Tag Archives: D2L

What I’m reading 19 Aug 2016 through 24 Aug 2016

What I’m reading 1 Jul 2016 through 2 Jul 2016

What I’m reading 19 Mar 2016 through 22 Mar 2016

  • The Purpose of Online Discussion – Hybrid Pedagogy – Whether this article addresses the matter of //purpose// is open, but there is this matter of mediation rephrased: "While the introjection of machines is an interesting opportunity for further educational research, as an instructor, plan for student participation with this in mind: they are interacting with a machine and not people. An online discussion is more like a computer’s lecture than an IRL discussion, no matter how interactive."

    Mediation is opportunity. So suggests McLuhan. – (cmc de )

  • How Will Keeping A Notebook Help You Hack Your Life – WebSeitz/wiki – Bill Seitz on using a wiki as a notebook. It's more than a hack. It's a way of life. – (en3177 notebooks notetaking DH )
  • ‘I Love My Label’: Resisting the Pre-Packaged Sound in Ed-Tech – Tapping into a volume of historical data, the predictive algorithm guides course selection in a way that improves academic success and drives on-time degree completion.” But just like the predictive modeling in music, this process should prompt us to ask a lot of questions about what feeds that algorithm and what are the results: What sorts of classes get recommended? Are students offered something that sounds familiar, comfortable? What signals to the algorithm what a student might find familiar? What happens in the face of an algorithmic education to intellectual curiosity? To risk-taking, to exploration, experimentation, play? To the major that many of us pursue for a while, “Undecided.” Does the educational system as-is, with or without an algorithm, value these things? And what happens when classes are devised in order to perform well according to this algorithm? – (corporateculture d2l )

What I’m reading 8 Aug 2015 through 26 Aug 2015

  • The Fraught Interaction Design of Personalized Learning Products – The underfunded universities are going to paying a lot for suggestions about time management from the machine. And are students going take those suggestions or are teachers setting up to enforce them? Ah, you make learning fun!

    "the perceived value of the product is directly related to the confidence that students and teachers have that the product is rendering an accurate diagnosis. That’s why I think products that provide black box diagnoses are doomed to market failure in the long term. As the market matures, students and teachers are going to want to know not only what the diagnosis is but what the basis of the diagnosis is, so that they can judge for themselves whether they think the machine is correct." – (de d2l prescriptivism predictive )

  • ELO 2015: The End(s) of Electronic Literature August 5. – Just in case you missed it: streams from the ELO, Bergen, Aug 2015 – (DH ELO )
  • elearnspace › White House: Innovation in Higher Education – Seimens's blog report on a secret White House thinktank with the for-profit education sector. Watch your back. The private sector wants your tax dollars. – (education disruption )

What I’m reading 16 Jul 2015 through 22 Jul 2015

  • Beyond Conversation – FedWiki – “In the newer style, content is kept fairly short, and fairly link-less. But at the bottom of the articles we annotate by linking to other content with short explanations of each link. … People seeing your links can choose accept or reject them. Good and useful connections can propagate along with the page. I mentioned ages ago (was it really only November?) that as federated wiki pages move through a system they are improved, and that’s true. But the more common scenario is that as they move through a system they are connected.”It’s the federation that makes this style of article linking valuable. – (fedwiki annotation notetaking )
  • The Web We Need to Give Students — Bright — Medium – Audrey weighs in on The domain of ones own initiative. “And then — contrary to what happens at most schools, where a student’s work exists only inside a learning management system and cannot be accessed once the semester is over — the domain and all its content are the student’s to take with them. It is, after all, their education, their intellectual development, their work. – (dh d2l privacy )

What I’m reading 21 Jun 2015 through 24 Jun 2015

  • 68% of Statistics Are Meaningless, D2L Edition – Told u so. the LMS has nothing to offer in analytics. Wake up, partner. "I can’t remember the last time I read one of D2L’s announcements without rolling my eyes." – (d2l edcrap )
  • Challenging MOOCs – "Rather, I worry that MOOCs will increasingly deliver all studies in a similarly “lite” version, that MOOCs will be unlikely to provide much critical analysis or equip students to develop any, particularly on topics where there are passionate feelings or entrenched opinions." – (moocs )
  • Richard Bartle on MUDs and British Snobbery – YouTube – Matt Chat 296 – How ideology – and not necessarily the dominant one – gets laced into design. Dr. Matt Barton, SCSU, interviews Dr. Richard Bartle, co-creator of MUD. The MUD as a place that cancels out accent: On the internet, no one knows you're a northerner, so you're free to become a wizard. – (DH design opensource semiotics )

What I’m reading 5 May 2015 through 10 May 2015

Morgan’s pinboard for 20 Dec 2014 through 26 Dec 2014

on pinboard for June 22nd, 2014 through June 27th, 2014