Group items tagged

"Aggregation is one of the core concepts of content presentation and commercialization. Any analysis of what happened to the record business, what is happening to newspapers, or the future of books and bookstores and magazines and TV that does not feature this concept prominently is almost certainly flawed."

The New York Education Department recently stated that in the first 11 months of 2011 there were 69 cases where teachers were accused of inappropriate conduct with students on Facebook. Some were fired as a result, and there is a growing trend by schools across the country to put a ban on social media. This raises a question: Is prohibiting social media in schools the right way to protect children?

Hey, you science teachers! You might really like this guy's Content Curation!

"Curation is a term that has always referred to the careful selection and pruning of aggregates, such as for a museum or an art exhibition. But the concept in the digital content world means the selection and presentation of these disparate items to help a browser or consumer navigate and select from them. Aggregation without curation is, normally, not very helpful. Curation creates the brand."

"Below, we collect some "rules" we've derived from these features and from other pieces on the Times site, along with links and related activities we hope writers at any stage will find fun or useful - or both."

The preview version of the TechWatch report entitled Preparing for Effective Adoption and Use of eBooks in Education is now available. We invite feedback on this report produced by JISC Observatory, to help shape its coverage and guidance to the Higher and Further Education sectors. The feedback period is open from 27 September to 8 October 2012.

"Google's social focus is highlighted in particular by Google Plus and Youtube. These social sharing sites have grown significantly over the last couple of years, and are increasingly important factors in Google search. Check out the infographic below to see the sheer size and impact of Google Plus and Youtube."

when I carry my tablet I don't do all that much reading. Instead, I check my email, check Facebook, check Twitter, or-perhaps worst of all-play Words with Friends.

"Some of the essential aspects of academic institutions - in particular the quality of the education they provide - are largely intangible and their results are difficult to measure." Indeed, he adds, the "result is that much of what is important to the work of colleges and universities may be neglected, undervalued, or laid aside in the pursuit of more visible goals."

Don't have the Tweetstream running live on a projection screen. I've tried it both ways-having the Tweetstream run on a screen that everyone can see, versus on students' devices. The former is ultimately distracting for participants, who tend to focus more on the screen than the in-person discussions. Having the backchannel show up on personal devices, on the other hand, adds to the effect of creating another outlet for discussion that does not overpower the face to face setting.

"I'm a finalist for teaching a Coursera MOOC next year on "The History and Future of Higher Education."  Naturally, I am doing this because I want to improve the future of higher education and add as much innovation as possible.  I'm interested in ways that an online  course with a relatively static form could become a platform for innovation.    And I will use this hastac.org site as a testbed for analysis of the teaching and learning as it is happening and as a place of reflection on the process and possibilities."

"The key to effective socialized course design lies in understanding and configuring the LMS as not (just) a content delivery mechanism for distributing grades and PDFs but also as a potentially valuable niche online networking platform that can support a series of socialized assignments."

"What is a course? What is a class? What is a community? What is the relationship between those three questions and an even more basic one that is rarely asked in higher education: How do we learn? It is our conviction that, to address the literacies we need to thrive in the 21st century, we first need to step back and think about the conventions of education that we have inherited and to ask the big "why" and "how" questions of those conventions."

Amid continued debate over whether or not Sochi is prepared to host the 2014 Olympics, which begins Thursday, reporters from around the world are starting to check into local hotels - to their apparent grief. Some journalists arriving in Sochi are describing appalling conditions in the housing there, where only six of nine media hotels are ready for guests. Hotels are still under construction. Water, if it's running, isn't drinkable. One German photographer told the AP over the weekend that his hotel still had stray dogs and construction workers wandering in and out of rooms.

I was recently asked, "Why are you giving the teachers choice of a laptop? Why not just go all in with one device?" My answer, simply stated, is that homogenization of any tool is never a good idea in a context that is intended to foster creativity.

What I have observed, though, first from initial research and now from seeing it in action in #FutureEd, is that for all the concerns I or others might have about potentially larger consequences of consenting to the level of verification and tracking-for example, making typing-pattern recognition a standard identifier-MOOCs offer something many people would not be able to get if they did not have access to those platforms.

"One of the most fun and useful things I've been doing lately is automating small processes I do all the time. It took me a while to work up the courage to dive into automation, as it always seemed like a really difficult, technical thing to do, which should be left to programmers."

Overwhelmingly, students are open to adopting digital alternatives to traditional resources because they provide value on price, content, and portability. These are all areas where traditional textbook publishers have stopped innovating and fallen flat. Our findings suggest that students have already adapted to cost and access barriers with behaviors not supported by the traditional textbook market. We are at a new precipice in education, one where digital innovation will define the way our students work, learn, and interact - all in a post-textbook world.