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References : The Digital Scholar: How Technology Is Transforming Scholarly Practice : B... - 1 views

www.bloomsburyacademic.com/...849666275-bibliography-001.xml scholarship
shared by Rob Parsons on 09 Oct 11 - No Cached
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Link doesn't work. Copy and paste the url - the document's worth reading.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Rennie and Weller
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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.
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The Medals of Our Defeats : The Digital Scholar: How Technology Is Transforming Scholar... - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-013.xml scholarship
shared by Rob Parsons on 09 Oct 11 - No Cached
  • Nicholas Carr's (2008) article ‘Is Google Making Us Stupid?’ struck a chord with many people. Carr's (2010) argument, which he fleshes out in his book The Shallows, is that our continual use of the net induces a superficiality to our behaviour. He says this is felt particularly when trying to read a complex piece:
  • The issue of quality is perhaps more keenly felt when we consider teaching. I raised the idea of pedagogy of abundance in Chapter 8, and in such a pedagogy the content will vary greatly in terms of quality.
  • the question is not whether some people produce poor quality content, obviously they do and the majority in fact, but whether as a whole this system can produce high-quality content.
  • ...10 more annotations...
  • As neuroscientist Joshua Greene puts it, ‘the Internet hasn't changed the way we think anymore than the microwave oven has changed the way we digest food. The Internet has provided us with unprecedented access to information, but it hasn't changed what we do with it once it's made it into our heads’ (Gerschenfeld 2010).
  • Whether there are social and behavioural impacts of operating online is a serious question, however. Just as the television had serious social impacts, we must accept that computers and Internet will also have consequences. These will undoubtedly be a mixture of positive and negative, but I would argue that using pseudo-scientific explanations to back up prejudices will not help us address these issues.
  • For educators there are two main issues; the first is the extent to which they help students manage their online identity, and the second is how they manage their own boundary between personal and professional life.
  • The over-adoption of tools can lead to what has been termed ‘creepy tree house’ syndrome (Stein 2008) when authority is seen to try and invade a young person's social space.
  • There is strong resistance from students to universities and lecturers making formal use of social networks as this is seen as an invasion of their social space (e.g. Madge 2009).
  • For the teaching function of scholarship then the question is ‘How can educators utilise the potential of these tools without destroying what makes them valuable to students?’
  • I would suggest the following as the most challenging for digital scholarship: Moving beyond the superficial – many successful Web 2.0 services essentially allow a very simple function, for example, sharing a photograph. Can we use the same techniques for deeper, more difficult tasks?
  • Understanding quality – this is not just about maintaining current quality, as this may not be appropriate in many forms, but appreciating when different levels of quality can be used.
  • Managing online identity – there is a tension for scholars and their students in gaining the benefits of a social network, which thrives on personal interactions, while not compromising professional identity.
  • Ownership of scholarly functions – there is also a dilemma regarding how much of scholarly discourse and activity we give over to cloud computing services and whether the benefits in terms of widespread use and (often) superior tools outweigh the potential risks.
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Digital Resilience : The Digital Scholar: How Technology Is Transforming Scholarly Prac... - 1 views

www.bloomsburyacademic.com/...-9781849666275-chapter-014.xml scholarship
shared by Rob Parsons on 09 Oct 11 - No Cached
  • George Siemens (2010) has argued that academia should take ownership of the open education debate before it is hijacked, and given the above history, I would agree.
  • The loss of ownership of some of these core academic functions occurred not because of the technology but rather because the scholarly community failed to engage with it
  • commercialisation of education did indeed occur, but not because academics went along with it unwittingly but because insufficient numbers engaged with the technology itself.
  • ...4 more annotations...
  • So what does engagement with technology mean? First, I would suggest, it acknowledges that the changes afforded by new technology are not peripheral but fundamental to all aspects of scholarship.
  • In his 1973 paper on the stability of ecological systems, Holling defined resilience as ‘a measure of the persistence of systems and of their ability to absorb change and disturbance and still maintain the same relationships between populations or state variables’.
  • Hall and Winn (2010) have applied the concept of resilience to education and open education in particular.
  • It is undoubtedly the case that the vast amount of online content means that people now conduct a lot of their learning informally, using free resources. Combined with financial pressures, this creates a pressure or an alternative competition for learning that is new to higher education.
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In Learning | Jim picks up on Gordon's (don't call him Gordo) ... - 1 views

inlearning.tumblr.com/...on-gordons-dont-call-him-gordo #change11 learning
shared by Lone Guldbrandt Tønnesen on 11 Oct 11 - No Cached
  • Lone Guldbrandt Tønnesen on 11 Oct 11
     
    A video about MOOC´s - very nice
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This Is Not Your Parents' Software Training - 1 views

blog.yammer.com/...parents-software-training.html design information management
shared by anonymous on 22 May 12 - No Cached
  • learning by doing is really key
  • Millenials, as good as they are at social technology, still do need training. The training they will need is different from what late adopters need. They don’t need to be sold on importance of conversation or possibilities of viral content and serendipitous discovery. What they do need is to understand is how Yammer is different from Facebook — from differences in content and audience, to the techniques, such as using groups to get work done.
  • “You need to help your users create a what / when / where decision chart,” she advised. Oftentimes people don’t know what message should be posted to what medium and they end up getting nervous and not posting, or wreaking havoc on the natural “flow” of the community
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YouTube - What is a MOOC? - 1 views

www.youtube.com/watch youtube mooc course online learning
shared by markuos morley on 13 Sep 11 - No Cached
  • markuos morley on 13 Sep 11
     
    MOOC - Massive Open Online Course This is one of a set of videos that explains MOOCs that I have bookmarked.
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DOVER INQUIRY COMMUNITY: YEAR 1 on Vimeo - 1 views

www.vimeo.com/25464428 DOVER INQUIRY COMMUNITY potcert11
shared by Cris Crissman on 29 Sep 11 - No Cached
  • Cris Crissman on 29 Sep 11
     
    MS kids learn to use digital storytelling to change the world!
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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
  • Too much clicking can lead to learner fatigue, is distracting to the learner, and doesn't promote deeper understanding
  • When we force learners to practice without context, they've memorized facts but may not be able to apply them correctly in context.
  • 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
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Gamification in the Realm of Employee Training - 1 views

www.uleduneering.com/...the-realm-of-employee-training games design
shared by anonymous on 04 Sep 12 - No Cached
  • instead of thinking about creating learning objectives, gamification forces a designer to think about creating a challenge. All good games begin with a challenge; instruction should begin with a challenge and not with objectives
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Alone Together by Sherry Turkle - 1 views

alonetogetherbook.com technology society digital web2.0 change relations
shared by Steven Verjans on 13 Oct 11 - No Cached
  • Steven Verjans on 13 Oct 11
     
    Sociological analysis of the digital life by Sherry Turkle (MIT). Does the abundance of online interactions overwhelm us and take a toll on our real-life interactions and relations?
  • Steven Verjans on 13 Oct 11
     
    Interesting angle from MIT Prof Sherry Turkle about the impact of online technology on relations in society. Need to read the book to know what her conclusion is, but the question she poses is relevant."Technology promises to let us do anything from anywhere with anyone. But it also drains us as we try to do everything everywhere. We begin to feel overwhelmed and depleted by the lives technology makes possible. We may be free to work from anywhere, but we are also prone to being lonely everywhere. In a surprising twist, relentless connection leads to a new solitude. We turn to new technology to fill the void,but as technology ramps up, our emotional lives ramp down. "
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News: Academic Publishing and Zombies - Inside Higher Ed - 1 views

www.insidehighered.com/..._to_outmoded_academic_journals scholar journals peer-reviews publishing technology change11
shared by Allan Quartly on 01 Oct 11 - No Cached
  • Fitzpatrick argues that journals should throw the door open to all comers, then deputize their readers to usher sound articles to a pedestal and banish bad ones to the margins. Scholarly journals would serve their constituencies better “by allowing everything through the gate, and by designing a post-publication peer review process that focuses on how a scholarly text should be received,” she writes, “rather than whether it should be out there in the first place.”
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change11_25Oct2011.mp3 (audio/mpeg Object) - 1 views

change.mooc.ca/...change11_25Oct2011.mp3 change audio mpeg rorymcgreal mooc change11
shared by markuos morley on 03 Nov 11 - No Cached
  • markuos morley on 03 Nov 11
     
    Audio Recording of Rory McGreal presentation for Change11 MOOC
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The Ed Techie: Digital scholarship - introduction - 1 views

nogoodreason.typepad.co.uk/...-scholarship-introduction.html #change11 change martin weller
shared by Pip Cleaves on 28 Sep 11 - No Cached
  • Pip Cleaves on 29 Sep 11
     
     presentation from #Change11 Mooc
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