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gary chinn

Reverse Instruction: Dan Pink and Karl's "Fisch Flip" | Connected Principals - 4 views

  • If kids can get the lectures, can get the content delivery and skill modeling as well (or often better) by computer lecture than in person, why do we have use precious class-time for this purpose?  Why do we, in the status quo,  replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help? Increasingly,  education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming:  so let’s have them do these things in class, not sit and listen.   We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone– let’s have students learn it with us in our classrooms.   Let every classroom be a collaborative problem solving laboratory or studio.
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    not a new article, but I just found it. I think these kinds of strategies are good to have in mind when thinking through implications of lecture capture. "classroom flip" is one example, and a different spin on one that the Blended Learning Initiative at PSU explored; in this case, instruction would be delivered via video instead of text/graphics web pages, but the goal of freeing classroom time is the same.
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    That's one of the problems that we're having with the "lecture capture" term. In some of the scenarios that Chris Millet is putting together, faculty would be using the personal capture features to prepare learning materials for students (short bursts) and then use classroom time for discussion/debate/problems/group work. So then the question becomes how we design classrooms (or learning spaces or studios, labs, etc...) to support that kind of activity.
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    has great potential for mid-week short example problems or "muddiest point" videos as well. it seems like an important part of the roll-out would be communicating the possibilities beyond the straight lecture capture, many of which we've probably not thought of yet.
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    Agreed there. I don't think we should even label it "lecture capture" if we can avoid that term. By the way, we are always looking for good Symposium speakers. If you happen to see someone who you think would be good to bring to a Penn State audience, the planning group would like to hear about it. Most of the ones we've had in the past few years have had a nice blend of an academic background, innovative thinking, understanding of cultural trends, have written popular books, and have excellent speaking skills. Dan Pink may be two into the workplace motivation side of things, but maybe not.
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    I think pink's an interesting guy & good writer. we actually emailed his reps when we were planning an innovation & engineering workshop because his book "drive" talks a good deal about mastery and that was a topic we were interested in. but the quote we received was ~$45k, which was over 3 times our speaker budget. who knows, though, he might have an ed discount. :) I always found esther hargittai's work to be very interesting, though she is perhaps too 'academic' for the purposes of the symposium.
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    Yeah - no - that's a bit high. I'm not sure that he's the best choice anyway. Maybe we just buy some copies of his book instead.
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    I certainly don't envy the symposium planning group; it's a diverse audience, so finding a speaker who resonates with most attendees seems like a daunting task. as for the book, a few friends have told me that pink's 20 minute ted talk has pretty much everything that's in the book, save some examples. very interesting topic, though. would be good fodder for a 'book club' discussion. the other book that might be good for a group read is digital habitats: http://www.amazon.com/Digital-Habitats-stewarding-technology-communities/dp/0982503601/ref=sr_1_1?s=books&ie=UTF8&qid=1304001207&sr=1-1 there's info in there about communities of practice & technology stewardship that I really liked. who knows, perhaps Etienne Wenger could be an intriguing potential speaker? FYI, I have an extra copy of the book in my cube if anyone wants to borrow it.
gary chinn

Will a Harvard Professor's New Technology Make College Lectures a Thing of the Past? - ... - 3 views

  • Mazur sold attendees at the recent Building Learning Communities conference on this new approach by first asking them to identify something they're good at, and then having them explain how they mastered it. After the crowd shared, Mazur pointed out that no one said they'd learned by listening to lectures. Similarly, Mazur said, college students don't learn by taking notes during a lecture and then regurgitating information. They need to be able to discuss concepts, apply them to problems and get real-time feedback. Mazur says Learning Catalytics enables this process to take place.
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    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
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    I saw something else along these lines at ELI this year (I'll have to look up the notes). It was mostly about organizing students into discussion groups and assigning them a topic, role, position on the issue, etc... I could see us doing a hot team on several of these technologies. But about the flipping the classroom part of this article, we'll probably open a "Flip the Classroom" engagement initiative this fall to explore multiple approaches to creating the class preparation materials and in-class activities. Some of this is related to the Kahn Academy discussions we've been having. Some touch the lecture capture software that faculty could run in their offices to create personal captures going over material or key points. Anyway, I'd like to open this up to the creativity across Penn State and see what approaches people propose.
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    Awesome article! This is very similar to the way we are designing the modules for our NIH project. Allan, I would love to be part of "Flip the Classroom" engagement initiative this fall. If there is anything I can do please let me know.
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    an engagement initiative seems like a good idea. many of the approaches are implementations of active learning strategies, and I think having faculty from multiple disciplines exploring and sharing is a good way to test the effectiveness of various approaches. we just met with faculty from architectural engineering who've been flipping since 2008. one observation they made was that they flipped to allow student teams to work on group projects during class time. I had always thought that was a good idea for logistical purposes (especially in a team-heavy college like engineering), but they made a point I had not thought of: using classroom flip in that manner also allowed for the teams to have access to faculty advice and guidance while they were meeting to work on their projects. that seems like it may have huge benefits, especially at key points in a group assignment. all a long way of saying, there's much to learn. the blended learning initiative was essentially a 'classroom flip' approach as well, so some of the ways faculty adapted instruction for those courses might be relevant here too.
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    Angela: Let's talk about it. Gary: Tapping into first-hand experience would be great. I know a bit from the National Conference on Academic Transformation conference. The example that comes to mind is a flip where students learn about math through some short (5 minute) video tutorials and then attend "class" in a lab environment to work in teams and get access to the GA and faculty. It taps into a lot of the features of "student engagement" as measured by the National Survey on Student Engagement with factors such as increased student-student work, collaborative problem solving, immediate feedback, and increased student-faculty contact. Overall, an excellent design.
Emily Rimland

The TOMORROW'S COLLEGE series: Don't Lecture Me - 2 views

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    This was a great radio documentary that aired this Sunday on WPSU. Did anyone else catch it? Really great info about how professors are changing the ways they teach, moving away from lectures to techniques like peer instruction even in large classes. I was also excited to hear it mention the classroom idea we are implementing in the Knowledge Commons in the library. A classroom where there is no "front" as another way to change up traditional teaching.
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    Great stuff. Hannah Inzko shared that with me last week before we did an ETS Talk episode about Flipping the Classroom (http://ets.tlt.psu.edu/podcast/ets-talk-63-flipping-the-classroom/)
Cole Camplese

Is lecture capture the worst educational technology? | Mark Smithers - 32 views

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    Should we be investing in a University wide initiative?
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    This is a pretty standard critique. Reasons for lecture capture from my readings on class podcasts: Accessibility (physical, sensory, and learning disability), time shifting (TiVo), exam review, increased student satisfaction, ESL students, hybrid learning, and student feedback (on presentations). I could probably list several more. Smithers doesn't really address these kinds of uses. He also mentions that preparing short videos to augment classroom materials is a worthwhile effort, and we'd get desktop capture along with the system that we'd purchase.
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    When I first started thinking about lecture capture, what this article is saying pretty much summed up my position. Lectures represent poor instruction, and all lecture capture does is perpetuate that. I've come to have a more nuanced perspective on this issue than this author seems to have. First, there are certain realities we have to deal with. Large-enrollment courses and large lecture halls aren't going away anytime soon. In fact, they're only going to get more common as higher educational institutions try to operate more efficiently. Given this, as educational technologists, we need to look into technologies which provide the best teaching and learning experience with this contraint. Clickers are a good example of encouraging student engagement in large lecture halls. Lecture capture can improve this situation in a number of ways. If a student falls behind and is not able to ask questions due to the sheer size of a section, they can review the lecture later and engage with peers using the collaboration features of most lecture capture systems. Faculty can use lecture capture to create supplementary materials to supplement their instruction and minimize rote lecture, which may open an opportunity for incorporating critical dialogue in class. There are many other ways to use lecture capture to address the difficult teaching challenge of large lectures. Second, one situation that came up numerous times in my focus groups was that lecture captures helped students particularly in courses where the content was particularly challenging or informationally dense. No matter how good an instructor is, there are times that information presented in a lecture needs to be reviewed, and the presence of a lecture capture system provides that capability. Good systems, like the ones we're looking at, capture multiple sources like slides and document cameras, do OCR to make content searchable, etc., so review is a fairly rich experience.
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    (continued.. Diigo cut off my comment) Third, another affordance good lecture capture systems offer is collaboration. Reviewing a lecture capture is not a one-way consumption of a capture, but rather a place for contextual discussion of course materials with peers, or a place for students to ask targeted questions regarding a particularly difficult section of a lecture. Given that this discussion is contextual, it's often far more useful than an LMS discussion area. Finally, this technology aids teaching by offering instructors the ability to more easily see where students are having problems (via observing what sections they are reviewing the most or where they have the most questions) so they can address this in class. There's more value in lecture capture beyond what I've suggested here, such as in supporting distance or hybrid instruction (another growing need at this institution). Perhaps the problem is in the name 'lecture capture', as this doesn't really encapsulate much of what I just described. And there's definitely a faculty training need created here, in order to help develop pedagogies to properly leverage this technology and not just perpetuate bad teaching. But I think that's the case with any technologies we introduce. In short, this article provides a very one-dimensional view of lecture capture, and is probably based on observations of a small handful of poor uses. I think we can do better, and I am much more hopeful about this technology.
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    I think the original author would argue that the points you bring up would be better suited by series of short desktop recordings. It is a better way to present informationally dense materials. Students can collaborate around the desktop recording as much as a recorded lecture, and analytics on desktop recordings can reveal areas where students are struggling just as well as a recorded lecture. To the first point of classrooms getting larger - maybe it is incumbent on ed technologists to find ways to increase efficiency in ways other than increasing capacity of lecture halls - like allowing faculty to present content from their desktop via the web and rethinking the assumptions of getting everyone together in a large room. I certainly don't have all the answers or all the information, but just a little advocating for the devil.
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    That's a good point, Brad. You're right that desktop capture applications can do some of what systems like Echo360 can do. Something like Camtasia Relay is a good example of a desktop capture app that publishes into a centralized system, which could then integrate into an LMS, blogs, or whatever. I would say that Echo360's personal capture solution might be able to produce a more rich capture of multiple sources, and has some other collaboration and analytics features that Camtasia doesn't (can you tell I've been evaluating these tools for the last two months?). But still, you might say Echo360 is overkill if primarily what you want to do is desktop recording. I'm not convinced that that's all faculty will want to do, or if that's the right approach pedagogically speaking. But I guess that's why we need to pilot this stuff. I agree that packing students into larger and larger classroom isn't the right answer being more efficient. To some extent it's inevitable though, at least until more modern pedagogies that include active and social learning become more mainstream, and there's proven technology to support that on a large scale. Maybe lecture capture is just an interim step towards that model. I'm not sure..
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    this is a highly relevant article for me. by way of background, my director & I have been making the rounds to faculty meetings for the departments in our college (there are 13 in total) to talk about our center and what we do. one of the first comments/questions we get has something to do with lecture capture as a proposed "online course" model. for myriad reasons, I am against the notion that lecture capture can represent the foundation of a high-quality online learning experience. and, in fact, I am positive that the reason it comes up so often is that it is far and away the lowest burden on faculty in terms of effort: no course redesign; no reconsideration of teaching approaches; no change in anything, really, just record an already-ongoing in class presentation and stream it. I think it's lazy work and leads to a subpar instructional experience. that said, I have no issue with it at all as an ancillary resource for a res class. in fact, the content covered in many of our classes would benefit from allowing students to go back and review example problems, equations, in-class demos, etc.
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    At the ELI meeting, I went to an excellent session by some folks at George Washington University where they're using lecture capture as the primary delivery platform for a distance education program. According to them, it works very well and both on-campus and on-line students are happy with the program. My notes are here: http://www.personal.psu.edu/asg102/blogs/portfolio/2011/02/echo-360-at-george-washington.html
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    Lecture capture is just a technology. It can be used poorly (using it to re-broadcast bad teaching) or it can be used well (to prompt students and facilitate in-class discussion). The important thing is to understand its affordances and apply sound instructional design to its use. Again, I think people get hung up on the term "lecture capture" and miss all the other compelling uses of the technology. It take your point though, Gary, and there is a chance that these systems will encourage people to be lazy and call it innovative teaching practice anyway. But isn't that true with any technology?
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    good points, chris. again, my issue is with lecture capture as the foundation (ie primary content delivery approach) of a completely online course. as a way to making materials available outside of a residential course, I think lecture capture has clear application. we've also been working on "classroom flip" models for years in our college, which provide students with recorded lectures in preparation for in-class meetings. our architectural engineering department has done a good deal of these over the years and refined his process. so there is clear value to providing recordings of lectures. my criticisms are in the specific context of online instruction. we're incorporating lots of screencasts and other shorter video clips into courses currently under development, and have been doing so since I joined the center three years ago. but in terms of effective content delivery in an online environment, 50-minute captured lectures are a poor approach; if folks are interested in more info, I have a lit review I assembled last year on this exact issue. in short, long uninterrupted blocks of video are a poor choice for engagement & the realities of learner attention. however, steps can be taken to address these issues with pacing and building in opportunities for learner-to-content interaction within the larger elearning framework. to put another way, many of the benefits of redesigning for distance instruction are not the obvious ones: tasks such as revisiting learning objectives; reconsidering how interaction will work; reconsidering the balance between student-centered and instructor-led content delivery; how central student discussions or presentations are to mastery of specific course goals; and so on. i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) la
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    I think it is better than the Aqua Bar, that's for sure ;-). I also wonder if this discussion would have happend as a comment thread to a blog post ... I doubt it. I like that the discussion is happening though. I wonder if we should organize an open discussion with people from around campus to see what they think. Conversations with designers and faculty might prove really interesting. Would the implementation of LC in all GPC's on campus change the design models for web courses or the world campus? Would that be a good thing? I just don't know. Anyone want to consider this as a way to get a larger conversation going?
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    aside: is there a character limit for these comments? I was looking over my second comment and the last 2 paragraphs are truncated. here they are: i'm of the mind that simply posting recorded lectures does not force a closer examination of the course, and thus is philosophically equivalent to posting PPT slides/PDFs and calling that an online course. would we (as learning design professionals) laugh at the notion that posting slides from a lecture constitutes a "quality course?" I think we might. and if we would, what makes a recorded lecture different? in my opinion, not much. and according to the educause quarterly article from 2009, there's no empirical evidence of an impact (pro or con) on grades, test scores or learning outcomes. anyway, thanks for the good discussion. I like this diigo thing, it's certainly got a leg up on delicious in the conversation department. :)
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    regarding a larger discussion, I think there would be interest. some collegues & I talked about it as a possible topic for the all-ld meeting late last fall, but the timing didn't work out. I've had conversations about it with elearing peers because "why don't we just post lectures as an online course?" is a common question from faculty. how, specifically, lc might change things is an interesting question. the ability to quickly & easily capture video would certainly have a benefit to online learning units, even if it's not full lectures. but something akin to a "one button studio" for faculty to create a quick demo/intro/expand on a confounding point? that would be great for sure.
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    It would be great to get others involved in this discussion. Lecture capture has the potential to very broadly affect teaching and learning at Penn State, and there no better time than now to develop our thinking and strategies on the subject. The weekly All-ID meetings and the Learning Design Summer Camp would both be great forums for the discussion. A focused discussion with World Campus would be a good idea as well.
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    agree that all-ld is a good place to talk about things. would you be interesting in providing an overview of the lc committee's work? what you're looking for, how vendors are being evaluated, etc? then perhaps we could segue into a discussion of the larger implications with the group. if that sounds reasonable, we can talk to jeff about getting on the agenda. as for a focused session with WC, that's a good idea. I wonder if it could be a WC + online learning units from colleges, since we'd all be interested in impacts for online instruction.
Allan Gyorke

60+ Interesting Ways* to use an iPad in the Classroom - 2 views

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    62 Interesting Ways to use an iPad in the Classroom
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    Some ideas for using iPads in a classroom. Many of them are focused on elementary school, but there are a few golden nuggets in the mix.
gary chinn

Flipped Classroom Infographic #flippedclassroom #blendedlearning #edtech - 4 views

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    infographic about classroom flip use case in K12.
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    Very nice. I want to put that up on a wall somewhere to get people thinking about the idea.
Erin Long

Next-Gen Classrooms: Aces of Space -- Campus Technology - 3 views

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    Interesting examples of how schools are getting more engagement out of students (even when lecture size has doubled) based simply on the design of the classroom and experience.
Angela Dick

Google Jockeys in the Classroom - 0 views

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    This may be a K-12 article but I could see some of these strategies being used within higher ed. Google Jockeying BYOD (bring your own device) might really work well with Clickers. It may even work well with a Flipped Classroom approach.
Jamie Oberdick

6 reasons why tablets are "ready for the classroom" - 3 views

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    Lays out some compelling reasons to include tablets. I like the last line, btw.
Allan Gyorke

CDW-G Report: Campus Tech a Top Factor in College Selection and Perceived Career Succes... - 4 views

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    "Eighty-seven percent of college students surveyed said they considered their institution's technology when selecting their college. This finding is also reflected in CDW-G's 21st-Century Classroom Report, which looked at educational technology in K-12 and found that 92 percent of current high school students say technology is an important consideration as they evaluate colleges. "
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    Jamie posted this to the Facebook wall and I thought it was worth looking at further. It's connected to what we are doing with our classrooms, Media Commons, EGC, learning space designs, Knowledge Commons, and mobile learning projects.
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    Oh - and it reminds me of the University of Michigan learning spaces designs - Cole took pictures. I think it's their North Quad.
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    I wasn't able to download the report w/o creating an account, but I'm curious *what* technologies are important to students as it pertains to selecting a university. Another highlight claimed that both faculty and students find 'virtual learning' and 'e-reader/mobile technologies' important. Not sure if those are the top 2 things kids look at when selecting a university...I would find that somewhat hard to believe. I know bandwidth cap still plays a role here in terms of on-campus housing post freshman year. Wonder if that also plays a role in university selection.
Cole Camplese

University Classrooms - Office of Physical Plant - 3 views

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    Overview of GPC at Penn State
Allan Gyorke

Social Media in the Classroom? - Walking in LA - 4 views

  • Some of the key takeaways are: 38% of respondents agree or strongly agree that educators should use social media to reach students where they are, while 24% disagree or strongly disagree.  To me, the fact that 39% rated this item as "neutral" says that many faculty are still trying to figure this out.  58% agree or strongly agree that social media can be a valuable tool for collaborative learning, and 70% believe video, podcasts, blogs and wikis are valuable tools for teaching.80% of faculty reported that they were using social media in some aspect of a course that they are teaching.  A smaller number of respondents felt Facebook and Twitter had value in the classroom, though it was interesting to see that they rated Facebook as a tool that they use personally (57%) and professionally (45%) outside of class.  The statistic that really blew me away was the fact that 91% of faculty use social media either for professional purposes or in their classes, or both, and a similar study conducted by McKinsey of workplaces showed only 47% used it.  Are faculty in higher education more cutting edge than they are given credit for?  This statistic seems to indicate that. 
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    John Dolan's highlights of a new Pearson-related study on perceptions of social media in higher education. Some interesting stuff in there. I'll have to look more closely at the study to see if I can trust some of these findings.
Chris Lucas

iPads for College Classrooms? Not So Fast, Some Professors Say. - Technology - The Chro... - 2 views

  • Despite the iPad's popularity—Apple has sold nearly 15 million of them and just came out with the iPad2; and there are dozens of competitors, like the Samsung Galaxy—early studies indicate that these finger-based tablets are passive devices that have limited use in higher education. They are great for viewing media and allow students to share readings. But professors cannot use them to mark up material on the fly and show changes to students in response to their questions, a type of interactivity that has been a major thrust in pedagogy.
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    Despite the iPad's popularity-Apple has sold nearly 15 million of them and just came out with the iPad2; and there are dozens of competitors, like the Samsung Galaxy-early studies indicate that these finger-based tablets are passive devices that have limited use in higher education. They are great for viewing media and allow students to share readings. But professors cannot use them to mark up material on the fly and show changes to students in response to their questions, a type of interactivity that has been a major thrust in pedagogy.
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    I think Stuart Selber would disagree with many of the limitations pointed out in this article. Most of the criticisms can be easily overcome with an app or accessory such as a stylus, bluetooth keyboard, or an app like iAnnotate. The people who were interviewed may have lacked the support of a good technologist.
Allan Gyorke

New U.S. Dept. of Ed. Guidance on Accessibility and Emerging Technologies | EDUCAUSE - 1 views

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    "Requiring use of an emerging technology in a classroom environment when the technology is inaccessible to an entire population of individuals with disabilities - individuals with visual disabilities - is discrimination prohibited by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973 (Section 504) unless those individuals are provided accommodations or modifications that permit them to receive all the educational benefits provided by the technology in an equally effective and equally integrated manner."
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    This was written specifically to address e-reader pilot programs. It doesn't specifically mean that you can never technologies that are not completely accessible, but it does set the bar pretty high to ensure that blind students would have an equivalent educational experience.
Erin Long

Teaching with the Cloud -- Campus Technology - 3 views

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    He demonstrated the cloud-based SlideRocket slide-show tool and the CoverItLive live blogging software. He explored cloud-based storage with Dropbox and Pogoplug. He created an easy, cloud-based recording with Screencast-O-Matic, which is billed as "the original online screen recorder. He demonstrated the cloud-based mind-mapping application Mindmeister. And he explored advanced classroom applications of Google Earth.
Cole Camplese

Education Needs a Digital-Age Upgrade - NYTimes.com - 4 views

  • According to Cathy N. Davidson, co-director of the annual MacArthur Foundation Digital Media and Learning Competitions, fully 65 percent of today’s grade-school kids may end up doing work that hasn’t been invented yet.
  • For those two-thirds of grade-school kids, if for no one else, it’s high time we redesigned American education.
  • What she recommends, in fact, looks much more like a classical education than it does the industrial-era holdover system that still informs our unrenovated classrooms.
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  • An institutional grudge match with the young can sabotage an entire culture.
  • When we criticize students for making digital videos instead of reading “Gravity’s Rainbow,” or squabbling on Politico.com instead of watching “The Candidate,” we are blinding ourselves to the world as it is.
  • But digital video and Web politics are intellectually robust and stimulating, profitable and even pleasurable.
  • It’s possible that any of these educational approaches would be more appropriate to the digital era than the one we have now.
  • “What if bad writing is a product of the form of writing required in school — the term paper — and not necessarily intrinsic to a student’s natural writing style or thought process?” She adds: “What if ‘research paper’ is a category that invites, even requires, linguistic and syntactic gobbledygook?”
  • Her recommendations center on one of the most astounding revelations of the digital age: Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet. This goes for everything from political commentary to still photography to satirical videos — all the stuff that parents and teachers habitually read as “distraction.”
  • The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web, where they should regularly be aiming, from grade-school on, to contribute to a wide range of wiki projects.
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    Reminds me of the things Chris Long and I were trying to articulate in our Hacking Pedagogy talk from last year's LDSC.  Must read.
Cole Camplese

Free Online Class Shakes Up Photo Education | Raw File - 4 views

  • “The key thing is to use existing architecture where possible. Institutions develop institutionalized approaches. Like locking themselves into inefficient, inappropriate and expensive software systems,” says Worth “Twitter granted me access to the discourses that I wanted to listen to, learn from, and engage with.”
    • Cole Camplese
       
      This is the money quote and one to think about as we adopt various technologies for teaching and learning.
  • “That ideological program is pushing an out-moded model of learning, where more time in the classroom listening to a teacher’s broadcast is the goal. Thinking creatively about teaching demands an emphasis on engagement. Leveraging social media technologies to extend learning beyond the classroom is central to engagement.”
  • The classes are centered around experimentation with – and use of – social media tools, because Worth believes them essential to his students’ future career. In the internet age, the photographer is not only a producer, they are also distributor and publisher. Getting the University to adopt services like Flickr, Soundcloud, Audioboo, Twitter and Google Docs was essential to eliminate any barriers to entry, but it was a difficult battle to wage.
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  • Worth uses Twitter as “a listening device” and a means “to tune the network.”
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    A lot to think about here - How the practice of so many disciplines are changing due to changes in media How open Education doesn't just mean some pages put up on the web - Actually open people, not just open content. How the existing communications systems out there are the fertile ground that communities of practice sprout from, not institutional management systems. The future will be found at the confluence of these trends.
Derek Gittler

Tangled in an endless web of distractions - Boston.com - 2 views

  • “Students are totally shameless about how they use their computers in class,’’ said David Jones, an MIT professor. “I fantasize about having a Wi-Fi jammer in my lecture halls to block access to distractions.’’While MIT has yet to unwire a single lecture hall, some law schools, including the University of Chicago’s, have in recent years blocked wireless access in classrooms to keep students engaged in Socratic discussions instead of their classmates’ Groupon and eBay activitie
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