- Not-yetness: Examples | the red pincushion – – (ple complexity oer oe )
- Watters – Teaching Machines – A history of education as centered on its machinery – (oer e-learning edcationaldesign )
- The Internet doesn’t make you smarter; you only think it does – But the false confidence is not restricted to the internet – (fyc cognition psychology )
- DS106: Enabling Open, Public, Participatory Learning | Connected Learning – – (dh weblogs social )
- Sente for PDF – and the centrality of taking notes – "The Centrality of Note Taking in Academic Thinking and Research
Note taking is one of the most important and fundamental practices in academic research. Not only does it help you to record, capture, and the collect ideas of others, but the benefits of dialectical thinking truly spring from annotating texts while reading them. The practice and habit of annotation for the majority of academic readers–whether on a separate sheet of paper, sticky notes, subject notebooks, in margins of a book, or in an index-card system of cross-references like Luhmann’s infamous and innovative Zettelkasten, ends up being one’s personal archive of thought and the wellspring for creative intellectual endeavors on the page. Thus note taking is not merely something we do to index and keep track of the ideas of others, but it is an important, deep-seated practice for most academic researchers that ought to be systematized as a kind of extended memory that will serve a lifetime of intellectual work. – (notetaking research sent DH e-learning )
Aaron Barlow, over on academeblog.org, and a participant in the upcoming “E-learning and Digital Cultures” MOOC, made some observations on Thomas Friedman’s recent NYT op-ed piece.
That Friedman’s conception of MOOCs is “starry-eyed” is an understatement. Friedman’s piece is textbook stuff: the wholly anecdotal, mind-numbingly-misleading hyperbole of self-declared visionaries.
But Friedman’s puffery gives Barlow the opportunity to present a more worldly and moderate sense of the course.
But, alone, MOOCs are not going to change education or revolutionize it. Any careful study of the history of education will tell you that.
Over the course of the five-week MOOC we are engaging upon, a number of us will be posting here on our experience. I look forward to it, but I am not going into this starry-eyed like Friedman. However, I do recognize that, though the MOOCs may be a fad, even in a fad there can be something of value.
I’m on the course, and I, too, am looking forward to it – not the least because the group from Edinburgh considers it an experiment rather than a revolutionary shot heard round the world.
I wonder if Friedman is in the course. That could be interesting. Typically, revolutions in education are declared for others, not the prophets.
- 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 )