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Long discussion of the argument that the professoriate (in the United States) leans left. I have little patience for such discussions because I'm of the view (also expressed in this article) that people on the left self-select into academic positions (just as people on the right self-select into business positions). I also think the disparity is exaggerated by the general right-wing tilt of American society as a whole (what they call "moderate" I call "hard right"). I also see (again as expressed in this article) little to no evidence of any resulting bias in grading or promotion. Finally, if people are serious about encouraging more right-wing participation in academia or in education generally, the solution is simple: make these the highest paid positions in society, and require people in management and finance to work on a teaching salary.[Link] [Comment]
I don't think this is a bad list of things, though I would have been more reluctant to recommend specific products and services the way this article does (or, maybe, would have recommend more than one in each category). But to be sure, much of the fault with the recent mistrust of science lies not with researchers themselves (even though they are the audience for this article) but external agencies who have sought to monetize research output. The discussion in the comments on this is pretty good.[Link] [Comment]
Jane Hart taps into what I think is a fairly common tendency in enterprise social learning: "it is seen in terms of imposing social and collaboration tools on the workforce, compelling them to share and collaborate, and then controlling and tracking what they do share." This doesn't work because those that are already sharing resist attempts to have them change tools or submit to monitoring and control, while those who don't share resist the pressure to share. She recommends (and I agree) "a supportive bottom-up approach, which is more about supporting those individuals who already are sharing and collaborating with one another and encouraging others to experience the benefits."[Link] [Comment]
This post discusses a National Post article which asserts that Canada has failed at innovation for 100 years and questions whether Trudeau can fix that (presumably via financial transfers to industry, which was the previous government's strategy). I question the original assertion that Canada is not innovative. Alex Usher says Canada copies U.S. innovations, but in fact, the opposite is the case; American companies are more likely to copy Canadian innovations. The measures cited are mostly based on private sector spending (on R& D, on software). We've seen that giving the private sector more money won't actually increased their R& D spending. Innovation simply doesn't happen in branch plants.
In Canada most innovation is created by new companies and based on homegrown R& D from the ground up, and these are usually spin-offs from public sector investment like government and universities. Usher suggests that the locus of innovation should be the provinces, and not the federal government. But innovation is currently based both in the provinces (for universities) and the federal government (through military, through federal science, and through procurement). Of these, only federal science could be relocated to the provinces, but only four provinces have the resources to sustain them, which would actually create more, not less, centralization.[Link] [Comment]
I guess the students who built it have all graduated. We used it for the Personal Learning MOOC. It had some nice features but it definitely did not promote interaction, creativity or discussion. The platform did support limited embedding, which enabled (as described in this article) an interactive circuit diagram tool and a textbook to be embedded.[Link] [Comment]
The early days of the internet split into two major categories: talk, and work. Talk took place on Usenet, work took place everywhere else. I was a work person; I didn't have much time for Usenet. Work eventually won out, and with the invention of the Web - a work thing - creativity flourished. Those days are over. As Mike Caulfield says, "The hyperlinked vision of the web was replaced by Usenet plus surveillance." We fritter out time away with expressive social media, he says. Instead, "We need to start asking the real question, which is how do we teach our students to collaborate and communicate.' Well - no. I mean, yes, but we should have done that by the time they were out of, I don't know, grade 5 or so. Image: Wesley Fryer.[Link] [Comment]
Web annotations have been a longtime dream of many, but for many it was fool's gold - tantalizingly close, but ultimately worthless. We've seen a slew of efforts - web post-its, side-bar wikis, dual-column pages, and more. Now the World Wide Web Consortium (W3C) has come out with recommendations, including "a structured model and format, in JSON, to enable annotations to be shared and reused across different hardware and software platforms." Will this be the standard that makes the difference? Image: ShowMe[Link] [Comment]
About ten years too late, the LMS industry is in decline. "The self-paced e-learning market — defined by LMS, off-the-shelf content and services — is in steep decline and is expected to drop from global revenues of $46.6 billion in 2016 to $33.4 billion by 2021. According to the report: “ In the current e-learning market, the single most unfavorable place to be is the LMS market, which is essentially imploding, particularly in the U.S. corporate segment that has a negative 33.9 percent growth rate."[Link] [Comment]
What I like about the current age is that people have started thinking about different ways of representing (and different audiences) for all sorts of information. Today we have by way of example Nietzsche in Shapes and Colors, "a board book aimed at introducing Nietzschean themes to children by way of simple phrases and beautiful illustrations, including naturalism." And why don't we teach young children about the wonders of nature, the varieties of perspective, and personal empowerment? I had to wait until I was in university before I discovered these things had names and weren't the products of my imagination.[Link] [Comment]
As this article suggests, it's probably no coincidence that Google, Microsoft and Apple each have a product named 'Classroom'. Though all are listed as 'free', each requires the purchase of an expensive application or software suite. The products are being targeted aggressively at schools (especially in the U.S.) and the companies have created associated 'classroom' communities. The tools are mostly used to help students collaborate on documents and to submit homework assignments. Related: are we innovating or just digitizing traditional teaching?[Link] [Comment]
Language ArtsTechnology in School Who Says I Don't Like to Read? Sparking a Love of Digital Books Across Detroit
This article describes the deployment of MyOn in the Detroit public school system. MyOn provides access to a library of 13,000 titles for young readers. It works "by initially prompting students to take an interest inventory to decide what types of books they are interested in reading, and a placement test to determine reading ability." We are told that "since adopting the platform, the district has seen the number of books being accessed and read by our students increase dramatically." Interestingly, MyOn has no Wikipedia page. Previously a division of Capstone, it has just been sold to Francisco Partners, a private equity firm. More coverage of MyOn from various media.[Link] [Comment]
Michael Geist writes about this year's annual misrepresentation of the state of copy protection and media in Canada by the the International Intellectual Property Alliance (IIPA), a lobby group that represents the major lobbying associations for music, movie, software, and book publishing in the United States. In particular, he focuses on three areas:
As Canada routinely states every year, "Canada does not recognize the 301 watch list process. It basically lacks reliable and objective analysis. It’ s driven entirely by U.S. industry."
This is just something I want to keep handy for when I talk to people who already have a Kaltura system running. It seems like a pretty easy way to make a lot of learning resources. Or course the quality and value might vary, but creating something is infinitely better than creating nothing.[Link] [Comment]
Non-disposable Assignments (NDAs, though he agrees a better acronym is needed) are assignments that ase seen by more than just the student and the person grading them. They can be thought of as open educational resources, but the status as OERs connotes qualities that may not be there. The challenge of NDAs is to create these assignments in such a way that they are actually non-disposable, and not just disposable assignments published in an open way. "It takes a lot of effort to move past the first impulse of writing ones that sound like they are answering a question or a series of questions. Those have an odor of 'disposable-ness'."[Link] [Comment]
My grade 8 class created a model society. I was one of the two banks in our community. It was too much work, I didn't clear the cheques, and the town economy collapsed. But the idea was sound in principle. Later, as part of my MuniMall project, I created something called MuniVille, which again could be a simulated environment for town managers and elected officials. Once again, my ambition far exceeded my abilities, though fortunately no economies collapsed (and the MuniMall community I developed ran for the next ten years). So I like the concept of Johnsonville as described in this article and wish founder Anthony Johnson the best in his "world where each student must find a job, pay the bills, pay mortgage and taxes, and learn by doing projects."[Link] [Comment]
it's good to see a look at a project some time after it has launched and some time after it has (largely) passed into new hands and new ownership. Such is the case with this post on Domain of One's Own. "As faculty have continued to integrate DoOO into their classes, students have continued to engage with the project in a variety of ways." Fer what it's worth, I've been working recently on properly virtualizing gRSShopper - basically setting it up in a complete self-sustaining box that can be easily ported to new environments. I have applications like Domain of One's Own in mind (not that I've told them any of this).[Link] [Comment]
Adjunct instructors at Youngstown State University threw themselves a party this week to mark 25 years without a pay increase. "It’ s 'fair to say that our president and provost recognize that that's a problem and, while we are facing some difficult budget challenges like most in higher ed, [we’ re] committed to trying to rectify that situation," said university spokesperson Ron Cole. It's hard to see how you could recognize something as a problem and do nothing about it for 25 years. A more honest statement would probably say something about how embarrassed they are by this situation and how much they wish it hadn't attracted international attention. Image: Michelle N.[Link] [Comment]
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