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Edge 313 - 1 views

  • So what's the point? It's a culture. Call it the algorithmic culture. To get it, you need to be part of it, you need to come out of it. Otherwise, you spend the rest of your life dancing to the tune of other people's code. Just look at Europe where the idea of competition in the Internet space appears to focus on litigation, legislation, regulation, and criminalization.
    • Nils Peterson
       
      US vs Euro thinking about the Internet
  • TIME TO START TAKING THE INTERNET SERIOUSLY 1.  No moment in technology history has ever been more exciting or dangerous than now. The Internet is like a new computer running a flashy, exciting demo. We have been entranced by this demo for fifteen years. But now it is time to get to work, and make the Internet do what we want it to.
  • Wherever computers exist, nearly everyone who writes uses a word processor. The word processor is one of history's most successful inventions. Most people call it not just useful but indispensable. Granted that the word processor is indeed indispensable, what good has it done? We say we can't do without it; but if we had to give it up, what difference would it make? Have word processors improved the quality of modern writing? What has the indispensable word processor accomplished? 4. It has increased not the quality but the quantity of our writing — "our" meaning society's as a whole. The Internet for its part has increased not the quality but the quantity of the information we see. Increasing quantity is easier than improving quality. Instead of letting the Internet solve the easy problems, it's time we got it to solve the important ones.
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  • Modern search engines combine the functions of libraries and business directories on a global scale, in a flash: a lightning bolt of brilliant engineering. These search engines are indispensable — just like word processors. But they solve an easy problem. It has always been harder to find the right person than the right fact. Human experience and expertise are the most valuable resources on the Internet — if we could find them. Using a search engine to find (or be found by) the right person is a harder, more subtle problem than ordinary Internet search.
  • Will you store your personal information on your own personal machines, or on nameless servers far away in the Cloud, or both? Answer: in the Cloud. The Cloud (or the Internet Operating System, IOS — "Cloud 1.0") will take charge of your personal machines. It will move the information you need at any given moment onto your own cellphone, laptop, pad, pod — but will always keep charge of the master copy. When you make changes to any document, the changes will be reflected immediately in the Cloud. Many parts of this service are available already.
  • The Internet will never create a new economy based on voluntary instead of paid work — but it can help create the best economy in history, where new markets (a free market in education, for example) change the world. Good news! — the Net will destroy the university as we know it (except for a few unusually prestigious or beautiful campuses).
  • In short: it's time to think about the Internet instead of just letting it happen.
  • The traditional web site is static, but the Internet specializes in flowing, changing information. The "velocity of information" is important — not just the facts but their rate and direction of flow. Today's typical website is like a stained glass window, many small panels leaded together. There is no good way to change stained glass, and no one expects it to change. So it's not surprising that the Internet is now being overtaken by a different kind of cyberstructure. 14. The structure called a cyberstream or lifestream is better suited to the Internet than a conventional website because it shows information-in-motion, a rushing flow of fresh information instead of a stagnant pool.
    • Nils Peterson
       
      jayme will like this for her timeline portfolios
  • There is no clear way to blend two standard websites together, but it's obvious how to blend two streams. You simply shuffle them together like two decks of cards, maintaining time-order — putting the earlier document first. Blending is important because we must be able to add and subtract in the Cybersphere. We add streams together by blending them. Because it's easy to blend any group of streams, it's easy to integrate stream-structured sites so we can treat the group as a unit, not as many separate points of activity; and integration is important to solving the information overload problem. We subtract streams by searching or focusing. Searching a stream for "snow" means that I subtract every stream-element that doesn't deal with snow. Subtracting the "not snow" stream from the mainstream yields a "snow" stream. Blending streams and searching them are the addition and subtraction of the new Cybersphere.
    • Nils Peterson
       
      is Yahoo Pipes a precursor? Theron sent me an email, subject: "let me pipe that for you"
    • Nils Peterson
       
      Google Buzz might also be a ersion of this. It bring together items from your (multiple) public streams.
  • Internet culture is a culture of nowness. The Internet tells you what your friends are doing and the world news now, the state of the shops and markets and weather now, public opinion, trends and fashions now. The Internet connects each of us to countless sites right now — to many different places at one moment in time.
  • Once we understand the inherent bias in an instrument, we can correct it. The Internet has a large bias in favor of now. Using lifestreams (which arrange information in time instead of space), historians can assemble, argue about and gradually refine timelines of historical fact. Such timelines are not history, but they are the raw material of history.
  • Before long, all personal, familial and institutional histories will take visible form in streams.   A lifestream is tangible time:  as life flashes past on waterskis across time's ocean, a lifestream is the wake left in its trail. Dew crystallizes out of the air along cool surfaces; streams crystallize out of the Cybersphere along veins of time. As streams begin to trickle and then rush through the spring thaw in the Cybersphere, our obsession with "nowness" will recede
    • Nils Peterson
       
      barrett has been using lifestream. this guy claims to have coined it lonf ago...in any event, it is a very different picture of portfolio -- more like "not your father's" than like AAEEBL.
  • The Internet today is, after all, a machine for reinforcing our prejudices. The wider the selection of information, the more finicky we can be about choosing just what we like and ignoring the rest. On the Net we have the satisfaction of reading only opinions we already agree with, only facts (or alleged facts) we already know. You might read ten stories about ten different topics in a traditional newspaper; on the net, many people spend that same amount of time reading ten stories about the same topic. But again, once we understand the inherent bias in an instrument, we can correct it. One of the hardest, most fascinating problems of this cyber-century is how to add "drift" to the net, so that your view sometimes wanders (as your mind wanders when you're tired) into places you hadn't planned to go. Touching the machine brings the original topic back. We need help overcoming rationality sometimes, and allowing our thoughts to wander and metamorphose as they do in sleep.
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Postgraduate Wrath - Brainstorm - The Chronicle of Higher Education - 0 views

  • "So, what I want to know is, why are you wasting money on glossy fundraising brochures full of meaningless synonyms for the word 'Excellence'? And, why are you sending them to ME? Yes, I know that I got a master's degree at your fine institution, but that master's degree hasn't done jack ---- for me since I got it! I have been unemployed for the past TWO YEARS and I am now a professional resume-submitter, sending out dozens of resumes a month to employers, and the degree I received in your hallowed halls is at the TOP OF IT and it doesn't do a ----ing thing."
  • Who knows how smart and conscientious and skilled the graduate really is. He might falter in face-to-face interviews, or have an overly-thin resume. But that doesn't change the fact that the school in question admitted the student, put him through a public policy curriculum, and accredited him. If the writer is a klutz, then that, too, reflects upon the university that trained him.
  • Obviously, this student doesn't recall any non-vocational learning that happened, or doesn't respect it. He even terms the education he received "imaginary."
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    As we wrestle with resistence to employer feedback in assessment, this side of the story gains a bit of press.
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(the teeming void): This is Data? Arguing with Data Baby - 3 views

  • Making that call - defining what data is - is a powerful cultural gesture right now, because as I've argued before data as an idea or a figure is both highly charged and strangely abstract.
  • In other words data here is not gathered, measured, stored or transmitted - or not that we can see. It just is, and it seems to be inherent in the objects it refers to; Data Baby is "generating" data as easily as breathing.
  • This vision of material data is also frustrating because it has all the ingredients of a far more interesting idea: data is material, or at least it depends on material substrates, but the relationship between data and matter is just that, a relationship, not an identity. Data depends on stuff; always in it, and moving transmaterially through it, but it is precisely not stuff in itself.
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  • Data does not just happen; it is created in specific and deliberate ways. It is generated by sensors, not babies; and those sensors are designed to measure specific parameters for specific reasons, at certain rates, with certain resolutions. Or more correctly: it is gathered by people, for specific reasons, with a certain view of the world in mind, a certain concept of what the problem or the subject is. The people use the sensors, to gather the data, to measure a certain chosen aspect of the world.
  • If we come to accept that data just is, it's too easy to forget that it reflects a specific set of contexts, contingencies and choices, and that crucially, these could be (and maybe should be) different. Accepting data shaped by someone else's choices is a tacit acceptance of their view of the world, their notion of what is interesting or important or valid. Data is not inherent or intrinsic in anything: it is constructed, and if we are going to work intelligently with data we must remember that it can always be constructed some other way.
  • We need real, broad-based, practical and critical data skills and literacies, an understanding of how to make data and do things with it.
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    A discussion that coincides with reports this morning that again homeland security had the data; they just failed to understand the meaning of the data.
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SoTL Resources - 1 views

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    Vanderbilt University Center for Teaching-- descriptions of what SOTL is and links to many samples and resources.
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U.S. students behind in math, science, analysis says - CNN.com - 0 views

  •  
    At Books-A-Million (the big book store here in Gainesville, FL), I noticed the science section is very small, there is no psychology section (but only a large Self-Help section that is heavily religious), and no biology section. The religion section is by far the largest of all. I wondered, does this reflect the interests of people in the area? If so, the lack of interest in science is really sad. The contrasting (as opposed to just commparing) science and religion is also a sad societal phenomenon, I think. But then again--while stores mostly buy inventory they think will sell best, the inventory that builds up on the shelves is that which sells the least. So I don't know how to guage this.
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Change Magazine - The New Guys in Assessment Town - 0 views

  • if one of the institution’s general education goals is critical thinking, the system makes it possible to call up all the courses and programs that assess student performance on that outcome.
  • bringing together student learning outcomes data at the level of the institution, program, course, and throughout student support services so that “the data flows between and among these levels”
  • Like its competitors, eLumen maps outcomes vertically across courses and programs, but its distinctiveness lies in its capacity to capture what goes on in the classroom. Student names are entered into the system, and faculty use a rubric-like template to record assessment results for every student on every goal. The result is a running record for each student available only to the course instructor (and in a some cases to the students themselves, who can go to the system to  get feedback on recent assessments).
    • Nils Peterson
       
      sounds like harvesting gradebook. assess student work and roll up
    • Joshua Yeidel
       
      This system has some potential for formative use at the per-student leve.
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  • “I’m a little wary.  It seems as if, in addition to the assessment feedback we are already giving to students, we might soon be asked to add a data-entry step of filling in boxes in a centralized database for all the student learning outcomes. This is worrisome to those of us already struggling under the weight of all that commenting and essay grading.”
    • Nils Peterson
       
      its either double work, or not being understood that the grading and the assessment can be the same activity. i suspect the former -- grading is being done with different metrics
    • Joshua Yeidel
       
      I am in the unusual position of seeing many papers _after_ they have been graded by a wide variety of teachers. Many of these contain little "assessment feedback" -- many teachers focus on "correcting" the papers and finding some letter or number to assign as a value.
  • “This is where we see many institutions struggling,” Galvin says. “Faculty simply don’t have the time for a deeper involvement in the mechanics of assessment.” Many have never seen a rubric or worked with one, “so generating accurate, objective data for analysis is a challenge.”  
    • Nils Peterson
       
      Rather than faculty using the community to help with assessment, they are outsourcing to a paid assessor -- this is the result of undertaking this thinking while also remaining in the institution-centric end of the spectrum we developed
  • I asked about faculty pushback. “Not so much,” Galvin says, “not after faculty understand that the process is not intended to evaluate their work.”
    • Nils Peterson
       
      red flag
  • the annual reports required by this process were producing “heaps of paper” while failing to track trends and developments over time. “It’s like our departments were starting anew every year,” Chaplot says. “We wanted to find a way to house the data that gave us access to what was done in the past,” which meant moving from discrete paper reports to an electronic database.
    • Joshua Yeidel
       
      It's not clear whether the "database" is housing measurements, narratives and reflections, or all of the above.
  • Can eLumen represent student learning in language? No, but it can quantify the number of boxes checked against number of boxes not checked.”
  • developing a national repository of resources, rubrics, outcomes statements, and the like that can be reviewed and downloaded by users
    • Nils Peterson
       
      in building our repository we could well open-source these tools, no need to lock them up
  • “These solutions cement the idea that assessment is an administrative rather than an educational enterprise, focused largely on accountability. They increasingly remove assessment decision making from the everyday rhythm of teaching and learning and the realm of the faculty.
    • Nils Peterson
       
      Over the wall assessment, see Transformative Assessment rubric for more detail
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Beth's Blog: How Nonprofits Can Use Social Media: Connected Futures: Connected futures:... - 0 views

  • opportunity to reflect with colleagues and peers on the challenges and learnings from leading a tagging community.
    • Nils Peterson
       
      'leading a tagging community' is an interesting pharse
  • Action Notebook which summarizes dozens of practical steps that you need work through if you are stewarding a community of practice
  • We know that successful social media strategy isn't as effective when it is siloed with one person in the organization - the intern in the corner or a part of a web staff person's job.  The organization has to own it.  I'm also looking at this role in the context of working wikily.   
    • Nils Peterson
       
      needs to be distributed in the organization
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  • I am participating in this year's "Connected Futures: New Social Strategies adn Tools for Communities of Practice" a five week online workshop for community managers, designers and conveners to explore social strategies and tools to support their work.   The workshop begins on April 20th
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    lots to explore linked from this post that I found linked from Downes
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Digital Identity; benwerd's page - AAEEBL - 0 views

  • Digital Identity; benwerd's page Web-based portfolios are establishing themselves as a way to present a student's learning and offer opportunities for reflection and dissemination. The web, meanwhile, is moving from a site based model to one that centers around digital identities: web-based representations of ourselves and our work.This page is a work in progress that aims to introduce educators to some of the issues and resources relating to web-based identity.
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    Digital identity management in ePortfolio contexts, from AAEEBL
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    If you're not following AAEEBL, this is a good chance to check out an issue we want to track.
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MIT Press Journals - International Journal of Learning and Media - Full Text - 0 views

  • Howard GardnerHobbs Professor of Cognition and Education, Project Zero, Harvard Graduate School of Education
  • As shown in table 1, we will be cognizant throughout of who the learners are, where they learn, how they learn, what are the principal curricula, and how competences are purveyed via the media of the time. The grid itself contains generalizations about the past and present, and speculation about the future, thus providing a broad portrait of changes over time. While we do not discuss each entry in the grid, we hope that it aids in thinking about learning in formal and informal settings.
  • Uniform schooling reflects both fairness and efficiency. It appears fair to treat all children in the same way; and it is also efficient, given classes of 20, 30, or even 60 charges in one room, sometimes arrayed by age, sometimes decidedly heterogeneous in composition.
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  • It would be an exaggeration to claim that formal education takes place without attention to what has been learned about the processes of successful learning, such as insights into student motivation, study habits, strategies, metacognition, and other approaches obtained from experience, or, more recently and systematically, from the psychological and cognitive sciences. But it would probably be accurate to say that such accumulated knowledge is used only spottily and sporadically in most parts of the world. Education—teaching and learning—changes very slowly.
  • Yet, nowhere are these ideas dominant. Indeed, until today, one might say that the European classroom models of the 19th century continue to hold sway: Teachers give out information, students are expected to master it with little help, and the awards of the culture during the years of school go to those who can crack the various literate and disciplinary codes.
  • One strategy might involve formal education playing a role in informal learning spaces (perhaps on the analogy of teaching hospitals), and learners' out-of-school passions finding a validating place in formal educational arenas.
  • NDM's vast resources, including the provision of many activities in which the user assumes a formative role, can complement constructivist approaches to education. As noted above, a motivated learner can investigate a wide variety of personal interests on his or her own.
  • At this point in time, deeply constructivist classrooms remain few and far between despite evidence that hands-on, problem-solving approaches in the classroom result in higher levels of student engagement, conceptual thinking, knowledge transfer, and retention (Scardamalia, Bereiter, and Lamon 1994; Bransford et al. 1999; Hmelo-Silver 2004; Meier 1995; Project Zero and Reggio Children 2001; Sizer 1984). But in an environment of “No Child Left Behind” and standardized tests linked to federal funding, the implementation of constructivist principles in the classroom can be considered a risky enterprise for public schools.
  • A web-based project at MIT, for instance, paired French language students with peers in France learning to speak English, and provided students an authentic opportunity to practice their language skills, learn online communication skills, and negotiate the implicit guidelines of a different culture (Cultura 2007).
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    In this article we argue that, after millennia of considering education (learning and teaching) chiefly in one way, we may well have reached a set of tipping points: Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.
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