Out of memory.
We wish to hold everything!
But still we cannot.
Rather than beep
Or a rude error message:
These words: "File Not Found".
Group items tagged
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shared by Ruth Howard on 11 Jul 09
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foundation_advanced_tas0903.pdf (application/pdf Object) - 0 views
www.bigpicture.org.au/...oundation_advanced_tas0903.pdf
foundation_advanced_tas0903 foundation_advanced_tas0903.pdf Big icture pedagogy curriculum bestpractices all_teachers professionaldevelopment
shared by Ruth Howard on 11 Jul 09
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A model originating in the USA being implemented in some Tasmanian high schools to engage students/citizens one student at a time-based on the students individual learning goals and life aspirations/circumstances.
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shared by Ruth Howard on 15 Jul 09
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Future of Learning Institutions in a Digital Age | HASTAC - 0 views
www.hastac.org/...rning-institutions-digital-age
future learning education hastac HASTAC MIT research universities
shared by Ruth Howard on 15 Jul 09
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Forms and models of learning have evolved quickly and in fundamentally new directions.
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All these acts are collaborative and democratic, and all occur amid a worldwide community of voices.
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Self-learning: Today’s learners are self-learners.
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Today’s learning is interactive and without walls. Individuals learn anywhere, anytime, and with greater ease than ever before. Learning today blurs lines of expertise and tears down barriers to admission. While it has never been confined solely to the academy, today’s opportunities for independent learning have never been easier nor more diverse.
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with participatory learning and digital media, these conventional modes of authority break down.
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They create their own paths to understanding.
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learning to judge reliable information.
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finding reliable sources.
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learning how.
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collective pedagogy
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fostering and managing levels of trust.
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collective checking, inquisitive skepticism, and group assessment.
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growing complexities of collaborative and interdisciplinary learning
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Networked learning
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in contrast, is committed to
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cooperation, interactivity, mutual benefit, and social engagement
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The power of ten working interactively will invariably outstrip the power of one looking to beat out the other nine.
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contrastingly, is an “open source” culture that seeks to share openly and freely in both creating and distributing knowledge and products.
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Networking through file-sharing, data sharing, and seamless, instant communication is now possible.
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Learning never ends. How we know has changed radically.
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new institutions must begin to think of themselves as mobilizing networks.
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mobilize flexibility, interactivity, and outcomes. Issues of consideration in these institutions are ones of reliability and predictability alongside flexibility and innovation.
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Students may work in small groups on a specific topic or together in an open-ended and open-sourced contribution.
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These ten principles, the authors argue, are the first steps in redesigning learning institutions to fit the new digital world.
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shared by tmbellah on 30 Jul 09
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Edutopia News | September 21, 2011 - 0 views
www.edutopia.org/...edutopianews.html
edutopia technology education blog school2.0 internet_safety onlinesafety Tech
shared by tmbellah on 30 Jul 09
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shared by Anne Bubnic on 13 Jun 09
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New Image for Computing [PDF] - 0 views
www.zephoria.org/...NICReport.pdf
ad4dcss digital_youth computer_science 21st century skills research
shared by Anne Bubnic on 13 Jun 09
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Supported by a grant from the National Science Foundation, New Image for Computing (NIC) is currently in the first stage of what is planned as a multi-phase project that aims to improve the image of computer science among high school students (with a special focus on gender and ethnic disparities) and encourage greater participation in computer science at the postsecondary level. Download the full report.
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Plagiarism Checkers: 5 Free Websites To Catch The Copycats - 18 views
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5 Websites to find plagiarism. I particularly would like to check Doc Cop which lets you upload files and check it. -
Many tools exist which help us in sidestepping prickly copyright issues. The professional ones are of course potent, spiffy and dollar loving. The free ones may not be too much on looks but without a pinch they are adequate for the blogger world. Here at MakeUseOf, we have previously covered quite a few content tracking web services.
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UK Team is focusing on online comment defamation - 1 views
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a new team to track down people who make anonymous comments about companies online.
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a new team to track down people who make anonymous comments about companies online.
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a new team to track down people who make anonymous comments about companies online.
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a rising problem with people making anonymous statements that defamed companies, and people sharing confidential information online.
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the new team would ensure there was “nowhere to hide in cyberspace”.
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a story from six years earlier about United Airlines going bankrupt was voted up on a newspaper website. This was later picked up by Google News and eventually the Bloomberg news wire, which published it automatically as if it were a news story.
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Could this be considered the new "insider trading" - hmmm. Surely there are issues if it is done maliciously but isn't there a line here?
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rogue employees
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trying to get Internet Service Providers to give out details of customers who had made comments online
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shares in American firm United Airlines fell by 99 per cent in just 15 minutes after an outdated story that the firm had filed for bankruptcy was forced back onto the headlines.
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the numbers of disgruntled employees looking to get their own back on employers or former employers was also on the rise.
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could stifle free speech, and the ability of people to act as whistle-blowers to expose actions by their employers.
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an outlet for anonymous reporting.
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Is it possible to have accountability AND anonymity? Must these be mutually exclusive?
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This is known as the ‘Streisand effect’ online, after a case where singer Barbara Streisand tried to suppress photos of her California beachside home from a publicly-available archive of photos taken to document coastal erosion.
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Nightjack. This was the guy who was blogging on the front line about police work and he was forced to stop this story because he was unmasked by The Times
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If you allow a lot of anonymous debate by people who are not regulated, you can get it descending to the common denominator. If you allow people to register with an identity, even if it’s not their real one, you bring the level of debate up.”
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There was one case a couple of years ago that we just keep referring back to where a defamatory comment was made and it wasn’t taken down for a period of time. Because of that the host of the website was held to be liable.”
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the ‘Wild West’ era of the internet was in some ways coming to an end, with firms starting to crack down
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I think companies are still grappling with whether it’s better to take it on the chin and hope people don’t see the comments, or on the other hand cracking down on everything that’s particularly damaging that’s said online. Maybe this is set to change.”
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While this article starts out about a lawfirm in Birmingham UK that is going to "track down people who make anonymous comments about companies online" it becomes an amazingly poignant article on the very nature of the Internet today and the push pull between anonymous commenting and accountability of the commenter. Push pull between free speech and online identity and brand protection. One person in this article claims that this sort of thing is the sign that the "wild west" of the INternet is coming to an end. Oh dear, I hope someone invents a new one if somehow anonymous commenters are now going to risk such! Also love the article's discussion of the Streisand effect wherein Barbara protested the sharing of some photos of her eroding beachfront which caused a stir and more people looking at the photos than if she had left it alone. This article is going to be a must read for Flat Classroom students and would be great for college-level discussions as well.
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shared by Ben Curran on 21 Jul 11
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challenge based learning guide - 23 views
files.simplek12.com/...ChallengeBasedLearning.pdf
challengebasedlearning pbl projectbasedlearning inquiry
shared by Ben Curran on 21 Jul 11
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Free Online File Converter - 8 views
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shared by Vicki Davis on 08 Jan 14
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Promoting Grit, Tenacity, and Perseverance: Critical Factors for Success in the 21st Ce... - 12 views
www.ed.gov/...-Draft-Grit-Report-2-17-13.pdf
education learning research us-doe bestpractices edu_trends
shared by Vicki Davis on 08 Jan 14
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A report by the US Department of Education Technology from February 2013 (anyone know why this is still a draft?) that shares how we should measure and promote non cognitive factors like grit, tenacity and perseverance. This is one paper to share and discuss.
26734336_1247566728721347_2988988519379982490_n.jpg (564×560) - 1 views
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shared by Ed Webb on 29 May 20
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The academy's neoliberal response to COVID-19: Why faculty should be wary and... - 1 views
academicmatters.ca/eoliberal-response-to-covid-19
Canada education online neoliberalism capitalism opinion analysis pandemics
shared by Ed Webb on 29 May 20
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In the neoliberal economy, workers are seen as commodities and are expected to be trained and “work-ready” before they are hired. The cost and responsibility for job-training fall predominantly on individual workers rather than on employers. This is evident in the expectation that work experience should be a condition of hiring. This is true of the academic hiring process, which no longer involves hiring those who show promise in their field and can be apprenticed on the tenure track, but rather those with the means, privilege, and grit to assemble a tenurable CV on their own dime and arrive to the tenure track work-ready.
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The assumption that faculty are pre-trained, or able to train themselves without additional time and support, underpins university directives that faculty move classes online without investing in training to support faculty in this shift. For context, at the University of Waterloo, the normal supports for developing an online course include one to two course releases, 12-18 months of preparation time, and the help of three staff members—one of whom is an online learning consultant, and each of whom supports only about two other courses. Instead, at universities across Canada, the move online under COVID-19 is not called “online teaching” but “remote teaching”, which universities seem to think absolves them of the responsibility to give faculty sufficient technological training, pedagogical consultation, and preparation time.
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faculty are encouraged to strip away the transformative pedagogical work that has long been part of their profession and to merely administer a course or deliver course material
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remote teaching directives are rooted in the assumption that faculty are equally positioned to carry them out
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The dual delivery model—in which some students in a course come to class and others work remotely using pre-recorded or other asynchronous course material—is already part of a number of university plans for the fall, even though it requires vastly more work than either in-person or remote courses alone. The failure to accommodate faculty who are not well positioned to transform their courses from in-person to remote teaching—or some combination of the two— will actively exacerbate existing inequalities, marking a step backward for equity.
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Neoliberal democracy is characterized by competitive individualism and centres on the individual advocacy of ostensibly equal citizens through their vote with no common social or political goals. By extension, group identity and collective advocacy are delegitimized as undemocratic attempts to gain more of a say than those involved would otherwise have as individuals.
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Portraying people as atomized individuals allows social problems to be framed as individual failures
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faculty are increasingly encouraged to see themselves as competitors who must maintain a constant level of productivity and act as entrepreneurs to sell ideas to potential investors in the form of external funding agencies or private commercial interests. Rather than freedom of enquiry, faculty research is increasingly monitored through performance metrics. Academic governance is being replaced by corporate governance models while faculty and faculty associations are no longer being respected for the integral role they play in the governance process, but are instead considered to be a stakeholder akin to alumni associations or capital investors.
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treats structural and pedagogical barriers as minor individual technical or administrative problems that the instructor can overcome simply by watching more Zoom webinars and practising better self-care.
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In neoliberal thought, education is merely pursued by individuals who want to invest in skills and credentials that will increase their value in the labour market.
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A guiding principle of neoliberal thought is that citizens should interact as formal equals, without regard for the substantive inequalities between us. This formal equality makes it difficult to articulate needs that arise from historical injustices, for instance, as marginalized groups are seen merely as stakeholders with views equally valuable to those of other stakeholders. In the neoliberal university, this notion of formal equality can be seen, among other things, in the use of standards and assessments, such as teaching evaluations, that have been shown to be biased against instructors from marginalized groups, and in the disproportionate amount of care and service work that falls to these faculty members.
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Instead of discussing better Zoom learning techniques, we should collectively ask what teaching in the COVID-19 era would look like if universities valued education and research as essential public goods.
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while there are still some advocates for the democratic potential of online teaching, there are strong criticisms that pedagogies rooted in well-established understandings of education as a collective, immersive, and empowering experience, through which students learn how to deliberate, collaborate, and interrogate established norms, cannot simply be transferred online
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Humans learn through narrative, context, empathy, debate, and shared experiences. We are able to open ourselves up enough to ask difficult questions and allow ourselves to be challenged only when we are able to see the humanity in others and when our own humanity is recognized by others. This kind of active learning (as opposed to the passive reception of information) requires the trust, collectivity, and understanding of divergent experiences built through regular synchronous meetings in a shared physical space. This is hindered when classroom interaction is mediated through disembodied video images and temporally delayed chat functions.
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When teaching is reduced to content delivery, faculty become interchangeable, which raises additional questions about academic freedom. Suggestions have already been made that the workload problem brought on by remote teaching would be mitigated if faculty simply taught existing online courses designed by others. It does not take complex modelling to imagine a new normal in which an undergraduate degree consists solely of downloading and memorizing cookie-cutter course material uploaded by people with no expertise in the area who are administering ten other courses simultaneously.
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when teaching is reduced to content delivery, intellectual property takes on additional importance. It is illegal to record and distribute lectures or other course material without the instructor’s permission, but universities seem reluctant to confirm that they will not have the right to use the content faculty post online. For instance, if a contract faculty member spends countless hours designing a remote course for the summer semester and then is laid off in the fall, can the university still use their recorded lectures and other material in the fall? Can the university use this recorded lecture material to continue teaching these courses if faculty are on strike (as happened in the UK in 2018)? What precedents are being set?
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Students’ exposure to a range of rigorous thought is also endangered, since it is much easier for students to record and distribute course content when faculty post it online. Some websites are already using the move to remote teaching as an opportunity to urge students to call out and shame faculty they deem to be “liberal” or “left” by reposting their course material. To avoid this, faculty are likely to self-censor, choosing material they feel is safer. Course material will become more generic, which will diminish the quality of students’ education.
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In neoliberal thought, the public sphere is severely diminished, and the role of the university in the public sphere—and as a public sphere unto itself—is treated as unnecessary. The principle that enquiry and debate are public goods in and of themselves, regardless of their outcome or impact, is devalued, as is the notion that a society’s self-knowledge and self-criticism are crucial to democracy, societal improvement, and the pursuit of the good life. Expert opinion is devalued, and research is desirable only when it translates into gains for the private sector, essentially treating universities as vehicles to channel public funding into private research and development.
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The free and broad pursuit—and critique—of knowledge is arguably even more important in times of crisis and rapid social change.
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Policies that advance neoliberal ideals have long been justified—and opposition to them discredited—using Margaret Thatcher’s famous line that “there is no alternative.” This notion is reproduced in universities framing their responses to COVID-19 as a fait accompli—the inevitable result of unfortunate circumstances. Yet the neoliberal assumptions that underpin these responses illustrate that choices are being made and force us to ask whether the emergency we face necessitates this exact response.
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The notion that faculty can simply move their courses online—or teach them simultaneously online and in person—is rooted in the assumption that educating involves merely delivering information to students, which can be done just as easily online as it can be in person. There are many well-developed online courses, yet all but the most ardent enthusiasts concede that the format works better for some subjects and some students
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Emergencies matter. Far from occasions that justify suspending our principles, the way that we handle the extra-ordinary, the unexpected, sends a message about what we truly value. While COVID-19 may seem exceptional, university responses to this crisis are hardly a departure from the neoliberal norm, and university administrations are already making plans to extend online teaching after it dissipates. We must be careful not to send the message that the neoliberal university and the worldview that underpins it are acceptable.
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shared by Ed Webb on 28 Sep 21
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Kids who grew up with search engines could change STEM education forever - The Verge - 6 views
www.theverge.com/...tory-structure-education-gen-z
generations students STEM computers literacy digitalliteracy
shared by Ed Webb on 28 Sep 21
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it may also be that in an age where every conceivable user interface includes a search function, young people have never needed folders or directories for the tasks they do
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While many of today’s professors grew up without search functions on their phones and computers, today’s students increasingly don’t remember a world without them
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though directory structures exist on every computer (as well as in environments like Google Drive), today’s iterations of macOS and Windows do an excellent job of hiding them
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the issue is likely not that modern students are learning fewer digital skills, but rather that they’re learning different ones
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STEM educators are increasingly taking on dual roles: those of instructors not only in their field of expertise but in computer fundamentals as well.
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Directory structure isn’t just unintuitive to students — it’s so intuitive to professors that they have difficulty figuring out how to explain it.
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Acrostic poem maker - 34 views
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In this online tool, students can learn about and write acrostic poems. An acrostic poem uses the letters in a word to begin each line of the poem. All lines of the poem relate to or describe the main topic word. As part of the online tool, students brainstorm words to help write their poems and can save their work-in-progress to revise and edit, reinforcing elements of the writing process. Students can also print their finished acrostic poems or proudly show off their work by e-mailing it to a friend. -
Students can make acrostic poems using this tool. They will brainstorm ideas on screen to come up with the ideas