Miscellaneous

This poster explains Creative Commons for the rest of us

Stephen Downes' OLDaily - Sat, 08/09/2014 - 16:00


Sean Connor, Saylor Blog, Aug 09, 2014

This is interesting, not simply because it explains Creative Commons for non-technical people, but because it changes the thrust of the message from what you can't do to what you can do. The danger, of course, is that in licenses that state what you can do, the default is restrictive, whereas in licenses that state what you can't do, the default is permissive. Related, and also from Saylor: the care to share bar. Maybe I should add one to my site.

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Categories: Miscellaneous

Tips & Tricks for Recording Audio Narration

Stephen Downes' OLDaily - Sat, 08/09/2014 - 16:00


Tom Kuhlmann, The Rapid eLearning Blog, Aug 09, 2014

I can't count how much bad audio I've listened to over the years (sadly, I've been the perpetrator of a lot of it). This quick guide focuses our attention to audio quality, and is a much needed instructional technology skill.

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Categories: Miscellaneous

Shots in the heather

Stephen Downes' OLDaily - Sat, 08/09/2014 - 16:00


Dave Ferguson, Dave's Whiteboard, Aug 09, 2014

Following up from Danieel Lemire's characterization of research (which i endorse) from yesterday: "

Is iomadh urchair tha dol san fhraoch.
(Many a shot goes into the heather.)

That is to say, research (and learning) is about missing the mark as much as it is about success. Without failure, learning doesn't happen. But failure can follow failure without observation and reflection. "If you fire indiscriminately,  paying no attention to when or why or how, not trying to figure out why you missed, and not turning to anyone else for feedback, you’ re   going to continue putting a lot of shot into  the heather."

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Categories: Miscellaneous

Dialogue and discussion: critical for 21st century skills development

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Tony Bates, online learning and distance education resources, Aug 08, 2014

According to Tony Bates, conversation is essential in learning as students (and people generally) struggle consciously to find meaning in the phenomena they experience, and this will change the structure on online learning in the future. "Over time, as more experience is gained, MOOCs are likely to incorporate  and  adapt  for large numbers some of the findings from research on smaller group work. Indeed, MOOCs are likely to develop  new ways to manage  discussion effectively in very large groups. In the meantime, though, there is much work still to be done if MOOCs are to provide the support and structure needed to ensure deep, conceptual learning where this does not already exist in students."

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Categories: Miscellaneous

The insanity of research grant proposals

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Daniel Lemire, Aug 08, 2014

Short cynical commentary (and a secret formula) on funding for research. Daniel Lemire writes, "I do not care what kind of research you do: a predictable breakthrough is no breakthrough at all. The good scientists always have speculative ideas. Sometimes these ideas come out of nowhere, in the moment. Most of these ideas are very bad… but a few represent the real breakthroughs. And that is what research is really about. Trial and error on a massive scale." Related, an  Ottawa Citizen column calls for a refocus of research funding priorities, and Academica reports, that despite an increased focus on government financing for corporate research in Canada, we're seeing "a decline from 9.6% in 2000-01 to 8.1% in 2012-13."

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Categories: Miscellaneous

The Rise of New Institutional Models and Architectures

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Amie Colquhoun, Don Tapscott, Aug 08, 2014

Don Tapscott (or his writer Amie Colquhoun) argues that companies are now encouraging cooperative organization both inside their structures and among competitors. "Smart organizations are encouraging, rather than fighting, the heaving growth of massive online communities, many of which emerged from the fringes of the web to attract tens of millions of participants overnight. Even ardent competitors are collaborating on path-breaking science initiatives that accelerate discovery in their industries." I'd like to believe this but I really need more evidence.

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Mobile Internet Explorer's New User Agent

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Alex Chitu, Google Operating System, Aug 08, 2014

It's ironic. It's sad. And once again, it's an example of corporations that just don't play well together, no matter what it costs their customers. "Google doesn't want to make Windows Phone more popular, so it doesn't release apps for Windows Phone. Google also serves inferior versions of its mobile apps in Internet Explorer Mobile. Gmail's mobile site for Windows Phone has a lot in common with Gmail's site for feature phones."

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Categories: Miscellaneous

How a 20 Year Old Patent Application Could Up-End Canada’s Biggest Trade Deal

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Michael Geist, Aug 08, 2014

Opponents of free trade legislation have long argued that these mechanisms subvert the rule of law in the contracted countries. This has now apparently been proven to be the case in - where else? - patent law. "If the pharmaceutical giant succeeds, it will have effectively found a mechanism to override the Supreme Court of Canada and hold Canadian taxpayers liable for hundreds of millions in damages in the process. The cost to the health care system could be enormous as the two Eli Lilly patents may be the proverbial tip of the iceberg and claims from other pharmaceutical companies could soon follow."

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Categories: Miscellaneous

No More 'Collective Begging'

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00


Colleen Flaherty, Inside Higher Ed, Aug 08, 2014

Hard to disagree: "Unless and until faculty, including part-time faculty, hit the streets and occupy the classrooms," said Stanley Aronowitz, a tenured professor of sociology and urban education at the CUNY Graduate Center, "there won’ t be any change of substance." Of course, there's a fundamental contradiction where the person juding your academic progress is aalso your employer paying you below-subsistence wages.

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Blended Synchronous Learning Handbook

Stephen Downes' OLDaily - Fri, 08/08/2014 - 13:00
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Matt Bower, Gregor Kennedy, Barney Dalgarno, Mark J. W. Lee, Aug 08, 2014

Nice. 190 page PDF. I'll just quote from the email at length: "The Handbook includes a Blended Synchronous Learning Design Framework that offers pedagogical, technological and logistical recommendations for teachers attempting to design and implement blended synchronous learning lessons (see Chapter 14). It also includes a Rich-Media Synchronous Technology Capabilities Framework to support the selection of technologies for different types of learning activities (see Chapter 4), as well as a review of relevant literature, a summary of the Blended Synchronous Learning Scoping Study results, detailed reports of each of the seven case studies, and a cross-case analysis.

"For those who are interested, the BlendSync Final Report and External Evaluation Report are also from the OLT website at the following URLs: here and here.  A list of academic papers and links to recordings of presentations that have arisen out of the project is posted  here . The project team would also like to take this opportunity to invite all those with an interest in area to join the Blended Synchronous Learning Collaborator Network to abreast of events and updates in the future. Instructions on how to do this can be found at http://blendsync.org/network."

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Categories: Miscellaneous

Learnification

Stephen Downes' OLDaily - Thu, 08/07/2014 - 15:00


Philip Kerr, ELTjam, Aug 07, 2014

Good paper that I wish were longer. The last few paragraphs are especially abbreviated. Philip Kerr first addresses the rise of the terms 'learner' and 'learning' in education, these reflecting an increased focus on the role of the learner and an emphasis on process. But correspondingly, there has been a focus on outcomes, especially in commercial learning, and the rise in technology in learning. These suggest that satisfactory outcomes can be achieved merely my the application of the correct learning theory. This, Kerr suggests, is incorrect.

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