- Multitasking May Hurt Your Performance, But It Makes You Feel Better – it makes class time bearable. "The findings showed that multitasking often gave the students an emotional boost, even when it hurt their cognitive functions, such as studying." – (fyc multitasking )
- Garfield – How Students Learn Statistics – – (statistics a&e fyc )
- Open and shut cases. Bracewell’s ‘The Space Between’: the essence of a book as artwork – – (digitalhumanities book )
- Getting the News — danah boyd | News.me – how danah gathers her news – (danahboyd media newjournalism socialpractices curating reading DigitalHumanities )
- Study: Your Facebook Personality Is The Real You – summary of studies at UT Austin review for a&e. – (a&e )
- OCW Consortium – – (oer opencourseware )
- If you want a culture of collaboration, you need to accept the LOLCats too – Don't expect everyone to value what you value. – (opensource socialmediabsu )
- Data journalism at the Guardian: what is it and how do we do it? – Where data touches rhetorical delivery. A little self-serving (We Are The Guardian), but a good starting point for more investigation. – (data data_analysis visualization journalism prezi )
- Learning Reimagined: Participatory, Peer, Global, Online – Taming a mini-mooc-like environment, with the emphasis on co-learning. – (oer mooc ple )
- Americanisms: 50 of Your Most Noted Examples – – (fyc )
- Stephen Downes: Open Educational Resources: A Definition – This is the way to do it: work towards a genus:species definition (see F/T/W, Ann Berthoff), explaining the rationale behind the choices. – (taxonomy OER definition defining #en3177 )
- OpenLearn – The Open University – OER courses. – (OER )
- CC’s The Power of Open – – (readlater )
- [toread] Post by Robert Scoble: Tips – Yesterday 2:19 PM (edited Yesterday 2:26 PM) A little test – (none)
- Teaching teachers how to teach web media. – Jennifer Jones’ PhD Notebook – An outlined CPD workshop with commentary worth reading. Or commentary on CPD workshops worth reading with an outline of a workshop. – (CDP teaching )
- [toread] MOOCs as ecologies – or – why i work on MOOCs » Dave’s Educational Blog – A step back from the Siemens-Wiley debate. – (MOOC PLE OER )
- [toread] The Technological Dimension of a Massive Open Online Course: The Case of the CCK08 Course Tools | Fini | The International Review of Research in Open and Distance Learning – – (OER MOOC PLE casestudy )
- Do open online courses have a role in educational reform? « Connectivism – Good entry point to the Siemens and WIley debating some of the qualities and position of MOOCs. “the fact that people don’t have the skills to participate in distributed networks for learning and sensemaking is exactly why we need MOOCs.” – (MOOC PLE OER futureofeducation salvation )
- 80 Apps and Resources for Cloud-Based Web Dev – – (wcw )
- Bloggers illuminated by their screens – Dust off your semiotic analysis hats and take a look at these images of bloggers. – (bloggers blogging semiotics en3177 )
- Hyperbole and a Half – Multimodal composition. – (newjournalism multimodal erhetoric )
- Eye blog » (No) end of print. Reports of print’s death have been greatly exaggerated – Overview, with links and artifacts, of the print debate from a print designer’s perspective. – (visualdesign printculture print design )
- Two centuries of propaganda in posters » OWNI.eu, News, Augmented – Extensive collection for A&E – (A&E fyw argument visualliteracy visual_argument )
- FAQ #1 – Advantages of using the Institutional LMS – Draconian policies in the guise of FAQs from U Toronto. It”s all worth looking at for the naive understanding of teaching and learning, for driving pedagogy by administration, and for the nasty way of passing their silliness off as FAQs. A good one: “Students may be disadvantaged if they are required to learn how to use and navigate multiple systems.” Response: Student *will* be disadvantaged if they do not learn to use multiple systems. – (LMS policy commonsense )
- The Faux-Vintage Photo: Full Essay (Parts I, II and III) » Cyborgology – this one – (none)
- Jonathan Franzen: Read Some Erving Goffman. Please! – one for first-year comp in design of the argument. – (fyc tyw a&e )
- Digital Breadcrumbs, Purdy and Walker – Framed in a google search clone. "We call for examining the ways in which researchers actually use online resources for scholarly projects rather than lamenting how these researchers are not following prescribed models of efficient, purposeful online research. We, in other words, seek to consider the value of researchers' existing practices. In this early research, we find that for the participant-researchers in this study:
- Why the Future of College isn’t on Campus | Brazen Life – Short post that will be good to critique in A&E. Lovely little half-truths, gross generalizations, even some bullet-proofing of arguments – all make it attractive to buy into, but weak and in the end, nothing new. Can also come at this from a distortion of ethos: apparent practical wisdom that is built of unquestioned aphorisms and placebos. Can see it by asking if the ethos is open to an alternative. Mis-leading title: this is back focused, not future. Nothing new here. Summed up in: Yes, it's apparent in your writing that you learned very little in college. – (a&e fyc argument fallacious bulletproofing tribalism )
- Picturing social order – – (visualization )
- From Indymedia to Wikileaks – OWNI.eu weighs in. “The battle over Wikileaks, and the journalistic questions that it raises, are genuinely new developments — but they’re new developments grounded in a few long term trends and a history stretching back nearly two decades.The impact of WikiLeaks on journalism is more an impact of degree than of kind; what’s happening isn’t entirely new, but it is happening on a greater scale than ever before. – (wikileaks journalism newjournalism )
- Twelve Theses on Wikileaks (with Patrice Riemens – [via if:books]. 12 entry points to the WikiLeaks discussion. From Amsterdam, it reads like an internal Pentagon report. “We do not think that taking a stand for or against WikiLeaks is what matters most. WikiLeaks is here to stay, until it either scuttles itself or is destroyed by opposing forces. Our point is rather to (try to) assess and ascertain what WikiLeaks can, could — and maybe even should — do, and to help formulate how “we” could relate to and interact with WikiLeaks.” – (wikileaks anarchy fyw a&e newjournalism citizen_journalism )
- 500 Internal Server Error – 500 Internal Server Error – (none)
A first consideration of adapting MOOC techniques to the stock university situation.
Have a look at these notes on Stephen Downes’s presentation.
The more I’m immersed in the PLENK course and material, the more possibilities I see for driving MOOC teaching techniques and approaches into the stock university courses I teach.
For instance, we have new a sophomore level Argument and Exposition course (A&E. Gotta like the double joke in that course title) for learning research practices. Downes’s example of how to find a niche and set up a PLE suggests that I can adapt MOOC practices into a course project. The course wouldn’t be a MOOC (maybe a Minimal Open Online Project), and I would have to evaluate the students in the end. But this approach gives students the opportunity to develop tacit practices – both of research and of the subject they are studying with their PLEs. What they create along the way – the blog posts, delicious links, google feeds, and the artifacts they create and post – along with some periodic reflective posts or discussions, provide plenty of material to evaluate the learner, and plenty of material for my supervisors to evaluate the course.
Students will be on their own when it comes to the kinds of activities they take on, the kind of artifacts they create. They may have to learn how to edit and upload videos, they may have to figure out how to share a scanner, and I can see having to have students create their own support network in for the course itself, but that’s part of the beauty of the thing.
What’s in it for us?
- Not less instructional time, but both students and I get to spend our instructional time differently than we have for the past bunch of years.
- Less classroom time and more learning time for students.
- Less lecture prep time because less lecture and more practice time for all.
- Students might start to learn what it means – tacitly – to take control of their own learning. Need to measure this.
- Relatively safe experience in facilitating a MOOC-like course. The course provides my own scaffolding for a more complex move in the future.
- If it works, a pretty impressive demonstration of an alternative to using D2L.
As Stephen mentions, The Daily is vital to the movement and maintaining participation in the course. The Daily motivates. The Daily holds participants accountable. I could probably monitor student feeds in my own google reader account, but I’ll probably have to install gRSShopper on Dreamhost.
What else is needed?
Probably an intensive first week or two in getting students to re-conceptualize how the class will progress, and get them comfortable with the approach. Probably need to survey what kinds of online work students already do and get them comfortable sharing that expertise. Probably have to provide some early support for getting RSS feeds together. Probably have to really work on getting students to take responsibility for their learning, for creating and submitting stuff regularly – and it needs to be regular so that they have a better chance of passing the final evaluation.
Seems worth it so far.