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Michael Feldstein addresses "the EDUCAUSE Learning Initiative’ s (ELI’ s) paper on a Next-Generation Digital Learning Environment (NGDLE) (OLDaily) and Tony Bates’ thoughtful response to it." He also mixes in copious reference to Jim Groom and the Domain of One's Own project, because it's consistent with the ELI paper. There are three major arguments from Bates that he weighs in on (the wording is Feldstein's, lightly edited by me):
- potentially heavy and bureaucratic standards-making process vulnerable to undue corporate influence.
- LEGO is a poor metaphor that suggests an industrialized model.
- NGDLE will push us further in the direction of computer-driven rather than human-driven classes.
His response to Bates is pretty much encapsulated in this slightly condescending overview: "Folks who are non-technical tend to think of software as a direct implementation of their functional needs, and their understanding of technical standards flows from that view of the world. As a result, it’ s easy to overgeneralize the lesson of the learning object metadata standards failures. But the history of computing is one of building up successive layers of abstraction." The thing is, in most areas, increasing levels of abstraction made it simple do do difficult things, but in education, increasing abstraction made it difficult to do simple things. And that's the core of Bates's argument, and I think Feldstein misses it.
I have talked in the past about how we as a society are developing a new multimedia language (and in the process, reshaping what 'language of thought' theories could possibly mean). We are seeing more and more evidence of this, beginning with this lead story. It's a great set of thought-experiments on how authors could respond to specific audience needs with more useful and informative multimedia responses. Do they work? Yes - as Poynter points out, the most popular features on the New York Times web site were interactives and multimedia, not stories. And the upstart (and excellent) news site Quartz has just launched Atlas, a site for charts and graphics. We won't recognize that we think of as 'learning content' in just a few years, as we move beyond texts and courses and toward engaging and interactive multimedia.[Link] [Comment]
I think this must is true: "The disruptive effect of MOOCs will be felt most significantly in the development of new forms of provision that go beyond the traditional HE market such as professional and corporate training that appeals to employers." And "There is great potential for add-on content services and the creation of new revenue models through building partnerships with institutions and other educational service providers." The big grey box in the diagram, I think, means "we're not sure what happened" and the other box says "this is where we think it's going".[Link] [Comment]
Jorum, self-described as "the UK's largest repository for discovering and sharing Open Educational Resources for HE, FE and Skills," is being closed by Jisc as of September, 2016. There is no solid announcement of what will replace Jorum, if anything - "Jisc will be testing and looking into... (and) exploring..." but not pomising anything solid. Jisc explains, "We have consulted with stakeholders, users and the Jorum technical team who agree that with the evolution of apps and platforms which give greater user functionality and interactivity a next generation version will be welcomed." Jorum contains some 16,000 resources. More details are available from Siobhan Burke on the Jorum-Updates list.[Link] [Comment]
No, this is not Dale's Cone (though you'd be forgiven for thinking it is). It is "a framework – for content curation." I've criticized the educational researcher's over-reliance on taxonomies in the past; this old saw is equally the villain. What we see here is very similar to Gagne's 9 events model. And like so many models before and after, it's a step-by-step model of how education or learning does or should work. It's very procedural, it's very prescriptive - and it's so utterly wrong. Education is not a linear process. It's not even something we can flow-chart. It's a constant complex and adaptive process, involving and balancing feedback from dozens of elements, pursuing a strange attractor of varying motivations, means and methods.[Link] [Comment]
Alex Reid responds to the push toward conversion of university degrees - even post-graduate degrees, and those in the humanities - toward workforce training. I think that nobody disputes the idea that graduates should be properly prepared for post-graduate life. But what does that mean? Reid raises a couple of ideas worth pondering. One, posted by Eric Johnson in the Chronicle, is that business should pay for its own workforce training. This is not a new idea; it has been discussed in these pages here and here, for example. The other is that "rather than creating more hyper-specialized humanities phds... we should produce more flexible intellectuals: not 'generalists' mind you, but adaptive thinkers and actors." I think it's hard to argue against this.[Link] [Comment]
Labour Market Information (LMI) is not perhaps the most popular subject to talk about. But with the advent of open and linked data, LMI is increasingly being open up to wider audiences and has considerable potential for helping people choose and plan future careers and plan education programmes, as well as for use in research, exploring future skills needs and for social and economic planning.
This is a video version of a presentation by Graham Attwell at the Slovenian ZRSZ Analytical Office conference on “Short-term Skills Anticipations and Mismatch in the Labour Market. Graham Attwell examines ongoing work on mid and long term skills anticipation in the UK. He will bases on work being undertaken by the UK Commission for Employment and Skills and the European EmployID project looking, in the mid term, at future skills needs and in the longer term at the future of work. He explains the motivation for undertaking these studies and their potential uses. He also explains briefly the data sources and statistical background and barriers to the wok on skills projections, whilst emphasising that they are not the only possible futures and can best serve as a a benchmark for debate and reflection that can be used to inform policy development and other choices and decisions. He goes on to look at how open and linked data is opening up more academic research to wider user groups, and presents the work of the UKCES LMI for All project, which has developed an open API allowing the development of applications for different user groups concerned with future jobs and future skills. Finally he briefly discusses the policy implications of this work and the choices and influence of policymakers in influencing different futures.
Within the evolution of technology in education, Learning Analytics has reserved its position as a robust technological field that promises to empower instructors and learners in different educational fields. The 2014 horizon report (Johnson et al.,
See it on Scoop.it, via Educación flexible y abierta