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Allan Gyorke

Mobile Media Kit for Campus Instructional Designers | ETS - 5 views

ets.tlt.psu.edu/...campus-instructional-designers

Commonwealth Campuses Media Commons mobile media kit audio video mobility iPod Touch

shared by Allan Gyorke on 02 Jun 11 - No Cached
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech I am impressed with the breadth of proposed projects and the creativity of these designers. I’m also hoping
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • ...13 more annotations...
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech
  • Allan Gyorke on 02 Jun 11
     
    "If the campus instructional designers had a mobile media kit, how would they use it? We weren't sure and Jackie didn't want to speak for all of them, so we sent out a survey and got back some really interesting ideas including ones like these: To record and share case studies for faculty development purposes To interview students about how they learn or their reactions to different kinds of course activities To create audio and video content for hybrid and online courses To create just-in-time video tutorials for things like solving difficult math equations To document the design of learning spaces and reactions of faculty and students who use those spaces To capture guest speakers so their presentations can be seen by future students To record the stories about diversity from LGBT and minority students To collect evidence of the impact of a campus on its local community through efforts like service learning projects To record student presentations in ESL and foreign language courses so students can hear their speech"
  • Allan Gyorke on 02 Jun 11
     
    I wouldn't normally bookmark my own posts, but this Cole asked for this information and I thought it would be interesting to others.
bkozlek

Chatbox - Project collaboration inside Dropbox - 1 views

chatboxapp.com

dropbox collaboration project

shared by bkozlek on 18 May 11 - No Cached
  • bkozlek on 18 May 11
     
    fruits of a weekend project from a team of developers. Cool idea and execution.
Cole Camplese

Civil War Project Shows Pros and Cons of Crowdsourcing - Wired Campus - The Chronicle o... - 4 views

chronicle.com/...31749

Crowd source psutlt transcription bambooproject

shared by Cole Camplese on 17 Jun 11 - No Cached
  • Cole Camplese on 17 Jun 11
     
    It makes me wonder how we might take advantage of crowd sourcing here on campus? I worn if we could open videos to transcription by students or other fiends of the university.
  • Allan Gyorke on 18 Jun 11
     
    There may be a magic formula involving a distributed community of hobbyists here. There's a lot of interest in the Civil War. The article mentions going to historical societies for help with the transcription. Oddly enough, this is a perfect example of "Cognitive Surplus" in action.
  • Jamie Oberdick on 22 Jun 11
     
    One big message here was pretty clear: Expertise still matters, and crowdsourcing doesn't change that (despite a stunningly silly argument I saw recently online that crowdsourcing laypeople is better than a doctor at diagnosing an illness. I mean, c'mon, let's not be ridiculous.). However, there are a few things going on here - building a community of people creating something based on a shared interest, which has manifold benefits. Cole, your example of transcribing videos....working with say the National Association of the Deaf to gather volunteers would make for a fantastic project. Also, there is a lot of learning potential in something like this. If something is done wrong by the crowd, then that's a teachable moment as to why it's wrong. Then you get a better crowd.
gary chinn

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

www.good.is/...e-lectures-a-thing-of-the-past

flip psutlt lecture

shared by gary chinn on 03 Aug 11 - No Cached
Angela Dick liked it
  • 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.
  • gary chinn on 03 Aug 11
     
    anyone familiar with Learning Catalytics? sounds like it's invite-only, but might be worth a look.
  • ...2 more comments...
  • Allan Gyorke on 04 Aug 11
     
    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.
  • Angela Dick on 04 Aug 11
     
    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.
  • gary chinn on 04 Aug 11
     
    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.
  • Allan Gyorke on 04 Aug 11
     
    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.
Allan Gyorke

Penn State Live - Garden of delights: The Arboretum at Penn State - 1 views

live.psu.edu/53752

mobility mobile learning ipad ipod college of education

shared by Allan Gyorke on 22 Jun 11 - No Cached
  • Chris Millet on 22 Jun 11
     
    A project out of College of Ed that ETS collaborated on.  This group created some augmented reality apps for the iPod and iPad to help young students (I believe 3rd or 4th grade) learn about their natural environment, in particular how to identify trees.  Pretty cool stuff.
  • Allan Gyorke on 28 Jun 11
     
    "During the event, faculty and staff led children through a variety of hands-on learning stations. For example, Zimmerman, along with Associate Professor of Education Susan Land and a team of six education graduate students, led a station titled, "Tree Investigators," in which they used iPads and iPods (provided by Penn State's Educational Technology Services) to give the kids an in-depth lesson on how to identify trees. "We used iPads to figure out what type of tree we were planting," said Collin Wayne, a student from Park Forest Elementary School, who attended the event. "We were in groups and we used a tree-finder app. You take a picture of a symbol and it tells you about the tree.""
  • Allan Gyorke on 28 Jun 11
     
    Penn State Live article about a College of Education project. Elementary school students used iPads and iPod Touches to interact with data about trees in the arboretum. We talked with Susan Land and Heather Zimmerman about the project and helped out by loaning them some equipment. Future partnerships with them are in the works.
Cole Camplese

Rands In Repose: Hacking is Important - 2 views

www.randsinrepose.com/...hacking_is_important.html

hacking thinking organizations teams

shared by Cole Camplese on 15 Mar 12 - No Cached
  • “We’re barbarians, not bureaucrats!”
  • Hackers are allergic to process not because they don’t understand the value; they’re allergic to it because it violates their core values. These values are well documented in Zuckerberg’s letter: “Done is better than perfect”, “Code wins arguments”, and that “Hacker culture is extremely open and meritocratic”.
  • Reasonable people are often scared by the new. This is because reasonable people are not Barbarians and they are not hackers. They appreciate the predictable, profitable, and knowable world that comes with a well-defined process, and I would like to thank each and everyone of them because these people keep the trains running and on time. No one likes Barbarians because the Barbarian strategy is one at odds with civilization.
  • ...4 more annotations...
  • Having never sat with one of these projects, I can only infer how they work, but when you see the results, you know for certain - these guys and gals are hacking. Their projects are the definition of ambition, you’ve never heard their names, they are small and fast-moving, and they are outsiders in their own company. Sound familiar?
  • Yes, there is internal jealously about the teams performing the wizardry that resulted in products like the iPad, the iPhone, and AppleTV. There are people wondering, Why wasn’t I invited to the hacking? Yes, this did create some elitism, but, for better or worse, the secrecy kept this discussion out of the mainstream.
  • Don’t for a moment think I don’t value these people, because I happen to be one of them, but I am also intimately aware that the people who grow the company are not same people who found it.
  • someone outside the company will invade, because they know what you forgot: hacking is important.
Emily Rimland

Alison J. Head on Modeling the Information-Seeking Process of College Students in the D... - 0 views

cyber.law.harvard.edu/...alisonhead

information_literacy students

shared by Emily Rimland on 26 Jan 12 - No Cached
  • Emily Rimland on 26 Jan 12
     
    "What is it like to be a college student in the digital age? Alison Head - lead researcher for the national study, Project Information Literacy, Berkman Fellow, and Research Scientist in University of Washington's Information School - presents a working typology of the undergraduate information-seeking process, including students' reliance on and use of Web sources."
Cole Camplese

DOING WHAT WORKS: Google's Project Oxygen: Eight Good Manager's Behaviors and Three Pit... - 1 views

solutionfocusedchange.blogspot.com/...project-oxygen-eight-good.html

shared by Cole Camplese on 15 Mar 11 - No Cached
  • Cole Camplese on 15 Mar 11
     
    Update to google's Projeect Oxegen to include all the things they discovered.
Cole Camplese

Digital Research in the Liberal Arts | A Digital Learning Lab for Faculty - 2 views

wp.tlt.psu.edu/digitalresearch

psutlt ipad research workflow

shared by Cole Camplese on 19 May 11 - No Cached
  • After months (okay, maybe weeks) of planning, I’m excited to announce the introduction of the College of the Liberal Arts iPad Summer Research Project (CLAISRP?  Perhaps this is an initiative that is better left without an acronym.) We in the Liberal Arts are already exploring the utility of the iPad for classroom use, thanks to the efforts of Stuart Selber.
Allan Gyorke

ODH Update - Announcing 32 New Start-Up Grant Awards (July 2011) - 1 views

www.neh.gov/...Up-Grant-Awards-July-2011.aspx

grants humanities crowdsourcing

shared by Allan Gyorke on 30 Jul 11 - No Cached
  • Allan Gyorke on 30 Jul 11
     
    "Museum of the City of New York -- New York, NY HD 51480, Improving Digital Record Annotation Capabilities with Open sourced Ontologies and Crowd sourced Workers Lacy Schutz, Project Director Outright: $50,000 To support: The development of methods and tools to facilitate the description of digitized primary sources by combining "crowdsourcing" tactics with linked open data and semantic Web technologies."
  • Allan Gyorke on 30 Jul 11
     
    Interesting list of grant awards in the humanities. The quoted one above jumped out at me, but there are plenty of other good ideas in there. I'd be interested to see what others think.
bartmon

Startup Weebly takes profitable leap forward - 1 views

www.sfgate.com/...article.cgi

shared by bartmon on 17 Aug 11 - No Cached
  • At 7.5 million users, Weebly doesn't have the size or visibility of platforms like Tumblr (more than 25 million blogs) or WordPress (about 54 million). But Weebly, which tries to make it cheap and easy for businesses to create their own websites, now powers 2 percent of the Internet, according to research firm Netcraft.
  • They did it using a "freemium" model, giving away most services at no cost but charging for additional features.
  • Veltri, the chief operating officer, says that 51 percent of businesses still don't have a Web presence.
  • bartmon on 17 Aug 11
     
    Interesting for a few reasons. This was an IST class project in 2007 or 08, that led to 3 PSU students dropping out of school and driving across country to chase funding. They are also using the freemium model, a model that a lot of game companies adopted to turn net-loss IPs into profitable IPs the last few years. Finally, the stat "51% of business don't have a web presence" is surprising. I know a lot of small business don't have a presence (I'm looking at you, Watkins Glen hotels and wineries!), but 51% seems high.
  • bkozlek on 17 Aug 11
     
    only tangentially related: http://www.squarespace.com/ is another very impressive website hosted content management system.
gary chinn

PR-USA.net - Flat World Knowledge Puts Faculty in Control With "Make It Your Own" Textb... - 0 views

pr-usa.net/index.php

opened textbook

shared by gary chinn on 26 Apr 11 - No Cached
  • Flat World Knowledge, the largest publisher of free and open college textbooks for students worldwide, today announced the release of a new platform called MIYO (Make It Your Own) (http://www.flatworldknowledge.com/miyo). The fully-automated system gives professors greater control over textbook content, and the ability, with one click, to make their modified book available to students free online or in multiple, low-cost digital and print formats.
  • The new system uses familiar drag-and-drop and click features that allow instructors to easily move or delete chapters and sections; upload Word and PDF documents; add notes and exercises; insert video and hyperlinks; edit sentences; and incorporate other content that is free to reuse under a Creative Commons open license.
  • gary chinn on 26 Apr 11
     
    story about release of new platform from one of david wiley's projects.
gary chinn

How Do We Prepare Kids for Jobs We Can't Imagine Yet? Teach Imagination - Education - GOOD - 3 views

www.good.is/...-imagine-yet-teach-imagination

creativity education imagination Teaching

shared by gary chinn on 06 May 11 - No Cached
  • Instead of simply putting their research on how to foster imagination, creativity, and conceptual thinking into a report, King and Fouts decided to create a free, easy-to-use web portal that's full of the ideas and solutions that they've found work best. Interestingly, instead of the model of individual success and standardized test taking that currently exists in schools, the education approaches they've found best foster imagination also teach kids to collaborate to solve problems.
  • gary chinn on 06 May 11
     
    I like the idea behind the project, as well as the portal-style organization. fun to take a look at some of these.
bartmon

A 'Moneyball' Approach to College - Technology - The Chronicle of Higher Education - 2 views

chronicle.com/...130062

shared by bartmon on 13 Dec 11 - No Cached
  • Think of it as higher education meets Moneyball.
  • Today, half of students quit college before earning a credential. Proponents feel that making better use of data to inform decisions, known as "analytics," can help solve that problem while also improving teaching.
  • In April, Austin Peay debuted software that recommends courses based on a student's major, academic record, and how similar students fared in that class.
  • ...3 more annotations...
  • One analytics tactic—monitoring student clicks in course-management systems—especially worries critics like Gardner Campbell, director of professional development and innovative initiatives at Virginia Tech. He sees these systems as sterile environments where students respond to instructor prompts rather than express creativity. Analytics projects that focus on such systems threaten to damage colleges much like high-stakes standardized testing harmed elementary and secondary schools, he argues.
  • Mr. Mazur argues that his new software solves at least three problems. One, it selects student discussion groups. Two, it helps instructors manage the pace of classes by automatically figuring out how long to leave questions open so the vast majority of students will have enough time. And three, it pushes beyond the multiple-choice problems typically used with clickers, inviting students to submit open-ended responses, like sketching a function with a mouse or with their finger on the screen of an iPad. "This is grounded on pedagogy; it's not just the technology," says Mr. Mazur, a gadget skeptic who feels technology has done "incredibly little to improve education."
  • By the eighth day of class, Rio Salado College predicts with 70-percent accuracy whether a student will score a C or better in a course.
  • bartmon on 13 Dec 11
     
    Great article on Learning Analytics. I respectfully disagree with Gardner Campbell's quote, but I do see where he's coming from and that is something that universities need to be careful of.
gary chinn

Students Say Tablets Will Transform College, Though Most Don't Own Tablets - Wired Camp... - 1 views

chronicle.com/...31465

tablets Teaching iPad

shared by gary chinn on 26 May 11 - No Cached
  • More than two-thirds of a large group of college students say that tablet computers will change the way students learn, according to survey results released today
  • Most of the students were not speaking from experience: Only 7 percent of the college students and 4 percent of the high school seniors owned one. Still, 69 percent of the college students said that tablets will transform higher education, and 48 percent said tablets will replace textbooks—at least as we currently understand textbooks—within the next five years.
  • That attitude may change once they try to study with tablets for an exam. Several pilot projects with tablets have found that students are frustrated with the difficulties in adding notes to digital books
Jeff Swain

Twitter Update 2011 | Pew Research Center's Internet & American Life Project - 3 views

pewinternet.org/...Twitter-Update-2011.aspx

shared by Jeff Swain on 03 Jun 11 - No Cached
  • Allan Gyorke on 03 Jun 11
     
    Very interesting - especially the higher use by African Americans.
Erin Long

Kno Brings Textbook App to iPad -- Campus Technology - 3 views

campustechnology.com/...ings-textbook-app-to-ipad.aspx

shared by Erin Long on 08 Jun 11 - No Cached
  • Erin Long on 08 Jun 11
     
    Textbook app offers access to a catalog of 70,000 college- and university-level electronic textbooks from major textbook publishers. Kno reported it will offer books at 30 percent to 50 percent off list prices through the Kno Store. Other e-learning features of the Textbooks for iPad app include: A social networking feature called Words to Friends that connects students via Facebook and Twitter; Text highlighting; Sticky notes; Chapter previews; and Support for downloading and reading PDFs from the Web.
  • Allan Gyorke on 09 Jun 11
     
    John Dolan sent me a note about this as well. He said that Stuart is interested in the Kno, but may not have a lot of time to examine it. John said that he would contact the other people involved with the Digital Research group in Liberal Arts. I have downloaded the app, but haven't used it yet.
  • Erin Long on 09 Jun 11
     
    I'd like to play around with it a bit to see what is has to offer... was thinking for Stuart's projects in particular. Maybe I'll bring it up with Stuart and Michael at our meeting next week. I guess the next step is seeing if the texts we use are even available.
Derek Gittler

University of Iowa - Civil War Diaries Crowdsourcing Transcription Project - 2 views

digital.lib.uiowa.edu/...transcripts.html

Civil War Libraries Library Digital Library Iowa Crowdsourcing

shared by Derek Gittler on 08 Jun 11 - No Cached
  • Derek Gittler on 08 Jun 11
     
    This reminded me of Cole Camplese's comments on the instant crowdsourcing of video recording the sessions at the 2011 TLT Symposium, Clay Shirky's example of that socially-written mathematics (?) paper, and a bit of Chris Long's posts on using digital tools in research.
  • Allan Gyorke on 08 Jun 11
     
    The socially-written paper was about "P vs NP", which is a computer science/mathematics problem. A fairly simple explanation is here: http://www.claymath.org/millennium/P_vs_NP/ But yeah - crowdsourcing stuff like this is great when you have a community of people who really care about it. It's like having an army of amateur archeologists.
gary chinn

Tim Harford's Adapt: How to fund research so that it generates insanely great ideas, no... - 2 views

www.slate.com/...all

innovation science

shared by gary chinn on 17 May 11 - No Cached
  • What did Capecchi do? He took the NIH's money, and, ignoring their admonitions, he poured almost all of it into his risky gene-targeting project. It was, he recalls, a big gamble. If he hadn't been able to show strong enough initial results in the three-to-five-year time scale demanded by the NIH, they would have cut off his funding. Without their seal of approval, he might have found it hard to get funding from elsewhere. His career would have been severely set back, his research assistants looking for other work. His laboratory might not have survived.In 2007, Mario Capecchi was awarded the Nobel Prize for Medicine for this work on mouse genes. As the NIH's expert panel had earlier admitted, when agreeing to renew his funding: "We are glad you didn't follow our advice."
  • Whichever way they sliced the data, Azoulay, Manzo and Zivin found evidence that the more open-ended, risky HHMI grants were funding the most important, unusual, and influential research. HHMI researchers, apparently no better qualified than their NIH-funded peers, were far more influential, producing twice as many highly cited research articles. They were more likely to win awards and more likely to train students who themselves won awards.
  • The HHMI researchers also produced more failures; a higher proportion of their research papers were cited by nobody at all. No wonder: The NIH program was designed to avoid failure, while the HHMI program embraced it. And in the quest for truly original research, some failure is inevitable.
  • gary chinn on 17 May 11
     
    not specific to education at all, but a fascinating & well-written article about innovation, risk-taking and societal choices.
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