In addition to displaying RSS feeds, we offer this OPML file which lists all RSS feeds collected here.
In addition to displaying RSS feeds, we offer this OPML file which lists all RSS feeds collected here.
Registered Users & Guests Online
There are currently 0 users and 1 guest online.
Tim Klapdor explores the concept of self, paticu;arly with respect to identity and learning. It's a complex issue. At first blush we think we have one self, but then everyone can think of an instance when we were (if you will) "not ourselves". Klapdor explores "Jung... the anima/animus (male/female). This underlying unconscious mind helped balance and maintain the persona..." Except that's too simple as well. There's the mental self, the bodily self, the public self, the historical self - I could go on; the list is almost endless. Philosophy is full of thought experiments designed to test the concept (if I take my brain and put it in your body, is the resulting person me or you?).[Link] [Comment]
It makes me wonder how many of the 'success stories' in the literatire are based on cheating, just as this one from a school in Atlanta did, complete with published papers and a 'Dispelling the Myth' award. "There have been accounts of widespread cheating in dozens of cities, including Philadelphia, Toledo, El Paso, Baltimore, Cincinnati, Houston, and St. Louis."[Link] [Comment]
I'm not saying this has anything to do with certain recent cases of hacking, but the flaw seems serious and pervasive. "Karsten Nohl and Jakob Lell plan to present next week, demonstrating a collection of proof-of-concept malicious software that highlights how the security of USB devices has long been fundamentally broken." The malware is embedded not in the data stored on the USB, but in the firmware itself, making it invisible to screening software. And no, it's not just the bad guys who could use this. "The USB attack may in fact already be common practice for the NSA (in) a spying device known as Cottonmouth, revealed earlier this year in the leaks of Edward Snowden."[Link] [Comment]
Most universities have adopted guidelines for the use of social media, but their reach and impact has not been benign, according to the authors. "The guidelines attempt to blur what is appropriate in what space, revealing a repressive impulse on the part of university administrations. These guidelines are read as obvious attempts to control rather than merely guide, and speak to the nature of institutional over-reach."[Link] [Comment]
As the author notes, "Education is on the verge of dramatic changes in the collection, flow and use of student information." One approach, the "harm approach," seeks to advocate the use of these technologies that cause the least harm to students. By contrast, writes Mark MacCarthy, "the theory of contextual integrity counsels caution about transgressive changes that violate intuitive context-relative norms governing information flows." What that means is that the violation of ethics occurs not when harm is done, but when the extraction of information violates what people would expect of normal information flows. Thus, for example, information about personal physical properties, or the sharing of information to unrelated third parties, violate ethics because they go beyond the bound of normal information flow, even if no actual harm is caused.[Link] [Comment]
Interesting look at the effect of data mining in education (8 page PDF). The author makes the point that research based in data mining works quite differently from traditional research. I quote:
The author surveys the ethical implications of this. On the one hand, the good news is that model-based theories which treat all students as though they were the same are replaced with an approach recognizing the individuality of each student. But on the surface, the approach risks revealing information about students they don't want revealed, and risks fostering paternalism through the recommendation process, and at a deeper level, the risk of "scientism," or " he temptation to un-critically accept claims that purport to have scientific backing."
The current issue of the International Review of Information Ethics is a special issue on the digital future of education (it's issue number 21).[Link] [Comment]
One example of a developmental experience is to include students in conference proceedings, including (in this case) acting as researchers and reporters, as covered here before. "Students engaged in such experiential learning projects develop a more substantive understanding of the subject matter under study, enhanced motivation for learning, and greater feelings of academic achievement and citizenship."
This and the next two items are from the current issue of International Journal for the Scholarship of Teaching and Learning, just released.[Link] [Comment]
I commented the other day that a study was misleading because it didn't take into account motivation. This paper documents that effect. "Separate analyses of ability and motivation groups are conducted," write the authors. "We find that motivation and ability explain variation in both homework and exam scores." The literature explains the link: "motivation influences performance through its effect on selfregulatory behaviors and study strategies... Self-regulated students engage in increased effort by completing supplemental problems, managing time effectively, and seeking help in solving problems." 31 page PDF.[Link] [Comment]
Creating a Transformational Learning Experience: Immersing Students in an Intensive Interdisciplinary Learning Environment
As the authors note, "The literatures on transformative, student centered, active, experiential, cooperative, and self-directed learning all focus on reframing the learning process." Consequently this paper looks at "the Simmons World Challenge (in which) the program immerses students in an intensive learning experience in which students take ownership of their learning and develop an interdisciplinary approach to solving problems... problems such as immigration, poverty, and hunger." The paper describes the program methodology in detail and documents the outcomes: "life-changing, educational, interdisciplinary, exciting, challenging, exhausting, illuminating and thrilling." 32 page PDF.[Link] [Comment]
I like data as much as the next person. Probably more. But I'm fussy. And while I'm impressed by 3 billion data points in EdX, I first of all know that this is a relatively small amount of data, only a fraction of the actual reading and learning that happens online, and that it is a terribly unrepresentative sample, coming from only one platform representing only one approach. But based on the Universal Theory of the Social Sciences ("every person is like the students taking my class") we obtain some generalizations. “ We know what parts of the learning experience contribute to successful outcomes, and whether that’ s tied to certain kinds of students. We are using this to learn how students learn," says edX CEO Anant Agarwal. “ Now we can show them the data and say, ‘ If you really want to improve the outcomes, keep the video short.’ ” Wait, did I just read an entire article to find out that? And he adds, “ The last time we gave teachers a new tool was 1862: a piece of chalk and a chalkboard.” I guess he missed the 1970s entirely, when they rolled TVs into the classrooms, or the 1990s, with computer labs and Smartboards, and... oh, what's the use?[Link] [Comment]
What I really like about this post is the discovery of entire networks of educators in places unexpected. "I had no idea," writes Clint Lalonde, "no idea that there would be such a strong education track at a general conference." And so we are introduced to the the Chemwiki project, the IONiC (Interactive Online Network of Inorganic Chemists) and VIPEr (Virtual Inorganic Pedagogical Electronic Resource) (more). Though I'm not familiar with these groups, I'm not surprised, because everywhere I go, I find another cluster, another community, another little network of reserachers and educators.[Link] [Comment]
This article "a new proposal for practical training called SIMULACRE, which is based on a model that combines the theory of simulation games, problem-solving and cooperative learning." As the description suggests, students work cooperatively in a virtual environment to solve problems. "The students compare and contrast various views and then opt for a single proposed solution after taking into account the strengths, weaknesses, opportunities and threats." (This sounds more like collaboration than cooperation) The paper describes an application of the model and evaluations after the learning process (n=80, so don't interpret the data quantitatively, as the sample is too small). See more articles from RUSC Universities and Knowledge Society Journal, including Theresa Koroivulaono, Open Educational Resources: a regional university’ s journey.[Link] [Comment]
Here's the original criticism of Teach for Australia, which is similar to the U.S.-based Teach for America program: "“ Programs like Teach for Australia - while five times more expensive than traditional programs - are increasing despite an absence of a reasonable evaluative basis to continue this support." Needless to say, the decision to remove the criticism from the final submission has resulted in much more publicity for the criticism, not to mention undermining the Melbourne University's academic integrity.[Link] [Comment]
If you need a short chapter-length overview of (educational) learning theories, this is the place to look. Tony Bates reviews the major contenders from Behaviourism on down. He takes the perspective that a lot is known about the field: quoting Knapper, "there is an impressive body of evidence on how teaching methods and curriculum design affect deep, autonomous, and reflective learning. Yet most faculty are largely ignorant of this scholarship..." Maybe so, but the underlying question has to be answered: how much of this evidence is actually accurate and useful? My own take is: almost none of it. As time goes by, we get more theories of education, not fewer. That's not how it should work. (One more quibble: Bates says, "Connectivists such as Siemens and Downes tend to be somewhat vague about the role of teachers or instructors." I can't speak for George, but I think my papers and presentations on the topic are pretty precise.)[Link] [Comment]
The argument about whether open access (OA) mandates should express support for article processing fees (APC) has hit Canada, which a policy paper leaning in that direction. Julia Wright responds to the proposal: "if the goal is 'Opening Canadian Research to the World,' are per-article requirements the best route? What if that $4.1-13.9 million were kept in Canada to help our journals convert to or maintain OA with minimal or no APCs? Canadian journals as a group could be truly OA, affordable and high-quality— a haven for researchers dealing with per-article OA requirements on their grants." Agreed. More from Michael Geist. Via Academica.[Link] [Comment]
So this was the big news in the office yesterday. I have nothing to add to the media coverage of the story, except to confirm that we are being told internally basically the same story (less, actually) as is being reported externally: "A 'highly sophisticated Chinese state-sponsored actor' recently managed to hack into the computer systems at Canada's National Research Council, according to Canada's chief information officer, Corinne Charette." Note that all my websites (OLDaily, mooc.ca, Half an Hour) are on completely separate systems from the NRC and are not impacted by the current incident. More: Toronto Star, BBC, GovInfoSec, CTV. Related: watch the cyberwars in real time. Warning: addictive.[Link] [Comment]
As a test of Tony Bates's assertion, go to Codeacademy and try it out for an hour, and then come back. OK, back? Now ask yourself, could you even stand having the same content delivered to you by lecture? Keep in mind that you would have to do another hour's worth of work to practice it and actually learn it. And that's why the lecture is dead as a learning device. But, as Bates remarks, "This does not mean that lectures will disappear altogether, but they will be special events, and probably multi-media, synchronously and asynchronously delivered. Special events might include a professor’ s summary of his latest research, the introduction to a course, a point mid-way through a course for taking stock and dealing with common difficulties, or the wrap-up to a course." The point of a lecture isn't to teach. It's to reify, rehearse, assemble and celebrate.[Link] [Comment]
The fade-to-black transition in the slide show was so distracting I couldn't finish (yes, it's that bad). And that's the main problem I can see with Google Classroom - tight integration with Google tools. This is great if you love Google tools, but I find that other companies do user interface better than Google. Also, other companies don't spy on you (as much or as pervasively).[Link] [Comment]
This article dredges up the straw men arguments offered by Paul Kirschner et.al. against self-directed learning: people don't know enough about the subject to make good choices, people choose to learn what they like rather than what they need, and the making of choices interferes with learning. The counter to Kirschner is that some people do learn on their own, but not everyone, posits the author, is an autodidactic; she even suggests that the skill is innate. But is it? Is learning on our own really so difficult? Is it reserved only for certain special people? No, to both questions. The author writes, "the psychology of motivation and interest suggests that self-directed learners are not only born, but can be made." Take a bunch of people who don't care what they're learning, as Kirschner does, and they won't learn unless you pretty much force them to. But when people are pursuing their own interests, they'll find help, they'll try again and again, and they'll figure it out. That's not unusual or innate: that's true of every person.
The flip side of learning management in the corporate world is talent management. These systems are every bit as involved with learning as the systems used in colleges and universities. But they go beyond learning, incorporating things like performance management, succession management, and other business-related functions. The market is very fragmented; while companies like SAP and Oracle play a leading role, they have less than a 25 percent share between them. Companies like Ceridian and SumTotal occupy the second tier. But technology is moving so quickly nobody stays on top for long.[Link] [Comment]
Bookmark iBerry !