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Lone Guldbrandt Tønnesen

Stanford's open courses raise questions about true value of elite education | Inside Higher Ed - 4 views

www.insidehighered.com/...out-true-value-elite-education

Change11 stanford courses MOOC

shared by Lone Guldbrandt Tønnesen on 15 Dec 11 - No Cached
  • Search form |  Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
  • This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
  • MOOCs question the value of teaching as an economic value point.”
  • ...5 more annotations...
  • Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
  • It raises the question: Whose certification matters, for what purposes?
  • For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
  • it can be difficult to assess skills without being able to administer project-based assignments
  • With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
markuos morley

PLoS | Leading a transformation in research communication - 0 views

www.plos.org

science library research openaccess plos publiclibraryofscience

shared by markuos morley on 14 Feb 12 - Cached
  • markuos morley on 14 Feb 12
     
    Public Library of Science, PLoS (US) Open Acces
Rob Parsons

Public Engagement as Collateral Damage : The Digital Scholar: How Technology Is Transforming Scholarly Practice : Bloomsbury Academic - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-007.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • ‘Public engagement’ involves specialists in higher education listening to, developing their understanding of, and interacting with non-specialists. The ‘public’ includes individuals and groups who do not currently have a formal relationship with an HEI through teaching, research or knowledge transfer.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      As exemplified by the currently difficult area of "public understanding of science", which is a very good example of where academics need to be engaging - not just science academics, but e.g. social science academics.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      While Amazon's long tail is visible, its dimensions ahve been subject to amendment: http://radar.oreilly.com/2005/08/amazons-long-tail-not-so-long.html Looks as if pareto may hold. I'm not aware of more up to date research.
  • This can be realised through specific projects, such as the OER projects many universities are initiating. However, long-tail models only work when there is sufficient content to occupy the tail. In order to achieve this scale of content in a sustainable manner, the outputs listed above need to become a frictionless by-product of the standard practice, rather than the outcomes of isolated projects.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      How does this work with ?increasing? marketisation of universities? Will the long tail contract?
  • ...1 more annotation...
  • In this chapter I have argued that we can view higher education as a long-tail content production environment. Much of what we currently aim to achieve through specific public engagement projects can be realised by producing digital artefacts as a by-product of typical scholarly activity. My intention is not to suggest that this is the only means of performing public engagement; for example, engaging with local schools works well by providing face-to-face contact with inspiring figures. As with other scholarly functions, some will remain, but the digital alternative not only allows for new ways of realising the same goals but also opens up new possibilities.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I'm in two minds. I like what Martin says about public engagement as a by product as well as PE as a deliberate activity. But I don't think the long tail metaphor fits it.
Yukon syl

GLOBE: Home - 0 views

classic.globe.gov

collective knowledge connected science escience

shared by Yukon syl on 06 Oct 11 - Cached
  • Yukon syl on 06 Oct 11
     
    The Global Learning and Observations to Benefit the Environment (GLOBE) program is a worldwide hands-on, primary and secondary school-based science and education program. GLOBE's vision promotes and supports students, teachers and scientists to collaborate on inquiry-based investigations of the environment and the Earth system
  • Yukon syl on 06 Oct 11
     
    this is a good example of connected knowledge building and certainly of collective knowledge. What's unique about this is the explicit involvement of children around the world.
kathleen johnson

Why Learning Should Be Messy | MindShift - 2 views

blogs.kqed.org/...why-learning-should-be-messy

disciplines

shared by kathleen johnson on 26 Oct 12 - No Cached
    • kathleen johnson
      kathleen johnson on 26 Oct 12
       
      They have always been interconnected. We just could not see it until we had the internet.
  • “If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”
  • In practice, this means the elimination of English, mathematics, history, and science class.
  • ...17 more annotations...
  • arrange the curriculum around big ideas, questions, and conundrums
  • Diana Laufenberg, former teacher at the Science Leadership Academy, described to me, “The role of inquiry is the starting point of learning.
  • School-based education has always been about telling and getting of information, rather than exploring or investigating
  • the pedagogical unit of Brightworks is the arc, which is divided into three phrases.” Each arc, he says, has a central theme.
  • first phase of the arc is called exploration
  • The second phase is expression
  • take the ideas to completion — within the deadline
  • The final phase is called exposition, where the public gets to view what the kids have done.
  • “The point is to see the topic in as many ways as you possibly can,” says Tulley.
  • “T-shaped” students
  • depth in a particular field of study but also breadth across multiple disciplines.
  • David Kelley, whose mission is to transmit “empathy” into his students to encourage them to see the human side of the challenges
  • The school concentrates on four areas: the developing world, sustainability, health and wellness, and K-12 educatio
  • Similarly, the M.I.T. Media Lab has an anti-disciplinary approach to learning
  • “Suppose you and I decided to build a boat. Our hypothesis might be: we can build a boat under $30 using recycled materials and sail it across the Hudson River. Our teacher or mentor can help us shape that to ensure that the challenge meets our cognitive and intellectual development
  • At the Brightworks School, students will leave with an iPad, filled with all the projects they completed in their term
  • The role of the teacher in project-based learning as Laufenberg likes to say is an “architect of opportunity.
  • kathleen johnson on 26 Oct 12
     
    Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab's Human Dynamics group.
Yukon syl

arXiv.org e-Print archive - 4 views

arxiv.org

openaccess open library papers

shared by Yukon syl on 13 Oct 11 - Cached
  • Yukon syl on 13 Oct 11
     
    Cornell University Librarys open access to 707,763 e-prints in Physics, Mathematics, Computer Science
  • Yukon syl on 13 Oct 11
     
    another way that the open content movement has encouraged sharing of knowledge.
Cris Crissman

Why publish science in peer-reviewed journals? « Genomes Unzipped - 1 views

www.genomesunzipped.org/...-in-peer-reviewed-journals.php

shared by Cris Crissman on 17 Oct 11 - No Cached
Louise Lee liked it
  • Cris Crissman on 17 Oct 11
     
    fascinating discussion follows this thoughtful opinion piece pitching a new vision for peer review
markuos morley

Udacity - Educating the 21st Century - 1 views

www.udacity.com

udacity education programming stanford science university learning

shared by markuos morley on 16 Feb 12 - No Cached
  • markuos morley on 16 Feb 12
     
    udacity Open Teaching
Lone Guldbrandt Tønnesen

Avoiding the Trap of Clicky-Clicky Bling-Bling - 1 views

elearnmag.acm.org/featured.cfm

#change11 design technology

shared by Lone Guldbrandt Tønnesen on 20 Dec 11 - No Cached
  • "All that is clicky-clicky bling-bling does not make for an effective learning experience."
  • s a load of elearning junk
  • It's just shiny wrapping paper covering up a pair of crummy socks with holes in them.
  • ...17 more annotations...
  • " Ruth Clark and Richard Mayer in the industry classic e-Learning and the Science of Instruction, explain that seductive details are "interesting but irrelevant material added to a multimedia presentation in an effort to spice it up
  • Seductive details are those elements in a program that draw you in, attract the eye and engage the brain. They seduce your interest, but distract from the main point.
  • It's interactive! It's intriguing! But it's exhausting, and let's face it"—there's no point. Fatigue sets in and you move on
  • This is the premise underlying the arousal theory, the idea that entertaining and interesting embedded effects cause learners to become more emotionally aroused and therefore they work harder to learn the material.
  • . Designers who don't understand the basics of effective instructional design are committing what Clark Quinn of Quinnovation calls "instructional design malpractice.
  • CCBB design shines and sparkles wildly in the sun
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • We need to provide more contextual opportunities for drill exercises that will help the learner both retain and apply the knowledge they are practicing.
  • "Well-written, multiple-choice questions teach and assess knowledge within the context of a game. Poor questions simply allow the gamer to play the game without learning.
  • that the addition of interesting yet unimportant augmentations can divert learners from learning the main points that are being made
  • . You're best served to spend your time designing the right type of course and spending less time looking for ways to 'jazz it up'"
  • . Now, take a look at the screen and see where your eye lands first. Is it the flashing Next button in the bottom right corner? Or is it the important content bit at the center of the screen? Ask an objective outsider to take a look, too
  • Pilot your program with some test learners
  • heck in with them immediately afterwards, one week, three weeks. See what they remembe
  • , don't take this to mean that elearning shouldn't look good.
  • What about your LMS? At Kineo, where I work, we love using Moodle and Totara as an LMS solution for our clients, not only because of the great features and the fact that it's open source, but always because we can make it look like almost anythin
Cris Crissman

Twitter-Mining Captures Global Mood Patterns | Wired Science | Wired.com - 1 views

www.wired.com/...twitter-global-mood

Wired.com mood patterns

shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    positive and negative affect Twitter users, of course, don't represent humanity either.
Tai Arnold

Systemic Changes in Higher Education | in education - 9 views

ineducation.ca/...temic-changes-higher-education

siemens higher education future

shared by Tai Arnold on 16 Sep 11 - Cached
Vanessa Vaile liked it
  • When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      This is probably the most important element; control=power and the other changes are expanding individual control of content
  • Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
    • Tai Arnold
      Tai Arnold on 16 Sep 11
       
      Yes!!!
  • Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.
  • ...6 more annotations...
  • However as education in the developed world moves in new directions, we must be cognizant of how this move impacts the learners in the developing world. How will learners in these areas access, explore and contribute to the creation of knowledge? Will social networking technologies, and the emergence of next generation technologies further exclude the greatest number of undergraduate learners. Will this new reality result in too few voices connecting and validating knowledge? How can non-Eurocentric voices be heard? One must ensure that there is some democracy in this new model.
  • Educators and leaders in academia are confronted with important questions. How should institutions of learning be designed to serve the needs participative, social, and global information cycle? What assumptions about the system of higher education need to be abandoned due to technological advancements? How can the vital roles of research and teaching and learning be addressed through distributed means? How can accreditation be broadened to include the full spectrum of formal and informal learning activities?
  • Failure to recognize the pivotal role of digital technologies will result in institutions at odds with the world in which they operate.
  • The American Faculty: The Restructuring of Academic Work and Careers (Schuster & Finkelstein, 2006) propose that universities are experiencing a revolution—with tremendous consequences. They write, Everything is in play, as nearly every aspect of academic life is being driven by a host of inter-related developments: dazzling technological advances, globalization that permeates academic boundaries, rapid increase of tertiary students worldwide, expansion of proprietary higher education, a blurring of (the) public/private distinction, and entrepreneurial initiatives on and off campus. (p. xvii)
  • Technological innovations in bandwidth, storage, processing speed, and software directly impact education (Downes, 2009), creating new opportunities for learner-learner/educator and learner-information interactions.
  • ome researchers have turned to complexity theory to advance education, suggesting that emphasis be placed on the whole system rather than reductionist views often found in "mainstream science" (Mason, 2008). Increased collaboration in a model of "interlocking partnerships among researchers, among universities, and across international borders” (McFadden Allen, 2007, p. 3) promises a new model of not only what it means to be an academic, but also what it means to be an academic institution.
  • Vanessa Vaile on 16 Sep 11
     
    a very important article - as someone commented (either about this article of another of George's), those who most need to read it probably won't. I'm going to see what I can do about changing that
  • Robert Maxwell on 18 Sep 11
     
    Education, as knowledge presentation, assessment and learning is not the only concern about the modern university system. We must also concern our selves with helping student acheive their goals, or as mentors, helping them to discover what they want to contribute to society. While part of this is job placement, a great deal of it is helping the learning see the possibilities out there and providing them with the tools to acheive those possibilities (such as knowing what types of credentials, certificates, degrees, etc.. they may need). It is also about helping them develop their abilities to filter material, think of material in new or different ways. One problem is the rigid, ego centric hold provided by discipline specific education.
tim mcnamara

1.1. Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy - 9 views

reusability.org/...wiley.doc

learningobjects delicious-1011 #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • The purpose of this chapter is to introduce an instructional technology concept known commonly as the “learning object.” First a review of the literature is presented as groundwork for a working definition of the term “learning object.” A brief discussion of instructional design theory is followed by an attempt to connect the learning objects approach to existing instructional design theory, and the general lack of such connective efforts is contrasted with the financial and technical activity generated by the learning objects notion.
  • What is a learning object?
  • An instructional technology called “learning objects” (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
  • ...48 more annotations...
  • grounded in the object-oriented paradigm of computer science.
  • build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts
  • Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions. These are significant differences between learning objects and other instructional media that have existed previously.
  • Supporting the notion of small, reusable chunks of instructional media, Reigeluth and Nelson (1997) suggest that when teachers first gain access to instructional materials, they often break the materials down into their constituent parts.
  • if instructors received instructional resources as individual components, this initial step of decomposition could be bypassed
  • The Learning Technology Standards Committee chose the term “learning objects” (possibly from Wayne Hodgins’ 1994 use of the term in the title of the CedMA working group called “Learning Architectures, API’s, and Learning Objects”)
  • provided a working definition
  • Learning Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. Examples of technology-supported learning include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments. Examples of Learning Objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning (LOM, 2000).
  • The proliferation of definitions for the term “learning object” makes communication confusing and difficult.
  • It would seem that there are almost as many definitions of the term as there are people employing it.
  • In addition to the various definitions of the term “learning object,” other terms that imply the general intention to take an object-oriented approach to computer-assisted instruction confuse the issue further.
  • Depressingly, while each of these is something different, they all conform to the Learning Technology Standards Committee’s  “learning object” definition. An in depth discussion of the precise meanings of each of these terms would not add to the main point of this discussion: the field is still struggling to come to grips with the question, “What is a learning object?”
  • At the same time, the creation of yet another term only seems to add to the confusion. While the creation of a satisfactory definition of the term learning object will probably consume the better part of the author’s career, a working definition must be presented before the discussion can proceed.
  • Therefore, this chapter will define a learning object as “any digital resource that can be reused to support learning.”
  • This definition includes anything that can be delivered across the network on demand, be it large or small.
  • This definition of learning object, “any digital resource that can be reused to support learning,” is proposed for two reasons.
  • First, the definition is sufficiently narrow to define a reasonably homogeneous set of things: reusable digital resources. At the same time, the definition is broad enough to include the estimated 15 terabytes of information available on the publicly accessible Internet (Internet Newsroom, 1999).
  • Second, the proposed definition is based on the LTSC definition (and defines a proper subset of learning objects as defined by the LTSC), making issues of compatibility of learning object as defined within this chapter and learning object as defined by the LTSC explicit
  • With that compatibility made explicit, the proposed definition differs from the LTSC definition in two important ways.
  • First, the definition explicitly rejects non-digital
  • The definition also drops the phrase "technology supported" which is now implicit, because all learning objects are digital.
  • Second, the phrase "to support" has been substituted in place of "during" in the LTSC definition. Use of an object "during" learning doesn't connect its use to learning
  • The definition adopted for this chapter emphasizes the purposeful use (by either an instructional designer, an instructor, or a student) of these objects to support learning
  • Armed with a working definition of the term learning object, the discussion of the instructional use of learning objects can proceed.
  • Instructional design theory and learning objects
  • Reigeluth
  • [I]nstructional design theories are design oriented, they describe methods of instruction and the situations in which those methods should be used, the methods can be broken into simpler component methods, and the methods are probabilistic. (p. 7).s11 {margin-left:0; line-height:2.400000; text-indent:36;}
  • Because the very definition of “theory” in some fields is “descriptive,” design theories are commonly confused with other types of theories that they are not, including learning theory and curriculum theory (Reigeluth, 1999a).
  • The following discussion takes a step in this direction, by recasting two of the largest issues in the learning objects area – combination and granularity – in instructional design terms
  • Combination
  • there is astonishingly little conversation around the instructional design implications of learning objects.
  • item (d) in the Learning Objects Metadata Working Group’s PAR (LOM, 2000) reads as follows:
  • To enable computer agents to automatically and dynamically compose personalized lessons for an individual learner
  • at this point a brief discussion of metadata, the focus of the Learning Object Metadata Working Group’s efforts, is necessary.
  • Metadata, literally “data about data,” is descriptive information about a resource
  • he Learning Objects Metadata Working Group is working to create metadata for learning objects (such as Title, Author, Version, Format, etc.) so that people and computers will be able to find objects by searching
  • ​The problem with 7(d) arose when people began to actually consider what it meant for a computer to “automatically and dynamically compose personalized lessons.”
  • his meant taking individual learning objects and combining them in a way that made instructional sense, or in instructional design terminology, “sequencing” the learning objects.
  • The problem was that no instructional design information was included in the metadata specified by the current version of the Learning Objects Metadata Working Group standard.
  • ​The lack of instructional design discussion at this standards-setting level of conversation about learning objects is disturbing, because it might indicate a trend.
  • Once technology or software that does not support an instructionally-grounded approach to learning object sequencing is completed and shipped to the average teacher, why would he or she respond any differently
  • Wiley (1999) called this “the new CAI – ‘Clip Art Instruction’” (p. 6).
  • Discussion of the problem of combining learning objects in terms of “sequencing” leads to another connection between learning objects and instructional design theory.
  • Granularity
  • The most difficult problem facing the designers of learning objects is that of “granularity” (Wiley, et al., 1999).
  • How big should a learning object be?
  • Reuse is the core of the learning object notion, as generativity, adaptivity, and other –ivities are all facilitated by the property of reuse.
  • designating every individual graphic and paragraph of text within a curriculum a “learning object” can be prohibitively expensive
  • tim mcnamara on 12 Oct 11
     
    Chapter 1
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