- 22 Thoughts on Automated Grading of Student Writing | Inside Higher Ed – I love it. The idea that teaching and evaluating written work can be done as a computer algorithm is a mind-saver. Why? Reading is boring. Automate now. I have videos to watch. My favorite thought is #7:” The only motivations for even experimenting, let alone embracing automated grading of student writing are business-related.” Can there be any better motivation? – (de xmooc assessment )
- Blog Exercises: Increase Your Thank You Ratio « Lorelle on WordPress – No excuses. Say thank you. – (etiquette learning de en3177 )
- Is Google Making Us Stupid? – Nicholas Carr – The Atlantic – - (DL CreavtiveCommons ) Sorry … Miles away … What was the question? Carr tries to address the question by over-interpreting neuroscience research. Plasticity does’t mean stoopidity.
Tag Archives: en3177
- A new approach to conference reviewing – – (shepherding dh open_source )
- Personal, Not Private | Gardner Writes – Gardner weighs in on revealing the personal not only as shareable but valuable. "I think those aspects of the person that are not private not only can be shared but ought to be shared. This is what we mean when we tell writers they should find their own voices. This is what we mean when we say we seek to “know as we are known,” as Parker Palmer insists. This is what we mean when we talk about “integration of self,” when we speak of our concern for" – (socialmedia privacy #en3177 )
I ran in to some interesting comments and comment threads this week.
- Journalism, Bloggers, and Digital Artifacts « malmsy.net
- Cook may be on to something here. | thismattisblogging
And a well-used sets of lists
And a prime example of taking a creative approach to a thread in the reading. This post is significant because it shows how to isolate something to work with further, and that the problem can be approached as something broader than academic essay. Not sure what genre this is, but it fills a functional niche: John and Paulo « Weblogs and Wiki Reviews
This gets me thinking about genre. It’s not an essay, really, and it’s not a narrative (or maybe it is). It’s like notes, but not just rough notes. Maybe “student notebook” notes? It works on two levels, too. It gives sense to Dewey’s and Freire’s ideas of education, by looking at the two of them together, in comparison. But it also organizes links to other material about them and their ideas. Those are both functions that essays and notebooks are designed to fulfill. So, essay-by-notebook?
Process: Start with a list
Use a post to come to understand. Rather than stopping with
>mostly because I understood nearly nothing from chapter 10
post anyway! Posting is a way of coming to understand. Have a look at chapter 11: Havalais quoting Doctorow (p. 119): trying to make an idea clear to an audience is a way of coming to think about it. That’s what blogs can do, because while blog posts are public, we don’t expect them to be polished, complete, perfect.
Summaries needn’t be thin. We now expect links, images, extended reflection. Set your sites a little higher on those. When you race by the chance to reflect, or turn it into a stand up comedy routine, you blow the opportunity to gain something from composing the reflection.
Its also an audience thing: If you treat the reflection like a blow off, you suggest I should treat it that way, too. So I do. This isn’t a matter of length – although you need to give yourself length to develop the insights – but a matter of attitude towards your own work.
Here’s a well done summary: Week 4: Comments, Use of Blogs Extended, and Manifestos | Jack in the Box - right down to including and placing an image that suggests something is going on. (I don’t know what to make of the image in the context of the post, but I’ll figure that out later.) The summary is detailed enough that Jack places all his work for me and suggests why what he has done is significant, for him, for the class, for now. It’s not a defense of his work, but a consideration. Jack’s comments on posts of other students will influence how I read and evaluate them.
Links: If you don’t link to it in your weekly summary, I may not see it and can’t credit it.
Not sure what to make of these yet. Tags place the post with others, but also create a curious cloud of suggested, hinted at, relations.
- The Fickle Fame of Twitter – Boing Boing – One for the #en3177 crowd on getting a handle on Twitter. "I’ve since used my twitter – which was changed to @inthefade last year – for self-serving good by promoting my freelance writing, but I’ve also realized twitter’s potential for worldly good by utilizing it to launch to a toy drive for children affected by Sandy. That – five years after I joined twitter – was probably the moment in which I realized what a vast social media reach can be used for." – (twitter socialmedia socialnetworking #en3177 )
- Calling open access academic book publishers: How authors and publishers could make a modest profit | Impact of Social Sciences – – (oer )
- The Ed Techie: Twitter is your IT support – Couldn't have come at a better time as setting up a new Weblogs and Wikis. but it's Martin's story of gathering support, the lessons embedded in the procedures, that counts here. – (#en3177 rss aggregation )
- Personal, Institutional, Global | Abject – Brian on the thoughtless dismissal of wikis at work. Opens the discussion on big bad and centralized meets local and contextualized. – (wiki evolution )
- Poet Christian Ward says ‘I’m sorry’ after prize-winning work exposed | This is Cornwall – This is why we put things online. There's safety in abundance. – (plagiarism fyc )
- David Crystal – Texts and Tweets: myths and realities – YouTube – Tweeting means culture goes to hell in a hand basket? Yeah, ok. You might want to consider the evidence. – (twitter languagechange en3177 linguistics )
- Online photo sharing as harbinger of irrelevance | Abject – Argument for findability and the movement towards walled gardens. Or something like that. – (findability flickr oer openaccess opencontent )
- Klout in the Classroom: A Valuable Grading Tool? – WTF! Can you be less professional? "Like Klout, marketing simulation software provides a grade based on an unknown algorithm. Bacile explained that the software uses hundreds of differently weighed factors that are not revealed to its users. “The algorithm isn’t transparent and is subject to change,” he said. “But it’s a useful service that demonstrates that the world is full of uncertainty.” " – (social_media )
- COURSE GUIDE: E-learning and digital cultures – Kudos to U Edinburgh. Excellent guide and model for a guide. Notable for the reach of their course goals, and for the assessment of those goals using a lifestream, pp 7ff. – (e-learning borndigital course assessment de )
- [toread] Socratic Method « Design Futures Archaeology – ah, grad school. – (none)
- The Edinburgh Manifesto for Teaching Online – Interesting embedded project. Designer muses on the EBurough Online Teaching Manifesto proclamation by proclamation and connects. Via The Manifesto. – (en3177 weblog education design spaces )
- ANN COULTER, GRAMMARIAN – Example for en3177 of blog argument. – (en3177 )
- A Rule Which Will Live in Infamy – Lingua Franca – The Chronicle of Higher Education – Whacks the prescriptivist mole of which/that. But what I really like is the side note that White edited Strunk's original version to comply with White's stylistic prescriptions. – (linguistics FYC prescriptivism )
- MOOC pedagogy: the challenges of developing for Coursera | ALT Online Newsletter – Background piece from Edinburgh on designing their E-learning and Digital Cultures course for Coursera. More than that, however, they define some lines in the pedagogical sand: conservative MOOCs that mimic in-class practice v cMOOCs that experiment with education itself. – (coursera MOOC xMOOC elearning )
- stephen Downes Educational Blogging (EDUCAUSE Review) | EDUCAUSE.edu – it ain't about writing. it's about reading and engaging in community. – (blogging en3177 )