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Todd Suomela

the mass defunding of higher education that's yet to come - the ANOVA - 0 views

  • I am increasingly convinced that a mass defunding of public higher education is coming to an unprecedented degree and at an unprecedented scale. People enjoy telling me that this has already occurred, as if I am not sufficiently informed about higher education to know that state support of our public universities has declined precipitously. But things can always get worse, much worse. And given the endless controversies on college campuses of conservative speakers getting shut out and conservative students feeling silenced, and given how little the average academic seems to care about appealing to the conservative half of this country, the PR work is being done for the enemies of public education by those within the institutions themselves. And the GOP has already shown a great knack for using claims of bias against academia, particularly given the American yen for austerity.
  • But his critics can’t see something that, for all of his myopia, he always has: that our political divide is increasingly bound up in a set of class associations and signals that have little to do with conspicuous consumption and everything to do with a style of self-performance that few people ever talk about but everyone understands. It is the ability to give such a performance convincingly that, in part, people buy with their tuition dollars. That this condition makes egalitarian politics a part of elite class formation has gone little discussed in my political home, the radical left. I have been excited to see a recent groundswell of young left-aligned people, and many of them are bright and committed. But almost none of them seem aware of the fact that their ironic Twitter accounts and cultural references and received opinions on all manner of political issues are as sure a sign of their class identity as a pair of wingtips and a blazer once was. And until and unless they understand how powerfully alienated the great mass of this country is from their social culture, we cannot hope to build a mass left-wing movement and with it do good things like defend public education. I agree: it’s the economy, stupid, and we must appeal to them by making the case that things like universal free college are good. But if recent political history tells us anything it’s that no economic policy, no matter how sensible, can win if its proponents refuse to grapple with the politics of resentment. The left, broadly, has not done a good job of that. The professoriate? My god.
Todd Suomela

Welcome to the GEODE Initiative! - 0 views

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    "The Geographic Data in Education (GEODE) Initiative at Northwestern University is dedicated to improving public understanding of our world through education about the Earth's physical, biological, and social systems. Toward that end, the GEODE Initiative is engaged in a program of integrated research and development in the areas of learning, teaching and educational reform. The GEODE Initiative develops and studies curriculum, software, and teacher professional development. "
jatolbert

Digital Scholarship Considered: How New Technologies Could Transform Academic Work | Pe... - 1 views

    • jatolbert
       
      The existence of an office like DP&S mitigates this.
  • 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.
  • 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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    • jatolbert
       
      Digital tools facilitate collaboration
  • These kinds of figures far exceed the sales of scholarly books and journal article access; so we can see that new technologies are facilitating access to a new audience that is disintermediating many of the conventional channels. Key to realizing a personal brand online is an attitude of openness. This involves sharing aspects of personal life on social network sites, blogging ideas rather than completed articles, and engaging in experiments with new media.
  • From the individual scholar’s point of view using open educational resources allows access to high quality materials although this might require a new skill set in re-appropriating these tools to meet local and course specific contexts. There is also the question of recognising and valuing the creation and recreation of these learning resources as academic outputs, in a way that is analogous to the value of producing physical textbooks previously.
  • It is clear from the foregoing discussion that new technologies hold out very real possibilities for change across all facets of scholarship. In each case these afford the possibility for new more open ways of working. Academic work has always contained a significant element of collaboration within academia but now it is increasingly easy to collaborate with more colleagues within but also beyond the academy and for the varied products of these collaborations to be available to the widest possible audience.
  • These new web based technologies are then a necessary, but not sufficient, condition for a radical opening up of scholarly practice. In this sense digital scholarship is more than just using information and communication technologies to research, teach and collaborate, but it is embracing the open values, ideology and potential of technologies born of peer-to-peer networking and wiki ways of working in order to benefit both the academy and society. Digital scholarship can only have meaning if it marks a radical break in scholarship practices brought about through the possibilities enabled in new technologies. This break would encompass a more open form of scholarship.
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    Makes the important argument that "digital scholarship" as a term is only meaningful if it denotes something radically different from other types of scholarship. Their argument is that what should distinguish DS is its openness, as digital tools enable open processes, collaboration, etc.
Todd Suomela

From Good Intentions to Real Outcomes - Connected Learning Alliance - 0 views

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    "The growth of online communication, media, and gaming is driving dramatic changes in how we learn. Responding to these shifts, new forms of technology-enhanced learning and instruction, such as personalized learning, open online courses, educational games and apps, and tools for learning analytics, are garnering significant public attention and private investment. These technologies hold tremendous promise for improving learning experiences and outcomes. Despite this promise, however, evidence is mounting that these new technologies tend to be used and accessed in unequal ways, and they may even exacerbate inequity. In February and May 2017, leading researchers, educators, and technologists convened for in-depth working sessions to share challenges and solutions for how learning technologies can provide the greatest benefits for our most vulnerable learners.The aim was to develop guiding principles and a shared agenda for how educational platforms and funders can best serve diverse and disadvantaged learners. These principles include inclusive design processes, ways of addressing barriers, and meth- ods to effectively measure impact. This report synthesizes the research, learnings, and recommendations that participants offered at the two workshops. After framing the nature of the challenge, the report then describes promising strategies and examples, and it ends with recommendations for next steps in research and coalition building."
Todd Suomela

Author discusses new book about how American higher education has always been 'a perfec... - 0 views

  • The typical university is in constant tension between autonomous academic departments, which control curriculum and faculty hiring and promotion, and a strong president, who controls funding and is responsible only to the lay board of directors who own the place. Also thrown into the mix are a jumble of independent institutes, research centers and academic programs that have emerged in response to a variety of funding opportunities and faculty initiatives. The resulting institution is a hustler’s paradise, driven by a wide array of entrepreneurial actors: faculty trying to pursue intellectual interests and forge a career; administrators trying to protect and enrich the larger enterprise; and donors and students who want to draw on the university’s rich resources and capitalize on association with its stellar brand. These actors are feverishly pursuing their own interests within the framework of the university, which lures them with incentives, draws strength from their complex interactions and then passes these benefits on to society.
  • The biggest problem facing the American system of higher education today is how to deal with its own success. In the 19th century, very few people attended college, so the system was not much in the public spotlight. Burgeoning enrollments in the 20th century put the system center stage, especially when it became the expectation that most people should graduate from some sort of college. As higher education moved from being an option to becoming a necessity, it increasingly found itself under the kind of intense scrutiny that has long been directed at American schools.
  • The danger posed by this accountability pressure is that colleges, like the K-12 schools before them, will come under pressure to narrow their mission to a small number of easily measurable outcomes. Most often the purpose boils down to the efficient delivery of instructional services to students, which will provide them with good jobs and provide society with an expanding economy. This ignores the wide array of social functions that the university serves. It’s a laboratory for working on pressing social problems; a playpen for intellectuals to pursue whatever questions seem interesting; a repository for the knowledge needed to address problems that haven’t yet emerged; a zone of creativity and exploration partially buffered from the realm of necessity; and, yes, a classroom for training future workers. The system’s organizational messiness is central to its social value.
    • Todd Suomela
       
      The idea that colleges should be valued for their organizational messiness is also quite interesting. Where does this messiness fit into Bucknell?
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  • The American system of higher education emerged in a unique historical setting in the early 19th century, when the state was weak, the market strong and the church divided. Whereas the European university was the creature of the medieval Roman Catholic church and then grew strong under the rising nation-state in the early modern period, the American system lacked the steady support of church or state and had to rely on the market in order to survive. This posed a terrible problem in the 19th century, as colleges had to scrabble around looking for consumers who would pay tuition and for private sponsors who would provide donations. But at the same time, it planted the seeds of institutional autonomy that came to serve the system so well in the next two centuries. Free from the control of church and state, individual colleges learned to survive on their own resources by meeting the needs of their students and their immediate communities.
Todd Suomela

The Realities of Research Data Management - 0 views

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    "The Realities of Research Data Management is a four-part series that explores how research universities are addressing the challenge of managing research data throughout the research lifecycle. Research data management (RDM) has emerged as an area of keen interest in higher education, leading to considerable investment in services, resources and infrastructure to support researchers' data management needs. In this series, we examine the context, influences and choices higher education institutions face in building or acquiring RDM capacity-in other words, the infrastructure, services and other resources needed to support emerging data management practices. Our findings are based on case studies of four institutions: University of Edinburgh (UK), the University of Illinois at Urbana-Champaign (US), Monash University (Australia) and Wageningen University & Research (the Netherlands), in four very different national contexts. "
Todd Suomela

"We do software so that you can do education": The curious case of MOOC platforms - Wor... - 0 views

  • edX’s case illustrates one mechanism through which this happens: the construction of organizational roles. Consider the separation of software and pedagogy within the edX ecosystem. As edX expanded its slate of partners, its first clients and patrons, MIT and Harvard, saw a decline in their own ability to set the agenda and control the direction of the software. These “users” argue that the software has an implicit theory of pedagogy embedded in it, and that, as experts on pedagogy, they should have more of a say in shaping the software. While acknowledging this, edX’s architects counter that they—and not the Harvard-MIT folks—should have the final say on prioritizing which features to build, not only because they understand the software the best, but also because they see themselves as best placed to understand which features might benefit the whole eco-system rather than just particular players. The standard template in the education technology industry is that the technology experts are only supposed to “implement” what the pedagogy experts ask. What is arguably new about the edX platform framework is that the software is prior to, and thereby more constitutive of, the pedagogy.
Todd Suomela

Rejecting Test Surveillance in Higher Education by Lindsey Barrett :: SSRN - 0 views

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    "The rise of remote proctoring software during the COVID-19 pandemic illustrates the dangers of surveillance-enabled pedagogy built on the belief that students can't be trusted. These services, which deploy a range of identification protocols, computer and internet access limitations, and human or automated observation of students as they take tests remotely, are marketed as necessary to prevent cheating. But the success of these services in their stated goal is ill- supported at best and discredited at worst, particularly given their highly over- inclusive criteria for "suspicious" behavior. Meanwhile, the harms they inflict on students are clear: severe anxiety among test-takers, concerning data collection and use practices, and discriminatory flagging of students of color and students with disabilities have provoked widespread outcry from students, professors, privacy advocates, policymakers, and sometimes universities themselves. To make matters worse, the privacy and civil rights laws most relevant to the use of these services are generally inadequate to protect students from the harms they inflict. Colleges and universities routinely face difficult decisions that require reconciling conflicting interests, but whether to use remote proctoring software isn't one of them. Remote proctoring software is not pedagogically beneficial, institutionally necessary, or remotely unavoidable, and its use further entrenches inequities in higher education that schools should be devoted to rooting out. Colleges and universities should abandon remote proctoring software, and apply the lessons from this failed experiment to their other existing or potential future uses of surveillance technologies and automated decision-making systems that threaten students' privacy, access to important life opportunities, and intellectual freedom. "
Jennifer Parrott

A Liberal Arts Foundation for Any Career - Room for Debate - NYTimes.com - 0 views

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    Short article on the value of a liberal arts education and the role of digital humanities in liberal arts. 
Jennifer Parrott

Online education may solve problems facing liberal arts, advocates say | Inside Higher Ed - 0 views

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    debate over the value and future of MOOCs
karch10k

GPAs don't really show what students learned. Here's why. - 0 views

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    An interesting look into the problem of GPA not being representative to what a student knows, learned, or can demonstrate in any given course. This certainly isn't a new issue and solutions vary - from competency based education (CBE) to utilizing metrics like GPAM. I think one of the big takeaways here is that utilizing any singular metric to measure student achievement is missing the forest for the trees.
Todd Suomela

Making Culture - Expressive & Creative Interaction Technologies Center - 0 views

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    "Making Culture is the first in-depth examination of K-12 education makerspaces nationwide and was created as part of the ExCITe Center's Learning Innovation initiative. This report reveals the significance of cultural aspects of making (student interests, real world relevance, and community collaboration) that enable learning. "
Todd Suomela

A Guide for Resisting Edtech: the Case against Turnitin - Hybrid Pedagogy - 0 views

  • 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.
  • 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.
karch10k

4 Ideas for Improving Education From The Chronicle's 2019 'Shark Tank' - The Chronicle ... - 0 views

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    "Bucknell"
Todd Suomela

The Scholar's Stage: Teaching the Humanities as Terribly as Possible - 0 views

  • 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.
Todd Suomela

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"
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