Miscellaneous

You Pay to Read Research You Fund. That’s Ludicrous

Stephen Downes' OLDaily - Thu, 04/21/2016 - 21:00


Ryan Merkley, Wired, Apr 21, 2016

This is an opinion article from the CEO of Creative Commons that (as the title suggests) defends efforts like SciHub to provide direct access to scientific publications despite publisher copyrights. Ironically, as I was reading this article, a bit screen came up, blocking the content, requiring me to turn off my ad blocker.  I'm not turning it off. Here's the thing - I don't mind viewing an advertisement, but what the ad blocker blocks are advertisements that track my viewing habits and (sometimes) try to install spyware on my computer. So let me quote the final line in the article baack to Wired: "There’ s no way anyone can know what research and data can reveal unless we set it free. Innovation can come from anywhere— not just academics— but only if we allow for a non-linear and unrestricted approach to inquiry and discovery." There was a day Wired could survive without spying on its readers, but not any more, I guess.

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Categories: Miscellaneous

Prime Minister Justin Trudeau affirms $50M for physics think-tank in Waterloo, Ont.

Stephen Downes' OLDaily - Thu, 04/21/2016 - 15:00


Jackie Sharkey, CBC, Apr 21, 2016

The story swirling around the internet is that the Canadian prime minister, Justin Trudeau, answered a question by explaining why quantum computing is interesting and novel. Coverage in Canada about the story focused on the funding announcement for quantum physics at the Perimeter Institute. Which was as it should be. It should not be remarkable that a prime minister should be able to spend 30 seconds speaking knowledgeably about something the government is spending $50 million on. And Trudeau was, after all, a teacher.

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Categories: Miscellaneous

Open peer review : from an experiment to a model

Stephen Downes' OLDaily - Thu, 04/21/2016 - 12:00


Julien Bordier, HAL, Apr 21, 2016

This could be an important article. The report (49 page PDF) reports on research around open peer review "facilitated by a specific work of a copy editor, name this prototype as: OPRISM, Open Peer Review facIlitation through Social Media" and proposes a model for the practice. The approach is not without risks, for examplee, "that authors refuse to participate to such protocol and, hence, avoid publications practicing open peer review... The author either fears to ruin his reputation or refuses to be criticized." But on balance, with ownership and control of the manuscript remaining in the author's hands, and review and commentary contained in separate documents, these risks can in general be overcome. And indeed, "As a referee put it himself, 'the referee is reviewed'.... the referee's hegemony, usually mediated by the journal behind the curtains of anonymity, is questioned. Thus, open peer review introduces reciprocity in the process."

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Categories: Miscellaneous

Gamification, personalization and continued education are trending in edtech

Stephen Downes' OLDaily - Wed, 04/20/2016 - 22:00


Sean O'Connor, TechCrunch, Apr 20, 2016

The real story here is buried: "While the market is small and fractured today, GSV Capital estimates that education will grow from 9 percent to 12 percent of America’ s GDP over the next decade. This equates to a trillion-dollar opportunity." That's an awful lot of opportunity. Good article with good insight on some rising companies and key trends.

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Higher education is trapped in a competition fetish

Stephen Downes' OLDaily - Tue, 04/19/2016 - 23:00


Rajani Naidoo, University World News, Apr 19, 2016

Interesting take. Makes some points that need to be made. Rajani Naidoo writes, "I am arguing against is the idea of competition as a fetish – the idea that different types of competition can be unthinkingly applied to answer all the unsolved problems of higher education. Or the idea that competition has become so powerful that other ways of organising are rendered obsolete."

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Categories: Miscellaneous

MOOQ

Stephen Downes' OLDaily - Tue, 04/19/2016 - 23:00


Various authors, Apr 19, 2016

Somehow I think that my understanding of MOOC quality will be different from their understanding of MOOC quality, but I wish them the best. "MOOQ’ s mission is to develop a quality reference framework for the adoption, the design, the delivery and the evaluation of MOOCs in order to empower MOOC providers for the benefit of the learners. The main goal of MOOQ is therefore the development and the integration of quality approaches, new pedagogies and organisational mechanisms into MOOCs with a strong focus on the learning processes, methodologies and assessments." I will say that the design on the web page reminds me of the inoffensive corporate art you see outside banks or at Canary Wharf.

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Personal and Personalized Learning

Stephen Downes' OLDaily - Tue, 04/19/2016 - 17:00
, , Apr 16, 2016
Enclosure: 2016_04_16_-_Personal_and_Personalized_Learning_-_a.pptx
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Categories: Miscellaneous

Personalizing 21st Century Education

Stephen Downes' OLDaily - Tue, 04/19/2016 - 14:00


noreply@blogger.com (Stephen Downes), Half an Hour, Apr 19, 2016 Notes from:
Personalizing 21st Century Education: A Framework for Student Success Dan Domenech, Morton Sherman, John L. Brown Jossey-Bass, a Wiley Brand. 2016 Personalizing Learning - the vision - reviewing notes at home - in school - no grades - director of learning gives them activities - independent, small groups, one-on-one, larger sessiions - mastery learning; lessons - ongoing evaluation, adaptive learning Driverless cars What is a personalized 21st century education - personalized education plan (developed by teacher) - adaptive learning via assessment - grouping by proficiency, not age - teacher = director of learning - cf Kettering Foundation, Individually Guided Education Ten Building Blocks - creating a vision for personalization - dealing with diversity (SD: vs embracing diversity) - identifying benchmarks and exemplars of schools already personalizing - transforming curriculum and programs of study - personalizing teaching ang learning, focus on needs and strengths - accountability - making assessment meaningful - maximize impact of technology - personalizing leadership and governance - new approaches for decision-making - personalizing health, social and psychological services - cultivating paret, community, institutional partnerships Demographics - minority needs - preparing students for the world of work - is the best education for the high achiever the best education for all? - making multilingualism a resource - low socioeconomic status students - special needs Personalized Curriculum - Discoverty Elementary School in Arlington: - idea of curriculum as an immersive experience - physical plant reflects this - classrooms named for environment - Innovations Early College High School in Salt Lake City - no bells, no schedules - curriculum based on proficiency - curriculum vs standardization - today - curriculum defined as what students should know, based on test-prep - but research speaks against this - five points: - learning is holistic - all authetic learning is experiential (Dewey) - transmission approach inadequate and misinformed (Friere) - learning is brain centered, need to emphasize executive function - creativity and self-expression as a biological necessity - we express our intelligence differently and personally - vision for 21st century curriculum - organic and integrated system, aligned to achieve maximum learning outcomes, not just cognitive, created collaboratively, focused and realistic but ambitious, student-centered Teaching and Learning - PISA, TIMNS - suggest great teaching is mediated by instructor, not presented through lecture - need for instructors to employ research-based principles of learning - case studes - a few top picks: - curriculum compacting - acceleration where possible, coaching where needed - tiered lesson and learning centers - complex instruction - variety of learning structures - learning contracts - orbital studies - student-generated extension projects - independent study options - interest centres and interest groups - reflective journals and think logs (SD: tlogs?) - RAFT assignments - roles, audiences, formats, topics - capstone projects - cooperative learning structures eg. peer teaching Assessment - be clear about what tey are expected to learn and why - create a roadmap or visual organizer - personal goal setting and strategic planning - metacognition Some recommended changes for consideration: - select big-idea and conceptually challenging standards or goals - organize outcomes around concepual bands or themes - outcomes should reflect full range of student development - comprehensive K-12 delineation of what students are expected to learn - staff become true data experts - move beyond traditional data collection - build a data management platform - students take on active and ongoing role in their own data management - personalize data management and assessment - involve all stakeholders Meaningful, authentic and lifelong learning outcomes - work ethic, integrity, teamwork, self-representation, diversity awareness conflict resoltion, creativity - professional knowledge skills - speaking and listening, job acquistion customer service See also: www.wiley.com/go/personalizing21 [Link] [Comment]

Categories: Miscellaneous

OER as a participatory activity

Stephen Downes' OLDaily - Mon, 04/18/2016 - 15:00


Sean Connor, Saylor, Apr 18, 2016

Saylor writes and endorses the recent Creative Commons post on OER as a participatory activity. But it adds, "Saylor Academy would absolutely benefit from infrastructure that would encourage us, our students, our partners, and members of the wider open community to really create the open content we need from the open content that we have." Of course, I've spent my entire career working toward this. It's not without its difficulties and obstacles - trust me, I know. It's hard to find funding and support for such a project. You're working against entrenched interests in the content and publishing industries. I'll raise this as a topic here in D.C. with the Discovery Education network and again when I meet with George Siemens in a few days in Arlington. People could have this if they were willing to put up some backing for it.

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Categories: Miscellaneous

Equal Promises, Unequal Experiences

Stephen Downes' OLDaily - Mon, 04/18/2016 - 15:00


Carl Straumsheim, Inside Higher Ed, Apr 18, 2016

Students from an online Master's degree course are suing because "the program doesn’ t live up to its promise of being designed for an online setting and not a physical classroom." It's a textbook case of how not to deliver online instruction: "the 'content' mostly consisted of scanned-in PDFs of textbooks (with blurry pages and sentences cut off) and PowerPoint slides taken from the in-class courses, without any narration or explication." And to rub salt in the wound, "At an estimated $33,300, the online program is about $4,000 more expensive than the face-to-face program." Cash grab.

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Categories: Miscellaneous

20 Videos and a Poster Explaining Logical Fallacies

Stephen Downes' OLDaily - Mon, 04/18/2016 - 15:00


Richard Byrne, Free Technology for Teachers, Apr 18, 2016

I have it in mind to one day update my  logical fallacies site and to incorporate into an online course. Meanwhile, there's this: "Your Logical Fallacy Is is a website that provides short explanations and examples of twenty-four common logical fallacies. Visitors to the site can click through the gallery to read the examples. Your Logical Fallacy Is also provides free PDF poster files that you can download and print." Also,  Wireless Philosophy offers a playlist of twelve videos on logical fallacies. 

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Categories: Miscellaneous

I Don't Care About Your Life

Stephen Downes' OLDaily - Mon, 04/18/2016 - 15:00


Jason Guriel, The Walrus, Apr 18, 2016

I realize that you don't care about my life (at least, not nearly as much as I care about it). That's OK, I can deal with that. But when I was taking religious studies courses in the 1980s I first encountered the 'confessional' course, where we were studying religion not only as a phenomenon but also as an expression of personal faith. Not having faith, I fared poorly, and it was my only 'C' in a string of As. But why is this relevant? Because it sheds some light on what's actually happening in this article when the author writes, "the confessional voice is dangerously attractive; as Virginia Woolf put it, 'under the decent veil of print one can indulge one’ s egoism to the full.'"

Is the author simply using the term 'confessional' incorrectly? Or, as is more likely, is he confusing the objective voice with the context-free voice? A mixture of both ('confessional' as reflecting "our declining belief in a tradition or canon (whose dead white masterworks once ensured that critics shared a set of reference points outside the self)"). But my background knowledge is what tells me that the author is opposing the idea of criticism as belief or  point of view. If he simply stated his point so plainly, the grounds for objection would be clear. But the argument needs to be extracted from its shell, and you, the reader, have the right to be informed about the mechanism I used to do that, which in this case was my personal experience of confessional courses in the 1980s.

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Categories: Miscellaneous

Apple 'abandons' QuickTime on Windows

Stephen Downes' OLDaily - Mon, 04/18/2016 - 15:00


BBC, Apr 18, 2016

Thank goodness. Now if we could only get Apple to 'abandon' Safari on Windows (and everywhere else). Then all those annoying update messages for products I never use would stop.  Oh, and I haven't had QuickTime installed for years - it hasn't stopped the slew of update popups. Earth to Apple: the world does not need software optimized for the Apple experience.

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Categories: Miscellaneous

Some academics remain skeptical of Academia.edu

Stephen Downes' OLDaily - Sun, 04/17/2016 - 09:00


Shawna Wagman, University Affairs, Apr 17, 2016

"Please, don’ t put your papers on Academia.edu," Wolfgang Schwarz writes, arguing according to this article that "He argues that the platform essentially bans access for academics who, for whatever reason, don’ t have an Academia.edu account. It also shuts out non-academics." I've been hit with login requirements from both here and its twin, ResearchGate. I don't upload my papers to either site, though they've collected a large body of work by scraping available online libraries.

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Categories: Miscellaneous

Active OER: Beyond open licensing policies

Stephen Downes' OLDaily - Sun, 04/17/2016 - 09:00


Timothy Vollmer, Creative Commons, Apr 17, 2016

Here is the point of the post in a nutshell: "If we agree that empowerment and engagement of educators and learners is an important goal, we need to implement active policies that build on and support the potential ensured by passive ones," policies such as incentives and infrastructure (but let's be honest: mostly incentives). This is based on the presumption that "less than 5% of users is willing to modify content, remix it, create own versions and mash-ups." Judging by the amount of resharing, retweeting, and reposting that happens on Twitter, Facebook and the rest, I would say this number is very low. If it applies at all, it probably only applies to teachers and OERs. And I have to ask, if we have to incent them to reuse, then we should examine what we're doing.

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Categories: Miscellaneous

Six Ways to Support Personalized Learning

Stephen Downes' OLDaily - Sun, 04/17/2016 - 09:00


Gregory Dobbin, EDUCAUSE Review, Apr 17, 2016

This is a survey from the responses from the winners of Integrated Planning and Advising for Student Success (iPASS) grants last year.

  1. Focus on Differing Levels of Preparation
  2. Strengthen Student Engagement
  3. Accommodate Different Goals and Styles
  4. Rethink Institutional Structures and Support
  5. Take Advantage of Appropriate Technologies
  6. Build Trust

All of these seem reasonable - who would object? But the implementation is another matter, and these points are all (especially the last three) so broad they offer no guidance at all.

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Categories: Miscellaneous

In Britain, the Wealthy Get Wealthier

Stephen Downes' OLDaily - Sun, 04/17/2016 - 06:00


John Morgan, Inside Higher Ed, Apr 17, 2016

More evidence for a proposition that has been noted in this newsletter before, specifically, that equality of outcomes is not achieved simply by providing access to the same curriculum. The purpose of elite institutions of higher education is to allow the wealthy to create insider networks, and these appear to freeze out the non-wealthy, even those who attend these institutions. "Graduates from richer family backgrounds (defined as top 20  percent by household income) earn significantly more after graduation than other graduates, even after completing similar degrees from similar universities." See also another report on the same study from the BBC.

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How to Build an Engaged Event Community

Stephen Downes' OLDaily - Sat, 04/16/2016 - 19:00


DoubleDutch, Apr 16, 2016

Relatively light (11 page PDF) but generally useful guide on the use of social media to support an event. The publishers produce event apps, so they have an interest in this, but it doesn't appear until the last page. And they capture the pain point nicely: "56% of marketers still list the ‘ inability to tie engagement to business outcomes’ as the largest pain point of measuring social media ROI." I agree. It was really difficult for me to match a particular event to the launch of a particular project. How then do I justify them to my managers?

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Categories: Miscellaneous

OpenText Release 16

Stephen Downes' OLDaily - Sat, 04/16/2016 - 19:00


Press Release, OpenText, Apr 16, 2016

For the record: OpenText release. "Introducing OpenText Release 16 which offers an open platform for better control, deeper integrations into your mission-critical systems and a sharp focus on embedded analytics for actionable intelligence, available on premise or in the cloud. All in a single release."

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Events: NYU "Politics Of Privatization" Summit [#PoPNonCon16] Going On Now

Stephen Downes' OLDaily - Sat, 04/16/2016 - 19:00


Alexander Russo, Education Next, Apr 16, 2016

Alexander Russo writes, "In case you haven't seen it, there's a "Non-Conference" on Privatization in Education  at NYU going on this week... The hashtag is  #PoPNonCon16. The livestream is here." Just so you know.

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