1,031 Matching Annotations
  1. Sep 2019
    1. Liberals are always slow to realize that there can be friendly, idealistic people who have little use for liberal values.

      So idealistic with other values?

    2. identity alone should neither uphold nor invalidate an idea

      Except ideas have always been structured by identify. Perhaps universal ideas might be better seen as the identity politics of a privilege that doesn't appreciate being interrogated.

    3. Our goal shouldn’t be to tell children what to think. The point is to teach them how to think so they can grow up to find their own answers.

      How many generations have passed mistaking this solution as progress?

    4. The teaching of civics has dwindled since the 1960s—a casualty of political polarization

      So the lack of civics lamented above is not caused by the global cultural studies that happened? There could be both, right?

    5. festooned with all the authoritarian excess of the new progressivism

      Do the policies and practices that shape disadvantaged lives come festooned (eg, drug sentencing laws)? Or do they seep out with a colder, darker, less obvious rhetoric?

    6. an idea of education based on real meri

      Please define this "real merit".

    7. That pragmatic genius for which Americans used to be known and admired, which included a talent for educating our young—how did it desert us?

      Known by who for educating who? This is the most ridiculously reductionist and nostalgic lament in the entire piece.

    8. the universal principles of equality, dignity, and freedom

      It's easy to reach for these "universal" principles, which have always been universal in theory only. It doesn't surprise me that folks heretofore excluded challenge universal principles that have not served their purposes.

    9. It was a quiet plea to be left alone.

      Or was it a quiet plea that people can figure things out without hard rules and signs?

    10. Q also used the boys’ bathroom, which led to problems with other boys.

      What were the problems with the other boys?

    11. The issue that had roiled the grown-ups in his life seemed to have had no effect on him at all.

      I wonder if that suggests the tests matter less, or more?

    12. A 95 percent opt-out rate was a resounding success. It rivaled election results in Turkmenistan.

      Wow. That's an incredibly long reach to make an incendiary point.

    13. An extensive survey of American political opinion published last year by a nonprofit called More in Common found that a large majority of every group, including black Americans, thought “political correctness” was a problem.

      This is where it gets really interesting. I'd have to explore what branches out from here, but the term "political correctness" is not really just one thing that everyone agrees on, and from where I'm sitting, mostly seems to arise around areas where people who historically have had less of a voice start having one that disturbs established POVs.

    14. in part out of disillusionment with the early promise of his presidency—out of expectations raised and frustrated

      hm: another statement I'd need to think about or hear more about. How would we measure if there really was significant disillusionment from hope Obama's presidency raised? Sounds sorta right, but hard to prove.

    15. security

      Wait, how does meritocracy value security?

    16. He had picked this moment to render his very first representational drawing, and our hopes rose.

      I like an alternate theory: their kid had been making representational drawings for a long time, but purposely obscuring it until the revelation could make the biggest impact.

    17. On that freezing sidewalk, I felt a shudder of revulsion at the perversions of meritocracy. And yet there I was, cursing myself for being 30th in line.

      This is a great juxtaposition of the trap the author and so many upper-middle-class people find themselves in.

    18. children into overworked, inauthentic success machines

      A worry I have for sure...

    19. stay married

      Ahhh...so THIS is why we stay married!

    20. True meritocracy came closest to realization with the rise of standardized tests in the 1950s

      Interesting, I'm ready to buy that the post-WWII period had the biggest opening to education in the USA — tho far from truly open or meritocratic and definitely unevenly distributed in many ways, including between K12 and higher ed — but I'm not sure I'd put standardized tests first in a list of reasons for the opening. I'd want to hear more about that.

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

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

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

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

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

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

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

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

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

      Learn more about Dr Baker and CEPA.

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

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

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

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

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

      Perhaps the core question of this article.

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

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

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

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

    11. by Tressie McMillan Cottom

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

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

    1. digital literacies

      Kudos for using the plural — "literacies" — right off the bat, not only given the many literacies listed later (eg, data literacy, information literacy, visual literacy, media literacy, metaliteracy, etc), but also that there are multiple literacies even in a single category.

    2. Within the study of digital literacies per se, one potential pitfall is focusing too closely on narrow dimensions, such as gaining new digital skills, at the expense of ensuring that learners develop the lifelong capac-ity needed to distinguish digital literacy from simple digital proficiency.

      Amen! For example: proficiency in a specific software program (eg, MS Word) rather than broader literacies about how such software can be used generally (eg, word processing).

    3. Digital literacies include data literacy, information literacy, visual literacy, media literacy, and metaliter-acy, as well as related capacities for assessing social and ethical issues in our digital world.

      Some of the different kinds of digital literacies.

  2. Aug 2019
    1. Benedict Anderson

      For folks who don't have time to read Benedict Anderson's Imagined Communities, I recommend just watching Whacking Day, an episode from the Simpson's 4th season (also on Wikipedia).

    2. Rather, the real threat is the creeping forces of privatization that continue to undermine our public mission. If we are to reclaim that mission, to reclaim control of the work produced in and by our colleges and universities, we must do so as a sector, acting not just in solidarity with but in generosity toward the other institutions to which we are inevitably connected and also toward the public that we all jointly serve.

      A call to act together as a community: "to go far, go together".

    3. I asked the provost what the possibilities might be for a very important, highly visible research university—one that understands its primary mission to be service to the public good—to remove the tenure and promotion logjam in the transformation of scholarly communication by convening the entire academic campus, from the provost through the deans, chairs, and faculty, in a collective project of revising—really, reimagining—all of its personnel processes and the standards on which they rely in light of a primary emphasis on the public good. What would become possible if all of those policies worked to ensure that what was considered to be "excellence" in research and teaching had its basis in the university's core service mission?

      The core project of open knowledge practices.

    1. a syllabus can’t mandate a particular emotional experience

      And yet, machines are being invented and put in to use that attempt to measure student emotion and attention to inform assessment...

    2. Could you imagine grading students on anger as an “outcome”?

      I'm imagining a course where the only way to earn an "A" would be to become totally outraged by its end.

    3. A student might modify an assignment, create their own, or refuse one that might be ethically questionable (and explain why).

      Again I reach for the language of "disposable" (going in the trash can once it's graded) and "renewable" (of value above and beyond the class) assignments.

    4. “It is likely that the authoritarian syllabus is just the visible symptom of a deeper underlying problem, the breakdown of trust in the student-teacher relationship.”

      Yes: aligned with the mentality that students are cheating on exams, plagiarizing works, and inventing excuses for late work. In all these cases, there are things teachers can do to restructure the educational experience and stop casting blame for the inadequacies of machine graded assessments, disposable assignments, and even date-based grading.

    5. invites us to collaboratively annotate syllabi

      Interested folks might also want to check out @RemiKalir's updated post: Annotate Your Syllabus 2.0.

    1. A timestamp is a sequence of characters or encoded information identifying when a certain event occurred

      Now Hypothesis annotations not only show when they were created, but also a second timestamp if they were edited.

  3. Jul 2019
    1. a rich and highly granular record of engagement between people and texts

      Many thanks again to Steel Wagstaff for suggesting this language.

    2. enabling them to make more substantial connections with both people and texts, and curate durable records of their learning across materials and contexts

      Many thanks to Steel Wagstaff for suggesting this language.

    3. at any time, in any place

      Huge thanks to Maha Bali for reminding me to make this point about annotation's capabilities to extend reading across time and space.

    4. collaborative, digital, interoperable annotation

      Like Hypothesis. Read annotations here or add your own with a free Hypothesis account.

    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.

    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.

  4. 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.

  5. 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?"

  6. 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!

  7. Feb 2019
  8. 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.

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