Miscellaneous

Revolutionary Brampton university proposal ruled ineligible by MTCU

Stephen Downes' OLDaily - Thu, 08/28/2014 - 12:00


Ken Steele, Academica Group Inc., Aug 28, 2014

It didn't fly this time, but I find it interesting that it was even proposed. "Students would learn in an active, inquiry-based environment from teaching-focused faculty on flexible staffing contracts, utilizing ePortfolios, eTextbooks, experiential learning, and work placements." OK, I'm not sure I like the sound of "flexible staffing contracts" - that to me makes it sound like academic labour on the cheap - but the rest of it sounds innovative and even useful. Something like it will probably be approved some time in the future, and if it flies (as it probably will) I would expect the model to proliferate. (It's nice to see Ken Steele look beyond the usual diet of press release coverage that has dominated Academica recently).

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Categories: Miscellaneous

The Diploma is the Message: Doug Rushkoff Invents a Master’s Program That Matters

Stephen Downes' OLDaily - Thu, 08/28/2014 - 12:00
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Jed Oelbaum, Good, Aug 28, 2014

So what distinguishes Rushkoff's masters's program from the thousands of others created by university professors (hint: it's not that "it matters"). “ Instead of training people to become marketers or to write the next useless phone app, we’ re going to support people who want to see through the media, and use it to wage attacks on the status quo,” Rushkoff says. “ This is media studies for Occupiers.” But more significantly, “ I want to teach a diverse range of students without putting them into lifelong debt,” says Rushkoff. Of course there's still that whole travel and tuition hurdle to surmount.

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Categories: Miscellaneous

Recent Research Review -- Reviewed (and Lamented)

Stephen Downes' OLDaily - Mon, 08/25/2014 - 18:00


Will Thalheimer, Will at Work Learning, Aug 25, 2014

I will admit that  this article is an excellent read and that if you are in the field and haven't read it, you should correct this oversight immediately. If you really really don't have time this overview from  Will Thalheimer will do nicely. I think that if you are supportive of mainstream research in training and development you'll have no issue with most of the contents and will appreciate the liberal selection of references to bolster the assertions made. Personally, I think that learning is less about transfer than it is about growth and development, so some of the foundational work doesn't appeal to me (I remember, for example, studying Holyoak in detail on schemas and induction when his work first came out, and disagreeing profoundly with it). But not agreeing with the work is no excuse for not knowing it.

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Categories: Miscellaneous

Top 10 reasons to trust Microsoft in the cloud

Stephen Downes' OLDaily - Mon, 08/25/2014 - 18:00


Tim Bush, Microsoft UK Schools News Blog, Aug 25, 2014

OK, I'll be pretty blunt about this: don't trust Microsoft in the cloud. I speak from personal experience: I paid Microsoft for online products (specifically, videos) and thanks to some back-end account problem, I cannot play those videos. My efforts over the last few weeks to fix this have been fruitless. Their  online assistance helps for a bit, but then loses interest and stops responding. This isn't small change; we're talking a few hundred dollars worth of videos that have suddenly become unplayable. Videos that I actually downloaded and are on my computer and should be playable offline - unplayable. If this happened with my email or my Office applications, I'd be sunk. So ignore the promotional articles like the one linked here. If you can lose hundreds of dollars worth of property and have no recourse then you are dealing with an immature technology. Period.

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Categories: Miscellaneous

Why Students Should Own Their Educational Data

Stephen Downes' OLDaily - Mon, 08/25/2014 - 18:00
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Jeffrey R. Young, The Chronicle: Wired Campus Blog, Aug 25, 2014

This is one of the core ideas of our LPSS project, and it's nice that a Harvard professor agrees with it: "What we need to know about you is your contextualized profile of your performance and what kind of support you’ ll need to be able to model your learner profile across contexts. If I had to push for one thing that I think is super important, that is that the user should own their data."

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