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Ed Webb

The Future of WPMu at bavatuesdays - 0 views

  • I grab feeds from external blogs all the time that are related to UMW an pull them into our sitewide “tags” blog (the name tags here is confusing, it is simply a republishing of everything in the entire WPMu install) with FeedWordPress. For example, I stumbled across this post in the tags blog on UMW Blogs tonight, which was actually being pulled in from a WordPress.com blog of a student who graduated years ago, but regularly blogs about her work in historic preservation.  This particular post was all about a book she read as an undergraduate in Historic Preservation, and how great a resource it is.  A valuable post, especially since the professor who recommended that book, W. Brown Morton, retired last year. There is a kind of eternal echo in a system like this that students, faculty, and staff can continue to feed into a community of teaching and learning well beyond their matriculation period, or even their career.
  • what we are doing as instructional technologists, scholars and students in higher ed right now is much bigger than a particular blogging system or software, I see my job as working with people to imagine the implications and possibilities of managing and maintaining their digital identity in a moment when we are truly in a deep transformation of information, identity, and scholarship.
  • we’ll host domains that professors purchase and, ideally, map all their domains onto one WP install that can manage many multi-blogging solutions from one install.  The whole Russian Doll thing that WPMu can do with the Multi-Site Manager plugin. So you offer a Bluehost like setup for faculty, and if that is too much, allow them to map a domain, take control of their own course work, and encourage an aggregated course management model that pushes students to take control of their digital identity and spaces by extension.  Giving students a space and voice on your domain or application is not the same as asking them to create, manage and maintain their own space.  Moreover, it doesn’t feed into the idea of a digital trajectory that starts well before they come to college and will end well after they leave.  This model extends the community, and brings in key resources like a recent graduate discussing an out-of-print historic preservation text book a retired professor assigned to be one of the best resources for an aspiring Preservation graduate student. This is what it is all about, right there, and it’s not gonna happen in silos and on someone else’s space, we need to provision, empower, and imagine the merge as a full powered move to many. many domains of one’s own.
Ed Webb

C. Wright Mills on blogging | Savage Minds - 0 views

  • On Intellectual Craftmanship. I was amazed how clearly the reasons why scholars blog were laid out in the opening paragraphs. In what follows I have changed none of Mills’s original language except for replaced ‘journal’ and ‘file’ with ‘website’ and ‘blog’. Clearly Mills didn’t envision the files he advocates as public documents, but other than that the parallels are uncanny
Lisa M Lane

Adoption as Linking: A Response to the Stephens « iterating toward openness - 0 views

  •  
    Both Stephens agree that my idea of adoption, which involves revising and remixing, is wrong-headed. Downes writes "Here at OLDaily, I have been 'adopting' open educational resources for ten years, linking to a half dozen or so of them every week day… Who needs the grief [of adapting OER]? We link to them and let learners use them directly." And Carson agrees, "blog-like linking makes sense for OER for a number of reasons." If linking is going to constitute the primary method of adopting OER, every penny spent on the process of openly licensing material for OCW or OER publication has been wasted. I can link to CNN. I can link to the New York Times. I can link to Mashable. I can link to Apple and Microsoft. You don't need openly licensed anything to build a course out of links.
Ed Webb

Wired Campus - The Chronicle of Higher Education - 0 views

  • Kevin Donovan had an ambition to build an open-courseware Web site, this one amid the "not-so-free culture" of Georgetown University, as one blog put it. Mr. Donovan, a junior in Georgetown's School of Foreign Service, wants to see first-class education available to the third world. He argues that open courses make sense, given Georgetown's Jesuit tradition of social responsibility. The dean of his school bought his pitch, which carries a valuable lesson for fellow student organizers: once you obtain that kind of high-level support, things get a lot easier. The open-courseware project became Mr. Donovan's summer job. Working with faculty and the Center for New Designs in Learning and Scholarship, Mr. Donovan helped put six courses online last year. He hopes to build on that start in the coming semester.
Ed Webb

Edupunks Unite? « eLearning Blog // Don't Waste Your Time … - 0 views

  • the universal trend is that the managed and forced structure of the VLE or LMS is being recognised by the facilitators as too restrictive, the educators are too slow to realise it, and the accountants are too deaf to listen to us before they invest thousands of pounds (if not millions) and hundreds of hours in developing in favour of one solution that is an immovable lump hanging around the Institution's neck.
Ed Webb

Here we are…there we are going « Connectivism - 0 views

  • Learning consists of weaving together coherent (personal) narratives of fragmented information. The narrative can be now created through social sensemaking systems (such as blogs and social networks), instead of centrally organized courses. Courses can be global, with many educators and participants (i.e. CCK08). Courses, unlike universities, are not directly integrated into the power system of a society. Can decentralized networks of autonomous agents serve the same function as organized institutions? But who loses, and what is lost, if the teaching role of universities decline?
  • The virtues that a society finds desirable are systematized in its institutions. However futile this activity, it helps society, and media, to hold people accountable, to devise strategies, and create laws so people feel safe. Similarly, results that are desirable (financial, educationally, etc) are systematized to ensure the ability to manage and duplicate results. I shared some thoughts on this systematization last year as a reason for the currently limited impact of personal learning environments (PLEs). Quite simply, even revolutionaries conserve.
  • Teaching is what is most at risk. Can a social network - loosely connected, driven by humanistic ideals - serve a similar role to what university classrooms serve today? I hope so, but I don’t think so. At least not with our current mindsets and skillsets. We associate with those who are similar. We do not pursue diversity. In fact, we shy away from it. We surround ourselves with people and ideas that resonate with our own, not with those that cause us stress or internal conflict. Secondly, until all of society becomes fully networked (not technologically networked, but networked on the principles of flows, connections, feedback), a networked entity always risks being subverted by hierarchy. Today, rightly or wrongly, hierarchy holds power in society.
Ed Webb

Fight the MOOCopalypse! « Computing Education Blog - 1 views

  • Education is technology’s Afghanistan — school-conquering technology keeps charging in, and the technology limps out defeated:
  •  Education is way harder than handheld personal computing.
  •  If we do teach more with MOOCs, we should be the harshest critics of MOOCs
Ed Webb

The Promise and Peril of Ed-Tech Democratization - WorldWise - The Chronicle of Higher ... - 1 views

  • the Indians I heard in London accepted the following premise: university education, at least in part, involves seasoned, well-educated people determining what less seasoned, less well-educated people should know, then proceeding to teach them. By contrast, at the Palo Alto gathering there was much more talk of “hacking college.” This worldview, though certainly not universal, reflects a certain disdain for hierarchies of knowledge and expertise. Instead, it embraces a radically individualistic approach to higher ed, one based on the idea that it’s always a great thing when students create their own education, piecing together courses and educational materials, free from the confines of convention.
  • Lots of students who want a college education, whether at the elite or mass-access end of the spectrum, either want to study a curriculum that has been proven, need support because they don’t have the tools to educate themselves, or both.
  • The edupunk aesthetic certainly has some appeal – why not blow up some traditional assumptions about the structure of education? And it is so varied that it wouldn’t be fair to say its proponents are all blind to questions of giving students the guidance they need to succeed. But its anarchistic edge risks leaving students to their own devices so much that oversight and quality control goes out the window
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  • There’s no reason we can’t use disruptive tools to teach an established body of knowledge, in a particular course sequence, to more people, more effectively.
Ed Webb

Flip This: Bloom's Taxonomy Should Start with Creating | MindShift - 0 views

  • The pyramid creates the impression that there is a scarcity of creativity — only those who can traverse the bottom levels and reach the summit can be creative. And while this may be how it plays out in many schools, it’s not due to any shortage of creative potential on the part of our students.
  • Here’s what I propose: we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.
  • I’ve come to realize that it’s very important for my students to encounter a concept before fully understanding what’s going on. It makes their brain try to fill in the gaps, and the more churn a brain experiences, the more likely it’s going to retain information
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  • I think the best flipped classrooms work because they spend most of their time creating, evaluating and analyzing. In a sense we’re creating the churn, the friction for the brain, rather than solely focusing on acquiring rote knowledge. The flipped classroom approach is not about watching videos. It’s about students being actively involved in their own learning and creating content in the structure that is most meaningful for them.
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