Group items tagged

"Often times, as the principal goes, so does the culture of the school.  This is not to say that individual teachers can not be leading the way within the school themselves, but this goes back to the notion of "pockets of innovation" as opposed to a "culture of innovation".  It is unlikely for an entire school to be "pushing the edge" if the principal or administrative team is not helping to pave the way for their community as they learn alongside of them."

"…because of term extensions, we've had to wait almost a century before copyrighted works enter the public domain (in 2019, works from 1923 are finally freely available). Under current copyright terms - life plus 70 years for natural authors, and 95 years from publication for works of corporate authorship - you're unlikely to see any works created in your lifetime enter the public domain. This imposes great (and in many cases unnecessary) costs on creativity, on libraries and archives, on education and on scholarship. More broadly, it imposes costs on our collective culture. Even for the works that are still commercially available, the shrinking public domain increases costs to citizens and limits creative reuse. But at least those works are available. Unfortunately, much of our cultural heritage, perhaps the majority of the culture of the last 80 years, consists of the orphan works described above-works that have no identifiable or locatable copyright holder. Though no one is benefiting from the copyright, they are nevertheless presumptively off limits."

"We've assembled the ultimate cheat sheet for the worlds of security and government, business, science, design, and culture. You'll learn about the core people and concepts, as well as the go-to Twitter, Instagram, and Tumblr feeds that you absolutely must follow."

"In terms of culture, I could not be more excited about the Community Teaching Assistant (CTA) program as led by Norian Caporale-Berkowitz. CTAs are selected from the outstanding students from previous courses who have both mastered the material solidly and shown a natural inclination to teach their fellow students. They volunteer to be in the next session of the class and help in creating the culture of the next round and to be close to the next round of the students and help them through the materials in the course. What is especially cool is that we have a special forum for the CTAs and Teaching staff for the course where we discuss and solve problems and they help make sure that things are brought to my attention quickly that are important. I still am in the class discussions and do most of the content creation for the class - but I also have a group that can review my new materials before I release them and catch problems. I spend about an equal amount of time in the course forums and TA forum."

I have told her to name names. I'm not sure it'll have much of an impact, but just as the Reddit community now must deal with the increased scrutiny on its machinations and culture, I'd hope that a little more transparency and openness about academia's own culture will do it a lot of good.

"If you think about it for a second, the fact that young people aren't especially reliable predictors of tech trends shouldn't come as a surprise. Sure, youth is associated with cultural flexibility, a willingness to try new things that isn't necessarily present in older folk. But there are other, less salutary hallmarks of youth, including capriciousness, immaturity, and a deference to peer pressure even at the cost of common sense. This is why high school is such fertile ground for fads. And it's why, in other cultural areas, we don't put much stock in teens' choices. No one who's older than 18, for instance, believes One Direction is the future of music."

"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."

"with no existing online programs and a culture unaccustomed to rapid transformation, they weren't prepared for the challenge, Coleman admitted during a session last month at the University Professional, Continuing and Online Education Association's annual meeting. "Wellesley had no understanding of this market," Coleman said. "I'm not really sure that they had a full understanding of what this could be or what they wanted it to be.""

In the interest of full disclosure, I was a participant in E-learning and Digital Culture and it was from that course's twitter feed that I learned about H817 Open Education. I was interested in doing the comparison because my experience in EDCMOOC transformed the way I viewed e-learning. I have not been a participant in DS106, at least not yet, but I did go to the DS106 site, reviewed some of the webpages and listened to the professors discuss the creation and results of the first year of the course.

More than simply a management guide, it's a window into a philosophy that thrives on uncertainty, creativity, and trust - a blinding contrast to the hierarchical culture that dominated much of the 20th century workplace. To the extent that innovation and the Internet play a role in the modern workplace, it is a crystal ball into the future of daily life.

"The response is not only technological. The best communication, remote meeting, collaboration or social networking solutions won't fix bad habits but can enable new ones provided they're desired. No one will switch from a reporting culture to an open work one without effort. And in the same way businesses establish social networking policies - and should even start with email policies - they should contemplate establishing meeting policies."

"Social collaboration is the reason our business is able to remain connected, agile and profitable in multiple markets. It does this by acting as an unbreakable thread which connects each and every person, 24/7, 365 days a year. The prevalence and value of our social interactions has resulted in all employees regarding the intranet as their 'home base'. Company HQ. The central point from which they start and finish their days, and coordinate their individual tasks. It's also the place where they build real relationships with colleagues in other locations and gain awareness of activities occurring in and around the business."

"publication still wins the biggest prizes in academe. The demand for it is largely unexamined (we want it because everyone else does), and almost entirely unchecked (just look at how much graduate students need to publish just to be considered for a tenure-track job). It's not that teaching doesn't matter, but even many community colleges are looking for publication these days. It's the only credential that crosses institutional boundaries, so it's the easiest one for institutions to brag on."

"Stephanie Richter introduced memes to her colleagues at Northern Illinois University with a Prezi, identifying a meme as a snippet of culture, a thought, behavior, or artifact it spreads via transmission and adaptation, sharing and imitation, and is something everyone has seen or recognizes."

"My single strongest recommendation to you: if you want the best and latest evidence-based, authoritative, nuanced, critical knowledge about how digital media and networks are transforming not just learning but commercial media, citizen participation in democracy, and the everyday practices of young people, my advice is to obtain a copy of the new book, "Participatory Culture in A Networked Era," by Henry Jenkins, Mizuko Ito, and danah boyd."

I have used super model to change culture.

Learn open practices at School of Open. Why "open"? Universal access to and participation in research, education, and culture is made possible by openness, but not enough people know what it means or how to take advantage of it. We hear about Open Source Software, Open Educational Resources, and Open Access… But what are these movements, who are their communities, and how do they work? Most importantly-how can they help me?

Twitter has also been a crucial tool for revolutionaries in Iran, Egypt and elsewhere. It's been used to mobilize relief efforts and raise millions for charitable causes. It's become a national water cooler for chatter about big televised events such as the Oscars and the Super Bowl. And while Twitter sometimes reveals the stupid side of celebrity culture, it's also brought fans closer to their favorite actors, musicians, writers and athletes than was ever possible before. Twitter has, in fact, changed lives.

Open education is about sharing, reducing barriers and increasing access in education. It includes free and open access to platforms, tools and resources in education (such as learning materials, course materials, videos of lectures, assessment tools, research, study groups, textbooks, etc.). Open education seeks to create a world in which the desire to learn is fully met by the opportunity to do so, where everyone, everywhere is able to access affordable, educationally and culturally appropriate opportunities to gain whatever knowledge or training they desire.

"A good example of the difference between instructional packaging and instructional scaffolding was provided recently by Debbie Morrison in her post A tale of two of MOOCs: divided by pedagogy.  In a very useful table (reproduced below) she compares the approaches taken by the (very popular, connectivist) e-Learning and Digital Cultures MOOC with the (aborted, instructivist) Fundamentals of Online Education MOOC. (The first is a great example of instructional scaffolding.)"