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The meat of this short report is found in the link to the release of the research and rubrics (102 page PDF) Pearson uses in its learning design projects, all under a CC-by license. Previously covered here. "Pearson also issued a shorter report on how the company says it is “ Using Learning Design to Build More Effective Engaging Products” and a promotional blog post," writes Leo Doran.[Link] [Comment]
Medium is one of the better content sources out there; I follow a number of their publications. It has had a variety of business models over the years, most recently being a traditional ad-revenue system. But yesterday co-founder Evan Williams Evan Williams announced that Medium is getting out of the advertising business. "It’ s clear that the broken system is ad-driven media on the internet," he wrote. "It simply doesn’ t serve people. In fact, it’ s not designed to." So what next? I assume they have a plan, but it wasn't part of the announcement. It's "a new model for writers and creators to be rewarded, based on the value they’ re creating for people." But I will be curious to see the direction they follow. Photo: Christopher Michel[Link] [Comment]
Content management systems are making the transformation from being website hosts to being data services. In this way a single CMS can serve any number of different applications, websites, or data services. This article describes how a Javacript framework called Ember is performing this task with the Drupal CMS.[Link] [Comment]
Two part article (part one, part two) on personalization (there may be more parts in the future) based on a review of Personalized Learning: A Guide for Engaging Students with Technology by Peggy Grant and Dale Basye. This first part summarizes a 2010 initiative called Project RED (Revolutionizing EDucation) "which looked at the ways that technology can improve student achievement." The second part is "a list about the benefits of using technology for learning." I'm hoping future installments look more deeply at both the book and the subject.[Link] [Comment]
Good article that challenges the idea that anonymity is the cause of poor behaviour on social networks (and that things would improve if we required people to use their real names). " the balance of experimental evidence over the past thirty years suggests that this is not the case. Not only would removing anonymity fail to consistently improve online community behavior – forcing real names in online communities could also increase discrimination and worsen harassment." So if it doesn't actually help, why do so many pundits call for an end to anonymity? "This provided the justification for more advanced advertising-based business models to develop, which collect more of people’ s personal information in the name of reducing online harm." Via Ben Werdmuller.[Link] [Comment]
Star is a pub and bar company in Britain. You lease pubs from them then eke out a living. It's in their interest to promote successful pub lessees, and so they've released this e-learning training package of courses. Why is this important? It shows that online learning can be sustainable even when students aren't paying for it. Via Eat Out.[Link] [Comment]
I found this list useful as these reports offer a bit of a snapshot of the industry. They are:
This is an odd list. It's useful to debunk the buzzwords, but this item seems to endorse some questionable ones. Let's go through the list:
No, this article doesn't make things clearer at all.[Link] [Comment]
Educators love nothing better than a good taxonomy. It's like dangling catnip in front of them. So courtesy of is the learner engagement spectrum. "The Learning Management System can act as an indicator of engagement throughout the organization. If you have the right tools which let employees communicate and share their knowledge, you have several ways to make good use of their engagement spectrum." Note that this article looks like paid placement for Growth Engineering (and if so, should be declared as such, ahem). They want you to sign up to view this 23 page workbook. Don't. It's just a pitch to take you to the Academy LMS, which touts game-based learning. Hey, I like a good LMS as much as the next person, but unmarked paid placement like this discredits the entire industry (and especially the publications that run it). Read more.[Link] [Comment]
My answer to this is: almost never. But let's hear the other side. "Digital media changes the way students think. One study says that reading on digital platforms makes youngsters more focused on 'concrete details rather than the big picture.' ... it would seem better to use non-digital platforms for teaching subjects where abstract thinking is crucial." And "the price we pay for being constantly inundated with information is a loss of our ability to be contemplative and to engage in the kind of deep thinking that requires you to concentrate on one thing." There is also the concern about "screen addiction". I don't take any of these arguments to be conclusive; digitally literate students may think differently, but it does not follow that they are faring more poorly.[Link] [Comment]
Gardner Campbell starts off the new year with a terrific post asking the question: "what are the elementary particles and fundamental constituents of learning?" It's not that there's a right answer, but rather, that it sets us in motion asking the deep questions about our discipline. And whatever I may have thought about the question, I don't think I would have come close to Gardo's answer: love and insight. I don't see these as even close to elementary, but rather complex and complicated phenomena that require textbooks (or steamy summer movies) to explain. But if you're a teacher, and you're looking for feedback, it's the 'aha' of insight that is your primitive data (and Vicki Davis has a nice post on love of teaching today too).[Link] [Comment]
One of the criticisms of neural networks (and of associative inference generally) is that it cannot generalize. See, for example, Fodor and Pylyshyn 1988. Of course in the 25 years since the criticism was leveled they have faced the sternest of all critics: empirical evidence to the contrary. This paper describes a neural net that can learn Newtonian physics. "Our results provide surprisingly strong evidence of IN’ s ability to learn accurate physical simulations and generalize their training to novel systems with different numbers and configurations of objects and relations."[Link] [Comment]
I'm not so much a person-to-person person. I prefer mass media and talking to large groups. But that's my shortcoming, the habits of a person raised in the era of best-selling books, newspapers and television. And as comfortable as I am with the format, I can see it's weaknesses very clearly - as Alan Levine points out, there's no person at the other end of the line. And it's only when there's a person there that any of this makes any sense (maybe that's why YouTube comments are so horrible - we know nobody at YouTube will ever read them). Photo: Timur Saglambilek.[Link] [Comment]
Heather Morrison writes, "Arguably the best indicator of the global collaborative growth of open access, whether through archives or publications, is the ongoing impressive growth of what we can access through the Bielefeld Academic Search Engine, which surpassed two major milestones in 2016: over 100 million documents (about 60% open access) and 5,000 content providers." Too true.[Link] [Comment]
I mentioned Facebook's Instant Articles yesterday and the trap they pose to publishers. According to this article, publishers are also experiencing issues with Google's Accelerated Mobile Pages (AMP). "Google, to speed up AMP, stores copies of publisher’ s pages and serves them from its own internet network. So when a reader clicks an AMP link, the address bar at the top of the page displays google.com instead of the actual web address from the publisher. 'It looks like a Google story,' said Danny Sullivan."[Link] [Comment]
Maybe things work differently for major news media. Perhaps they still believe they need Facebook. From my perspective, when I stopped posting on Facebook at the end of last summer, my visits increased substantially. Facebook was neither showing my content nor referring traffic, yet people thought I was posting on Facebook and didn't look elsewhere. Meanwhile, Facebook started suggesting I pay for advertising, and at the same time they started flooding my news stream with advertising. If news media did what I did, their Facebook problem would be solved. But they're like the boy and the filberts. If they want to escape the trap, they have to let go a bit, but their greed won't let them. Image: itsaperfectstory[Link] [Comment]
Yes, it has only been a year, and I'm asking again. I have maintained OLDaily and the rest of this website at my own expense since 2001. It is not subsidized by my employer or anyone else. I've always been happy to do it, but now I need your help. Click here to Donate.
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It's not clear who actually authored this article, but it reads like Clark Quinn, so I'll go with that. In any case, the author adopts an approach similar to Daniel Dennett's intentional stance, postulating different 'levels' at which we can talk about the cognitive science behind learning. The most basic level is at the neural level, and here "its core, learning is about (forming and) strengthening the connections between certain neurons." No problem. Where things become problematic is at the next level, the cognitive level, where "learning and instruction is about designed action and guided reflection." I think that this account has a lot of problems. Finally, "At a higher level, one might consider social learning." It's a good article overall, which is why I'm passing it along.[Link] [Comment]
One of the problems of online earning is that it can be a very solitary activity. Educators have addressed this problem by creating cohorts - groups of people who travel through the course together. In the physical world, this is easy: set a class time and place. Online, it is more difficult, especially if you are dealing with large numbers of students. People learn at different speeds. People participate at different levels. These can lead to a single person being the only active learner in their cohort. So it's a conundrum.[Link] [Comment]
Every year at this time I award the Downes Prize to the most-read post of those I've posted some time in the previous 365 days. This year that means any one of 1288 total posts from hundreds of authors around the world. The award is intended to be an objective measure, not based on popularity contests, campaigns, or any other such thing, but reflective of actual interest in the item on the part of OLDaily readers..
Without further ado,
This year's Downes Prize is awarded to:
Michael Caulfield, for New Directions in Open Education published in Hapgood, Oct 10, 2016
In 2016 we stopped talking about the technology for a bit and started talking about the implications of it. It was a good conversation to have. It relates to many of the themes of the year - the commercialization of MOOCs, the rise of fake news, life and living in the cloud, and the the meaning of learning and our place in it. Caulfield's article, a keynote given at Metropolitan State’ s TLTS conference in Denver, CO., touches all of these things and more.
In the process, Caulfield delivers an incisive look not only at the future of open learning, but also of the nature and objectives of open learning itself. Open learning is not just the redistribution of a Yale lesson or a Stanford MOOC. But why not? It's based in "the human core of open," he explains. It's based in the students' individual needs for belonging, relevance, and diversity of experience. Replaying an open lecture doesn't contribute to these: in fact, in some ways, it undermines them. Through concepts such as loosely coupled classrooms and choral explanations, Caulfield positions open educational resources not only as enabling access to learning, but also enabling a new pedagogy.
This is a genuine and deep contribution to the field, well-recognized by readers of OLDaily, and hence, recognized with this year's Downes Prize.
In 2015, the Downes Prize was awarded to Alaa A. AlDahdouh, Antó nio J. Osó rio and Susana Caires for Understanding knowledge network, learning and connectivism published in theInternational Journal of Instructional Technology and Distance Learning.
In 2013, the Downes Prize was awarded to Tony Bates for Discussing design models for hybrid/blended learning and the impact on the campus
, , Dec 31, 2016
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