Group items tagged

"teaching a course using someone else's instructional media is out of alignment with the occupational model. Taken to its extreme, it  reduces the academic to the status of a "mere teacher"; no longer an "expert", and nothing grander than a K12 teacher. This is not a status or identity to which most traditional academics aspire."

"Open access to academic research has never been a hotter topic. But it's still held back by myths and misunderstandings repeated by people who should know better. The good news is that open access has been successful enough to attract comment from beyond its circle of pioneers and experts. The bad news is that a disappointing number of policy-makers, journalists and academics opine in public without doing their homework. Here, at the start of the sixth global Open Access Week, are the six most common and harmful misunderstandings about open access:"

"The rock-star meme implies that teaching is all about performance. What happens on stage is still what matters, even if techno-hip educators supplant traditional sages. Talk of rock-star faculty members reinforces the static lecture model that MOOCs were, ironically, developed in part to destroy. The audience at a rock concert is listening, not interacting. Decades of research and a modicum of common sense confirm that students engage and learn more through active participation in the classroom. For all the talk of personalized analytics and adaptive learning, MOOCs built around faculty rock stars will just transfer the lean-back experience of the lecture hall to a screen."

"The $0 [Mavericks] price is linked to the trend towards vertical integration," says programmer and longtime OS X watcher John Siracusa. "A company that makes both the hardware and the software for a device can choose where to put its profit margins. Given the proven magic of 'free' in the minds of consumers, it's better to put all the profit in a single basket. Free hardware is difficult to pull off, so software gets the nod: buy our hardware, get our software for free."

"At Harvard Business School, we're getting disrupted by online learning," Christensen said recently at the World Business Forum in New York City. "It truly isn't as good, but does this technology, over time, get good enough to meet the needs of our customers? The answer is yes."

Rather than focusing on taking temporary breaks from technology, we need the discipline to live with it at all times. We can't rely on a mountain or a remote wasteland to create waldeinsamkeit; we have to create it ourselves.

"Microsoft corporate vice-president for Skype Mark Gillett told BBC News that his division is working on 3D technology for its video calls, although the technology itself is years away from mainstream implementation."

"I have argued the futility of continuing to call the connectivist-style online courses by the term MOOC. In popular culture MOOC means Udacity, Coursera or EdX, and Andrew Ng's keynote on Wednesday showed the tone-deafness of the dominant paradigm. At #OpenEd13 debate continued among the group of experts (and this conference was full of experts) regarding how we properly define a MOOC, akin to the debate at Educause where Mathieu Plourde argued that every term in the acronym is negotiable. My argument at #OpenEd13 is that such thinking is counter-productive to the political and cultural conversation about distance, online and open education: those of us in that world are still arguing about the definition, but in the mainstream the ship has sailed, and we need to accept that the term MOOC no longer means what it did in 2008."

"We have released over a million images onto Flickr Commons for anyone to use, remix and repurpose. These images were taken from the pages of 17th, 18th and 19th century books digitised by Microsoft who then generously gifted the scanned images to us, allowing us to release them back into the Public Domain."

"Of the seven groups identified, two polar opposites were the "disengaged" and the "maximizers." The average disengaged student scored well below the mean on all engagement measures, while the typical maximizer was well above average across the board. As a result, disengaged students showed significantly lower gains than maximizers on the four WNSLAE outcomes examined and had lower first-year GPAs, perceived learning gains, and persistence to the second year than their most-engaged peers."

"As it seems that social media will only play a bigger role in future research of all disciplines, I took to doing my own research on how Facebook posts, tweets, YouTube videos, etc. should be cited in academic publications."

"Social media offers some great opportunities for learning in the classroom, bringing together the ability to collaborate, access worldwide resources, and find new and interesting ways to communicate in one easily accessible place. Teachers around the world have found innovative ways to use Twitter as a teaching tool (including TeachThought's favorite), and we've shared many of these great ideas here with you. Read on, and we'll explore 60 inspiring ways that teachers and students can put Twitter to work in the classroom."

Completion rates and grades were worse than for those who took traditional campus-style classes. And the students who did best weren't the underserved students San Jose most wanted to reach. It wasn't really proving to be cheaper, either, says Peter Hadreas, the chairman of San Jose State's philosophy department.

The reason is that the top universities do not offer the best teaching and learning experiences. Instead, their faculty members are incentivized heavily to focus on research at the expense of teaching. If a professor seeking tenure at one of these institutions receives a teaching award, it is often said that that professor has just received the kiss of death for her tenure hopes. If students learn at these institutions, it's often not because the teaching is so good, but because the students are so talented that they can absorb anything thrown at them (and it's worth noting that just because a professor is entertaining, does not mean it's a good learning experience).

"The technology industry, by sequestering itself from the community it inhabits, has transformed the Bay Area without being changed by it-in a sense, without getting its hands dirty. Throughout most of Silicon Valley's history, its executives have displayed a libertarian instinct to stay as far from politics and government as possible. "

"I think the most significant change is in the recognition of information literacy as a set of multiple literacies. This means that information literacy will need to redefined (and it was ill-defined to begin with). It also means that the pedagogy of information literacy will have to change. It will become a pedagogy of multiliteracies."