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The funny thing about this article is that the author does not seem to know just how much of the average love life has moved online, from dating and flirting, getting to know each other, and even day-to-day conversation. Yes, there is the in-person aspect, without which love just wouldn't be the same. But the difference between love in person and education in person is this: we would feel funny paying highly specialized individuals $150K a year to satisfy aspects of our live life. It feels funny, in this respect, to read a line like this: "Teaching and learning involves human beings, interaction, opinions, facial expressions, emotion, and yes even a touch of the hand or a warm, sweaty handshake." And that's where Sky Gilbert misses the point of online learning, done properly. It takes all the bits of an education that be put online, and puts them there, and then leaves us with the tools and the means of providing the interaction and back-and-forth discourse we need for ourselves. Just like love.[Link] [Comment]
In this talk I examine the transition from the idea of the massive open online course - MOOC - to the idea of the personal learning environment. In the process of this discussion I question what it is to become 'one' - whether it be one course graduate, one citizen of the community, or one educated person. I argue that (say) 'being a doctor' isn't about having remembered the right content, not about having done the right things, not even about having the right feelings, nor about having the right mental representations - being one is about growing and developing a certain way.INTED 2014, Valencia (Keynote) March 10, 2014 [Comment]
Poor bandwidth means a leaan newsletter, but here's a book on MOOCs that you migth want to read. (I'm in Valencia where I gave a talk today.) "Unlike accounts in the mainstream media and educational press, Invasion of the MOOCs is not written from the perspective of removed administrators, would-be education entrepreneurs/venture capitalists, or political pundits. Rather, this collection of essays comes from faculty who developed and taught MOOCs in 2012 and 2013, students who participated in those MOOCs, and academics and observers who have first hand experience with MOOCs and higher education."[Link] [Comment]
It's not quite the same as licensing the content for reuse, of course, since the user has to be online to view embedded photos, and the photos are send froma Getty server, which means that websites can ensure speed of delivery, and that the Getty server logs all transactions. But hey, since so many people make use of online images in this way in any case (yours truly included) it's a welsome development, and dare I say, the de facto standard operating procedure for the use of web media (indeed, Getty may be getting ahead of the curve by allowing this use, which implies that it could refuse permission, rather than simply accepting the default premise that anyone can embed web imagery.
"Who am I in a Digital World?" will investigate paradoxes of digital technologies and social media on the individual and in a global context. Ocelot Scholars will facilitate discussions among high school and college students, faculty members, administrators, and members of the community. Topics addressed will include:
The MarineLives Digital History Research Programme 2014-2015 can be downloaded here. The programme has been developed with our academic partners - the universities of Bath Spa, Mannheim, and St.
LRMI stands for 'Learning Record Metadata Initiative' and is a (yet another) mechanism for describing learning resources. See more here. This post describes the LRMI Alignment Object, which is intended to describe how a given resource fits into curricular or educational standards requirements, such as the US Common Core State Standards or the English National Curriculum (the article has a good set of links to similar standards). A number of alignment object syustems have come on stream recently (since everyone thinks it's the 'holy grail' of resource metadata) including Kritikos and OER Commons (both of which are described in the article).[Link] [Comment]
OK, this is ambitious. "My ultimate scientific breakthrough dream would be the Qualified Self in the analogy of the Quantified Self." Given a provisional nod, what would such a qualified self look like? "All the gathered data would gather data on: emotions, creativity, understanding, progress, personal character." Well, I did a test like that recently (the Hermann Brain Dominance instrumnent) and while it was nice to test off the scale for creatity, the point here is that there was a scale. Is there a way to qualify self without it descending into qualtification? We are so permeated with metrics, we cannot fathom - well, what would we even call them - matrics? (p.s. what made me look at this item was the image - I was intrigued by the way some people are following the program (which looks like, "act like you're walking") while others aren't really making an effort. Such things interest me - what motivates a person to participate fully in something like that, and why would others be reticent?)[Link] [Comment]
I like this video a lot. It gets at an important element of the scientific method (not the only element - the scientific menthod is much more complicated than one simple rule) and it also gets at why so many people reason poorly. In a nutshell: when we look for evidence, we very often look for evidence that confirms out theories, and that's often pretty easy to find. But the confirmation is an illusion. It's only when we try to find evidence that disproves our theories that we can know whether we're getting closer to the truth. Via ScienceDump.[Link] [Comment]
It's interestging to see how in recent years the concept of 'innovation' is being rewoeked such that, if it doesn't involve some commercial component, it isn't innovation. But this post from D'Arcy Norman offers an alternative perspective. "Many in the edtech field see innovation as something like 'working out creative licensing deals with vendors and/or publishers,'" he writes. "No. It isn’ t. Edtech is important because it can be transformative." He continues, "It can literally change the nature of the learning experience. It can shift people from consume mode, into collaborate and publish mode. It can knock down walls. Evaporate silos. Connect people across campus, across campuses, and across the globe." The whole commercialization thing puts the cart before the horse. It's not things that have commercial potential that are importnat. It's things that are important that have commercial potential. Commercialization is (or may be) the result of innovation, not the driver.[Link] [Comment]
Video interview with Gilly Salmon. Now, the first MOOC that she is leading is about to launch. "Carpe Diem— Learning Design starts on March 10, and we took the opportunity to discuss some of the differences between course design for traditional online learning and for MOOCs. We also dig a little bit into the resources that were required to build this MOOC."[Link] [Comment]
I don't agree with everything Daniel Dennett says, but what he says is never trivial (in the way, say, Jerry Fodor or David K. Lewis are trivial) - the postulates he offer require serious thought, because they are genuine possibilities, and not just semantical tricks. "If I ask you," he says, "'What is it like to be a termite colony?' most people would say, 'It's not like anything.' Well, now let's look at a brain, let's look at a human brain— 100 billion neurons, roughly speaking, and each one of them is dumber than a termite and they're all sort of semi-independent." So what's the difference? Human brains, he says, co-evolved with culture, and termite colonies did not. "In bringing up a child in a social world, what you're basically doing is installing thousands of apps and meta apps, and apps on top of apps on the hardware of the brain."[Link] [Comment]
The proof is in the reading: it does work. "With compact text streaming from Spritz, content can be streamed one word at a time, without forcing your eyes to spend time moving around the page. Spritz makes streaming your content easy and more comfortable, especially on small displays."[Link] [Comment]
The all volunteer MarineLives project has opportunities for undergraduate students, and for graduate students at masters and doctoral level, to work on different aspects of our 2014-2015 research programme. If you are interested in using existing skills, and in developing new skills, in digital history, and more broadly in digital humanities, then we may have something for you.We are currently recruiting volunteers for two collaborative transcription programs we will be running later this year. These programmes are being run in collaboration with Bath Spa University.
This post is worth a link even if only for its link in turn to the Richard Feynman Lectures, freely published on the internet for everyone to read. Well - not so freely. If you want to convert the text to ePub in order to read it on a Kindle, the copyright owners will get very very angy at you. Still, it can be done in only 136 lines of ruby code (see the script on Github).[Link] [Comment]
Someone will have to wake me up when the date finally rolls around, but on March 13 Michael Allen and three others will release the "serious e-learning manifesto". They are rallying, they say, against bad e-learning design. "While there are a few shining examples of instructional design, a large percentage of elearning created today is woefully inadequate. Instead of deep and meaningful learning, most elearning encourages learners to stay away in droves, unless of course the training is mandatory."[Link] [Comment]
Doug Peterson writes about Expresso, an interesting writing analytics project created by Mikhail Panko, a PhD student in computational neuroscience (you can see the open source for yourself on GitHub.) Give it a few paragraphs of your own writing and it will analyize it for weak verbs, filler words, negations, modals, passive voice, and more. Not all of these are bad (I was pleased to have a substantially high rare word count) but many of them are (and hence I had 5 percent weak verbs and 0.1 percent passive voice).[Link] [Comment]
It's far from free, but a University of the People education will cost much less than at a traditional university, and now the degrees are accredited. The online uniersity was "established to take higher education to disadvantaged students around the world has received accreditation."[Link] [Comment]
Does ‘discovery learning’ prepare Alberta students for the 21st century or will it toss out a top tier education system?
The National Post has never been one to objectively present a story, and it doesn't do so here, but reading between the lines (and a so-called "prominent critic of discovery learning") we have the good news here that Alberta officials have "vowed that the “ traditional” teaching methods of textbooks-and-chalkboards will be dead, replaced instead by a unstructured system design to craft 'engaged thinkers,' 'ethical citizens' and 'entrepreneurial spirits.'" I'm not sure why the newspaper would be so blatant in its support of the older approach (unless it's to sell textbooks). The same approach has been adopted elsewhere in Canada, and the nation continues to outperform most of the world on standardized tests despite a much broader curriculum. Oh, but you have to love the way the Post spins the news ("'We’ re changing everything,' says a perky voice in a two-minute Government of Alberta video outlining the new program.")[Link] [Comment]
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