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Do you read OLDaily? Would you like to send me your opinions? This is your chance! Click on the link to go to my 2014 OLDaily reader survey and let me know what you think. Thanks![Link] [Comment]
I haven't heard the term 'gender mainstreaming' before, but this workbook has worthwhile objectives:
I also like the way the document draws a clear relation between gender equality and poverty. "Much has been written about how educating a girl will benefit her whole family and her community. Research has shown that investing in education improves the health of mothers and children, enhances the social and economic situation of families and communities and leads to a better future."
Regular readers of OLDaily know how much I love radio, and community radio has to be one of my favourite versions of the medium. The primary purpose of community radio is to provide access to all to the public airwaves. To do this they "promote access to media facilities and to training, production and distribution facilities as a primary step towards full democratisation of the communication system" and "offer the opportunity to any member of the community to initiate communication and participate in programme making and evaluation, encouraging local creative talent and foster local traditions." The "are motivated by community well-being, not commercial considerations" and "promote the right to communicate, assist the free flow of information and opinions, encourage creative expression and contribute to the democratic process and a pluralist society." All that means that the process of participating in a community radio station is at least as important as the product they put on the air. This is also the model I have employed in the creation of community newspapers, and the model I follow when developing tools and systems for online learning.[Link] [Comment]
The TIPS Framework Version-2.0 : Quality Assurance Guidelines for Teachers as Creators of Open Educational Resources
I'm not so happy with this resource as I am with some of the other resources produced by the Commonwealth Educational Media Centre for Asia (CEMCA). The quality framework the author employs is based on the concept of 'fit for purpose', which is fair enough, but the purpose emphasized is use by educators and publishers. So before even discussing the quality framework there is a long discussion of licensing which repeats the fallacious argument "for public funding and international philanthropic funding to create the OER initially and then allow private enterprise to localise OER and deliver afterwards." The term 'private enterprise' in this is a codeword for 'charge the user'. But if government can pay producers to produce the resource, why can't it pay translators and distributors to distribute the resource? How does it make sense to shift the cost of this to people who have little or no money?
The remainder of the assessment framework is equally trite. For example, we have the dubious assertion that "All the known learning objectives can be categorised into one of the five domains: the Cognitive, the Affective, the Metacognitive, the Environment, and the Management Domain." Similarly, we have the "38 criteria... presented here as the 2014 TIPS Framework version 2.0." These criteria include "You should clearly state the reason and purpose of the OER, its relevance and importance," "Stimulate the intrinsic motivation to learn, eg through arousing curiosity with surprising anecdotes," "Try to offer learning support." This tells me most of all that the author doesn't understand the meaning of the word "criteria". And we have the mis-applied content validity ratio, from Lawse (1975). 40 page PDF.[Link] [Comment]
There are four case studies provided: "Integrating OER in a Teacher Education Course," from Sri Lanka; "OER-based Post Graduate Diploma in e-Learning," from India; "National Institute of Open Schooling – Open Educational Resource Initiative," also from India; and "Developing a Fully OER-based Course," from Malaysia. 56 page PDF. I think these provide a fairly wide cross-section of the application of OERs in learning, though I would have liked to have seen an OER-based MOOC study, and a case where learners themselves directly accessed and used OERs independently, as this is probably the widest use of OERs generally.[Link] [Comment]
This (44 page PDF) is a curated list of tools for teachers, sorted into categories like 'mind tools', 'resource management tools', and creativity tools', with each tool discussed, described, and suggested for specific applications. It would be nice to be able to click on the tool URL right in the text, but there's a full list of tools at the end of the document with URLs you can cut and paste into your browser. Criteria for tool selection include: "minimize the time and effort spent on a task," "ease of use; eliminating a lengthy or steep learning
Open schooling is "the physical separation of the school learner from the teacher, and the use of unconventional teaching methodologies and information and communications technologies." It addresses significant issues in many countries, including the provision of education for girls, for students who have been failed or dropped out, and for students who are unable to attend school. This post is an overview of the Commonwealth of Learning's Open Schools project, with quotes and examples.[Link] [Comment]
So now Twitter is spying on you. Surprised? "Twitter is now collecting information about the apps installed on users’ devices in order to better target and tailor advertising and other content to them."[Link] [Comment]
This is a pretty key statement, I think: "Our profession will not be mandated into meeting the needs of modern learners but the power of networks and new thinking around affiliation can help diffuse the work." It is the way we work as individuals, and work with learners as individuals, that will define the new structures of learning. This isn't atomism or individualism in some sort of Ayn Rand sense; rather, it's redefining the institution from being some sort of large structure into some sort of more nimble network.[Link] [Comment]
The point behind this brief post is to ensure that authors get the critical elements of their work into the open commons before submitting it in such a way that would lead to it being locked down behind a paywall. "Some researchers and teachers who are concerned about their publicly funded research reports, teaching materials and data becoming locked into restrictive publishing arrangements, are using the Commons to develop and publish the elements of the project before going to the private publishers." Another way of looking at it: you can feel less concerned about publishing using a commercial publisher if the major elements of your work are inj the commons.[Link] [Comment]
This is basically my view: "In her presentation about open peer review at the 2014 OpenEd conference, Eva Amsen challenged her audience by asking: 'Why are people so mean?' She argues that allowing the public to see the review process, and allowing readers to know their reviewers, demands that the reviewers be nicer and more human, a stark contrast from traditional academic peer review." Funny thing, when I suggested such a thing to a group recently, the response was, "people don't want to put their stuff out into the open before it has been vetted." The perception was that the public, as opposed to the peer review board, would be mean. Or, maybe, that the latter would at least be mean in private.[Link] [Comment]
According to this report: "Traditional business education models are being disrupted by technology, the introduction of MOOCs, market competition, university fees and increasingly demanding employer and employee needs, finds a wide-ranging new report called See the Future."[Link] [Comment]
I'm seeing more and more initiatives along these lines these days. "The VMPass project is developing an accreditation framework for informal and non-formal learning through resources such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC). The accreditation is achieved through completion of a learning passport." So the passport is in many ways similar to the concept of the badge (except, it's a passport). There are three sections that need to be filled out for a credential (visa?): one section by the learning provider, one by the student, and one by the assessing/certifying institution. Here's an example.[Link] [Comment]
For a short period over the summer I was completely addicted to the online quizzes shared by sites like Facebook - things like "what world leader are you most like", for example - but as fall came it was almost as though they stopped trying to write interesting quizzes and became blatant attempts to collect data. Which is what they are: blatant attempts to collect data. Although for some companies - the article mentions Buzzfeed in particular - it's about collecting traffic, not collecting data.[Link] [Comment]
"The world is fast becoming social, automated and more specialized than in the past, and a key factor of the evolution is consumerization of learning." I'm not sure I like the word 'consumerization' of learning, because it suggests a commercialized system driven by markets and advertising. That would be a risky development indeed. Our food distribution system, which is also based on consumerization, leaves some children morbidly obese and at the same time leaves large numbers of children malnourished and even starving. So we need to do better in education (and, for that matter, fix our food distribution system). At the same time, the idea of one education for all (or one diet for all!) is unpalatable. And that's what's changing - different people are getting the education they need, and not some centrally designed standardized fare. That's a good thing. The trick is to get the good without the bad.[Link] [Comment]
The new learning web is distributed and connected, just like a network (because it is a network). Here's what I mean. This article talks about how to send results from games templates built using Lectora to your learning management system (LMS). This post is pretty technical and not exactly exciting reading. But that's not the point. What's important is that different providers are thinking about how their applications talk to each other. (I'm looking forward to the post-Flash days though - the most common message on my computer these days (and this page produced yet another instance) is "The Adobe Fl;ash plugin has crashed... Learn more."[Link] [Comment]
I got this link from Andriy Drozdyuk, one of the developers working on LPSS. It describes a framework called Colussus developed by Tumblr to support the implementation of microservices. "These are small, specialized applications designed to efficiently encapsulate a single feature or component." They are coded using a toolkit called akka, designed to "raise the abstraction level and provide a better platform to build scalable, resilient and responsive applications." This feels a lot like Ruby on Rails did when it was first introduced, and while it had its quirks, Rails became an important and influential framework. Here are some other HTTP frameworks built using akka.[Link] [Comment]
One thing that occupies my thinking is the tension between personal learning and community. Clearly community is important. But if community defines learning, the personal is subsumed. This post looks at community platforms used by organizations and the role of "community managers who can facilitate activities on the platform." This person needs to be, suggests the author, in part a trainer, a content curator, a connector, a brand ambassador, and a consultant. What is not discussed - a nd probably should be - is what happens when these roles conflict.[Link] [Comment]
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