Miscellaneous

The Great British Bake Off copyright grab: We can use your #ExtraSlice Twitter images but not give you credit

Stephen Downes' OLDaily - Thu, 10/02/2014 - 12:00
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Paul Bradshaw, Online Journalism Blog, Oct 02, 2014

It's almost certainly not legal, but who is going to stop them? In case you haven't seen it (and you almost certainly haven't), here are the terms posted on the BBC TV show An Extra Slice website: "By submitting a photograph or other material ("Material") to twitter.com and instagram.com using #ExtraSlice, you grant to Love Productions Ltd ("we/us") the right to edit, modify, adapt, translate, exhibit, transmit, reproduce, create derivative works from, distribute and otherwise use the Material, at no charge and in any medium for the purpose of the full period of copyright and therefore insofar as possible, in perpetuity (the "Rights") and for such purpose you agree to waive irrevocably all moral rights of whatever nature in the Material." I'd like to do the same thing to hashtags of my choosing. Like, say, #BBC.

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The ABC of Hand Tools (1945)

Stephen Downes' OLDaily - Thu, 10/02/2014 - 09:00
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Disney, YouTube, Oct 02, 2014

Disney produced training video for GM about proper use of hand tools in 1945. Because educational technology wasn't invented in 1995. Via Metafilter.

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The Current Ecosystem of Learning Management Systems in Higher Education

Stephen Downes' OLDaily - Wed, 10/01/2014 - 21:00
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Eden Dahlstrom, D. Christopher Brooks, Jacqueline Bichsel, EDUCAUSE, Oct 01, 2014

As Audrey Watters comments, the LMS is back and humming like it's 1997. "Global learning management system (LMS) revenue was estimated at $1.9– 2.6 billion in 2013, with projected growth to $7.8 billion by 2018.3 These estimates include the K– 12 market, corporate training, and higher education segments and demonstrate clearly the considerable scope of the LMS market." Related: Instructure  launches a learning object repository.

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The Learning Machine, pecking pigeons and the Sending of Being

Stephen Downes' OLDaily - Wed, 10/01/2014 - 12:00
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nick shackleton-jones, aconventional, Oct 01, 2014

When people interact with each other, the social learning produced is not the replication of content from one mind to the next to the next. It's not even contained in any individual mind at all. Rather, society as a whole develops new learning. This is the meaning of "We think, therefore we am." Nick Shackleton-Jones captures the effect of this nicely. "Although we frequently stumble upon these bigger, emergent, purposes - evolution, religion, capital, technology – we don’ t like to think of ourselves as their component parts. Because we glimpse but not grasp them, we like to think of them as products of human activity... Heidegger understood this: he realized that at best we glimpse these higher purposes, and that we experience them as an unfolding, as uncanny – as a revealing, a ‘ destining’ and a ‘ sending of Being’ . We sense that something is being done to us, but we can’ t guess what until we see it."

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Why the Unskilled Are Unaware: Further Explorations of (Absent) Self-Insight Among the Incompetent

Stephen Downes' OLDaily - Wed, 10/01/2014 - 12:00


Joyce Ehrlinger, Kerri Johnson, M. Banner, D.Dunning, Justin Kruger, PubMedGov, Oct 01, 2014

It is well known that low-skilled people tend to over-estimate their performance. This is typically thought to result from their inability to recognize what poor and good performance looks like. But in this paper, the authors suggest there may be more to it than that. "What appears to be an inability to assess the quality of one’ s performance on the part of the unskilled might actually be an unwillingness to do so accurately." People don't want to admit their own incompetence. But suppose this were accompanied with the knowledge that their performance can improve. "Recent research reveals that individuals who hold a view that intelligence is malleable make far more accurate assessments of the quality of their performance than do those who believe intelligence to be fixed." It's easier to be honest about our level of competence if we know that this is something that can, and will, improve. Via Doug Belshaw.

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'Connectivism': Creating Learning Communities

Stephen Downes' OLDaily - Wed, 10/01/2014 - 12:00
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Balthas Seibold, Gesellschaft für Internationale Zusammenarbeit (GIZ), Oct 01, 2014

Short, crisp and well-written article on connectivism connecting it to Albert Bandura’ s social cognitive theory and "the early notion of 'Bildung' that sees education as the process of shaping oneself and the world as put forth by German writers and thinkers Wilhelm von Humboldt and Friedrich Schiller in the late 18th and early 19th century." I think, though, connectivism is characterized not by the Brown and Adler quote, but by this variation: "We think, therefore, we am." See also more  trends in open innovation at GIZ - a lot of good stuff here, including sections on tech hubs, crowdfunding, Africa's mobile revolution, and more.

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Want even more mind-blowing TED Talks? Let’s get more STEM teachers in the classroom. Starting with … you!

Stephen Downes' OLDaily - Wed, 10/01/2014 - 00:00
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Baratunde Thurston, TED Blog, [Sept] 30, 2014

Sorry about the super-long title. It's typical of this post, which in turn is typical of the TED approach to education. Which is sad, and (as we see in this video) disappointingly patronizing. "Today,  Cultivated Wit launches a co-funded digital campaign to inspire math, science, tech and engineering (or STEM) undergraduates and recent grads to teach." Yes, teaching science and technology and the rest are important. But a video titled (so help me) "I blow minds" isn't going to convince graduates to teach these subjects. Offering them a competitive salary and professional standing will. But I'm still waiting for that TED video.

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Network Theorist Barry Wellman Receives Lifetime Achievement Award from the Oxford Internet Institute

Stephen Downes' OLDaily - Tue, 09/30/2014 - 21:00
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Unattributed, Oll Awards, [Sept] 30, 2014

Worth noting as University of Toronto researcher  Barry Wellman receives a significant honour. "The top-cited Canadian sociologist, Wellman’ s current work continues to focus on the interplay between information and communication technologies, especially the Internet, social relations and social structure." Here's a sample of his writing, from Connecting Community: "In the old days, before the 1990s, places were largely connected -- by telephone, cars, planes and railroads. Now with the Internet (and mobile phones), people are connected." And the Glocal Village: "the Internet and other new communication technologies are helping people to personalize their own communities."

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A Guide to Evaluating Networks

Stephen Downes' OLDaily - Tue, 09/30/2014 - 21:00
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Madeleine Taylor, Beth's Blog, [Sept] 30, 2014

From the original post it took three clicks to actually read the document, and that includes a form asking for my name and email for spamming purposes. But I'm interested in networks and I wanted to see what they had to say about evaluating networks. I could probably have stayed with the original post, although the case studies casebook is a substantial document. My main issue is that, although they are using the word network, what they are actually evaluating are consortia or collaborations. Why do I say this? Well, there's the presumption of a common objective, limited or closed membership, rules and processes - all the hallmarks of a single cohesive organization, and not a distributed entity such as a network. I'd point to their definition or account of what a network is, but they don't have one; all they have are very standard and very ordinary evaluation criteria that would be familiar to any hierarchical organization.

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How To Train Your Attention and Be Effective When Working Online

Stephen Downes' OLDaily - Tue, 09/30/2014 - 21:00
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Beth Kanter, Beth's Blog, [Sept] 30, 2014

OK, I have a cat that sits on my desk right in front of my keyboard, so I know about being distracted. But then again, I'm usually playing on Facebook or Twitter, so I guess it's a wash. But I'm not sure I need to go on an Information Diet, even if Clay Johnson recommends it. And I think that Daniel J. Levitin's distinction between task-negative and task-positive modes of consciousness is just so much made-up stuff. I haven't observed Linda Stone's 'email apnea' in myself (I have the regular kind of apnea, so I know what to look for). See, the presumption here is that the conversations we have online are interfering with the work we're supposed to be doing. But increasingly, these conversations are the work we're supposed to be doing. And if your work is taking you away from the network, maybe you should re-examine your work. It may be dysfunctional.

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Open Online Participant Invite for 2014-15

Stephen Downes' OLDaily - Tue, 09/30/2014 - 12:00


Various authors, Gleneagle Secondary‘s Philosophy 12 class, [Sept] 30, 2014

If you want to challenge the preconceptions of high school students (well, at least some of them) this is the place to do it. "For now the third year running, Gleneagle Secondary‘ s Philosophy 12 class is being conducted as an open-online course  that  you are invited to join as a non-credit learner in the community." This is also my third year dropping occasional comments into the course.

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Ed Tech Investment & Exit Report – 2014 On Track for New Funding Record

Stephen Downes' OLDaily - Mon, 09/29/2014 - 15:00
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Unattributed, CB Insights, [Sept] 29, 2014

Interesting set of statistics related to venturer capital investments in education technology. The first overall trend is that money is pouring into the sector at a record pace. Second, the list of must well-funded ed tech companies might surprise you - leading the way are companies like Open English, TutorGroup and lynda.com. "Open English is an online school created to reinvent the English-language-learning experience targeted towards Spanish and Portuguese speakers in the Americas... TutorGroup is a provider of live synchronous e-Learning services focused on teaching language to global business professionals."

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That’s Just, Like, Your Opinion, Man

Stephen Downes' OLDaily - Mon, 09/29/2014 - 03:00


Rebecca Schuman, Inside Higher Ed, [Sept] 28, 2014

Fun read in which Inside Higher Ed and Slate education writer Rebecca Schuman defends herself against  a long criticism authored by by Cornell writing lecturer Charles Green. "I think she crafts fundamentally anti-academic arguments, anti-academic in that they rely heavily on unsourced and unsupported generality clothed in hyperbole," he writes. She responds that she's writing magazine articles and that " a lot of “ public” writing by academics is self-censored, over-equivocated, bogged down in data analysis, and thus unreadably boring to a non-academic audience." I would add that it is often no better researched or sourced than many magazine articles either. I'll hand it to Green, though, for his game and valiant defense of his argument in the comments.

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Stephen Downes: ‘This is the next era of learning’

Stephen Downes' OLDaily - Sun, 09/28/2014 - 12:00
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Stephen Downes, Online Educa Berlin, [Sept] 28, 2014

This is my pre-presentation article in the Online Educa Berlin newsletter (I will be keynoting there in December). It discusses the origin and major elements of our current "Learning and Performance Support Systems" program, which is launching pre-release beta invitations in October (we still have a lot of construction to do).

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