twitter list.

    40. Mark Lee

      I couldn't find a Twitter handle for Mark. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    41. Deborah Lee

      Deborah is added to the HorizonReport2019 Twitter list.

    42. Fernando Ledezma

      Fernando is added to the HorizonReport2019 Twitter list.

    43. Jill Leafstedt

      Jill is added to the HorizonReport2019 Twitter list.

    44. Victoria Mondelli

      I couldn't find a Twitter handle for Victoria. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    45. Alexandra Pickett

      Alexandra is added to the HorizonReport2019 Twitter list.

    46. Roberta (Robin) Sullivan

      Robin is added to the HorizonReport2019 Twitter list.

    47. Paul Turner

      I couldn't find a Twitter handle for Paul. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    48. Nicole Weber

      Nicole is added to the HorizonReport2019 Twitter list.

    49. Melissa Langdon

      I couldn't find a Twitter handle for Melissa. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    50. Lisa Koster

      Lisa is added to the HorizonReport2019 Twitter list.

    51. Thierry Koscielniak Chief Digital Officer

      Thierry is added to the HorizonReport2019 Twitter list.

    52. Jessica Knott

      Jessica is added to the HorizonReport2019 Twitter list.

    53. David Kernohan

      David is added to the HorizonReport2019 Twitter list.

    54. AJ Kelton

      AJ is added to the HorizonReport2019 Twitter list.

    55. Amarjit Kaur

      I couldn't find a Twitter handle for Amarjit. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    56. Dr. Wendi Kappers

      Wendi is added to the HorizonReport2019 Twitter list.

    57. Jim Julius

      Jim is added to the HorizonReport2019 Twitter list.

    58. Connie Johnson

      Connie is added to the HorizonReport2019 Twitter list.

    59. Shakir Hussain

      Shakir is added to the HorizonReport2019 Twitter list.

    60. Bill Hogue

      I couldn't find a Twitter handle for Bill. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    61. Richard Hodges

      I couldn't find a Twitter handle for Richard. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    62. Doug Hearrington

      I couldn't find a Twitter handle for Doug. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    63. Tom Haymes

      Tom is added to the HorizonReport2019 Twitter list.

    64. Syed Mustafa Hassan

      Syed is added to the HorizonReport2019 Twitter list.

    65. Heather Haseley

      Heather is added to the HorizonReport2019 Twitter list.

    66. Kelsey Hall

      Kelsey is added to the HorizonReport2019 Twitter list.

    67. Martin Halbert

      Martin is added to the HorizonReport2019 Twitter list.

    68. David Gibson

      I couldn't find a Twitter handle for David. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    69. Rob Gibson

      Rob is added to the HorizonReport2019 Twitter list.

    70. Aline Germain-Rutherford

      I couldn't find a Twitter handle for Aline. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    71. Maya Georgieva

      Maya is added to the HorizonReport2019 Twitter list.

    72. James Frazee

      James is added to the HorizonReport2019 Twitter list.

    73. Kevin Forgard

      Kevin is added to the HorizonReport2019 Twitter list.

    74. Kenn Fisher

      I couldn't find a Twitter handle for Kenn. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    75. Yvette Drager

      Yvette is added to the HorizonReport2019 Twitter list.

    76. Kimberly Eke

      Kimberly is added to the HorizonReport2019 Twitter list.

    77. Julie Delello

      Julie is added to the HorizonReport2019 Twitter list.

    78. Rebecca Davis

      Rebecca is added to the HorizonReport2019 Twitter list.

    79. Janet Corral

      Janet is added to the HorizonReport2019 Twitter list.

    80. Deborah Cooke

      Deborah is added to the HorizonReport2019 Twitter list.

    81. Chun-Yen Chang

      I couldn't find a Twitter handle for Chun-Yen Chang. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    82. Stephanie Bulger

      Stephanie is added to the HorizonReport2019 Twitter list.

    83. Cheryl Brown

      Cheryl is added to the HorizonReport2019 Twitter list.

    84. Malcolm Brown

      Malcolm is added to the HorizonReport2019 Twitter list.

    85. Marwin Britto

      Marwin's Twitter account is private, so I wasn't able to add them to the HorizonReport2019 Twitter list.

    86. Jonathan Brennan

      I couldn't find a Twitter handle for Jonathan. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    87. Dr. Braddlee

      Braddlee is added to the HorizonReport2019 Twitter list.

    88. Mohamad Ridwan Bin Othman

      I couldn't find a Twitter handle for Mohamad. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    89. Dror Ben-Naim Founder & CEO

      Dror is added to the HorizonReport2019 Twitter list.

    90. Helga Bechmann

      Helga is added to the HorizonReport2019 Twitter list.

    91. Ronald Bergmann

      I couldn't find a Twitter handle for Ronald. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    92. Elizabeth Barrie

      I couldn't find a Twitter handle for Elizabeth. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    93. Noreen Barajas

      Noreen is added to the HorizonReport2019 Twitter list.

    94. Maha Bali

      Maha is added to the HorizonReport2019 Twitter list.

    95. John Augeri

      John is added to the HorizonReport2019 Twitter list.

    96. Kevin Ashford-Rowe

      Kevin is added to the HorizonReport2019 Twitter list.

    97. Panel of Experts

      I've started curating a HorizonReport2019 Twitter list of the folks involved in shaping the 2019 report. Join us in annotating the report preview. I'm adding a note to each name below about my effort to add them to the list. Check out the notes below or visit the list and let me know who is missing!

    98. Kumiko Aoki

      I couldn't find a Twitter handle for Kumiko. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    99. Serdar Abaci

      I couldn't find a Twitter handle for Serdar. If you know what it is, reply below or tweet me @xolotl and I'll add them to the HorizonReport2019 Twitter list.

    100. Jean Amaral

      Jean is added to the HorizonReport2019 Twitter list.

    101. Bryan Alexander

      Bryan is added to the HorizonReport2019 Twitter list.

    1. In other words, when YouTube fine-tunes its algorithms, is it trying to end compulsive viewing, or is it merely trying to make people compulsively watch nicer things?

      YouTube's business interests are clearly rewarded by compulsive viewing. If it is even possible to distinguish "nicer" things, YouTube might have to go against its business interests if less-nice things DO lead to more compulsive viewing. Go even deeper, as Rob suggests below, and ask if viewing itself can shape both how (compulsive?) and what (nice or not-nice?) we view?

    1. Algorithms will privilege some forms of ‘knowing’ over others, and the person writing that algorithm is going to get to decide what it means to know… not precisely, like in the former example, but through their values. If they value knowledge that is popular, then knowledge slowly drifts towards knowledge that is popular.

      I'm so glad I read Dave's post after having just read Rob Horning's great post, "The Sea Was Not a Mask", also addressing algorithms and YouTube.

    2. Some questions to use when discussing why we shouldn’t replace humans with AI (artificial intelligence) for learning

      Great discussion of what questions to ask about artificial intelligence and learning from Dave Cormier.

    1. Despite these options, degree completion in higher education is stymied by factors that go beyond these efforts, and closing the achievement gap continues to be a difficult challenge

      I wonder if we need to think beyond digital tools to really address the achievement gap.

    2. the expert panel

      I've started curating a Twitter list of the folks involved in shaping the 2019 Horizon Report. Visit the list and let me know who is missing.

    3. ubrics like Quality Matters h

      Also look at Open SUNY Course Quality Review OSCQR rubric.

    4. Improving Digital Fluency

      Not to beat a dead horse, but just like we should maybe always think of digital literacies in the plural, we should also think about digital fluencies as there is certainly more than one type or kind of fluency.

    5. Growing Focus on Measuring Learning

      This topic belongs here, but I would have liked to see an acknowledgement about privacy concerns related to measuring learning. How are we engaging students in the design of this work?

    6. EDUCAUSE2019 Horizon Report Previe

      Read annotations on the 2019 Horizon Report Preview from EDUCAUSE. Sign up or log in above to add your own annotations and replies.

    1. competency- based learning

      I see competency-based learning listed under authentic learning along with project-based learning and challenge-based learning. But most of the CBL implementations I've seen actually rely more on automated assessment and regurgitated reading. CBL could be authentic, but is it?

    2. Time-to-Adoption Horizon: Four to Five Years

      According to the #HorizonReport, by 2030 we should be working on #mixedreality and #robotics in EDU.

    1. Declaration of Rights and Principles to Transform Scholarly Communication

      You can keep up on overall open access news from the University of California system online.

    1. One of the things I absolutely hate is reading research done in a v narrow context and authors concluding “even though our sample was [insert v narrow non-diverse sample] we expect our results to resonate [insert absurd universality]”.

      AMEN! It is such a part of the "Western POV" to generate universalities out of their (our) own situated experiences.