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Theron DesRosier

THRU YOU | Kutiman mixes YouTube - 0 views

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    This is a remix of youtube videos to create something new and interesting. I love this. If you have time take a look. \n"What you are about to see is a mix of unrelated YouTube videos/clips edited together to create Thru You. In other words- what you see is what you hear."
Nils Peterson

Two Bits » Modulate This Book - 0 views

  • Free Software is good to think with… How does one re-mix scholarship? One of the central questions of this book is how Free Software and Free Culture think about re-using, re-mixing, modifying and otherwise building on the work of others. It seems obvious that the same question should be asked of scholarship. Indeed the idea that scholarship is cumulative and builds on the work of others is a bit of a platitude even. But how?
    • Nils Peterson
       
      This is Chris Kelty's site for his book Two Bits: The Cultural Significance of Free Software. Learned about the idea "recusive public" at the P2PU event, and from that found Kelty. This quote leads off the page that is inviting readers to "modulate" the book. The page before gives a free download in PDF and HTML and the CC License and invitation to remix, use, etc, and to "Modulate" so I came to see what that term might mean.
  • I think Free Software is “good to think with” in the classic anthropological sense.  Part of the goal of launching Two Bits has been to experiment with “modulations” of the book–and of scholarship more generally–a subject discussed at length in the text. Free Software has provided a template, and a kind of inspiration for people to experiment with new modes of reuse, remixing, modulating and transducing collaboratively created objects.
  • As such, “Modulations” is a project, concurrent with the book, but not necessarily based on it, which is intended to explore the questions raised there, but in other works, with and by other scholars, a network of researchers and projects on free and open source software, on “recursive publics,” on publics and public sphere theory generally, and on new projects and problems confronted by Free Software and its practices…
Theron DesRosier

Resources for Using They Say/I Say - WritingWiki - 0 views

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    FROM OVERVIEW: "They Say/I Say: The Moves that Matter in Persuasive Writing is recommended for use in Sages First Seminars. Gerald Graff and Cathy Birkenstein have created a book of templates useful for "Demystifying Academic Conversation" (Preface ix). While the book has received mixed reviews (mostly related to the contentious issue of whether or not templates are useful/proper tools for use in writing instruction; see "Responses to TSIS" below), we present the following information to help you decide for yourself. In addition, you will find sample exercises from the text (some of which have been tested in the classroom) under "Links." '
Joshua Yeidel

Refining the Recipe for a Degree, Ingredient by Ingredient - Government - The Chronicle... - 1 views

  • Supporters of the Lumina project say it holds the promise of turning educational assessment from a process that some academics might view as a threat into one that holds a solution, while also creating more-rigorous expectations for student learning. Mr. Jones, the Utah State history-department chairman, recounted in an essay published in the American Historical Association's Perspectives on History how he once blithely told an accreditation team that "historians do not measure their effectiveness in outcomes." But he has changed his mind. The Lumina project, and others, help define what learning is achieved in the process of earning a degree, he said, moving beyond Americans' heavy reliance on the standardized student credit hour as the measure of an education. "The demand for outcomes assessment should be seized as an opportunity for us to actually talk about the habits of mind our discipline needs to instill in our students," Mr. Jones wrote. "It will do us a world of good, and it will save us from the spreadsheets of bureaucrats."
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    Lumina Foundation pushes a Eurpopean-style process to define education goals state- and nation-wide, with mixed success. "Chemistry, history, math, and physics have been among the most successful", whileothers have had a hard time beginning. "Supporters of the Lumina project say it holds the promise of turning educational assessment from a process that some academics might view as a threat into one that holds a solution, while also creating more-rigorous expectations for student learning. Mr. Jones, the Utah State history-department chairman, recounted in an essay published in the American Historical Association's Perspectives on History how he once blithely told an accreditation team that "historians do not measure their effectiveness in outcomes." But he has changed his mind. The Lumina project, and others, help define what learning is achieved in the process of earning a degree, he said, moving beyond Americans' heavy reliance on the standardized student credit hour as the measure of an education. "The demand for outcomes assessment should be seized as an opportunity for us to actually talk about the habits of mind our discipline needs to instill in our students," Mr. Jones wrote. "It will do us a world of good, and it will save us from the spreadsheets of bureaucrats."
Nils Peterson

Education Department Proposes To End Federal Funding To For-Profit Colleges Whose Stude... - 2 views

  • The Education Department proposed much-anticipated regulations Friday that would cut off federal aid to for-profit college programs if too many of their students default on loans or don't earn enough after graduation to repay them.
  • To qualify for federal student aid programs, career college programs must prepare students for "gainful employment."
  • But shares were mixed among companies such as ITT Educational Services Inc., Corinthian Colleges Inc., Education Management Corp. and Career Education Corp. Those companies operate career colleges focusing more on two-year programs or lower-income students and may need to make big changes
Gary Brown

Brainless slime mould makes decisions like humans | Not Exactly Rocket Science | Discov... - 0 views

  • These results strongly suggest that, like humans, Physarum doesn’t attach any intrinsic value to the options that are available to it. Instead, it compares its alternatives. Add something new into the mix, and its decisions change.
  • But how does Physarum make decisions at all without a brain?  The answer is deceptively simple – it does so by committee. Every plasmodium is basically a big sac of fluid, where each part rhythmically contracts and expands, pushing the fluid inside back-and-forth. The rate of the contractions depends on what neighbouring parts of the sac are doing, and by the local environment. They happen faster when the plasmodium touches something attractive like food, and they slow down when repellent things like sunlight are nearby.
  • It’s the ultimate in collective decision-making and it allows Physarum to perform remarkable feats of “intelligence”, including simulating Tokyo’s transport network, solving mazes, and even driving robots.
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    This probably also apples to change theory....
Judy Rumph

Blog U.: It Boils Down to... - Confessions of a Community College Dean - Inside Higher Ed - 4 views

  • I had a conversation a few days ago with a professor who helped me understand some of the otherwise-puzzling opposition faculty have shown to actually using the general education outcomes they themselves voted into place.
  • Yet getting those outcomes from ‘adopted’ to ‘used’ has proved a long, hard slog.
  • The delicate balance is in respecting the ambitions of the various disciplines, while still maintaining -- correctly, in my view -- that you can’t just assume that the whole of a degree is equal to the sum of its parts. Even if each course works on its own terms, if the mix of courses is wrong, the students will finish with meaningful gaps. Catching those gaps can help you determine what’s missing, which is where assessment is supposed to come in. But there’s some local history to overcome first.
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    This is an interesting take on what we are doing and the comments interesting
Nils Peterson

Innovating the 21st-Century University: It's Time! (EDUCAUSE Review) | EDUCAUSE - 4 views

  • change is required in two vast and interwoven domains that permeate the deep structures and operating model of the university: (1) the value created for the main customers of the university (the students); and (2) the model of production for how that value is created. First we need to toss out the old industrial model of pedagogy (how learning is accomplished) and replace it with a new model called collaborative learning. Second we need an entirely new modus operandi for how the subject matter, course materials, texts, written and spoken word, and other media (the content of higher education) are created.
  • Research shows that mutual exploration, group problem solving, and collective meaning-making produce better learning outcomes and understanding overall. Brown and Adler cite a study by Richard J. Light, of the Harvard Graduate School of Education: "Light discovered that one of the strongest determinants of students' success in higher education . . . was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own."
  • Second, the web enables students to collaborate with others independent of time and geography. Finally, the web represents a new mode of production for knowledge, and that changes just about everything regarding how the "content" of college and university courses are created.
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  • As Seymour Papert, one of the world's foremost experts on how technology can provide new ways to learn, put it: "The scandal of education is that every time you teach something, you deprive a [student] of the pleasure and benefit of discovery."14 Students need to integrate new information with the information they already have — to "construct" new knowledge structures and meaning.
  • Universities need an entirely new modus operandi for how the content of higher education is created. The university needs to open up, embrace collaborative knowledge production, and break down the walls that exist among institutions of higher education and between those institutions and the rest of the world.To do so, universities require deep structural changes — and soon. More than three years ago, Charles M. Vest published "Open Content and the Emerging Global Meta-University" in EDUCAUSE Review. In his concluding paragraph, Vest offered a tantalizing vision: "My view is that in the open-access movement, we are seeing the early emergence of a meta-university — a transcendent, accessible, empowering, dynamic, communally constructed framework of open materials and platforms on which much of higher education worldwide can be constructed or enhanced. The Internet and the Web will provide the communication infrastructure, and the open-access movement and its derivatives will provide much of the knowledge and information infrastructure." Vest wrote that the meta-university "will speed the propagation of high-quality education and scholarship. . . . The emerging meta-university, built on the power and ubiquity of the Web and launched by the open courseware movement, will give teachers and learners everywhere the ability to access and share teaching materials, scholarly publications, scientific works in progress, teleoperation of experiments, and worldwide collaborations, thereby achieving economic efficiencies and raising the quality of education through a noble and global endeavor."17
  • Used properly, wikis are tremendously powerful tools to collaborate and co-innovate new content. Tapscott wrote the foreword for a book called We Are Smarter Than Me (2008). The book, a best-seller, was written by Barry Libert, Jon Spector, and more than 4,000 people who contributed to the book's wiki. If a global collaboration can write a book, surely one could be used to create a university course. A professor could operate a wiki with other teachers. Or a professor could use a wiki with his or her students, thereby co-innovating course content with the students themselves. Rather than simply being the recipients of the professor's knowledge, the students co-create the knowledge on their own, which has been shown to be one of the most effective methods of learning.
  • The student might enroll in the primary college in Oregon and register to take a behavioral psychology course from Stanford University and a medieval history course from Cambridge. For these students, the collective syllabi of the world form their menu for higher education. Yet the opportunity goes beyond simply mixing and matching courses. Next-generation faculty will create a context whereby students from around the world can participate in online discussions, forums, and wikis to discover, learn, and produce knowledge as networked individuals and collectively.
  • But what about credentials? As long as the universities can grant degrees, their supremacy will never be challenged." This is myopic thinking. The value of a credential and even the prestige of a university are rooted in its effectiveness as a learning institution. If these institutions are shown to be inferior to alternative learning environments, their capacity to credential will surely diminish. How much longer will, say, a Harvard undergraduate degree, taught mostly through lectures by teaching assistants in large classes, be able to compete in status with the small class size of liberal arts colleges or the superior delivery systems that harness the new models of learning?
  • As part of this, the academic journal should be disintermediated and the textbook industry eliminated. In fact, the word textbook is an oxymoron today. Content should be multimedia — not just text. Content should be networked and hyperlinked bits — not atoms. Moreover, interactive courseware — not separate "books" — should be used to present this content to students, constituting a platform for every subject, across disciplines, among institutions, and around the world. The textbook industry will never reinvent itself, however, since legacy cultures and business models die hard. It will be up to scholars and students to do this collectively.
  • Ultimately, we will need more objective measures centered on students' learning performance.
Matthew Tedder

Learning the art of creating computer games can boot student skills - 0 views

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    Using the right tools, anyone can create 3D computer games starting in say 30 minutes or so. Try downloading and running Alice at http://alice.org/ to see what I mean. This article discusses the use of game creation for educational purposes. I think you could greatly expand upon this to include a very broad mix of different subject matter. It requires imagination but in making games, imagination is what it's all about.
Nils Peterson

The Huffington Post Allows Top Commenters To Become Bloggers - Publishing 2.0 - 0 views

  • they took a middle path, opening up an opportunity for ANYONE who actively comments on Huffington Post to become a blogger — but with one caveat…they have to EARN it. Or put another way — they are leveraging the power of the network, while still creating boundaries to channel value.
    • Nils Peterson
       
      How to become a HuffPost blogger. Gives insight into assessment scales
  • Since launching in May 2005, we’ve received more than 2.7 million comments, posted by over 115,000 commenters.
  • Our decision will be based on how many fans a commenter has, how often their comment is selected as a Favorite, and our moderators’ preferences. Every comment now has an “I’m A Fan Of” link and a “Favorite” link, so start voting for the comments and commenters you like best.
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  • By using a “groupsourcing” method to highlight well-received commenters — from whom we’ll be able to choose new bloggers — we’re leveraging the power of the HuffPost community to serve as a filter, highlighting strong writers who have something to add to our group blog mix.
    • Nils Peterson
       
      So this is the crux of the issue for Cathy Davidson. Her syllabus proposes using a single criteria "satisfactory" and it appears that it might work if the volume of voters is large and their demographics sufficiently distributed. Also note that its voting for a cream of the crop, not just satisfactory. In a smaller setting, a scale with more than two values and comments like CTLT proposes gives more chance for discrimination and value in the feedback
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