Group items tagged

Suggestions as to why the education system is broken and then the 1st comment offers some suggestions to fix it.

Don't just claim massive enrolments, justify the completions. A case study in very poor retention in a Coursera course. The comments suggest that Open is key and that there is no evidence that Massive adds any qualitative value in MOOCS.

Excellent take down of a new Turnitin resource which suggests everything is a plagiarism.

"Chilling Effects aims to help you understand the protections that the First Amendment and intellectual property laws give to your online activities. We are excited about the new opportunities the Internet offers individuals to express their views, parody politicians, celebrate their favorite movie stars, or criticize businesses. But we've noticed that not everyone feels the same way. Anecdotal evidence suggests that some individuals and corporations are using intellectual property and other laws to silence other online users. Chilling Effects encourages respect for intellectual property law, while frowning on its misuse to "chill" legitimate activity. The website offers background material and explanations of the law for people whose websites deal with topics such as Fan Fiction, Copyright, Domain Names and Trademarks, Anonymous Speech, and Defamation."

Audrey Watters suggests this project should apply itself to education too. ""'I have read and agree to the Terms'" is the biggest lie on the web," insists a new project Terms of Service; Didn't Read. "We aim to fix that." A play on the Internet lingo "tl;dr" (too long; didn't read), the site reviews the Terms of Service agreements for major websites and applications. TOS;DR then rates the terms from good to bad, A to F, based on things like data portability, anonymity, cookies, data ownership, copyright, censorship, and transparency about law enforcement requests."

A couple of useful suggestions esp on organising and getting other voices involved.

Slideshare suggesting an institutional PLE (personal learning environment) and linking that to digital literacy

Report on plagiarism in NZ unis. Suggests to me big differences in identifying and reporting.

Social media use - suggestions from a doctor.

Suggestion of  a license to make writing available to libraries. Idea seems reasonable on the surface but wonder if it will become divisive, especially the institutional sub-set.

"The book is intended to help administrators gain a basic knowledge base, think critically about some key issues, and get some concrete suggestions for instructional and organizational uses of various digital technologies."

backchan.nl is tool for involving audiences in presentations by letting them suggest questions and vote on each other's questions. backchan.nl is intended for conference or event organizers who want a new way to solicit questions from the audience and make better use of question and answer time.

Check your writing style to make things easier to understand. Active tool which suggests parts of text to revise for clarity.

Neat little tool to analyse your writing and suggest areas in a text that could be improved.

Very interesting post dissecting the flaws of conferences and beginning to suggest alternative ways of organising conference type events. Might be something for a strand in WCELfest.

UK moving to an uncapped regime. This analysis suggests that huge pressure will descend on the lower echelons of HE. At what cost?

Does HE require minimum standards for LMS / VLE use? Post suggests students at least expect so.

Article by Audrey decrying the description of education as industrial and suggesting that there is a business imperative for this rhetoric.

Another case study of increasing teacher engagement with online teaching through a graded 'awards' system.  Going for positive reinforcement rather than a compliance model while still suggesting that there should be a minimum standard.

Great post about transition to uni for an international student - how they felt and suggestions for dealing with the inevitable low points.