An article interesting both in methodology of Q, and in the implicit use of results: to manage administrative secrecy.
- The Conference Manifesto – NYTimes.com – Making the pre-conference season rounds in my neighborhood. – (conference rhetoric rhetorical_velocity )
- On Research and Academic Diversity – Well, not really. It's a defense of that mooc meta study released this week, and roundly critiqued by Stephen Downes. Tip: the exchange is more enlightening than the study itself. Maybe that's the meta. – (mooc cmooc research metastudy )
- Printing a wall-sized world map – Because you never know when it will come in handy. – (dh )
- Resource Management, Note-taking + Abstracting – Words in Space – note taking, template for note taking, software for note taking. – (notetaking theory reading research )
- Reading Effectively – Words in Space – advice and strategies for reading theory, and a framework for designing PLEs. – (dh litcrit pedagogy notetaking ple )
- Using IFTTT To Track Twitter Participation – ProfHacker – Blogs – The Chronicle of Higher Education – – (diy )
- 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 )
- Atlassian’s big experiment with performance reviews – how "HR Best Practice'. Twice a year, people would review themselves and their peers via 360-degree reviews" suck. take a hint, HR. i rated a colleage using 360 once. bogus scientific accuracy. – (wikis HR assessment #bsu )
- ￼Conflicted: Faculty And Online Education, 2012 I. Elaine Allen and Jeff Seaman with Doug Lederman and Scott Jaschik ￼ – Faculty are skeptical – they ought to be – and administrators are excited – they're paid to be. An ad-laden, administrator-focused knee-jerk measuring survey report that shows little news. Perhaps one interesting bit: We're still suspect of the learning outcomes that (seemingly) suggest online is valid. "Professors, over all, do not have a positive view of the learning outcomes for online education. Nearly two-thirds (66 percent) say they believe that the learning outcomes for an online course are inferior or somewhat inferior to those for a comparable face-to-face course. Most of the remaining faculty members report that the two have comparable outcomes. Fewer than 6 percent of all instructors consider online to be either superior or somewhat superior to face-to-face instruction." That is, an online learning outcome is not the same as a face to face learning outcome. Huzzah! That's always been the place where the DE advocates like to hide the difference. That and using ENTHUSIASM as a substitute for consideration. Which, in fact, this survey is based on: they measured fear vs excitement, rather than, say, concern vs mindless buy in. As here: http://www.articulate.com/blog/the-19-best-elearning-blogs/. – (DE research evangelism )
Post by M C Morgan: via google+
Edited from a Google+ post.
Interesting to see an interest in discourse coming back. Did a dissertation on that back in 1996: Student Rhetorical Practices in E-Mail Conferences. There’s an html version of it around somewhere. Summary: Students don’t have the rhetorical chops to get a pedagogical useful conversation going or to maintain it for long if they do get it going. There: That saved you a 3-hr read.
It might be time to re-investigate rhetorical interaction again, now that dialogue theory has moved on, now that social web is providing a new set of affordances, now that a generation has had the time (since my 1996 sample) to grow up with the affordances. Hypothesis: Students can’t get a pedagogically valuable exchange going without teacher intervention, but do know how to use the affordances. That is, the tools have developed, but the values and rhetorical practices of the student social circle haven’t.
- 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 )
- Open Contempt – UBC Wiki – via zombiescholar. Brian Lamb on OER, new academic cultures, EduPunk and all the rest of it this place is getting to me I can't take it any more I could get out of here and move to Canada that's where stuff it happening or maybe someplace in Cumbria Far Sawrey looked good – (scholarship2.0 ple mooc zombies edupunk OER )
- zombiescholar [licensed for non-commercial use only] / More Brains! – Weller and Groom. State of the academy: " The uptake of new technologies in research and associated practices can be seen as a barometer for innovation within higher education. … We suggest one possible antidote to this zombification of higher education is the use of new technologies and particularly the cultural norms they embody." Yes, and yes again. Complication arises when the local culture is a Dawn of the Dead shopping mall. – (ple mooc OER research scholarship2.0 D2L en3177 )
- BEYOND FINDABILITY: Organizing in the Age of the Miscellaneous | Searcher | Find Articles at BNET – – (findability en3177 )
- Digital_Academic_Workflow – Detailed workflow that combines procedure with writing advice. Well, more detailed in using DT and Sente than Scrivener and Pages, and more detailed in note taking than drafting. Highlights affordances of each application. – (Ple notetaking workflow research )
- The research network for all Masters, PhD and Postdoctoral researchers – Good posts for grad students and researchers – (twitter research scholarship2.0 )
- Rethinking e-Portfolios – And of course, we still have to solve that issue of control and ownership. And as John says, students pick up what is intended. If we continue to adhere to an acquisition model of learning, it will be hard to persuade students to develop reflective e-Portfolios. – (efolios pedagogy ple )