564 Matching Annotations
  1. Last 7 days
    1. Open Education: Practices

      The OEP companion piece to EDUCAUSE's earlier 7 Things You Should Know About Open Education: Content has arrived. While I think it does a good job of summarizing OEP, I'm disheartened to see the piece shaped so clearly from the perspective that OER is the necessary heart or foundation of OEP. From my POV, OER and open-licensing is a key infrastructural component, but is neither necessary nor sufficient in the larger and more important project to "reconceptualize and improve pedagogy and advance authentic, participatory, engaged learning" that this work rightly champions. Why must OEP always rest so heavily on OER? It's as if we have mistaken tactics for goals.

    2. Embodying a commitment to learner-driven education, OEP involves students in “active, constructive engagement with [open] content, tools and services in the learning process” in ways designed to help promote learners’ self-management, cre-ativity, and ability to work in teams.

      The editorial addition of "[open]" in this quote betrays what seems like an underlying bias in this work: that open educational PRACTICES require and are always based on open educational RESOURCES. Hence the move to changing OEP to "OER-enabled pedagogy" below. I would argue that yes, there is a deep connection between OEP and OER, that OEP benefits from using OER, but that OEP is possible without OER. And unlike, Abruzzi's story, one might just as easily start from an OEP experience and eventually come to use OER as a part of it.

    3. OEP provide the architecture and philosophical underpin-ning for fulfilling the promise of using OER to expand collabora-tive, inclusive, accessible, and active learning and related pedagogy.

      Again, this makes it seem like OEP is solely an outgrowth of OER, when I would argue that "expanding collaborative, inclusive, accessible, and active learning" is a primary goal that may or may not engage OER.

    4. A key tenet is the positioning of the learner as a central, active player in the learning experience.

      Agreed. And this tenet is far more important that the copyright status of the materials involved.

    5. Going forward, practitioners and researchers envision that the focus around OEP will evolve from a relatively narrow emphasis on development, revising, and distribution of OER to further development of related practices, architectures, principles, and policies

      This imagines that current OEP activities are more focused on OER than may in fact be the case.

  2. Jul 2018
    1. an institutional rather than a user focus

      This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, Portland State, LaGuardia CC, Clemson), even if they also use them in institutional/program assessment too.

    2. e-portfolios did not become the standard form of assessment as proposed

      Agreed, and yet I still believe that portfolios are a powerful part of what some call "authentic" assessment practices.

    3. for many students owning their own domain and blog remains a better route to establishing a lifelong digital identity

      DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

    4. e-portfolios

      FWIW, I think the eportfolio community coalesced around not using a hyphen or capital P in the term. Some prefer to just talk about "portfolios", reasoning that the "electronic" part was not a necessary ingredient and probably should be updated to "digital" regardless.

    5. What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

      Join me in annotating @mweller's thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

    6. 2008: E-Portfolios

      My first entry into edtech was in eportfolios, back in 2004 when I was at Portland State University. PSU was probably an early adopter of eportfolios, so 2008 may be the right year to put them in as a wider focus.

  3. Jun 2018
    1. StoryEngine is way to listen to, support, and create with the people who matter most to an organization or a cause. It can be used to do research, to monitor or evaluate a program, to generate learning, or facilitate grant reporting. StoryEngine is based in-depth interviews that get transformed into stories. These stories are assets — for communications, advocacy, and more — as well as data. Together the stories create larger dataset that can analyzed to surface insights and learning that inform decision-making.

      StoryEngine qualitative methodology.

    1. This report provides institutional leaders with a better understanding of the IT experiences and needs of their faculty who engage in research or seek to expand their research capabilities.

      EDU research technology needs

    1. OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning opportunities for everyone.

      Great to see my earlier comment led to a fix here: "opportunities" now replaces "materials" and it all makes more sense.

    2. Working in an open education envi-ronment might better prepare students for work in today’s in-creasingly collaborative and interdisciplinary workplaces.

      This would be a great part of a "7 Things..." that focuses on open education in addition to open content.

    3. Many practitioners argue that open education could be positioned as a core education prac-tice, with learners producing, evaluating, using, revising, and shar-ing OER

      maybe add: "as one of the many practices enabled by open education."

    4. Open Education: Content

      I'm a little confused that the title of this work is "7 Things You Should Know About Open Education", but it seems to focus mostly on OER. Is this the first in a series of "7 Things..." works about open education and content is just the first topic?

    5. OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning materials for everyone.

      Not to quibble, but this sentence makes it seem like the primary outcome of open education is to provide "effective learning materials", which I think unnecessarily limits what #OEP can generate.

    1. Transparency agendas are being used to legislate against consortial open-access models even though it has good cost outcomes

      against economic models as justifications for open access

  4. May 2018
  5. marketingcollaboration.com marketingcollaboration.com
    1. Insight & Analysis into Modern Marketing Practices

      Project by Bryan Rhoads at Opal.

    1. The Students at the Center Hub is a resource for educators, families, students and communities wanting to learn more about research, best practices, supportive policies, and how to talk about student-centered approaches to learning.
    1. The survey results are most clear in defining how the ORFG should approach openinfrastructure issues, and less clear as to what specific opportunities should be our focus. Asan organization, there is some enthusiasm for concentrating on projects that (1) are notredundant in the landscape, (2) have some track record, (3) require a finite (as opposed toongoing) commitment; and (4) are straightforward to pitch to internal funder stakeholders andgrantees.

      ORFG funding foci.

    1. Students have taken the technology and used it for what the technology is able to do."

      What this story tells me is that the internet is exposing weaknesses in pedagogy. Maybe this is a handy way to think about teaching: If students can use the internet to skate around your teaching goals, then maybe you aren't teaching in a way that will help them in a world with an internet.

    2. Are they invested in their own learning?

      Wait, the lesson in all this is to question the students' commitment to learning? What about the instructors and institution? Are they committed to the students' learning? Or are they only committed to processing as many students through a given class as possible using prepackaged content and standardized tests?

    3. Students also frequent other online sharing resources

      "Students frequent"? Like the way they might frequent the soda fountain down on main?

    1. <div class="h-entry"> <a class="p-author h-card" href="http://mysite.example.org"> <img alt="" src="http://mysite.example.org/icon.jpg"/> Supercool Indiewebauthor</a>: RSVP <span class="p-rsvp">yes</span> to <a href="http://example.com/event" class="u-in-reply-to">IndieWeb Example Event</a> </div>

      is the tag properly nested in this example?

    1. higher education has always existed in the complex domain because it is a human system rather than a mechanical one

      Yes: a human system. Not merely a set of tools and processes to optimize.

    2. George Siemens suggests that the Cynefin framework may be the "best guidance . . . on how to function in our current context."

      Not surprised to find both @kreshleman and @bonstewart talking about Cynefin.

    3. Although we graduate students into the larger economy, we educate them not to serve it but to shape it.

      Shape, not serve: this is a key distinction!

    1. The Open Education Tools Symposium, hosted by Hypothes.is in January 2017—with the support of the HewlettFoundation—for the express purpose of identifying the gaps and needs in OER technical infrastructure foundthat “even with the close focus on OER technical infrastructure, the conversations over the two-day event were wide ranging and often lingered on broader questions facing the OER movement: who exactly are we building for; is it really working?....no complete picture of the gaps in OER tooling became apparent during the symposium...”.

      Referencing and linking to the 2017 Open Educational Tools Symposium convened by Hypothesis.

  6. Apr 2018
    1. A purpose that is vague or general, such as for instance ‘Improving users’ experience’, ‘marketing purposes’, or ‘future research’ will – without further detail – usually not meet the criteria of being ‘specific’”.[

      I see a lot of cookie notices that give vague reasons like "improving user experience". Specifically disallowed by GDPR?

    2. The GDPR permits the opt-out approach when the purposes that the companies want to use the data for are “compatible” with the original purpose for which personal data were shared by users.[6] In addition to the opt-out notice, users also have to be told of their right to object at any time to the use of their data for direct marketing.[7]

      GDPR can allow opt out rather than opt in.

  7. Mar 2018
    1. An Open Approach to Scholarly Reading and Knowledge Management

      Key writing on opening knowledge practices (OKP), what we are calling the effort to enable people, when they are engaged in acquiring, generating and sharing knowledge as students, teachers, researchers, scholars, and librarians, to develop and demonstrate (agency) themselves (identities), their understanding (literacies), their skills, and their connections to other people (communities) throughout their lives for their own benefit, for the common good, and to participate in a just and thriving economy.

    1. Today, while many benefit from the past contributions of members of the OER community, the sustainability of the movement itself is directly related to the future health and vibrancy of new community contributions.

      A thorny issue here related to contribution just in the case of higher education textbooks in the USA (obviously there are lots of other cases to consider): Currently, most US EDU textbook "contributions" are given to commercial publishers from individual students in the form of money (although shaped by instructor and institutional choices). To reshape this contribution flow, EITHER we need mechanisms for students to contribute directly to OER efforts (like SUNY's OER Services model, SLCC's OER course fee model, models where students actively create/revise OER materials via "renewable assignments", and others), AND/OR we need to shift contributions away from students and toward — most likely — institutions (like Tidewater CC's Increased Tuition Revenue (INTRO) model and others).

    2. Toward a Sustainable OER Ecosystem: The Case for OER Stewardship

      I'm keeping a running list of other works that I've come across that respond to the CARE Framework in the Zotero Open Knowledge Practices library under the tag "careframework". Reply to this annotation to add more (or you can contact me with suggestions or to join the Zotero OKP group).

      Note: in Zotero you can open Library Settings at the upper right to show other columns in the list, like date (of publication), and then sort by exposed columns.

    3. commercial OER publishers

      So maybe like we ask vendors to provide VPATs for accessibility, we might ask commercial OER vendors how they serve the CARE Framework?

    4. the OER movement benefits and is itself enriched from the broad participation of individuals

      Inclusion is a benefit for the including community, not just for the newly included.

    5. to download and  share

      I would also add revise here, as copying and sharing OER is even more powerful when one can do so in a format that supports revision.

    6. to download

      This is where the Retain of 5Rs comes in strong.

    7. we must practice conspicuous attribution

      I'm sure I'm not alone in thinking that adapting mechanisms from the way citations are handled and valued in research and scholarly publication might help make attribution both something people do and benefit from more regularly.

    8. Locating people at the center of the CARE Framework serves to remind us first and foremost of the broader social context and purpose of the OER movement.

      Yes! And shifting focus away from OER as a collection of artifacts towards OER as the results of interactions between people, content and tools.

    9. the predominant business models of the educational technology and publishing industries have been predicated on the concept of access limitations and scarcity

      Defining predominant commercial content/tools business models.

    10. reused, adapted, and shared

      Include "retain"? It's hard to reuse, adapt or share without rights to retain.

    11. It aims to address the question of how an individual, institution, or organization seeking to be a good steward can contribute to the growth and sustainability of the OER movement consistent with the community’s values.

      CARE's goal

    12. how we might sustainably scale the movement over time and across diverse contexts, while still staying true to the values of openness that attracted so many to OER in the first place

      Perhaps the most succinct statement of the core issue.

    13. analogous “open” efforts

      Again, maybe we should include "open educational practices" here so as to focus on related practices as well as collections of artifacts.

    14. issues such as

      We might include "open pedagogies" or similar in this list.

    15. unrestricted by traditional copyright

      Or given that CC sits on a foundation of traditional copyright and has multiple flavors, maybe something like: "under specific rights granted beyond the basic "all rights reserved" of standard copyright.

    16. Lisa Petrides

      Lisa is the CEO of ISKME. Follow her on Twitter.

    17. C. Edward Watson

      Eddie is Associate Vice President for Quality, Advocacy, and LEAP Initiatives with the Association of American Colleges and Universities (AAC&U). Follow him on Twitter and learn more from his blog.

    18. Douglas Levin

      Doug is President of EdTech Strategies. Follow him on Twitter.

    1. Most of the world’s most intractable problems have not gone unsolved because of a lack of ingenuity. They’ve gone unsolved because they exist within complex, interlocking systems that must be healed concurrently over generations.

      All those projects like the space race, AI, and self-driving cars seem to suffer from this POV: not how do we solve problems like making a livable planet, use intelligence better, or improve human transportation, but what's the most ambitious thing we can do that means we don't have to work on such complex problems?

  8. Feb 2018
    1. A better marketing plan for your open source software project The history and evolution of marketing in open source demonstrates a need for new approaches.

      marketing for open source

    1. Teaching, Learning, and IT Issues: Points of Intersection

      Intersections between EDUCAUSE's 2018 top 10 IT and teaching and learning issues.

    2. The IT and the T&L visions are thus fairly congruent: integrating disparate applications so that they offer our communities a consolidated environment and more customizable functionality. These are invigorating and also daunting challenges.

      Drawing connections between decentralizing services in the ERP > enterprise architecture and LMS > NGDLE.

    3. with more data comes more responsibility

      on the responsibility generated by aggregating learner data

    4. EDUCAUSE Learning Initiative (ELI) Key Issues in Teaching and Learning surveys

      Visit the 2018 ELI Key Issues in Teaching and Learning with Hypothesis annotation enabled.

    5. EDUCAUSE Top 10 IT Issues

      Visit the 2018 EDUCAUSE Top 10 IT Issues with Hypothesis annotation enabled.

    1. “If we just reward content based on raw clicks and engagement, we might actually see content that is increasingly sensationalist, clickbaity, polarizing, and divisive,” she says. A social network that rewards only clicks, not subscriptions, is like a dating service that encourages one-night stands but not marriages.

      sexual/matrimony metaphor

    2. “Social networks enable malicious actors to operate at platform scale, because they were designed for fast information flows and virality,”

      why is virality the goal? venture capital, if you take away venture capital and virality, do you still get info disorder?

    3. Zuckerberg’s conference room (called the Aquarium) and Sandberg’s (called Only Good News)

      conference rooms named after our greatest weaknesses?

    4. Simultaneously, authority over the algorithm shifted to a team of engineers based in Seattle. Very quickly the module started to surface lies and fiction.

      LOL: responsibility transfers to engineer and lies ensue

    5. “We traced the creation of the Facebook accounts to IP addresses at the Apple store a block away from the MySpace offices in Santa Monica,”

      MySpace people used internet access at Apple stores to try to malign Facebook.

    6. If Facebook didn’t start offering a better deal to the publishing industry, Thomson and Murdoch conveyed in stark terms, Zuckerberg could expect News Corp executives to become much more public in their denunciations and much more open in their lobbying.

      worth thinking about before one refers to the "free press"

    7. whether News Feed should be modified to better deal with some of the most complex issues facing the product. Does it favor posts that make people angry? Does it favor simple or even false ideas over complex and true ones?

      complex issues are...complex...and not easily made into algorithms

    8. As often happens when outsiders meet with Facebook, people used the time to try to figure out how they could get more followers for their own pages.

      LOL: the idea that people drinking the koolaid of social could think clearly to regulate it

    9. Facebook decided, too, that it had to extend an olive branch to the entire American right wing, much of which was raging about the company’s supposed perfidy.

      to remain neutral, one often has to take sides

    10. But it’s hard to argue that this wasn’t an editorial decision. It may be one of the biggest ever made.

      a stylistic choice as a very profound editorial choice

    11. Facebook has long seemed to think it has immunity from those debates because it is just a technology company—one that has built a “platform for all ideas.”

      a warning to anyone who thinks technology is neutral

    12. When new recruits come in, they are treated to an orientation lecture by Chris Cox, the company’s chief product officer, who tells them Facebook is an entirely new communications platform for the 21st century, as the telephone was for the 20th. But if anyone inside Facebook is unconvinced by religion, there is also Section 230 of the 1996 Communications Decency Act to recommend the idea.

      when culture and legislation mix

    1. IT organizations will be focusing on four areas this year: Institutional adaptiveness IT adaptiveness Improved student outcomes Improved decision-making

      EDU IT's top 4 issues:

      1. Institutional adaptiveness
      2. IT adaptiveness
      3. Improved student outcomes
      4. Improved decision-making
    1. But Alphabet did flag “misleading” information and “objectionable content” as risks to the company’s financial performance in its annual report this week, for the first time ever.

      Google's parent company now includes information disorder as a factor in its profitability and success.

  9. Jan 2018
    1. competency-based education and new methods of assessment (from #5 to #16)

      Will CBL follow the pattern of MOOCs? Wait, what pattern did MOOCs follow? They are certainly not gone...

    2. See how the results of the latest ELI Key Issues in Teaching and Learning Survey stack up against responses from years past.

      Jump to an annotated version of ELI's 2018 Key issues in Teaching and Learning.

    1. Key Issues in Teaching and Learning

      Jump to Malcom Brown's post contextualizing ELI's 2018 Key issues in Teaching and Learning.

      2018 key issues include:

      1. Academic Transformation
      2. Accessibility and UDL
      3. Faculty Development
      4. Privacy and Security
      5. Digital and Information Literacies
      6. Integrated Planning and Advising Systems for Student
      7. Instructional Design
      8. Online and Blended Learning
      9. Evaluating Technology-based Instructional Innovations
      10. Open Education
      11. Learning Analytics
      12. Adaptive Teaching and Learning
      13. Working with Emerging Technology
      14. Learning Space Designs
      15. NGDLE and LMS Services
    2. Open Education

      I'd raise Open Education up from #10, but then again, I'm biased. I'd put it at maybe #7 and push the others down.

    3. Digital and Information Literacies

      From my POV, this is an incredibly important priority, not just for education, but for everyone, everywhere, as we have been going through a dramatic breakdown in shared understandings of literacies. I credit @bryanalexander for helping me to always think of literacies plural instead of this or that singular literacy.

    1. The Commission proposes to fund a European Commission Open Research Publishing Platform ('the platform') The main aim of the platform is to offer Horizon 2020 beneficiaries a free and fast publication possibility for peer reviewed articlesas well as pre-prints resulting from Horizon 2020 funding.

      EU open publishing platform

  10. Dec 2017
    1. In global terms, digital inequalities continue to be well-documented and, in many instances, divides across lines of geography, gender, age, physical abilities, socio-economic status, language, and educational attainment are growing.

      The digital divide, internationally.

    1. Higher Education, Digital Divides, and a Balkanized Internet

      This is the article that convinced me to always refer to "digital divides" in the plural.

    1. the first and second digital divides

      See also @bryanalexander's 23 Oct 2017 EDUCAUSE Review article on multiple digital divides: Higher Education, Digital Divides, and a Balkanized Internet

    2. FROM GOOD INTENTIONS TO REAL OUTCOMESEquity by DEsign in LEarning tEchnoLogiEs
    3. free online learning materials disproportionately benefit the affluent and highly educated

      I'd want to be very clear about what is included in this category before I could understand the conclusion.

    4. open online courses,

      If this means MOOCs, then it's no surprise to me that they might benefit advantaged folks more.

  11. Nov 2017
    1. a legacy of discrimination that’s still being felt today

      For example: how certain neighborhoods are populated and then follow on effects such as income levels, public schooling, transportation, etc.

    2. But the act of redlining areas meant that homeowners who got in trouble during the Depression wouldn’t be eligible for a bailout. “It became a self-fulfilling prophecy.”

      structures of racism as self-fulfilling prophecy

    3. redlining

      Redlining as pertains to housing.

    1. Require and support K-12 attack skills for complexity

      12

    2. Require and support entrepreneurship training and experience

      11

    3. Where possible, build work and earn ladders linked to family wage employment with growth potential.

      10

    4. Don’t encourage college without supporting the development of a plan and a sense of purpose.

      9

    5. Encourage students to develop a digital portfolio of personal bests and LinkedIn profile with posts, connections and references.

      8

    6. Support at least two extended challenges with public products in high school.

      7

    7. Support at least two successful performing arts experiences in high school.

      6

    8. Support at least two successful workplace experiences in high school.

      5

    9. Give every family access to a free accelerated AA degree

      4

    10. Make dual enrollment credits transferable to every state HigherEd institution

      3

    11. Encourage at least two college credits in high school

      2

    12. Regions with higher education levels will win in the automation economy

      1

    13. 12 New Rules: Accelerated Learning for an Exponential World
    1. Unlike many other rock musicians of his generation, he personally disapproved of and seldom used drugs, but supported their decriminalization and regulation.

      Zappa on drugs.

    1. fake consultation

      I don't understand this. People are offering consultation as a fake form of open? People are pretending to be open as way to get consultation from others for free?

    2. Working

      This Working section feels connected to the Open as an Adjective section above. Maybe bring them together?

    3. Open is a Verb

      I like this exploration of open in the different roles it plays, but I wonder about the order. Starting out with open as a verb and open access may not be the best starting place for someone new to the conversation. Perhaps the best start would be an exploration of what might be more fundamental meanings such as libre/gratis generally (as they are not specific to open access) and open as in speech/beer/puppies.

    4. Endless Possibilities

      I can't suggest on the content of the video, so I'll put my observations here:

      1) I'm not in love with the original "truth" of OSS, that it can be copied "for free". The word "free" in English most often means "without cost" and I'm not sure this is the most common, basic truth about OSS. While it's true OSS can be copied without cost (not counting the costs of the tools & infrastructure necessary to access OSS and make a copy), the larger truth is that OSS can be copied without restriction, which includes without the restriction of cost, but also includes the absence of other restrictions.. Maybe the word "freely" would work better here.

      2) The metaphor of the cookie recipe seems pretty culturally specific. I wonder if a different metaphor might be more explanatory to a greater number of people?

      3) If I were going to add something (knowing that less is more), I would add a short bit about what happens with forks in the future. Do they ever engage with the code they forked from again? Do they become "recipes" in their own right that might generate other patches/forks? etc

    1. Stuart Hall explained in his seminal work on reception theory

      Stuart Hall reception theory

    2. Debunks themselves can be considered a form of engagement.

      All news is good news.

    3. mis-, dis- and mal- information

      3 types of infodisorder

    4. What we see unfolding right before our eyes is nothing less than Moore’s Law applied to the distribution of mis-information: an exponential growth of available technology coupled with a rapid collapse of costs.

      Moore's law of #infodisorder.

    5. What could technology companies do?Create an international advisory council.Provide researchers with the data related to initiatives aimed at improving public discourse.Provide transparent criteria for any algorithmic changes that down-rank content.Work collaboratively.Highlight contextual details and build visual indicators.Eliminate financial incentives.Crack down on computational amplification.Adequately moderate non-English content.Pay attention to audio/visual forms of mis- and dis-information.Provide metadata to trusted partners.Build fact-checking and verification tools.Build ‘authenticity engines’.Work on solutions specifically aimed at minimising the impact of filter bubbles:a. Let users customize feed and search algorithms. b. Diversify exposure to different people and views. c. Allow users to consume information privately d. Change the terminology used by the social networks.

      What tech companies should do about #infodisorder.

    6. Rather than simply thinking about communication as the transmission of information from one person to another, we must recognize that communication plays a fundamental role in representing shared beliefs. It is not just information, but drama — “a portrayal of the contending forces in the world.

      Carey's thinking that communication is more than just the transmission of info.

    7. visual content is just as widespread and much harder to identify and debunk

      is visual content harder to debunk? Google reverse image search is a powerful tool...

    8. interpreters

      Maybe other forms of interpretation beyond ignoring and sharing? eg: critique, commentary?

    9. Mis-information is when false information is shared, but no harm is meant.Dis-information is when false information is knowingly shared to cause harm.Mal-information is when genuine information is shared to cause harm, often by moving information designed to stay private into the public sphere.

      definitions of three types of #infodisorder: mis-, dis-, and mal-information

    10. we refrain from using the term ‘fake news’, for two reasons

      why not to use "fake news"

    11. mis-, dis- and mal- information

      3 types of infodisorder

    12. we are witnessing something new: information pollution at a global scale; a complex web of motivations for creating, disseminating and consuming these ‘polluted’ messages; a myriad of content types and techniques for amplifying content; innumerable platforms hosting and reproducing this content; and breakneck speeds of communication between trusted peers

      Current info disorder is something new.

    1. COLLABORATION: Connected teachers work collaboratively. CURIOSITY: Connected teachers bring an inquiry mindset to classroom practice. COURAGE: Connected teachers give up some of their control over the learning experience. CIVIC ENGAGEMENT: Connected teachers engage their students in public life. CARE: Connected teachers share their interests and learning with their students.

      the 5Cs of connected teaching

  12. Oct 2017
    1. In the 1960s and 70s, the hippie movement tried to pull together a “whole earth” movement, but then the world swung back toward the consumer and consumption culture of today.

      So why the swing back? Let's figure that out first. My experience (as an actual participant) was that these movements were not able to generate sustainability more compelling/widespread/efficient than consumption culture. So THAT would be the challenge to reviving their spirit.

    1. I published my own set of core principles for an authoring & publishing tool.

      Steel's principles for an authoring and publishing tool.

    2. After our talk, Nate Angell from Hypothesis asked me if I’d be willing to write up a blog post describing in more detail what we’re doing with web annotation specifically. And so here we are.

      Ask and thou shalt receive! Thank you Steel!

    1. Lorem ipsum dolor

      Perhaps the most famous nonsense phrase ever: fake Latin made to match word length in typical English sentences.

    1. Decide how to decide, ahead of time

      Step 1 in any process: decide how you are going to make decisions.

    2. Avoiding the trap of low-knowledge, high-confidence theories

      the danger zone is in between being a beginner and an expert

    1. lazy dog

      Really, are all dogs lazy?

    2. needless

      Is it really just needless consistency, or all consistency?

    3. A needless consistency is the hobgoblin of a small mind.

      Who really said this? Is this an accurate quote?

    1. One must also be able to annotate links, as well as nodes, privately.

      Tim Berners-Lee calls for annotation in his original proposal for the web.

    1. give students the opportunity to become critical and engaged citizens who have the knowledge and courage to struggle in order to make desolation and cynicism unconvincing and hope practical

      more on point 6/6: make hope practical

    2. developing a discourse of both critique and possibility, or what I have called a discourse of educated hope

      Point 6/6:

    3. the need to translate private troubles into broader public issues

      more on point 5/6

    4. educators need to enable students to develop a comprehensive vision of society that extends beyond single issues

      Point 5/6

    5. engage in an ongoing struggle for the right of students to be given a free formidable and critical education not dominated by corporate values

      Point 4/6

    6. What is often lost by many educators and progressives is that popular culture is a powerful form of education for many young people, and yet it is rarely addressed as a serious source of knowledge

      more on point 3/6: pop culture has to be taken seriously

    7. developing alternative public spheres

      more on point 3/6: alternative public spheres

    8. They must also learn how to be cultural producers

      more on point 3/6: literacies require information production, not just consumption

    9. educators need to develop a comprehensive educational program that would include teaching students how to live in a world marked by multiple overlapping modes of literacy extending from print to visual culture and screen cultures

      Point 3/6

    10. educators need to consider defining pedagogy, if not education itself, as central to producing those democratic public spheres that foster an informed citizenry

      Point 2/6

    11. a revival of the social imagination and the defense of the public good, especially in regard to higher education

      Point 1/6

    12. a discourse of both critique and possibility

      This IS the central project of opening knowledge practices. Not just critique, but also possibility.

    13. connect reading the word with reading the world

      This should be the tagline for annotating in education.

    14. Education is never innocent: It is always implicated in relations of power and specific visions of the present and future.

      This is what the right recognizes and fights for. Meanwhile the left is still caught up in the idea of neutral, objective education.