Tag Archives: Distance Ed

What I’m reading 8 Jul 2016 through 19 Jul 2016

What I’m reading 13 May 2016 through 30 May 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 6 Jan 2016

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 26 Jul 2015 through 5 Aug 2015

  • A User’s Guide to Forking Education – Hybrid Pedagogy – critique of the domesticated technologies of Ed. Los, discussion forums.

    Most of these systems recreate the bureaucracies of education without capturing the joy and rigor. At their worst, learning management systems turn students into columns in a spreadsheet, taking all that’s ineffable about learning and making it grossly manifest. Learning management systems aren’t all bad (some even revolutionize in important ways), but the idea is bad, the impulse is bad, at its core. They make homogenous what is fundamentally heterogeneous, standardizing what shouldn’t be standardized. Fetishizing the learning management system is to confuse educational administration with learning. Perhaps, the administration of education does need managing, but learning needs to be given a frame and then set loose. Very few online learning tools encourage the sorts of risk-taking that make for the best pedagogies. Quality should not be assured; it should be discovered. – (de lms discussions )

  • The Quiet Page & Linking the Web | Heart | Soul | Machine – Tim Klapdor introduces the Quiet Page: linked, annotatable, contextualized, and shared.

    To annotate it myself. To highlight underline and note. To visualise and add my experience with the text. (Personal)
    To view others experiences of the text. To see their notes and discussions. To see their highlights and to experience the text in a social and shared way. (Social)
    To create trails. To connect the text to other content, ideas and resources myself. To place the text in my context, my experience and my knowledge. (Synthesis)
    And then to share those trails. To let others see how I’ve contextualised the text. To see my experience but to then be able to add to it and expand it. (Connected) – (fedwiki annotation sharing )

  • Webs Of Thinkers And Thoughts – WebSeitz/wiki – Jul'2015: triggered by Mike Caulfield recent posts (emphasis on curating, connecting, annotations) plus others' responding/riffing, want to start over without even assuming wiki. Context/goals… – (annotation fedwiki )

What I’m reading 19 Jun 2015 through 20 Jun 2015

What I’m reading 11 Jun 2015 through 18 Jun 2015

What I’m reading 20 May 2015 through 22 May 2015

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