agregador de noticias
I think I have to file this under the category of "catching up" as the 'lessons' learned by Harvard Business School have long been known and studied in the wider online learning and distance education communities. Indeed, some of the recommendations they make - like having people begin by introducing each other in an online discussion, or that "norms of online collaboration can be shaped" - had become cliché s long before HBS 'discovered' them. More recent work has been focused on how to adapt these long-known techniques to massive and open online courses (because, as we all know, a thread consisting of 160,000 introductions is unmanageable). And some of the 'discoveries' appear to be genuine but have been disproven by deeper investigation. Extrinsic motivation, such as paying people, or tying collaboration to grades, may appear to work in the short term, but fails in the longer term.[Link] [Comment]
Is Canada really over-emphasizing university graduation? It has one of the highest rates of university and post-secondary education completion rates in the world: "In Canada, 50% of the adult population has completed tertiary education, easily the highest rate in the OECD." But a recent report for the Canadian Council on Chief Executives recommended cutting back on university degrees. "Canada could dramatically improve the quality of university education by cutting enrolment as much as 25 to 30 per cent," wrote Ken Coates. But it's not clear exactly what problem this solves. As Andrew Parkin writes in Academica, "Canada does not look at all like a country that has over-emphasized university education to the detriment of colleges," he writes. "The problem is not an over-emphasis on universities but an under-emphasis on any and all forms of postsecondary education and training." And it's not clear that a more open admissions policy in either system acts to the detriment of either quality or outcome. Quite the opposite: a wider admissions policy lessens our reliance on testing and enables those without the advantages of socio-economic status find an environment where they can thrive and flourish - people like me. Image: Herald Sun.[Link] [Comment]
On reading the headline I immediately thought of Terry Anderson. He writes of the importance of 'presence' in learning "that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence." As this article in the NY Times notes, the idea of presence is linked to the idea of our consciousness of external objects. Heidegger would ask, "given that I experience a stone in a more profound manner, what does that have to do with the being of the stone itself?" And Lawrence Berger offers the explanation, "Not only are we in direct contact with the people and things of this world, but also that our presence matters for how they are made manifest — how they come into presence — in the full potential that is associated with the sort of beings that they are." Now I don't believe this exactly - I don't think there's some sort of mystical projection of ourselves into the external world. But presence and consciousness are closely linked.[Link] [Comment]
I have two major things to say about this site. First, analytics and recommendations are becoming commoditized. This is one of a number of services revolving around the concept of learning about you and recommending resources. The second this is that this is a beautiful piece of web design, gracefully introducing new users into a relatively comprehensive understanding of what it does with impressive efficiency. Find and share. Find and share. It's the new web. It's the modern version of applications like ScribeFire, which I was playing with last night after spotting it in a Doug Peterson post.[Link] [Comment]
Alan Levine introduces and enmbeds a video entitled The Open Web (a) Lost (b) Reclaimed (c) Co-claimed (d) All of the above? He writes that it "was meant to get at what we see as un-necessary dichotomies in ed tech (and also to poke at multiple choice). This was the landscape setting to talk about the work we did at TRU during my stint, both the SPLOT tools and the You Show open seminar." You might also want to look at the The CogDog Show » Syndicate This - "a portfolio site built for my time as an Open Learning Scholar at Thompson Rivers University," he writes.[Link] [Comment]
I experience the arbitrariness of consciousness every day. I put on my glasses, and my whole world changes. More recently, I have enjoyed the altered consciousness of being completely immersed in sound by means of my MP3 player and some quality earbuds. We are conscious - we experience. The two are one and the same phenomenon (think 'morning star' and 'evening star'). The varieties of experience are the varieties of consciousness. And experience is, fundamentally, in the mind, and consciousness is in part a re-experiencing, in part an imagining, in part a sensory perception, and in part, as Charles Dickens famously said, "an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of underdone potato." At a certain point, when virtual reality becomes sufficiently real, it becomes cognitively indistinguishable from actual experience, and hence, equally powerful.[Link] [Comment]
Grainne Conole summarizes two of four keynotes at the OER15 conference taking place in Cardiff, one by Cable Green and the other by Josie Fraser. According to Green (Conole writes) "it was time for an OER implementation strategy, and in particular a focus on what is needed to achieve change and mainstream OER? He invited us to look at and comment on a consultation document on OER tinyurl.com/oerstrategy. " I find this interesting, because I did not get the sense that there was a support for "an OER implementation strategy" at the meeting in Sausalito last month - people felt there should be a diversity of approaches, not one coordinated approach. Fraser, meanwhile (says Conole) "questioned how we could do this (mainstreaming), referring Martin Weller’ s book ‘ The battle for open’ . She suggested that we think of mainstreaming as inclusive, valuing difference; and that the Internet is now part of everyday life."[Link] [Comment]
Do you have a story about creating or using a free and open learning resource? A project creating a global 'map' of open educational resources (OERs) has issued a call for OER stories. "These could be OER projects or initiatives, Open Educational Practices like someone generating OER or teaching with OER, the development of guidelines & institutional policies on OER, new insights and research on OER, as well as the development or use of helpful infrastructure tools for OER." This addresses one of my major concerns about an OEE mapping exercise, which is that such an initiative will tend to favour established and institutional OER repositories, and to ignore the much large bulk of creativity and sharing that happens outside the institutional space. So I encourage you to send your story, and give them a wider perspective on the creation and use of free and open learning resources.[Link] [Comment]
This article looks at Pearson's withdrawal from an learning management sysatem (LMS) request for proposals (RFP) and speculates about whether the publishing company is withdrawing from the LMS space. Pearson says it is committed to "supporting" its current eCollege / LearningStudio platform, but as Phil Hill notes, this doesn't mean it will invest in new features. This raises the question, which is not posed in the article, of where Pearson will invest, if it's not in the LMS space. It's hard to judge from client feedback. As Michael Feldstein says, "when faculty are given an opportunity to ask for what they want, they ask for more of the same. Photo: Mashable.[Link] [Comment]
Good article en franç ais about the origin of MOOCs and how they developed over time. It covers the gamut from our original MOOCs in 2008 to the Stanford AI course to projects like EdX. It also looks at accessing MOOCs, content and organization, and the limits of the concept of open online learning. It's nice to see an informed an accurate model, in contrast to, say, this piece of revisionist history from Udemy which paints themselves as the originator of MOOCs on a timeline that begins in 2011. Thanks to Sylvie Dostaler for the Clubic link and to Paul Bradley for the Udemy link.[Link] [Comment]
Evgeny Morozov reviews The Glass Cage: Automation and Us, by Nicholas Carr. he writes, "Carr firmly believes that our embrace of automation comes from confusion, infatuation, or laziness— rather than, say, necessity. 'The trouble with automation,' he explains, 'is that it often gives us what we don’ t need at the cost of what we do.'" All very well, but what point does such criticism serve, asks Morozov. "All Carr can do is moralize and blame those who have opted for some form of automation for not being able to see where it ultimately leads us... (this) lack of ambition is itself a testament to the sad state of politics today." As Morozov says, if you want to be popular, you can't do deep criticism, and so all we get are shallow analyses. Now some of us (I point to myself here) think we do offer a deep analysis - but then, of course, we don't (and never will) write for the popular press. Society, heal thyself. Via ICT4D Jester.[Link] [Comment]
L'autonomia de l'alumnatTot aquest procés d'adquisició d'autonomia, conjuntament amb l'esperit creatiu, l'experimentació utilitzant recursos TIC de l'entorn audiovisual i multimèdia, la investigació, la responsabilitat i l'autocrítica condueixen l'alumnat a tenir iniciativa per descobrir i millorar, de forma autònoma, el seu aprenentatge.
L'alumnat ha reflexionat sobre el seu entorn proper, i, tot experimentant de manera crítica, ha expressat de manera creativa, mitjançant creacions visuals, un conjunt d'emocions, sentiments i vivències que han compartit a l'aula.
Objectius didàctics... o no... algunes idees... per obrir el debat...
- Planificar i reflexionar, de forma individual i col·lectiva, sobre el procés de disseny i de realització d'un objecte partint d'uns objectius prefixats i revisar i valorar en cada fase del projecte l'estat de consecució.
- Expressar-se amb creativitat, mitjançant les eines del llenguatge plàstic, visual i audiovisual i emprar de forma flexible altres recursos, tècniques i mitjans de l’àmbit de les TIC
- Emprar diverses tècniques i recursos artístics per representar de forma creativa la realitat, les idees, les emocions, els sentiments, les vivències...
In my three previous posts I have discussed the Finnish Sustainability Commitments and their relevance for our EU-funded project Learning Layers (LL). In the first blog I described the model, in the second one I shifted the emphasis to the sustainability of apprentice training and in the third one I discussed the transferability of the commitment model to the Learning Layers project.
In the meantime I have had some talks with my colleagues on this model and its applicability. Some of the comments have been inspired: There seems to be something attractive in the approach. Some of the comments have been characterised by scepticism: Isn’t this yet another one of those campaigns that end up as lip service without major impact? Below I try to give some further insights into the model itself and into mechanisms that can make it work as a real thing.
1. What is so special about these Sustainability Commitments?
The inspiring aspect of these Sustainability Commitments is that they are part of a nation-wide strategy for Sustainable Development – targeted to the year 2050 – but they are operative commitments agreed in particular organisations. They refer to a four-page reference document that outlines seven sustainability goals. And then it is up to each organisation to agree which of these goals it will select for its own operative commitments. Once this discussion is through the organisation has to agree on the time frame of the commitment and on the indicators for assessing the success. When these decisions have been made the organisation can register its commitment on the special website http://sitoumus2050.fi (Commitment 2050). And when the commitment has been registered and published, the organisation has the responsibility to report on the progress.
Altogether, this model is that of a Societal Commitment Process - it transforms the implementation of the national strategy into a movement that consists of into sets of goal-oriented local and domain-specific commitment processes. When an insider-expert tells how this model came into being, it is easy to sense the inspiration and creative energy. Yet, it is worthwhile to ask, what mechanisms and measures can prevent it from falling into ritualism and lip service.
2. What makes these commitments become real measures with impact?
It is worthwhile to consider, what kinds of background factors, mechanisms, efforts, initiatives etc. have been provided to make these commitment processes work towards the desired change. I will try to list some of these below:
a) High level policy support: The national commission for sustainable development has been chaired by the prime minister and the commitment processes have been taken up by ministries, central government bodies, employers’ confederations, trade unions, political parties, big enterprises etc. Key players in national politics want to be involved in such processes.
b) Facilitation and assistance by expert organisations: In the field of vocational education and training (VET) – as well as in general and adult education – a special expert organisation (the OKKA foundation) has developed Sustainability certificates for educational establishments. In a similar way universities (among others the Aalto University) have made commitments to support their partner organisations in joining the commitment processes and in reaching their objectives.
c) Expanding the range of commitments after first pilots: Several regional consortia for VET (the inter-municipal ‘holding’ organisations of VET institutes) have started their commitment processes with one institute and educational domain candidating for a Sustainability certificate of the OKKA foundation. After a successful pilot they have continued with further commitments involving other institutes and educational domains.
d) Cooperative chains and business networks as promoters of commitments: The leading cooperative chain – the S-group with its shops, department stores, supermarkets and hotels – has committed itself nation-wide to link sustainable development into its processes of inducting new employees. In a similar way a nation-wide network of social responsibility managers has made its own commitments for its member enterprises.
e) NGOs as promoters of commitments: In the dissemination activities the Ministry of Environment and the participating organisations are supported by creative NGOs. In particular the NGO “Yllätetään yhteiskunta” (Let’s surprise the society) has specialised in organising dissemination events – such as sustainability jams – that give visibility to particular initiatives.
f) The role of social media: So far the Commitment process has been supported by a static website. Yet, the according to the newest plans (that were reported in the Finnish radio podcast, http://areena.yle.fi/radio/2630343) the website is being transformed into a social networking website and the commitment processes are being transformed into community processes.
I think these points were already enough to give an impression, what all is making the commitment process work. And I will try to find out more in due time.
More blogs to come …
1) What is Bavatuesdays, and why are you known as the Reverend?
bavatuesdays (the b is lowercase!) is the best blog in the land, and I am known as the Reverend because I lay down the gospel :) More seriously, bavatuesdays is my personal blog, and I've been hammering out posts there for almost a decade now. It's a mishmash of edtech, 80s pop culture, animated GIFs, retro toys, ds106 art, and all things cinema. It's a "b blog" in that it pretends to nothing more than schlock, and it achieves its goal regularly. The actual name comes from the maestro of Italian horror films Mario Bava. It's a reference to a film club some friends and I imagined wherein we would watch Mario Bava films on Tuesday nights. The club never materialized, but the name stuck with me for some strange reason. I thought it might be a cool band name, but given I have no musical talent, I reserved the domain and settled for a blog. The rest is the underground history of the web.
As for the title Reverend, I was given that nickname by Chip German (then CIO of University of Mary Washington) back in 2006 or 2007. I think because I started to sound a bit like a fervent preacher when I started talking about teaching, learning and technology. I've played the role of evangelist at UMW for almost a decade, and I always hated the term evangelist when used outside of its religious context, so I made a point of reframing edtech as a faith system akin to Cotton Mather's Puritanism. My avatar is actually a headshot of Cotton Mather from the 1977 Marvel Team-Up comic featuring Spider-Man, Scarlet Witch, and Cotton Mather as a super-villain. In another life I was an early American literature Ph.D. student, so the marriage of biblical exegesis, fear mongering, and bullshitting comes easy.
2) You've had quite a distinguished career in education. How did you first become involved in teaching, and what keeps you motivated to educate?
I started in education back in 1997 when I became a grad student at the City University of New York's Graduate Center. CUNY's Ph.D. program was trial by fire, or was it purity by fire? As soon as I was accepted I was given two classes to teach at the College of Staten Island. I was a green 26 year-old and I had no idea what I was doing, but I really loved being in the classroom and tripping out on early American texts with students. In early American literature (pre-1800), the works are more cultural, political, and/or historical than poetic, which invites the examination of these texts as cultural artifacts.
This approach has always kept me interested as an educator, because it imbues everything around you with potential cultural meaning. I just got lucky when I came to UMW that they not only allowed, but encouraged me to take a similar approach to my work with instructional technology---and bavatuesdays became the outlet for that. The internet more generally, but the web specifically, is very similar to early American lit in my mind because it is still working through its various forms and voices, and the analogies and metaphors are in constant flux. I think that's what I love most about the edtech space, the ability to try and make sense of the cultural moment we are living through by way of analogy and metaphor. The search for new ways of making sense of our moment through outlandish metaphor keeps me highly motivated and truly dedicated. Uh rah!
3) You've been referred to as the 'posterboy' of Edupunk. Can you tell us what Edupunk is, why it's relevant to education today, and how you arrived at the concept?
Well, for me EDUPUNK (all caps, like EDUCAUSE) was one of those outlandish metaphors I threw out there to try and explain the state of educational technology back in 2008. And it quickly resonated with a lot of people. In fact, far more than I could have ever imagined. Don't get me wrong, it wasn't like MOOCs or anything, but it was a pretty strong response from a simple blog post. The idea behind EDUPUNK was pretty simple and still quite relevant: corporate-driven edtech is soulless-it robs the field of any deep, meaningful interrogation of the issues we need to be struggling with, such as digital identity, digital fluency the new cultures around piracy and privacy, student empowerment, and how we can begin to think like the web. None of this happens in an LMS (or VLE), in fact, that systematic design of that system is anathema to all of these crucial elements of educating in the digital era.
That said, I had to breakup with EDUPUNK in 2010 because it wasn't fun any more. People took it too seriously, and I was being accused of being a Neo-con. It was interesting to see how quickly the idea went from playful and generative to prescriptive and suffocating. I think some folks confused EDUPUNK with some movement to usurp institutions, rather than a call to actually reclaim the work you do from bowels of the corporate web. Although, in retrospect, I think the fact people interpreted EDUPUNK in so many different ways could be seen as its strength, but it got caught up in a broader discourse around the failure of public institutions that I wasn't initially prepared for, and ultimately interested in pursuing. I didn't want to be the EDUPUNK poster boy, I wanted to actually create something rather than defend a half-baked idea one way or the other.
4) Tell us about DS106. What is it, who is involved in it, and what has it achieved?
ds106 (lowercase ds) was the reincarnation of EDUPUNK without the annoying discourse and political baggage. ds106 is the purest and greatest thing I have ever been a part of, it is #4LIFE! ds106 was the attempt to take all those crucial elements of learning on the web I listed above (digital identity, fluency, empowerment, thinking like the web, etc.) and try and integrate them into a class on digital storytelling. The idea was to enact the principles of EDUPUNK through teaching rather than sit around an argue about a term. Who the hell is gonna argue about ds106? It's just letters and numbers, there is no meaning save that which we give it as a community over time. ds106 has become a rich, distributed, and emergent international online community that happens to run as a class sometimes at UMW.
I could take up this entire interview talking just about ds106 (and I will talk at length about it during my presentation at EDEN), but let me summarize it here as follows: ds106 is both a class and a community at once. Its objective is to help participants interrogate the emergent culture of the web by actively engaging in a steady diet of creating and reflecting on the web. Although, it's also an assignment bank, radio station, daily create, and much, much more. ds106 is people! There are too many people to list in terms of who is involved, but the open, online portion of ds106 that went live in Spring 2011 was architected by Martha Burtis, Tom Woodward, and Alan Levine. But scores of people continue to make that community so remarkable. You can see it for yourself at Twitter hashtag #ds106. It's #4life :)
5) How has education changed in the last ten years, and are there good changes?
Slowly. The most dangerous thing about the technology revolution in education is the fact that it is often ahistorical. It seems like every new development, whether a device, product, or service, is the great game changer or disruptor. And that logic is insidious in the field right now because it often dehumanizes the truly inter-personal and dialogic nature of learning. Technology becomes a fantasy of scaling efficiency: the teacher-less classroom, the pre-recorded lecture, the automated grader.
The vision of technology as the augmentation of human intellect driving the pioneers of computing in the 1960s and 70s seems too often replaced with the idea of computers as time and money savers for educational institutions. That said, the state of education has never been greater as a result of the haphazard connections made possible by the web. You can learn just about anything thanks to YouTube and Wikipedia. But rather than running away from this fact, or imagining it as a cost saver---universities need to be augmenting the culture of the web, by framing how we learn as part and parcel of this wonder-filled medium.
We still need to think together, enable dialogue, and get feedback. Educational institutions have does this fairly well over the last century, and we need to continually push on how the enterprise of teaching and learning changes in relationship to the web and explore it. That's why it is so crucial we don't sellout all the the R and D around edtech to corporations making products. If we did that with the internet in the late 60s, AT&T would have kyboshed the whole thing and we wouldn't have had the internet in 1969. The was from the very beginning a collaboration between businesses, government and higher ed, and a majority of the protocols for the internet were created at universities---institutions where exploration and research seemed paramount.
6) Why are open access and online programmes of study becoming so important in the learning ecology? What is the secret behind the success of MOOCs?
Not sure MOOCs are a success, do we have any real sense of that? I think the success of MOOCs, at least initially, might be linked to the fact that administrators around the world started to pay attention to online learning. But the fact they all just tried to do MOOCs (bigger online classes in a bigger "open" LMS) might be a good example of their limitations. I am not a fan of the MOOC as they're sold by Coursera, Udacity, and the like. The original vision of MOOCs from folks like Stephen Downes and George Siemens was that you can scale a class community through individuals' personal networks and the web---and the MOOC is about aggregation and distributed community. How is pushing 50K people into an LMS radical? It's just super-sized learning. McDonald's figured that out for fast food decades ago, and we all became fat in American as a result :) I guess now we can be fat and stupid.
7) What will be the next big thing in education? What is on your horizon for new technology, new ways of learning and new pedagogies?
Right now I am really interested in the idea that IT infrastructure has never been more agile and affordable. With technology like containerization (the virtualized deployment of micro-instances of servers) we can run and scale infrastructure as big and/or small as we want. I believe this will ultimately make it easier for everyone to manage and control there own bit of the web, and truly be a sysadmin of their online education, and archivist of their digital life. What's more, IT infrastructure can transform to make enterprise systems more porous when it comes to enabling students and faculty to Publishes from their Own Spaces but Syndicate Everywhere (POSSE). The idea of federated networks that enable us all to manage and control our work but share and fork it seamlessly remains the holy grail for edtech---and it also just seems really scifi and cool.
8) What three things do educators need to be made aware of, right now?
1) Who controls their data 2) The power of the open web 3) The air-speed velocity of an unladen swallow
9) What themes will you be speaking on when you give your keynote at EDEN 2015?
I'll be talking about taking control of your online presence as a necessary part of being an educator in the 21st century. I'l be using ds106 as an example of how this played out in my own work over the last 5 years. What's more, I'll be diving into the ideas of virtualization, containerization and the changing nature of IT infrastructure in providing brave new learning environments. But, as is always the case, I'll be returning to the theme that has been driving my work for the last decade. Namely, how can we most effectively integrate the web into education, because I strongly believe teaching and learning can be that much cooler when it's done well.
10) What gets you out of bed in the morning?
My three kids. Literally, they jump up and down on me and harass me until I get up. It's actually horrible. If they didn't do that I would sleep in every single day.
Photo courtesy of Jim Groom
From EDUPUNK to ds106... 10Q: Jim Groom by Steve Wheeler is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.Posted by Steve Wheeler from Learning with e's