A Guide for Resisting Edtech: the Case against Turnitin - Hybrid Pedagogy - 0 views
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At the Digital Pedagogy Lab Institutes where we’ve taught, there’s one exercise in particular we return to again and again. In our “crap detection” exercise (named for Rheingold’s use of the term), participants use a rubric to assess one of a number of digital tools. The tools are pitted, head to head, in a sort of edtech celebrity deathmatch. Participants compare Blackboard and Canvas, for instance, or WordPress and Medium, Twitter and Facebook, Genius and Hypothes.is. We start by seeing what the tools say they do and comparing that to what they actually do. But the work asks educators to do more than simply look at the platform’s own web site, which more often than not says only the very best things (and sometimes directly misleading things) about the company and its tool. We encourage participants to do research — to find forums, articles, and blog posts written about the platform, to read the tool’s terms of service, and even to tweet questions directly to the company’s CEO.
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Here’s the rubric for the exercise: Who owns the tool? What is the name of the company, the CEO? What are their politics? What does the tool say it does? What does it actually do? What data are we required to provide in order to use the tool (login, e-mail, birthdate, etc.)? What flexibility do we have to be anonymous, or to protect our data? Where is data housed; who owns the data? What are the implications for in-class use? Will others be able to use/copy/own our work there? How does this tool act or not act as a mediator for our pedagogies? Does the tool attempt to dictate our pedagogies? How is its design pedagogical? Or exactly not pedagogical? Does the tool offer a way that “learning can most deeply and intimately begin”? Over time, the exercise has evolved as the educators we’ve worked with have developed further questions through their research. Accessibility, for example, has always been an implicit component of the activity, which we’ve now brought more distinctly to the fore, adding these questions: How accessible is the tool? For a blind student? For a hearing-impaired student? For a student with a learning disability? For introverts? For extroverts? Etc. What statements does the company make about accessibility? Ultimately, this is a critical thinking exercise aimed at asking critical questions, empowering critical relationships, encouraging new digital literacies.
The Scholar's Stage: Teaching the Humanities as Terribly as Possible - 0 views
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Dive into the past and you will see this theme will emerge time and again: the purpose of studying history, philosophy, and poetry is to help us lead better lives and be better people. The humanities are an education for the soul. Placed next to these paeans to education, the aims of the "Theology of Dostoevsky" course are crippling. Reading Dostoevsky will help students will learn how to "contextualize literature within its anthropological milieu." Dostoevsky will teach them to see "the unique interpretive problems inherent in studying creative genres" and discussing his works will help them "communicate more effectively, verbally and in writing, about theological literature." That is the purpose of reading a man regularly called the best novelist in human history! We read him to "meet academics standards for writing and notation!" How painfully limited.
Open Pedagogy Notebook | Sharing Practices, Building Community - 0 views
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"This website is designed to serve as a resource for educators interested in learning more about Open Pedagogy. We invite you to browse through the examples, which include both classroom-tested practices and budding ideas, and to consider contributing examples of your own experiments with open pedagog"
Scholarly, digital, open: an impossible triangle? | Goodfellow | Research in Learning T... - 1 views
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Scholarship is discussed below from both institutional and individual perspectives. The view I am starting from is that ‘scholarship’ refers to a set of epistemological and ethical practices that underpin the social construction of an enduring record of objectively validated knowledge. By this definition teaching and learning is not scholarship, although it may draw on scholarship and be done by scholars.
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Research in this area always runs the risk of collapsing into reflexivity, as digital scholars turn the lens of enquiry onto themselves, but grounded and critical research into situated practice in areas of research, teaching and public engagement where both scholarship in all its forms and digitality in all its manifestations are prominent is possible and should be pursued.
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There is an inherent tension between practices that aim to open up the social construction of knowledge to universal participation, and those which aim to deepen the understanding of specialist communities and establish a stable and enduring record. Nevertheless, it is the role of many scholars to be involved in both. To bring scholarship, teaching and public engagement closer together must surely be the aim, but first we need to understand the ways in which practice makes them different.
Build a Better Monster: Morality, Machine Learning, and Mass Surveillance - 0 views
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Unfortunately, the enemy is complacency. Tech workers trust their founders, find labor organizing distasteful, and are happy to leave larger ethical questions to management. A workplace free of 'politics' is just one of the many perks the tech industry offers its pampered employees. So our one chance to enact meaningful change is slipping away. Unless something happens to mobilize the tech workforce, or unless the advertising bubble finally bursts, we can expect the weird, topsy-turvy status quo of 2017 to solidify into the new reality. But even though we're likely to fail, all we can do is try. Good intentions are not going to make these structural problems go away. Talking about them is not going to fix them. We have to do something.
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Can we fix it? Institutions can be destroyed quickly; they take a long time to build. A lot of what we call ‘disruption’ in the tech industry has just been killing flawed but established institutions, and mining them for parts. When we do this, we make a dangerous assumption about our ability to undo our own bad decisions, or the time span required to build institutions that match the needs of new realities. Right now, a small caste of programmers is in charge of the surveillance economy, and has broad latitude to change it. But this situation will not last for long. The kinds of black-box machine learning that have been so successful in the age of mass surveillance are going to become commoditized and will no longer require skilled artisans to deploy. Moreover, powerful people have noted and benefited from the special power of social media in the political arena. They will not sit by and let programmers dismantle useful tools for influence and social control. It doesn’t matter that the tech industry considers itself apolitical and rationalist. Powerful people did not get to be that way by voluntarily ceding power. The window of time in which the tech industry can still act is brief: while tech workers retain relatively high influence in their companies, and before powerful political interests have put down roots in the tech industry.
10 Great Tools to Integrate with your Google Docs ~ Educational Technology and Mobile L... - 0 views
Survey: Online learners are starting to resemble on-campus learners | Inside Higher Ed - 0 views
Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views
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The variable pace of technological adoption and change within higher education can be seen as the result of several factors: education has more components than a pure content industry, such as assessment and accreditation; that higher education qualifications such as the undergraduate degree have a social capital that is not easily changed; that there is a fundamental conservatism in and around higher education.
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These studies demonstrate some evidence for the existence of disciplinary differences in technology adoption, which suggests that there is not a homogeneous form of “scholarship” within academia.
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Boyer- Enlarging the Perspective.pdf - 2 views
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Boyer outlines four types of scholarship, with implications for DP&S' work. Boyer notes that scholarship is often equated with research, and argues here for a more flexible, open-minded approach to definitions of scholarship, reminding us that "scholarship in earlier times referred to a variety of creative work carried on in a variety of places, and its integrity was measured by the ability to think, communicate, and learn." The crux of his argument is what he sees as the relationship between theory and practice, which enable and reinforce one another. Outlining four types of scholarship-discovery, integration, application, and teaching-Boyer makes it clear that scholarship is more than siloed, disciplinary research. It also includes those activities which make the findings of scholarship comprehensible to others, and the application of those findings to specific problems beyond the Ivory Tower. In Boyer's four-part model, discovery is essentially research, i.e., the creation of new knowledge. Integration involves drawing connections between existing knowledges, and making those knowledges intelligible to audiences outside the academy. Application is the use of scholarly understanding to answer questions and solve problems. It overlaps to some extent with the notion of service, though not all service is scholarship: "To be considered scholarship, service activities must be tied directly to one's special field of knowledge and relate to, and flow directly out of, this professional activity. Such service is serious, demanding work, requiting the rigor-and the accountability-traditionally associated with research activities." Teaching, the final component of Boyer's model, is self-evident, and for him "teaching, at its best, means not only transmitting knowledge, but transforming and extending it as well."
16 OER Sites Every Educator Should Know -- Campus Technology - 1 views
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