Kyle's a student at San Jose State University who was threatened with a failing grade for posting the code he wrote for the course -- he wanted to make it available in the spirit of academic knowledge-sharing, and as code for potential future employers to review -- and when he refused, his prof flew into a fury and promised that in future, he would make a prohibition on posting your work (even after the course was finished) a condition of taking his course.
In search of enlightenment ...: Screencasting & language learning - 0 views
EveryZing - 0 views
Student challenges prof, wins right to post source code he wrote for course - Boing Boing - 0 views
-
-
The most important lesson from it for me is that students want to produce meaningful output from their course-assignments, things that have intrinsic value apart from their usefulness for assessing their progress in the course. Profs -- including me, at times -- fall into the lazy trap of wanting to assign rotework that can be endlessly recycled as work for new students, a model that fails when the students treat their work as useful in and of itself and therefore worthy of making public for their peers and other interested parties who find them through search results, links, etc.
-
And in this case, it's especially poignant, since Kyle's workflow actually matches the practices of real-world programmers and academic computer scientists: coders look at one anothers' examples, use reference implementations, publish their code for review by peers. If you hired a programmer who insisted that none of her co-workers could see her work, you'd immediately fire her -- that's just not how software is written. Kyle's prof's idea of how computer programmers work is exactly what's meant by the pejorative sense of "academic" -- unrealistic, hidebound, and out-of-touch with reality. Bravo to Kyle for standing his ground!
- ...4 more annotations...
Official Google Blog: Relevance meets the real-time web - 0 views
The iPad and Information's Third Age | Open Culture - 2 views
-
Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
-
A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
-
It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
- ...9 more annotations...
Social Media in Africa, Part 2: Mobile Innovations - ReadWriteWeb - 0 views
-
social media technology conference PICNIC2008
-
conference featured prolific social entrepreneurs and technology developers from around the world who offered insight into various projects from the African continent.
-
Africa is unique in that it seems to have bypassed the same era of community infrastructure building that has occurred in developed nations around the world.
- ...8 more annotations...
Harvard University Library : Publications : News : 9/1/09 - 0 views
-
Non-faculty researchers and students are already afforded deposit privileges, and DASH will eventually have collection spaces for each of the 10 schools at Harvard.
-
a pro-open-access policy with an "opt out" clause.
-
Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.
- ...2 more annotations...
‹ Previous
21 - 34 of 34
Showing 20▼ items per page