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LittleSis describes itself as "an involuntary facebook of the 1%." It is essentially a network graphic tool showing connections between the powerful and influential in (mostly Amercian) society. It " documents personal and business connections in the worlds of government and business. For instance, here's George Soros. And Dick Cheney." We really need an international version. The record for Canadian Prime Minister Justin Trudeau is just a placeholder. So is the record for Vladimir Putin. The mnoted website 'They Rule' was created with the assistance of LittleSis.[Link] [Comment]
I know a lot of people will want this to be true but it's not. I've been inspired by various people over time: John Lennon. Doug Gilmour. Neil Young. Arsinio Hall. Jose Bautista. These are my role models. These are (among others) the people who inspire me. Not one of them is a teacher. Ergo, one does not need teachers in order to be inspired. I don't think that the field of education understands, in general, how much of what it does is also done by parents, role models, friends, professional associates, and more. If the core function - to teach - can be performed by a machine, then the ancillary functions - motivation, inspiration, socialization, etc. - can be performed by everyone else in society. And, indeed, should be performed by everyone else in society.[Link] [Comment]
It's hacks like this that make the world great. What we have here is basically a PHP script that read a Blackboard-produced common cartridge (the URL is hard-coded and inaccessible to me; you will need to substitute your own), creates an array of resources from the manifest, gets the resources as necessary, and then saves them as WordPress posts. There's no guarantee that this script would work on any cartridge other than the one which was tested. The point is, if you create resources using open standards, people will find a way to use them creatively. Even if they come from Blackboard. Related: Importing Moodle into WordPress.[Link] [Comment]
I think I've always known this, but Tony Bates, who has a foot placed firmly in each camp, has the data to support it: "open, online publishing will almost certainly reach more readers than a commercial publication or an academic journal." FWIW this is probably the one and only time I'll ever be lumped in with Justin Bieber and Donald Trump. Good plug for the BC Campus Open Textbook Project.[Link] [Comment]
Interesting thesis: "by elaborating mechanical processes and spelling out how things worked – in striking contrast to the well-documented secrecy of the guilds – writers began to transform the mechanical arts from personal know-how into scientific knowledge... The world of the crafts – like that of politics – lost its magic; it broke free of its yoke to the divine.... Because secularisation subverted the notion of cosmic and metaphysical order, the rise of how-to books sowed the seeds of a more open and tolerant view of humanity."[Link] [Comment]
I understand the feelings of the people who voted in favour of the Brexit. They are Europe's Americans. The situation of the UK and Europe is in many ways the inverse of Canada and the U.S. And I would not vote 'yes' to a union of Canada and the U.S., , Jun 24, 2016 [Link]
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This is one of the better lines I've read today (applies equally to the internet and to Brexit): "What those of us unversed in Marxist theory at the time didn’ t realize was if you get rid of government you create a very fertile soil for the unbridled growth of corporations." Rushkoff, of course, is talking about what happened to the world of the internet he talked about in Cyberia. "Cyberia lay the philosophical foundation for the internet as an opportunity for a new kind of liberation. Rushkoff argued that the web could generate a new renaissance by birthing a technological civilization grounded in ancient spiritual truths. But a different story emerged."[Link] [Comment]
This post defines 'remix culture' and what it means to education. It is a follow-up to an earlier piece on digital literacies in remix culture. "Remixing is the act of taking previously created works or artefacts and adapting them in some way," writes Steve Wheeler. I woukld have used the word 'other' rather than 'previously created' because items found in nature can also be part of a remix. And as Wheeler says, even though some schools may see it as undesirable, "Remixing is a creative process. It takes imagination to adapt an existing piece of art or music into something new or apply it in a completely different context."[Link] [Comment]
I think you can view this article on LinkedIn without signing into LinkedIn - if not, please let me know. Kathryn Chang Barker writes, "LinkedIn can and should be in every secondary and university classroom in the world, but it needs to add one more tool – an ePortfolio." I have no doubts about the benefit of an ePortfolio - or, morewidely construed, a Personal Learning Record - but does it have to be on LinkedIn? That said, the appeal for Microsoft has to be undeniable. "Already Sony is working on an education and testing platform powered by blockchain. Already Bill Gates and Mark Zuckerburg have produced personalized learning systems with algorithms. Already machine learning is managing our curriculum and careers. This is a chance for LinkedIn and Microsoft to create an innovative space in the middle of these innovations."[Link] [Comment]
One of the criticisms of traditional testing and credentials is that they represent only a narrow part of a person's learning. This post summarizes a discussion by Ryan Craig, managing partner of University Ventures, who made the following points (quoted):
The result is an emerging picture of credentials that are at one more all-encompassing and more up-to-date. "It will take radical shifts in all of our systems – the alphabet soup of linked (or sometimes not) software that we use to track students fiscally, academically, and out into their time as alumni.È[Link] [Comment]
From the intro: "The Guide is designed to raise general awareness amongst policy makers in developing countries as to how Massive Open Online Courses (MOOCs) might address their concerns and priorities, particularly in terms of access to affordable quality higher education and preparation of secondary school leavers for academic as well as vocational education and training. With very few exceptions, many of the reports on MOOCs already published do not refer to the interest and experience of developing countries, although we are witnessing important initiatives in more and more countries around the world." Here's the direct link (102 page PDF).[Link] [Comment]
Coursera is launching a new format today. You will recognize it as "what we had before MOOCs". Here it is: "we will begin piloting a few courses in which all content is available only to learners who have purchased the course, either directly or by applying for and receiving financial aid." It may be time to rededicate myself toward creating a genuinely open-only course framework, based to a large degree on the work I did with gRSShopper. Of course, that will require funding....[Link] [Comment]
Tony Bates reviews Drachsler, H. et al. (2016) Is Privacy a Show-stopper for Learning Analytics? A Review of Current Issues and Their Solutions Learning Analytics Review. The problem stems when individuals who provide data "are unable to specify who has access to the data, and for what purpose, and may not be confident that the changes to the education system which result from learning analytics will be desirable." My own response has been to focus on personal analytics, but this has been a hard sell. As Bates notes, a European Commission project called LACE (Learning Analytics Community Exchange). has proposed an eight-point framework (really badly) named DELICATE - it's described in Drachsler, H. and Greller, W. (2016) Privacy and Learning Analytics – its a DELICATE issue. From my perspective, it seems to me that a complex framework like DELICATE is full of loopholes, and therefore, no real protection for individuals.[Link] [Comment]
Nothing is more true than this. "Work changes culture, not words.... Creating new value requires people to do more than communicate. They must work in new ways." Simon Terry is talking about the future of work, but I'm thinking of work more generically, in the sense of taking action rather than merely thinking about it or talking about it. How many times have I met people who want to lead change without actually creating anything, who want to tell people how to do things without actually doing things themselves?[Link] [Comment]
David Annand writes, "Incentives need to discourage ‘ free-riders’ . Otherwise, a valid competitive strategy for institutions... would be to wait and merely use without cost the OER resources produced by others." Heather Ross asks, "Is the idea of 'free-riders' really a concern in OER?" David Wiley replies with an emphatic "no" and then, more usefully, takes Annand to task for his presumed model of OER production. "If our only model for creating the OER necessary to replace traditional textbooks is to spend $250k of government or philanthropic funding for each and every course offered at each and every university, there is literally no path from here to there. We need to enable and facilitate alternative development models if our vision of universal OER adoption is to become a reality. (It’ s no secret that I believe that these future models must be significantly more distributed and stigmergic than current models.)" Quite so.[Link] [Comment]
Continuing from Part One, covered here earlier this week, Larry Cuban continues his exploration of “ personalized learning spectrum,” as anchored in the tangled history of school reform (he says) and now subject to more recent developments. In a nutshell, "those efficiency-minded school reformers, filled with optimism about the power of new technologies to 'transform' teaching and learning, have appropriated the language of 'whole child' Progressives."[Link] [Comment]
These are all ways blockchain could be used in education (though a lot of detail would have to be added) but I'm not sure I agree with the context. Introducing the piece Donald Clark says he created a Napster like system for learning resources in 2001 but "the public sector organisations just didn’ t like innovation and stuck to their institutional silos." He predicts a similar reaction to blockchain. "The biggest obstacle to its use is cultural. Education is a slow learner and very slow adopter. Despite the obvious advantages, it will be slow to adapt this technology." Why would he expect these new systems to work within traditional institutions? I did the same sort of thing in 2001, but by not waiting for institutional approval helped create the first MOOC. It is only after an idea is demonstrated that it will change culture and be adopted by institutions. The same is true for business and enterprise software. It has nothing to do with education or the public sector, and everything to do with large organizations and culture in general. Image: Cable Green.[Link] [Comment]
Interesting article. You can probably skim the first five paragraphs, but slow down when you get to this: "Today, a broader conceptual framework for open innovation is embedded in an integrated approach to openness. It is a vital element of the open movement and should not be taken out of this context. Open innovation is transcending the boundaries of traditional knowledge production and fosters cross-fertilization of knowledge. It can serve both as a trigger for change towards openness and a cross-connector of multiple segments of the open movement."
Here are the recommendations (all quoted):
Sounds like a plan. Something everybody could use to more or less a degree.
Long post that introduces machine learning for designers. It requires a (free) O'Reilly login (sorry). People already expert in machine learning won't find anything new but I think it's worth the effort if you don't have background in the field.
"Conventional programming languages can be thought of as systems that are always correct about mundane things like concrete mathematical operations. Machine learning algorithms, on the other hand, can be thought of as systems that are often correct about more complicated things like identifying human faces in an image." There's a good set of recognition examples that illustrate this. It looks at biological models and deep learning, then discusses processing different types of inputs. Some of the tasks described include creating dialogue, feature discovery, designing, feedback loops, and more. It also looks at open source machine learning toolkits (TensorFlow, Torch, Caffe, cuDNN, Theano, Scikit-learn, Shogun, Spark MLlib, and Deeplearning4j) and machine Learning as a Service (MLaaS) platforms such as IBM Watson, Amazon Machine Learning, Google Prediction API, Microsoft Azure, BigML, and ClarifAI.[Link] [Comment]
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