But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Forget E-Books: The Future of the Book Is Far More Interesting | The Penenberg Post | F... - 0 views
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Like early filmmakers, some of us will seek new ways to express ourselves through multimedia. Instead of stagnant words on a page we will layer video throughout the text, add photos, hyperlink material, engage social networks of readers who will add their own videos, photos, and wikified information so that these multimedia books become living, breathing, works of art. They will exist on the Web and be ported over to any and all mobil devices that can handle multimedia, laptops, netbooks, and beyond.
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where there's chaos, there's opportunity
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But technology marches on through predictable patterns of development, with the initial form of a new technology mirroring what came before, until innovation and consumer demand drive it far beyond initial incremental improvements. We are on the verge of re-imagining the book and transforming it something far beyond mere words.
Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views
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The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
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The openness of Wikipedia is instructive in another way: by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
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viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
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Official Google Docs Blog: Co-editor presence for Google Docs presentation slides and e... - 0 views
Educating With "The Big Three": Critical Thinking, Interdisciplinary Thought, & the Tra... - 1 views
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This type of rigorous thought will only come with altering the structure to include more collaboration and realignment of priorities to ensure that adequate time is spent discussing “cross sections” of curriculum. Since time is a valuable priority, I would suggest a virtual set-up (via blogs or a Ning) that allows for ideas to flow freely. In addition, including some aspect of this in end-of-year summaries for teachers and administrators would stimulate more of a sense of urgency to deal with this problem. I contend that much of the reason these types of assignments do not exist is the product of a lack of time for teachers to develop strong collegial relationships with teachers that they normally do not come in contact with. The key is that we need to break the tradition of “closed door” classrooms and allow professionals from other departments, schools, and districts in to acquire a gauge on what students are studying in other subject areas.
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By working to create a culture and structure that cultivate deeper professional relationships between teachers of different backgrounds, the challenge of assignments can only improve.
Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views
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Unfortunately, this margin and that niche don’t map well onto each other, to the extent that education extends beyond single classes and connects with the world.
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CMSes offer versions of most of these, but in a truncated way. Students can publish links to external objects, but can’t link back in. (In fact, a Blackboard class is a fine place to control access to content for one concerned about “deep linking”) An instructor can assign a reading group consisting of students in one’s class, but no one else. These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
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professors can readily built media criticism assignments into class spaces. These experiences are analogous to the pre-digital classroom, and can work well enough. But both refuse to engage with today’s realities, namely that media are deeply shaped by the social. Journaling privately, restricted to an audience not of the writer’s choosing, is unusual.
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Academic Evolution: Conventional Scholarship as "Legacy System" and Open Access as "Mid... - 0 views
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Witness, for example, the article from last week's Chronicle of Higher Education in which editors of humanities journals complained that the journal issue is now a kind of threatened species because the article is becoming a more primary unit (either compiled in collected print volumes or placed independently online). This sort of balkanizing apparently erodes the relationship among articles whose coherence is physiclly obvious within the binding of a printed issue; it sacrifices the disciplinary organization of knowledge that editors work hard to provide in their careful assembly of related works. Those are some interesting arguments, though they ignore the ways the semantic web and social filters can organize knowledge in more flexible ways than any given issue of a given journal.
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Despite going electronic, the contemporary academic journal remains largely unmediated in the ways that popular communication now is by default. A few more pictures, perhaps, but the genres of academic publication resist all the ways in which knowledge today is now rapidly interconnected. Hyperlinks are superior to traditional scholarly citations, but even links that are cited in scholarly publications get fossilized as footnotes rather than being living links. And worst of all, academic publishing remains quarantined behind commercial barriers. In a world in which there are now four billion near-instantaneous delivery devices (mobile phones), professors are content to have their best thinking enter a distribution stream that guarantees their work will be limited to as few as several hundred potential users. At some point it will be impossible to refer to such limited distribution as publication at all. Access is everything.
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Modern popular knowledge has been socialized through commenting and recommendation systems that academic knowledge has kept itself immune from behind its ivory curtain. And there is strong motivation for it to resist current communications. If academic publishing stays within its established genres and persists in the gateway model of peer review, it can continue to pretend to fixed and certain authority, as though knowledge is a commodity (as indeed, it is within the academic reward system).
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digital digs: a straighterline to higher education hell - 0 views
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Even when one gets beyond the general education lecture hall, lectures will still become unnecessary. True, an upper-division undergrad or grad course may call upon faculty specialized knowledge, but it is not the knowledge alone that make faculty valuable. It is the opportunity students have to interact with faculty. It is human interaction, whether FTF or online, that is labor intensive. The opportunity to work individually or in small groups with faculty or participate in a class small enough to allow for discussion: this is where the value lies in higher education.
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So if you were to build a higher education system from the ground up, keeping for the moment disciplinary specializations (the question of discipline is a different matter), the one thing you'd want to retain from the current system is the opportunity for students to interact with faculty-scholars. You can dump the rest of it. The rest is really just there for accounting and management purposes.
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For example, one could imagine an English undergraduate program where one could find a repository of educational media dealing with subjects across the discipline which would serve as points of reference for the curriculum. Then you would have faculty who would announce various projects, perhaps developed in collaboration with interested students. Students would enlist in the project, work with faculty, and produce work. There could be student publications and conferences. Eventually there could be a portfolio review, culminating exam, and so on. Obviously the system would need to be a little more complex than that. There would be some introductory projects that would need to be taught that would serve as pre-reqs. Some projects that might serve the purpose of general education. And one would look to faculty to provide a certain level of interaction for students.
Web 2.0 fails to excite today's researchers - PUBLISHING 2.0 - Research Information - 0 views
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The open data movement is about sharing as much of the data as possible, while the open notebook science movement is about sharing as much of the whole primary record as possible. Both of these are focused on enabling others to use the mass of information behind a journal article to inform further research. The web also offers new opportunities for more open peer review, widening the opportunity for those who want to provide and receive feedback on research.
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