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Enemy Lurks in Briefings on Afghan War - PowerPoint - NYTimes.com - 4 views

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    Well, shoot, in another context we'd laud this as a great visualization of a complex network. It ain't typical powerpoint fare, is it? I for one can't stand the header-and-bullet death march of most powerpoint decks, but is it becoming a scapegoat? Representational determinism gone mad?
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    I recommend the essay here: http://smallwarsjournal.com/blog/2009/07/print/draft-draft-draftpowerpoint-1/ which is linked to from the NYT piece. Balanced view of the genuine shortcomings of the program as it operates within the military's institutional culture, alongside appreciation of what it can do well.
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Learning By Doing - CogDogBlog - 1 views

  • I can become a better photographer simply by the sheer act of continually doing photography… heading towards the idea of 10,000 hours at doing something can get you near the “Welcome to Expertise” sign. This seems simple- I get better at something by doing it. There is no central authority, no entity that is approving what I do. If I skip a day or more, there is no punishment. It is not based on attendance. I get out what I put into it. I’m really on my own. That’s is as Personal as the Learning Environment can be, eh? But I am not completely on my own… and what I think is a key ingredient here is the feedback I get by being in a network of peers doing the same thing. It is the comments, suggestions, and even small reinforcements that others doing the same activity as me that increase or reinforce my learning, not a teacher’s.
  • 1. The longest path is the shortest and the shortest path is the longest Essentially, if you are looking for shortcuts to learning , your end path will take more time and effort. At first the path of learning all of the basic concepts seems like a long route, but in the end, the authors argue will be shorter in the long run. 2. Avoid isolation. This not only means find online communities, but also people you can talk to or bounce ideas off of. It’s the “Learning is social” concept –“As a self-learner, you do not have the convenience of scheduled class time and required problem sets. You must be aggressive about finding people to help you.” 3. Avoid multitasking It does not mean you cannot study with music playing (I am listening to a blues show as I type) but it is important to focus solely on trying to learn a task or complete a project. 4. You don’t read textbooks, you work through them It ain’t a novel and need not be read cover to cover, or even chapter start to end- “Successful self-learners don’t read, they toil. If there are proofs, walk them through, and try proving results on your own. Work through exercises, and make up your own examples.” It’s more like exercising than reading. 5. Build Eigencourses I cannot define “eigencourse” but to me it says leverage the open content that is out there. The “eigen” part seems to mean its not all in one place, you will need to pick and choose, mix and mashup. Don;t expect a single course pack. 6. What to do when you don’t understand. This point was a bit more vague to me and aimed more at learning to code, but the idea of a “logic tree” tells me there are patterns of ways to figure out how to step back and sort out what you need to learn something you don’t get at first. Maybe it should read, “DON’T PANIC”? 7. There is nothing so practical as a good theory. The authors here suggest to not be a “theoretician” or a “practitioner” but both. “Not all textbooks can be read with application in mind, despite that they serve as the theoretical foundation for applied work. This is why you must have a deep sense of patience and commitment – which is why a prolonged curiosity and passion for a topic are so valuable… Avoid the dualistic mistakes of technical execution without intuition, and intuition without technical execution.”
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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
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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.
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Wikispaces - Create Your Free Higher Education Wiki - 0 views

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    Now free for higher ed
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Using Social Networks for Social Good - Design - GOOD - 0 views

  • As I’ve mentioned before, it is up to online communities to disrupt the oppressive status quo at conventional institutions. The same applies to our conception of currency, and how we form online “transactions.” Now that the focus among the technorati is shifting from how to monetize social media toward how to use it to create social impact, we have an opportunity to harness the meaning economy
  • “Abundance breaks more things than scarcity does.”
  • PickupPal, a ride-sharing service in Ottawa that was providing information for commuters to more easily use the service. It became so easy to use that the City of Ottawa, whose public transportation system was at risk of loosing market share, passed a law making carpooling and ridesharing unreasonably difficult to do. PickupPal was deemed “too efficient.” A local movement to save the rideshare company began and the uproar in the community caused the city to rewrite the law.
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  • "Once it was clear women were acting as a group, then the state acted,” Shirky said. “They arrested members of Sri Ram Sena, and there have been no more attacks, We would like the state to do the right thing on behalf of citizens, but they don't always for individuals. They do for organized groups."
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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.
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Universal broadband should be about control, not just access. - By James Losey and Sasc... - 0 views

  • The Internet is a democratizing technology not because users have access to services like Twitter and Facebook but because it supported the development of these tools in the first place. Ignoring this distinction has led to the United States' unfortunate decision to craft public policies that focus primarily on expanding Internet "access" with too little attention paid to the fact that not all access is created equal (PDF). By focusing on access, disregarding the mounting threats to the openness of the Internet, our politicians and regulators are ignoring a growing divide between users with control over digital technologies and those without.
  • protect the rights of users to create
  • the iPhone is part of a new class of devices that actively keep the end user from having control
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  • In effect, mobile carriers have created a second-class Internet connection. This spring, Verizon demanded that Google remove free tethering applications from the Android Market so that it can charge users a monthly fee to turn their smartphones into mobile hotspots. Combined with restrictive data caps—often a low two to five gigabytes per month (for comparison, the typical Blu-ray disc containing your favorite movies can hold 50 gigabytes of data)—mobile connectivity severely limits user options.
  • When compared with the freedoms still present on other types of broadband connections, mobile networks' demands offer fewer opportunities to think differently or to innovate. This is particularly problematic because it disenfranchises those (such as minorities, people in lower income brackets, and young adults) who are more likely to depend on smartphones to access the Web. In fact, Pew Internet and American Life Project found that smartphone ownership is highest with minorities, and nearly one in five young adults only access the Web on mobile networks. The increasing limitations on the Internet craftsman means these groups do not have a voice in how the Web evolves.
    • Ed Webb
       
      Note also that in the developing world the vast majority of web access is via mobile phones
  • Policies addressing the digital divide must embrace the Internet Craftsman and confront the deep and growing chasm between users of restrictive technologies and those free to innovate without gatekeepers. The Internet's potential to empower is strongest when users are free to turn their imaginations into reality, not when innovation is confined by increasingly restrictive policies of network operators. The future of democratic communications depends on the ability of network participants to have control over the technologies we use every day.
  • If everyone with a 3G unlimited plan started tethering and using their phones for home internet (instead of the relatively limited bandwidth things you tend to do on a cell phone), pretty soon nobody would have speeds faster than dial-up. This is a difficult problem with no easy solution. I don't like the fact that mobile data costs so much, and I do think that mobile companies could certainly be more consumer friendly, but it's a myth to think that we can all have cheap, fast, unlimited mobile internet access - you can probably have any two of those, but not all three.  
  • I really think you're kind of off base on the "mobile is second-class access and that's inherently unfair". Mobile is limited because cellular bandwidth currently is limited and you therefore have to pay more for it. To extend your craftsman analogy, anyone can buy wood and a hammer, but access to a five-axis lathe is limited by complexity and associated price. I don't especially want to have trouble checking my email at lunch because some guy is ripping the collected works of Orson Welles through bittorrent on the same cell. Different tools for different uses. I seriously doubt anyone with a strong interest in programming really can't get access to cheap or free broadband these days...say, at every library I've been to in the last 10 years? Open access is a necessity, but so is working within the limitation of the existing tech.
  • I worry that as consumers become accustomed to (more or less justified) mobile caps and limits, landline providers will get away with implementing caps that are significantly less justifiable, and done more from a profit motive than from a desire or need to provide improved service.  
  • There would be no problem if carriers wanted to restrict the volume of traffic, but that's not the issue. Instead they want to restrict how you use that volume. They're happy to let you use gigabytes of bandwidth watching YouTube on your phone, but start threatening you or force you to buy an outrageously expensive tethering plan if you want to do some casual browsing on your laptop/netbook while it's connected through your phone.
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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.
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Leigh Blackall: Student authored, open, psychology text book - 0 views

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    Hot-diggity
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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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Free Online Courses, at a Very High Price - Technology - The Chronicle of Higher Education - 0 views

shared by Ed Webb on 12 Oct 09 - Cached
  • A success for college-made free online courses—except that Mr. Ziegler, who works for a restaurant-equipment company in Pennsylvania, is on the verge of losing his job. And those classes failed to provide what his résumé real ly needs: a college credential.
    • Ed Webb
       
      Buggeration - the credentialist barrier.
  • the recession and disappearing grant money are forcing colleges to confront a difficult question: What business model can support the high cost of giving away your "free" content?
  • The education oracle offers another prophecy for open courseware. "Every OCW initiative at a university that does not offer distance courses for credit," he has blogged, "will be dead by the end of calendar 2012."
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  • David Wiley, open education's Everywhere Man
  • ventures around the country are seriously exploring new business strategies. For some, it's fund raising à la National Public Radio; for others, hooking open content to core operations by dangling it as a gateway to paid courses.
  • "Given that exclusivity has come to be seen by some as a question of how many students a university can turn away, I don't see what's going to make the selective universities increase their appetite for risking their brands by offering credits for online versions of core undergraduate courses,"
  • the unbundling of higher education.
  • MIT, where students pay about $50,000 a year for a tightly knit package of course content, learning experiences, certification, and social life. MIT OpenCourseWare has lopped off the content and dumped it in cyberspace. Eventually, according to Mr. Carson's take on the unbundling story, online learning experiences will emerge that go beyond just content. Consider Carnegie Mellon University's Open Learning Initiative, another darling of the movement, whose multimedia courses track students' progress and teach them with built-in tutors—no professor required.
  • "Social life we'll just forget about because there's Facebook," Mr. Wiley says. "Nobody believes that people have to go to university to have a social life anymore."
  • Peer 2 Peer University
  • University of the People
  • Western Governors University—a nonprofit, accredited online institution that typically charges $2,890 per six-month term—where students advance by showing what they've learned, not how much time they've spent in class. It's called competency-based education. It means you can fast-forward your degree by testing out of stuff you've already mastered. Some see a marriage of open content and competency-based learning as a model for the small-pieces-loosely-joined chain of cheaper, fragmented education.
  • much open courseware is "lousy,"
  • "There's a pretty significant fraction of the population that learns better with instructor-led kinds of activities than purely self-paced activities,"
  • "It doesn't shift what's happening in some of the very stable traditional institutions of higher education. But there are huge numbers of others who aren't being served. And it's with those that I think we'll begin to see new forms."
  • The model boils down to six words: Do you like this? Enroll now!
  • a Korean university where students competed to produce open lecture notes. The prize was an iPod and lunch with the university president.
  • Carnegie Mellon is trying a different model. When its courses are good enough, with other colleges assigning them as e-textbooks, it asks students to pay a fee as low as $15, says Joel M. Smith, vice provost. "That would be a very, very, very cheap textbook," he says. "If it were used by a large number of colleges and universities, it could sustain the project."
  • the free courses taught him one thing, something important when you've been out of school so long: He can do it. He can follow a Yale class. He has nothing to fear.
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