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in title, tags, annotations or urlHigh-Tech Cheating on Homework Abounds, and Professors Are Partly to Blame - Technology - The Chronicle of Higher Education - 0 views
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"I call it 'technological detachment phenomenon,'" he told me recently. "As long as there's some technology between me and the action, then I'm not culpable for the action." By that logic, if someone else posted homework solutions online, what's wrong with downloading them?
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"The feeling about homework is that it's really just busywork,"
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professors didn't put much effort into teaching, so students don't put real effort into learning
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Edupunks Unite? « eLearning Blog // Don't Waste Your Time … - 0 views
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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.
Views: Vertigo Years - Inside Higher Ed - 0 views
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Capturing the spirit of the times, one prominent advocate styled the three-year degree as the "higher ed equivalent of a fuel-efficient car" compared to the "gas guzzling four-year course." A metaphor from the food industry might be more apt. Slow education, as in slow cooking, is enthusiastically replaced by Fast Ed or McEd, with comparable results. Higher education is certainly in need of efficiency. Our current business model, which has yielded steadily increasing costs, needs change and, perhaps, radically so. Let us not be fooled by adapting across the system solutions that appear corrective but may be destructive of the virtue and distinction of American higher education and its ambition -- education for the workforce and for participation and leadership in a democracy.
Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation - Open Education Conference - 0 views
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Note that this isn’t just a technological alternate history. It also describes a different set of social and cultural practices.
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CMSes lumber along like radio, still playing into the air as they continue to gradually shift ever farther away on the margins. In comparison, Web 2.0 is like movies and tv combined, plus printed books and magazines. That’s where the sheer scale, creative ferment, and wife-ranging influence reside. This is the necessary background for discussing how to integrate learning and the digital world.
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These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
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The powerful and mysterious brain circuitry that makes us love Google, Twitter, and texting. - By Emily Yoffe - Slate Magazine - 0 views
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For humans, this desire to search is not just about fulfilling our physical needs. Panksepp says that humans can get just as excited about abstract rewards as tangible ones. He says that when we get thrilled about the world of ideas, about making intellectual connections, about divining meaning, it is the seeking circuits that are firing.
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Our internal sense of time is believed to be controlled by the dopamine system. People with hyperactivity disorder have a shortage of dopamine in their brains, which a recent study suggests may be at the root of the problem. For them even small stretches of time seem to drag.
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When we get the object of our desire (be it a Twinkie or a sexual partner), we engage in consummatory acts that Panksepp says reduce arousal in the brain and temporarily, at least, inhibit our urge to seek.
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Guest Post: The Complexities of Certainty | Just Visiting - 0 views
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Privileges abound in academia, but so do experiences of loss, instability and fear. And into this situation we were called to respond to a pandemic.
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It is tempting to reach for certainties when everything around us is in chaos, and for a vast swath of higher ed instructors, the rapid shift from face-to-face teaching to emergency distance learning has been chaos. Small wonder, then, that people have offered -- and clung to -- advice that seeks to bring order to disorder. Many people have advised instructors to prioritize professionalism, ditching the sweatpants and putting away the visible clutter in our homes before making a Zoom call, upholding concepts like "rigor" so that our standards do not slip. To some, these appeals to universal principles are right-minded and heartening, a bulwark against confusion and disarray. But to others they have felt oppressive, even dangerously out of touch with the world in which we and our students live.
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certainties can be dangerous; their very power is based upon reifying well-worn inequities dressed up as tradition
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How much 'work' should my online course be for me and my students? - Dave's Educational Blog - 0 views
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My recommendation for people planning their courses, is to stop thinking about ‘contact hours’. A contact hour is a constraint that is applied to the learning process because of the organizational need to have people share a space in a building. Also called a credit hour, (particularly for American universities) this has meant, from a workload perspective, that for every in class hour a student is meant to do at least 2 (in some cases 3) hours of study outside of class. Even Cliff Notes agrees with me. So… for a full load, that 30 to 45 Total Work Hours for students per course that you are designing.
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Simple break down (not quite 90, yes i know) Watch 3 hours of video* – 5 hoursRead stuff – 20 hoursListen to me talk – 15 hoursTalk with other students in a group – 15 hoursWrite reflections about group chat – 7.5 hoursRespond to other people’s reflections – 7.5 hoursWork on a term paper – 10 hoursDo weekly quiz – 3 hoursWrite take home mid-term – 3 hoursWrite take home final – 3 hours
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A thousand variations of this might be imagined
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CRITICAL AI: Adapting College Writing for the Age of Large Language Models such as ChatGPT: Some Next Steps for Educators - Critical AI - 1 views
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In the long run, we believe, teachers need to help students develop a critical awareness of generative machine models: how they work; why their content is often biased, false, or simplistic; and what their social, intellectual, and environmental implications might be. But that kind of preparation takes time, not least because journalism on this topic is often clickbait-driven, and “AI” discourse tends to be jargony, hype-laden, and conflated with science fiction.
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Make explicit that the goal of writing is neither a product nor a grade but, rather, a process that empowers critical thinking
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Students are more likely to misuse text generators if they trust them too much. The term “Artificial Intelligence” (“AI”) has become a marketing tool for hyping products. For all their impressiveness, these systems are not intelligent in the conventional sense of that term. They are elaborate statistical models that rely on mass troves of data—which has often been scraped indiscriminately from the web and used without knowledge or consent.
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ChatGPT Is Nothing Like a Human, Says Linguist Emily Bender - 0 views
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Please do not conflate word form and meaning. Mind your own credulity.
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We’ve learned to make “machines that can mindlessly generate text,” Bender told me when we met this winter. “But we haven’t learned how to stop imagining the mind behind it.”
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A handful of companies control what PricewaterhouseCoopers called a “$15.7 trillion game changer of an industry.” Those companies employ or finance the work of a huge chunk of the academics who understand how to make LLMs. This leaves few people with the expertise and authority to say, “Wait, why are these companies blurring the distinction between what is human and what’s a language model? Is this what we want?”
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