If we want to improve learning ~today~, we have to meet learners where they are ~today~. And today and for the foreseeable future the overwhelming majority of learners will be going to schools and universities where their teachers will adopt textbooks based on things like the name recognition of the author(s), the quality of the textbook, supporting instructional materials like test item banks and PPT notes, and the availability (and marketing!) of review copies.
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The FWK Licensing Model at iterating toward openness - 0 views
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having said that, there are some additional, very practical benefits of an open textbook for the faculty member who has to make the adoption decision. For example, when the license and the technology allow the faculty member to remove chapters from the book, change the order of chapters in the book, or even edit chapters in the book directly (e.g., adding locally relevant examples) BEFORE her/his students ever see the books online or in print, this gives the faculty member much greater control over the instructional experience. Most faculty members couldn’t care less about “open” for openness sake, but give them greater control over the instructional experience, and suddenly openness is translated into a concrete benefit - a difference beyond “openness for openness sake.”
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The Plus in our CC By-NC-SA Plus will indeed be More Permissions - it will grant blanket permissions for anyone and everyone to make Commercial Use of FWK-published textbook materials in the context of the FWK Marketplace. The Marketplace will be an area of the FWK site where people can post and sell their own study guides, audio chapters, flash cards, videos, case studies, and other study materials related to FWK textbooks at whatever price they set (of course, they can alternately choose to openly license the things they put in the Marketplace, too). The Marketplace will be an “eBay for study materials,” and like eBay when somone sells material through the Marketplace, a small portion of the sale will come back to FWK and be shared with the textbook author whose work has been derived from or augmented by the new material.
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Flat World Knowledge will be licensing it’s first books CC By-NC-SA Plus, with copyright held by the authors.
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Dr. Mashup; or, Why Educators Should Learn to Stop Worrying and Love the Remix (EDUCAUS... - 0 views
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Remix is the reworking or adaptation of an existing work. The remix may be subtle, or it may completely redefine how the work comes across. It may add elements from other works, but generally efforts are focused on creating an alternate version of the original. A mashup, on the other hand, involves the combination of two or more works that may be very different from one another. In this article, I will apply these terms both to content remixes and mashups, which originated as a music form but now could describe the mixing of any number of digital media sources, and to data mashups, which combine the data and functionalities of two or more Web applications.
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Electronic transmission has already inspired a new concept of multiple-authorship responsibility in which the specific concepts of the composer, the performer, and, indeed, the consumer overlap. . . . In fact, implicit in electronic culture is an acceptance of the idea of multilevel participation in the creative process.2
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It is common to assume that remakes or reworkings are inherently lesser forms of creation than something that is "original" and that free reuse somehow degrades the value of the source. Modern copyright law and the intense social stigma associated with a term such as plagiarism speak to such assumptions.
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In his recent Harper's article "The Ecstasy of Influence," the novelist Jonathan Lethem imaginatively reviews the history of appropriation and recasts it as essential to the act of creation.3
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He asserts that visual, sound, and text collage "might be called the art form of the twentieth century, never mind the twenty-first."
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Lethem concludes: "Finding one's voice isn't just an emptying and purifying oneself of the words of others but an adopting and embracing of filiations, communities, and discourses."
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It's no mere coincidence that the rise of modernist genres using collage techniques and more fragmented structures accompanied the emergence of photography and audio recording. Reading Walter Benjamin's highly influential 1936 essay "The Work of Art in the Age of Mechanical Reproduction,"4 it's clear that the profound effects of reproductive technology were obvious at that time. As Gould argued in 1964 (influenced by theorists such as Marshall McLuhan5), changes in how art is produced, distributed, and consumed in the electronic age have deep effects on the character of the art itself.
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The result has been a flood of work created by largely anonymous media artists who are reimagining the iconography of popular culture, unearthing forgotten artifacts and contextualizing them anew. One only has to spend an hour surfing YouTube.com to get a sense of the subversive fun being had by hundreds of thousands of culture mashers.6
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he statement "users will never add metadata" was becoming a mantra at gatherings of increasingly frustrated learning object promoters (again, I was often present) and when most learning object repositories were floundering, resource-sharing services such as del.icio.us and Flickr were enjoying phenomenal growth, with their user communities eagerly contributing heaps of useful metadata via simple folksonomy-oriented tagging systems.
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Educators might justifiably argue that their materials are more authoritative, reliable, and instructionally sound than those found on the wider Web, but those materials are effectively rendered invisible and inaccessible if they are locked inside course management systems.
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It's a dirty but open secret that many courses in private environments use copyrighted third-party materials in a way that pushes the limits of fair use—third-party IP is a big reason why many courses cannot easily be made open.
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Pageflakes (http://www.pageflakes.com/), another RSS-based personal portal, supports a number of education-specific templates for tracking grades and displaying class schedules along with resources; pages with such sensitive information can also be made private.13
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nother Pipe that Hirst has created is the "OpenLearn Unit Outlinks Search Hub Pipe," which extracts "all the outgoing links from a course unit, then feeds these into a Yahoo Search pipe, which uses the domains as search limits for the search."20 In other words, this Pipe can create a filtered search of trusted domains that are relevant to a particular course, and the filtered search will adjust automatically as new links are added to the course materials. Of course, this added functionality requires open content and a reusable data format in order to work properly.
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If the course unit in question is locked away in a course management system behind a password firewall, Pipes cannot access the data required to create the customized search. As with content remixing, open access to materials is not just a matter of some charitable impulse to share knowledge with the world; it is a core requirement for participating in some of the most exciting and innovative activity on the Web.
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. Working with the Scottish students they could then find out the stories behind these artefacts and create a Google Map which tracks these stories geographically, historically and anecdotally."21
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All too often, college and university administrators react to this type of innovation with suspicion and outright hostility rather than cooperation. Witness the recent case at Harvard, where students, frustrated with the quality of the official institutional Web portal, decided to build their own portal, entitled Crimson Connect (http://www.crimsonconnect.com/), using RSS feeds and, for the most part, existing free software tools. University officials responded by demanding the removal of material that had been syndicated from password-protected course pages.25
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those of us in higher education who observe the successful practices in the wider Web world have an obligation to consider and discuss how we might apply these lessons in our own contexts. We might ask if the content we presently lock down could be made public with a license specifying reasonable terms for reuse. When choosing a content management system, we might consider how well it supports RSS syndication.
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Two of my favorite YouTube clips are the remix of The Shining's trailer (http://www.youtube.com/watch?v=iVjl7gK4HGU) and the mashup of the original Star Trek TV series with a Monty Python song (http://www.youtube.com/watch?v=eEnyT0_BjxA). These two videos themselves illustrate the difference between a remix and a mashup.
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Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views
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Abundance leads to immediate context and fact checking, which changes the "authority market" substantially. The ability to participate in most online experiencesvia comments, votes, or ratingsis now presumed, and when it's not available, it's missed.
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a time when scholarship, and how we make it available, will be affected by information abundance just as powerfully as food preparation has been.
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Scholarly communication before the Internet required the intermediation of publishers. The costliness of publishing became an invisible constraint that drove nearly all of our decisions. It became the scholar's job to be a selector and interpreter of difficult-to-find primary and secondary sources; it was the scholarly publisher's job to identify the best scholars with the best perspective and the best access to scarce resources.
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Google interprets a link from Page A to Page B as a vote, by Page A, for Page B. But, Google looks at more than the sheer volume of votes, or links a page receives; for example, it also analyzes the page that casts the vote. Votes cast by pages that are themselves 'important' weigh more heavily and help to make other pages 'important,'"
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if scholarly output is locked away behind fire walls, or on hard drives, or in print only, it risks becoming invisible to the automated Web crawlers, indexers, and authority-interpreters that are being developed. Scholarly invisibility is rarely the path to scholarly authority.
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It has its limits, but it also both confers and confirms authority because people tend to point to authoritative sources to bolster their own work.
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Such systems have not been framed to confer authority, but as they devise means to deal with predators, scum, and weirdos wanting to be a "friend," they are likely to expand into "trust," or "value," or "vouching for my friend" metrics — something close to authority — in the coming years.
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ecently some more "authoritative" editors have been given authority to override whining ax grinders.
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In many respects Boing Boing is an old-school edited resource. It doesn't incorporate feedback or comments, but rather is a publication constructed by five editor-writers
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As the online environment matures, most social spaces in many disciplines will have their own "boingboings."
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That kind of democratization of authority is nearly unique to wikis that are group edited, since not observation, but active participation in improvement, is the authority metric.
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user-generated authority, many of which are based on algorithmic analysis of participatory engagement. The emphasis in such models is often not on finding scarce value, but on weeding abundance
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They differ from current models mostly by their feasible computability in a digital environment where all elements can be weighted and measured, and where digital interconnections provide computable context.
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In the very near future, if we're talking about a universe of hundreds of billions of documents, there will routinely be thousands, if not tens of thousands, if not hundreds of thousands, of documents that are very similar to any new document published on the Web. If you are writing a scholarly article about the trope of smallpox in Shakespearean drama, how do you ensure you'll be read? By competing in computability. Encourage your friends and colleagues to link to your online document. Encourage online back-and-forth with interested readers. Encourage free access to much or all of your scholarly work. Record and digitally archive all your scholarly activities. Recognize others' works via links, quotes, and other online tips of the hat. Take advantage of institutional repositories, as well as open-access publishers. The list could go on.
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the new authority metrics, instead of relying on scholarly publishers to establish the importance of material for them.
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They need to play a role in deciding not just what material will be made available online, but also how the public will be allowed to interact with the material. That requires a whole new mind-set.
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Many of the values of scholarship are not well served yet by the Web: contemplation, abstract synthesis, construction of argument.
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Traditional models of authority will probably hold sway in the scholarly arena for 10 to 15 years, while we work out the ways in which scholarly engagement and significance can be measured in new kinds of participatory spaces.
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Online scholarly publishing in Web 1.0 mimicked those fundamental conceptions. The presumption was that information scarcity still ruled. Most content was closed to nonsubscribers; exceedingly high subscription costs for specialty journals were retained; libraries continued to be the primary market; and the "authoritative" version was untouched by comments from the uninitiated. Authority was measured in the same way it was in the scarcity world of paper: by number of citations to or quotations from a book or article, the quality of journals in which an article was published, the institutional affiliation of the author, etc.
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Authority 3.0 will probably include (the list is long, which itself is a sign of how sophisticated our new authority makers will have to be): Prestige of the publisher (if any). Prestige of peer prereviewers (if any). Prestige of commenters and other participants. Percentage of a document quoted in other documents. Raw links to the document. Valued links, in which the values of the linker and all his or her other links are also considered. Obvious attention: discussions in blogspace, comments in posts, reclarification, and continued discussion. Nature of the language in comments: positive, negative, interconnective, expanded, clarified, reinterpreted. Quality of the context: What else is on the site that holds the document, and what's its authority status? Percentage of phrases that are valued by a disciplinary community. Quality of author's institutional affiliation(s). Significance of author's other work. Amount of author's participation in other valued projects, as commenter, editor, etc. Reference network: the significance rating of all the texts the author has touched, viewed, read. Length of time a document has existed. Inclusion of a document in lists of "best of," in syllabi, indexes, and other human-selected distillations. Types of tags assigned to it, the terms used, the authority of the taggers, the authority of the tagging system.
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Most technophile thinkers out there believe that Web 3.0 will be driven by artificial intelligences — automated computer-assisted systems that can make reasonable decisions on their own, to preselect, precluster, and prepare material based on established metrics, while also attending very closely to the user's individual actions, desires, and historic interests, and adapting to them.
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When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
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Multimedia & Internet@Schools Magazine - 0 views
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I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
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Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
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PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
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In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
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Lecture Capture: No Longer Optional? - 0 views
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According to new research released this week by the University of Wisconsin-Madison involving about 7,500 undergraduate and graduate students, an overwhelming 82 percent of students said they would prefer courses that offer online lectures over traditional classes that do not include an online lecture component. The researchers also pointed out the implications for these findings extend well beyond the classroom.
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When asked why they prefer courses that offer streaming lectures online, most students cited making up for missed classes, convenience, improving retention of materials covered, improving test scores, and help with material review prior to class.
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72 percent of higher education professionals indicated that, as of mid-August, their institutions did not have any kind of formal intellectual property policy in place to deal with captured lectures or other learning materials placed online, according to one of our informal online polls.
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Said Veeramani: "There are ... some significant common drivers that academia is wrestling with: first, creating more effective learning outcomes for students and second, accommodating more students from a scalability standpoint. To accomplish this, institutions are increasingly turning to lecture capture technologies that turn a traditional classroom into an instant source of online, interactive content."
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Top News - This fair-use guide offers copyright shelter - 0 views
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a panel of university professors has developed a "Code of Best Practices in Fair Use for Media Literacy Education."
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The document clarifies how fair use applies to the most common situations where media-literacy educators make use of copyrighted materials in their work. It offers guidance for instructors so they can make informed fair-use judgments
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Created though a partnership among the Media Education Lab at Temple University, the Center for Social Media at American University (AU), and AU's Washington College of Law, with funding from the MacArthur Foundation, the code identifies five principles of consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K-12 schools, higher-education institutions, nonprofit groups that offer media-education programs for children and youth, and adult-education programs.
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Fair use is critical to understand, say the code's developers, because copying, quoting, and reusing existing cultural material can help generate new cultural treasures.
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Educators' reliance on fair use therefore will be helped by this code of best practices, which will serve as a documentation of common understandings drawn from the experience of educators themselves and supported by legal analysis.
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Fluid Learning | the human network - 0 views
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There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
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What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
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A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
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it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
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This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
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The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
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That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
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If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
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the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
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the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
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When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
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Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
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Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
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The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
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The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
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At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
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Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
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This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
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Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
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While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.
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the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.
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show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.
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Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.
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here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.
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Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.
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Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.
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Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.
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Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.
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learning by listening is proved to be much harder than learning by reading.
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RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.
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Top News - Matrix helps students weigh internet research - 0 views
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a pair of researchers hopes to give students a method for assessing the reliability of material they find on the internet, whether it's in Wikipedia articles, YouTube videos, or blogs.
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The professors' published guideline is formatted as a matrix of questions aimed at helping students decipher what should be used in a research project and what should be ignored. The guide asks if sources are "continuously changeable through repeat performances or revisions," "reviewed by someone with authority or certification prior to publication," and "published and revised by the author." It also prompts students to question if the material was reviewed by other experts in the same profession.
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the end goal is for students to learn how to analyze texts without "pigeonholing the material based on where it was found."
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Although today's students are much more likely to begin their research online, Miller-Cochran said students still often perceive the articles, charts, and data found in books as more authoritative than online information.
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"They tend to be trusting, perhaps even more so, of things they see in print," said Miller-Cochran, who has distributed the checklist research matrix to her students at North Carolina State. "We wanted [students] to be looking at all sources they were finding and asking more critical questions about the nature of what they have found."
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Wade Davis on endangered cultures | Video on TED.com - 0 views
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When each of you in this room were born, there were 6,000 languages spoken on the planet. Now, a language is not just a body of vocabulary or a set of grammatical rules. A language is a flash of the human spirit. It's a vehicle through which the soul of each particular culture comes into the material world. Every language is an old-growth forest of the mind, a watershed, a thought, an ecosystem of spiritual possibilities.
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And I know there's some of you who say, "Well, wouldn't it be better? Wouldn't the world be a better place if we all just spoke one language?" And I say, "Great, let's make that language Yoruba. Let's make it Cantonese. Let's make it Kogi." And you'll suddenly discover what it would be like to be unable to speak your own language.
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What's interesting is the metaphor that defines the relationship between the individual and the natural world.
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It's not change or technology that threatens the integrity of the ethnosphere. It is power. The crude face of domination. Where ever you look around the world, you discover that these are not cultures destined to fade away. These are dynamic living peoples being driven out of existence by identifiable forces that are beyond their capacity to adapt to.
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You know, genocide, the physical extinction of a people is universally condemned, but ethnocide, the destruction of people's way of life, is not only not condemned, it's universally -- in many quarters -- celebrated as part of a development strategy.
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Do we want to live in a monochromatic world of monotony or do we want to embrace a polychromatic world of diversity? Margaret Mead, the great anthropologist, said before she died that her greatest fear was that as we drifted towards this blandly amorphous generic world view not only would we see the entire range of the human imagination reduced to a more narrow modality of thought, but that we would wake from a dream one day having forgotten there were even other possibilities.
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When these myriad cultures of the world are asked the meaning of being human, they respond with 10,000 different voices.
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the central revelation of anthropology: that this world deserves to exist in a diverse way, that we can find a way to live in a truly multicultural pluralistic world where all of the wisdom of all peoples can contribute to our collective well-being.
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When each of you in this room were born, there were 6,000 languages spoken on the planet. Now, a language is not just a body of vocabulary or a set of grammatical rules. A language is a flash of the human spirit. It's a vehicle through which the soul of each particular culture comes into the material world. Every language is an old-growth forest of the mind, a watershed, a thought, an ecosystem of spiritual possibilities.
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Could animations hurt learning? » Making Change - 0 views
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elearning’s strength is in its ability to challenge learners with realistic interactions that make them interpret and apply new information. Animation could have a role in such an interaction—for example, it might be needed to duplicate a process in the real world.
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How will business performance improve if we’re successful with this material? (More cynically, how can we justify the expense of creating this material?) 2. What do people need to *do* in the real world to create that business improvement? 3. What online activities will help people practice those real-world actions? (In an ideal project, these activities are also the assessment, avoiding a fact-based quiz.) 4. What’s the *minimum* information people need to complete those activities? Should it be in the course or in a job aid? This is the reverse of the common, “Here’s the content they need to know. Please make a course out of it.” The content is identified only after the performance (not learning) objectives are solid. Ideally all the stakeholders are involved in answering these questions, so we don’t have people adding additional content at the last minute. As Jenise points out, we have to please a lot of people who have sometimes conflicting goals.
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here are some research-based principles from Efficiency in Learning (Clark, Nguyen, Sweller) that the animated version violates, and sometimes the non-animated version as well: –”Give learners control over pacing.” The slides were presented to a class that had no control over them. –”Present information in as few modes as needed to make it understandable” because “multiple content expressions actually overload working memory.” While we’re processing the audio in the slides, we’re also seeing redundant text, pictures, and animation, and some bullet points are inexplicably in different colors. –”Audio explanations aided learning only when the tasks were more complex and only for visuals that were not self-explanatory.” The only time audio seems useful to me is when the presentation explains the screen shot. –”Instructors should remain silent when presenting textual information to learners.” –”Sequence on-screen text after audio to minimize redundancy”
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This kind of research and discussion is valuable. At the same time, this focus on the fine points of content presentation obscures a larger question: Why is basic material delivered this way at all? Why is “instruction” so often equated with putting simple, factual content on tiny screens and spoon-feeding it to passive learners? Couldn’t that be part of the problem here–learners are resenting their treatment?
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So the question might not be simply, “How do media choices affect our ability to process info?” I think we should also consider, “How do media choices affect our *willingness* to process info?”
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Virtual Libraries Are Teaching Treasures | Edutopia - 0 views
www.edutopia.org/-collections-digital-resources
virtual library library2.0 europe digital OpenAccess roml5395 mafla09 actfl09 Glastonbury
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Another ambitious virtual library project is Europeana, an ongoing effort to digitize the archive, library, museum, and audiovisual collections of all the European Union's 27 nations through a single portal by 2010. "It won't matter which European country holds an item or whether it's in a library, museum, or archive," says Europeana spokesperson Jonathan Purday. "It will be possible to find it and bring it into context with other related materials."
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"I can work from home when developing curriculum -- I don't need to go to the actual library," says the science and literature teacher, who works at the Lincoln Akerman School, in Hampton Falls, New Hampshire.
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Another ambitious virtual library project is Europeana, an ongoing effort to digitize the archive, library, museum, and audiovisual collections of all the European Union's 27 nations through a single portal by 2010. "It won't matter which European country holds an item or whether it's in a library, museum, or archive," says Europeana spokesperson Jonathan Purday. "It will be possible to find it and bring it into context with other related materials."
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Convenience, Communications, and Control: How Students Use Technology | Resources | EDU... - 0 views
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Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
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This phrase makes me a little uneasy. I recognize that these students are different, but I understand this a difference in learning style, not content. "Doing is more important than knowing" implies, at least to me, that a full understanding of the content. There has to be a little of both.
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It's an interesting question. What is 'knowing'? And how do we know what we know?
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I guess doing is more important than knowing in the sense of actual research. We should have a theoritical background and KNOW what is behind but it is also important to try things out and make mistakes and have a feed back. I would say, it is more of an individual thing and it is up to the type of learners and how they learn things. They might be learners who learn by touching things and try it out or just by having a look at it and they will be fine
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Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
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There is an inexorable trend among college students to universal ownership, mobility, and access to technology.
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Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication.
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presentation software was driven primarily by the requirements of the students' major and the curriculum.
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From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.
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Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.
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The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.
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According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.6
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The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.7 Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."8
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Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.
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We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1).
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It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits.
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A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).
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he highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts).
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The instructors' use of technology in my classes has increased my interest in the subject matter. 3.25 Classes that use information technology are more likely to focus on real-world tasks and examples.
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Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).12 This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials
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Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as improving work efficiency, affecting the way people behave, improving communications, making life more convenient, saving time, and improving learning ability.14
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Our data suggest that we are at best at the cusp of technologies being employed to improve learning.
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The interactive features least used by faculty were the features that students indicated contributed the most to their learning.
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he students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions
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we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.
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What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.
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Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.
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In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."18 Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.
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Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.
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The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.
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Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.
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The qualitative data suggest a slightly different picture. Students have very basic office suite skills as well as e-mail and basic Web surfing skills. Moving beyond basic activities is problematic. It appears that they do not recognize the enhanced functionality of the applications they own and use.
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"Information technology is just a tool. Like all tools, if used properly it can be an asset. If it is used improperly, it can become an obstacle to achieving its intended purpose. Never is it a panacea."
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Lecture Capture: No Longer Optional? - 0 views
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More than 50 percent of the students surveyed said they want course material to be avaalble to them even after the complete a course. According to the report, "They expressed interest in accessing online material in their professional lives, after their coursework is complete." Sixty percent even indicated a willingness to pay for lecture capture services.
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The Power of Wikis in Higher Ed - 0 views
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In this first half of a two-part interview, Mader talks about powerful ways to use wikis in education, content ownership issues, and how wikis tend to be used--and why.
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In higher ed, there are really three ways I think a wiki can be useful: teaching, research, and administration.
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teachers can work together using a wiki to write curriculum and lesson plans for courses, to develop assignments,
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If you have multiple teachers teaching sections of a course and they need to teach from the same materials, they have a central hub to which they can collaboratively contribute material ... and then from which they can teach and keep all their sections.
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The Power of Wikis in Higher Ed - 0 views
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Mader talks about powerful ways to use wikis in education, content ownership issues, and how wikis tend to be used--and why.
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In higher ed, there are really three ways I think a wiki can be useful: teaching, research, and administration.
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teachers can work together using a wiki to write curriculum and lesson plans for courses, to develop assignments, and so forth. If you have multiple teachers teaching sections of a course and they need to teach from the same materials, they have a central hub to which they can collaboratively contribute material ... and then from which they can teach and keep all their sections.
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For students, wikis are beneficial primarily as a collaborative tool for things like group assignments in courses.
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Weblogg-ed » Reading to Find: Rip-Mix Classrooms - 0 views
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I’m thinking “Rip-Mix Classrooms” or “Rip-Mix Workshops” or heck, “Rip-Mix Conferences.” I’ve been railing of late at all the paper note talking conference attendees whose observations and reflections and experiences will never be connected after the conference ends. And I know that we’re already doing this to some extent on the conference level and the classroom level (i.e. Darren’s scribes and others.) Problem is, most schools would probably attempt to shut this down and call it cheating, especially if, as this group is doing, they are collecting and adding tests and quizzes to the mix.
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Planning for Neomillennial Learning Styles: Implications for Investments in Technology ... - 0 views
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Research indicates that each of these media, when designed for education, fosters particular types of interactions that enable—and undercut—various learning styles.
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The familiar "world to the desktop." Provides access to distant experts and archives and enables collaborations, mentoring relationships, and virtual communities of practice. This interface is evolving through initiatives such as Internet2. "Alice in Wonderland" multiuser virtual environments (MUVEs). Participants' avatars (self-created digital characters) interact with computer-based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual reality. Ubiquitous computing. Mobile wireless devices infuse virtual resources as we move through the real world. The early stages of "augmented reality" interfaces are characterized by research on the role of "smart objects" and "intelligent contexts" in learning and doing.
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Potentially quite powerful, situated learning is much less used for instruction than behaviorist or cognitivist approaches. This is largely because creating tacit, relatively unstructured learning in complex real-world settings is difficult.
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Net Generation learning styles stem primarily from the world-to-the-desktop interface; however, the growing prevalence of interfaces to virtual environments and augmented realities is beginning to foster so-called neomillennial learning styles in users of all ages.
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That's an interesting question - sometimes I think we are already on the other side of this, meaning we've already passed it in some ways. Last night I was out for dinner at the Main Street and I saw something that was a little crazy. My husband and I were using my cellphone to look up words that would help trigger a creative name for his new company - a UConn professor (who shall remain unnamed :)) was using his iPhone for something other than a phone call - and the women at the table across from me were also engaged in half converstation - half text message/email, etc. The reason that I bring this up is that all of these people, myself included, are NOT part of the millenial generation (way past I'm afraid!) and we were using this stuff. As history goes - if the "grown-ups" are using it, the kids are over it and on to something else.
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Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.
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Beyond actional and symbolic immersion, advances in interface technology are now creating virtual environments and augmented realities that induce a psychological sense of sensory and physical immersion.
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Inducing a participant's symbolic immersion involves triggering powerful semantic associations via the content of an experience.
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The research on virtual reality Salzman and I conducted on frames of reference found that the exocentric and the egocentric FORs have different strengths for learning. Our studies established that learning ideally involves a "bicentric" perspective alternating between egocentric and exocentric FORs.
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The capability of computer interfaces to foster psychological immersion enables technology-intensive educational experiences that draw on a powerful pedagogy: situated learning.
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The major schools of thought cited are behaviorist theories of learning (presentational instruction), cognitivist theories of learning (tutoring and guided learning by doing), and situated theories of learning (mentoring and apprenticeships in communities of practice).
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Situated learning requires authentic contexts, activities, and assessment coupled with guidance from expert modeling, mentoring, and "legitimate peripheral participation."8 As an example of legitimate peripheral participation, graduate students work within the laboratories of expert researchers, who model the practice of scholarship. These students interact with experts in research as well as with other members of the research team who understand the complex processes of scholarship to varying degrees. While in these laboratories, students gradually move from novice researchers to more advanced roles, with the skills and expectations for them evolving.
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But what is so special about the egocentric perspectives and situated learning now enabled by emerging media? After all, each of us lives with an egocentric perspective in the real world and has many opportunities for situated learning without using technology. One attribute that makes mediated immersion different and powerful is the ability to access information resources and psychosocial community distributed across distance and time, broadening and deepening experience. A second important attribute is the ability to create interactions and activities in mediated experience not possible in the real world, such as teleporting within a virtual environment, enabling a distant person to see a real-time image of your local environment, or interacting with a (simulated) chemical spill in a busy public setting. Both of these attributes are actualized in the Alice-in-Wonderland interface.
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Initial research on Environmental Detectives and other AR-based educational simulations demonstrates that this type of immersive, situated learning can effectively engage students in critical thinking about authentic scenarios.
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However, virtual environments and ubiquitous computing can draw on the power of situated learning by creating immersive, extended experiences with problems and contexts similar to the real world.9 In particular, MUVEs and real-world settings augmented with virtual information provide the capability to create problem-solving communities in which participants can gain knowledge and skills through interacting with other participants who have varied levels of skills, enabling legitimate peripheral participation driven by intrinsic sociocultural forces.
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Situated learning is important in part because of the crucial issue of transfer. Transfer is defined as the application of knowledge learned in one situation to another situation and is demonstrated if instruction on a learning task leads to improved performance on a transfer task, typically a skilled performance in a real-world setting
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Moreover, the evolution of an individual's or group's identity is an important type of learning for which simulated experiences situated in virtual environments or augmented realities are well suited. Reflecting on and refining an individual identity is often a significant issue for higher education students of all ages, and learning to evolve group and organizational identity is a crucial skill in enabling innovation and in adapting to shifting contexts.
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Immersion is important in this process of identity exploration because virtual identity is unfettered by physical attributes such as gender, race, and disabilities.
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Thanks to out-of-game trading of in-game items, Norrath, the virtual setting of the MMOG EverQuest, is the seventy-seventh largest economy in the real world, with a GNP per capita between that of Russia and Bulgaria. One platinum piece, the unit of currency in Norrath, trades on real world exchange markets higher than both the Yen and the Lira (Castronova, 2001).14
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Multiple teams of students can access the MUVE simultaneously, each individual manipulating an avatar which is "sent back in time" to this virtual environment. Students must collaborate to share the data each team collects. Beyond textual conversation, students can project to each other "snapshots" of their current individual point of view (when someone has discovered an item of general interest) and also can "teleport" to join anyone on their team for joint investigation. Each time a team reenters the world, several months of time have passed in River City, so learners can track the dynamic evolution of local problems.
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In our research on this educational MUVE based on situated learning, we are studying usability, student motivation, student learning, and classroom implementation issues. The results thus far are promising: All learners are highly motivated, including students typically unengaged in classroom settings. All students build fluency in distributed modes of communication and expression and value using multiple media because each empowers different types of communication, activities, experiences, and expressions. Even typically low-performing students can master complex inquiry skills and sophisticated content. Shifts in the pedagogy within the MUVE alter the pattern of student performance.
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Research shows that many participants value this functionality and choose to access the Web page after leaving the museum.
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Participants in these distributed simulations use location-aware handheld computers (with GPS technology), allowing users to physically move throughout a real-world location while collecting place-dependent simulated field data, interviewing virtual characters, and collaboratively investigating simulated scenarios.
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he defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members, who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned. If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem. It is not necessary that each member assimilate everything that the community knows, but each should know who within the community has relevant expertise to address any problem. This is a radical departure from the traditional view of schooling, with its emphasis on individual knowledge and performance, and the expectation that students will acquire the same body of knowledge at the same time.26
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This immersion in virtual environments and augmented realities shapes participants' learning styles beyond what using sophisticated computers and telecommunications has fostered thus far, with multiple implications for higher education.
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Students were most effective in learning and problem-solving when they collectively sought, sieved, and synthesized experiences rather than individually locating and absorbing information from some single best source.
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Rheingold's forecasts draw on lifestyles seen at present among young people who are high-end users of new media
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Notion of place is layered/blended/multiple; mobility and nomadicity prevalent among dispersed, fragmented, fluctuating habitats (for example, coffeehouses near campus)
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Rather than having core identities defined through a primarily local set of roles and relationships, people would express varied aspects of their multifaceted identities through alternate extended experiences in distributed virtual environments and augmented realities.
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one-third of U.S. households now have broadband access to the Internet. In the past three years, 14 million U.S. families have linked their computers with wireless home networks. Some 55 percent of Americans now carry cell phones
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Mitchell's forecasts25 are similar to Rheingold's in many respects. He too envisions largely tribal lifestyles distributed across dispersed, fragmented, fluctuating habitats: electronic nomads wandering among virtual campfires. People's senses and physical agency are extended outward and into the intangible, at considerable cost to individual privacy. Individual identity is continuously reformed via an ever-shifting series of networking with others and with tools. People express themselves through nonlinear, associational webs of representations rather than linear "stories" and co-design services rather than selecting a precustomized variant from a menu of possibilities.
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More and more, though, people of all ages will have lifestyles involving frequent immersion in both virtual and augmented reality. How might distributed, immersive media be designed specifically for education, and what neomillennial learning styles might they induce?
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Peer-developed and peer-rated forms of assessment complement faculty grading, which is often based on individual accomplishment in a team performance context Assessments provide formative feedback on instructional effectiveness
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Mediated immersion creates distributed learning communities, which have different strengths and limits than location-bound learning communities confined to classroom settings and centered on the teacher and archival materials.27
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Multipurpose habitats—creating layered/blended/personalizable places rather than specialized locations (such as computer labs)
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Emphasis is placed on implications for strategic investments in physical plant, technology infrastructure, and professional development.
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o the extent that some of these ideas about neomillennial learning styles are accurate, campuses that make strategic investments in physical plant, technical infrastructure, and professional development along the dimensions suggested will gain a considerable competitive advantage in both recruiting top students and teaching them effectively.
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These ideas are admittedly speculative rather than based on detailed evidence and are presented to stimulate reaction and dialogue about these trends.
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f we accept much of the analysis above
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students of all ages with increasingly neomillennial learning styles will be drawn to colleges and universities that have these capabilities. Four implications for investments in professional development also are apparent. Faculty will increasingly need capabilities in:
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Some of these shifts are controversial for many faculty; all involve "unlearning" almost unconscious beliefs, assumptions, and values about the nature of teaching, learning, and the academy. Professional development that requires unlearning necessitates high levels of emotional/social support in addition to mastering the intellectual/technical dimensions involved. The ideal form for this type of professional development is distributed learning communities so that the learning process is consistent with the knowledge and culture to be acquired. In other words, faculty must themselves experience mediated immersion and develop neomillennial learning styles to continue teaching effectively as the nature of students alters.
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Differences among individuals are greater than dissimilarities between groups, so students in any age cohort will present a mixture of neomillennial, millennial, and traditional learning styles
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The technologies discussed are emerging rather than mature, so their final form and influences on users are not fully understood. A substantial number of faculty and administrators will likely dismiss and resist some of the ideas and recommendations presented here.
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Learning Spaces | EDUCAUSE - 0 views
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Over the past decade, higher education has invested millions of dollars in classroom technology. The addition of document cameras, DVD players, Internet access, and projectors (to name a few) has added new functionality to the classroom. It is now possible to bring much more diverse materials to the classroom, to present them in a variety of ways, and to devise new classroom activities for students. As a result, the concept of the classroom has expanded to include this set of new functions.
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I think it's interesting that putting some tech in the room makes it "new." Classrooms have always had new technology (relative to the time of course), but having a group of students stare at a projection screen is not that different than having them stare at a person. I'm more interested in the "new" classrooms that challenge the idea of space altogether.
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