Chadi and I met while participating in a MOOC: Designing a New Learning Environment (DNLE). Chadi was a University Professor in Aleppo, Syria. We never met in person, just on-line and not only did we share interests and built a friendship, but also planned and implemented educational projects for developing countries. We focused on Syria which was suffering the effects of a massive war, a war that did not beat the life out of the hearts of the people. Despite all the difficulties people continued to live and not only go to University but even try, and often happily, new educational strategies and methods.
Our goal in educational design was to assist learner engagement, encourage positive interactions and foster a learner centric environment using collaborative learning.
Chadi and his Syrian students are truly inspiring considering the obstacles his students and he faced. No matter the barriers they gladly forged ahead embracing new learning strategies. He is a passionate and devoted educator. His persistence and raw courage to overcome adversity is truly incredible.
Chadi's friend once said “It is one of the miracles of life that people living thousands of miles apart, can meet, share interests and build friendships”
Chadi and his family successfully fled Syria to France and he is presently teaching at Université Lille 1.
On Sun., Oct.13th, 10amCDT/11amNYC (more time zones, http://bit.ly/15OPmC8 ), the Reform Symposium E-Conference will have a special ceremony celebrating EdInspire Honorees. The EdInspire award identifies extraordinary contributions to education by inspiring individuals. Educators nominated an individual and wrote 200 words describing that individual's contribution to education. Each honoree received the EdInspire badge and a personalized e-mail. During the ceremony, they will be honored and we will hear about their amazing work. See all honorees below. The ceremony will begin with a Keynote from Josh Stumpenhorst, 2012 Teacher of the Year and 2013 Pearson Foundation Global Learning Fellow. 5 of the honorees will receive year memberships to SimpleK12. We will announce them during this ceremony.
PKM is the key to social learning. It is a social living contract.It focuses on managing your own knowledge to get things done. It is therefore active, experiential and connected. Seek people for connection and constantly be curious. We seek using mechanical and human aggregators. We use tools to connect to individual experts or networks of experts. Sense Making/Critical Thinking by actively observe, study, challenge and evaluate. Challenge our own thinking and assumptions. Find a tool to express yourself. One needs to do something with their knowledge. Five ways to make sense: Filtering, Validation, Synthesis, Presentation and Customization. Share by finding people to share knowledge with. Process of narration done in a transparent way create serendipitous connections. Chance favors the connected mind.
Students should have the opportunity to learn how to manage their learning and knowledge. PKM supports learning literacy / fluency - and in order to obtain learning fluency today one needs to be digitally fluent, The implementation of PKM as a metacognition strategy and also the use of motivation strategies will be crucial to the learner's growth and success. PKM also promotes the employment of content creation moving learning away form content consumption. It emphasizes the importance of actively engaging, sense making/critical thinking, evaluating/challenging and reflecting. Another critical aspect is using the right tools in the right way when seeking, sense making and sharing.
When one builds personal learning networks outside their institution walls then one builds lifelong learning opportunities and becomes a node in a network of distributed creativity and one has the ability to create sustained artifacts that can be re-used and re-purposed supporting openness.
Knowledge is distributed across a network of connections thus learning consists of the ability to construct and traverse those networks. Knowledge is not acquired, it is a set of connections formed by actions and experiences. These connections are formed naturally, through a process of association and not through some intentional act.
Therefore, in connectivism one does not transfer, make or build knowledge. Instead, connectivisim is focused on partaking in activities to learn by growing or developing ourselves and our society in connected ways.
Seeks to describe thriving networks that are characterized as having diversity, autonomy, openness, and connectivity
Seeks to describe the practices that lead to such networks, both in the individual and in society in which teachers model and demonstrate and Learners practice and reflection.
George Siemen's Articulate presentation What is Connectivism provides an overview of the connectivists view of how we learn and what we need to be able to learn. This is fundamental to how and why we select, implement and support educational technology.
We need to assist learners to:
Connect, collaborate, think and create through the aggregation of information, remixing and re-purposing of that information and then finally sharing of the re-purposed information.
Thus we move away from content centered to creation centered. The learner themselves aggregate content (information) individually and within groups, remixing, re-purposing and sharing. The learner accomplishes this by connecting through the building of networks.
To summarize George's intro Video on Connectivism.
How we Learn:
Needs to externalize to make sense (language and artifacts)
Requires frameworks and structures for sense making (mediating new stimuli to compensate from overwhelming amount of info)
Needs to socialize and negotiate around knowledge (our exchange with others)
Uses patterning (note and recognize patterns)
Should have the opportunity to and acknowledge their role in extending humanity through technology (to compensate or overcome our limitations)
Knowledge is networked and distributed. Knowing is being in a particular manner of connectedness.
Learning is forming new networks that occur in new and chaotic spaces.
Learning is aided by technology.
Learners are nodes in a network of distributed creativity or knowledge.
To understand learning we need to understand how and why connections form.
Types of Networks:
Neural-Biological - Learning is the formation of new neuro connections
Conceptual - Relatedness, constructiveness and relations/associations of ideas and concepts. Depth of understanding is related to the conceptual network that they have formed and relationships they have formed (concept maps). Connections create meaning.
External-Social - How we are connected to other people and information itself. How information flows.
How learning occurs:
Depth/Diversity of connections
Frequency of exposure
Integration of existing ideas
Moving forward with the aid of Technology we should:
Information Literacy Information literacy is the ability to search for, recognize, access, evaluate, synthesize, organize, apply and use information, from different sources and in different formats, to make enlightened choices in your personal, professional, and academic life. Information Technology Literacy ITL is about understanding the technology infrastructure that underpins today's world. More specifically, it is an understanding of the tools technology provides and how these tools interact with the overall infrastructure. Digital Literacy Digital literacy is the ability to find, evaluate, utilize, share, and create content using information technologies and the Internet. Media literacy Media literacy is the knowledge and skills necessary to understand and use the codes and conventions of a wide variety of media forms and genres appropriately, effectively and ethically.
The ability to recognize, read, interpret, negotiate, and make meaning from information and data presented in visual forms such as pictures, graphics, charts...etc
Cultural literacy is about understanding the cultural cues embedded in the wildest sense of language ( verbal, non verbal and visual )
As Think Critically puts it , Critical literacy is the ability to actively read text in a manner that promotes a deeper understanding of socially constructed concepts; such as power, inequality, and injustice in human relationships. Critical literacy encourages individuals to understand and question the attitudes, values, and beliefs of written texts, visual applications, and spoken words. The development of critical literacy pushes students to question issues of power; in essence, to become thoughtful, active citizens. Becoming critically literate means that students have developed and mastered the ability to read, analyze, critique, and question the messages inherently present within any form of text.
TheWayback Machine allows users to browse through a collection of archived sites all the way back to 1996, the Archive acts as a digital reference library. The multi-genre collection of over 117,000 recordings includes live shows, in addition to over 1.6 million audio files ranging from radio broadcasts to audiobooks. Nearly 1.3 million video clips and over 4.5 million texts are also available for fair use
IsaacAsimov predicted the Internet of today 20 years ago
Lego Antikythera Mechanism
Two thousand years ago, a Greek mechanic set out to build a machine that would model the workings of the known Universe. The result was a complex clockwork mechanism that displayed the motions of the Sun, Moon and planets on precisely marked dials. By turning a handle, the creator could watch his tiny celestial bodies trace their undulating paths through the sky.
Yes, I would agree with the video but it is missing the foundation of needs for learning and success in life.
Below are the 4 base needs (lifelong needs) that are required to be met in order for learning, growth, happiness and success to occur in life and in the classroom:
What to do as a Teacher:
Safety and Security: offer a safe and secure learning environment that incorporates routine especially at the beginning of the class - this will calm the brain down and prepare the learner to learn. The learner should walk into the class and know exactly what will happen at the beginning of the class. For example: tell a story at the beginning of each class that bridges to the learning outcome. Your learners need a teacher that is confident, compassionate, consistent, flexible and willing to learn.
Autonomy: build a sense of belonging and promote participation
Mastery: offer the opportunity to achieve attainable goals/outcomes
Purpose: offer an opportunity for learners to participate in meaningful activities that have a meaningful outcome and contribute to the class, community and society.
What to do as a Parent:
Safety and Security: your child needs to feel safe and secure with you as a parent and in the home environment. If they don't you will never know what is going on in their lives until it is too late. Listen to your children and provide feedback in a non threatening manner. Your child should be able to tell you anything without fear of repercussions. Instead of punishing your child give them advice on moving forward, don't solve their problem for them but stand by them and be supportive. Of course there may be consequences to their actions. But unlike punishment, consequences are directly related to the action which provides a great leaning experience if parental support is present. This is hard as a parent but you need to be a disciplined person in order for discipline to occur and discipline does not mean punishment. Punishment is an undisciplined act. This is your chance to be a role model of how to be a disciplined person for your child. Your child needs a parent that is confident, compassionate, consistent, flexible and willing to learn.
Autonomy: build a sense of belonging and participation. Help your child find opportunities where they can achieve a sense of belonging. Welcome your child's friends into the home and family activities.
Mastery: offer the opportunity to achieve attainable goals. Help your child find activities they enjoy and can master
Purpose: offer an opportunity for your child to participate in meaningful activities that have meaningful outcomes and contribute to the family, community and society.
Brené Brown - Engaged Feedback Checklist
5 Magic Questions: The Secret to Helping Your Teen Learn from Mistakes
The Neuroanatomical Transformation of the Teenage Brain: Jill Bolte Taylor at TEDxYouth@Indianapolis
Wow, I stumbled on this great Ted Talk from Vancouver about replacing punishment with a problem solving method called: Restorative Practices to Resolve Conflict/Build Relationships.
This is a great way for parents and teachers to move away from non effective punishment to powerful learning strategies for behaviour modification and motivation.
Restorative Practices to Resolve Conflict/Build Relationships:
Why ORS in leadORS? Because the Internet needs leaders who are ORS people: Open, Random and Supportive
In an online environment we need to be Open, Random and Supportive
Institutions need CSC leaders: Closed, Selective and Controlling
Here are the 8 Styles:
ORS - a Friend As someone who is Open, Random and Supportive (ORS), you are inclined to be free-flowing, accepting and supportive of those around you.
CRS – a Manager Someone who is Closed, Random and Supportive, (CRS) tends to be reluctant to promote themselves online but that does not necessarily mean that they are closed to the Internet.
OSC – a Mentor Someone who is Open, Selective and Controlling (OSC), tends to exhibit an open mind and are careful with what they choose to hear and share. They like to gain control of people and situations.
CRC – an Engineer Someone who is Closed, Random and Controlling (CRC) tends to be reluctant to reveal themselves online but is accepting of new data insights. They may seek to control others and situations around them, using the information and knowledge you generate from the Internet. Often keen to game systems.
ORC – a Scout Someone who is Open, Random and Controlling (ORC) tend to be free-flowing online and accepting of most things. They tend to seek control of others and situations, using the online data they receive.
CSC – a Chief Someone who is Closed, Selective and Controlling (CSC) tends to be closed about themselves, choosy or skeptical about the data they absorb. These people are direct opposites of the behavior of the social web, which can lead them to control people and situations. They are often skeptical about the role or value, the internet can play in their own lives.
CSS – an Analyst Someone who is Closed, Selective and Supportive (CSS) tends to keep themselves to themselves online and are selective of new data insights. They also have a natural desire to be helpful and supportive to those around them.
OSS – a Guide Someone who is Open, Selective and Supportive (OSS) tends to present an open mind online but are selective about what they hear and share. These people have a desire to support others, regardless of their situation or predicament.Thomas states the following:
To create habits say to yourself in your mind's eye:
"Go Open" whenever you feel yourself closing down
"Go Random" whenever you feel yourself desperate to choose (select)
"Go Supportive" whenever you feel the desire for control taking you over
Here is some more information: LeadORS with Thomas Power, interviewed by Martin Shervington
There is another test for Face to Face interactions:
Stephanie Teasley is a Research Professor in the School of Information and Director of the USE Lab at the University of Michigan. She received her PhD in cognitive psychology from the University of Pittsburgh in 1992. Throughout her career, her work has focused on issues of collaboration and learning, looking specifically at how sociotechnical systems can be used to support effective collaborative processes and successful outcomes. She is the co-editor of the volume, Perspectives on Socially Shared Cognition, and co-author of several highly cited book chapters on collaborative learning. Her work has also appeared in numerous scholarly journals including Science, Developmental Psychology, the International Journal of Computer Supported Collaborative Learning, and Computers and Education. Dr. Teasley’s research has been funded by the US National Science Foundation and the National Institutes of Health. She is on the Executive Committee of the Society for Learning Analytics Research (SoLAR).
Using Learning Analytics to support academic advising for at-risk STEM undergraduates - Stephanie Teasley
Abelardo Pardo is a Lecturer at the School of Electrical and Information Engineering, University of Sydney. He has a PhD in Computer Science by the University of Colorado at Boulder applied to formal verification of digital circuits. His research interest is in the application of software engineering techniques to improve all aspects of the well-being of humans and communities. He has experience in the use of mobile devices in areas such as behavioral analytics, social networks, computer supported collaboration, personalization, and technology enhanced learning, which he deploys in his teaching activities. He has participated in national and international projects funded by NSF (USA) and the European Union. Abelardo is author of more than 100 research publications in prestigious conferences and journals, member of the steering committee of the Society for Learning Analytics Research (www.solaresearch.org), and member of the editorial board of the Journal of Social Media and Interactive Learning Environments and the Journal for Learning Analytics.
Practical Privacy Issues Around Learning Analytics - Abelardo Pardo
Stefan Dietze currently is research group leader at the L3S Research Center of the Leibniz University Hannover (Germany). His main research interests are in Semantic Web and Linked Data technologies and their application to Web data integration problems in domains such as education or Web archiving. He holds a Ph.D. (Dr. rer. nat.) in Applied Computer Science from Potsdam University and previously held research positions at the Knowledge Media Institute (KMI) of The Open University (UK) and the Fraunhofer Institute for Software and Systems Engineering (Berlin, Germany). Stefan currently is coordinator of the EU-funded project LinkedUp (http://linkedup-project.eu) and he has been involved in leading roles in numerous EU R&D projects, such as LUISA, NoTube, ARCOMEM or mEducator. Furthermore, he is co-founder of the Linked Learning workshop series and of the community platform http://linkededucation.org. Stefan’s work has been published throughout major conferences and journals in areas such as Semantic Web, Linked Data, Services-oriented Systems and Technology-enhanced Learning and he is reviewer, organiser and committee member for numerous scientific events and publications.
Marie Bienkowski is the Deputy Director of the Center for Technology in Learning, at the nonprofit research organization, SRI International. She works with educational researchers to develop and evaluate technology in K-12 education, and to contribute research data to education policy discussions. Many of her projects involve efforts to interest underrepresented groups in science, technology, engineering, and mathematics careers with a focus on computer science. She leads software projects in the areas of learning resource analytics and intelligent information management. Dr. Bienkowski co-authored the report “Enhancing Teaching and Learning through Educational Data Mining and Learning Analytics” for the U.S. Department of Education (released in October 2012). She is the co-PI of an NSF-funded grant on assessing computational thinking for high school students and is leading SRI’s contributions to the core infrastructure of the open-source learning-resource analytics project called the Learning Registry. She received her Ph.D. in computer science from the University of Connecticut.
The Learning Registry: Applying Social Metadata for Learning Resource Recommendations - Marie Bienkowski
Ryan Shaun Joazeiro de Baker is the Julius and Rosa Sachs Distinguished Lecturer at Columbia University Teachers College, in 2012-2013. He earned his Ph.D. in Human-Computer Interaction from Carnegie Mellon University, and was a post-doctoral fellow in the Learning Sciences at the University of Nottingham. He earned his Bachelor’s Degree (Sc.B.) in Computer Science from Brown University.
Dr. Baker has been Assistant Professor of Psychology and the Learning Sciences at Worcester Polytechnic Institute. He previously served as the first Technical Director of the Pittsburgh Science of Learning Center DataShop, the largest public repository for data on the interaction between learners and educational software. He is currently serving as the founding President of the International Educational Data Mining Society, and as Associate Editor of the Journal of Educational Data Mining.
EDM: A Methodological View - Dr. Baker
Simon Knight is a PhD student at The Open University’s Knowledge Media Institute, researching learning analytics for analysing epistemic moves and collaborative dialogue in collaborative information retrieval tasks. Prior to starting his PhD he gained an MPhil in Educational Research Methods from Cambridge, and a Ma in Philosophy of Education from the Institute of Education. He is also a qualified teacher, and taught a-level philosophy and psychology. The topics this week are focussed on "Epistemology, Pedagogy, Assessment and Learning Analytics" which he will be presenting at LAK13 in Leuven as well as a DCLA paper "Discourse, Computation and Context – Sociocultural DCLA Revisited"
Simon Buckingham Shum is Professor of Learning Informatics at The Open University’s Knowledge Media Institute, an 80-strong lab at the convergence of learning sciences, web media, collaboration tools and the social/semantic web. He researches, teaches and consults on learning analytics, social learning media, collective intelligence and dialogue/argument visualization. In KMi he leads the Hypermedia Discourse group, and serves as Associate Director (Technology) interfacing KMi’s R&D with the OU’s strategic development. He is also a Visiting Fellow at University of Bristol Graduate School of Education. Simon was Programme Co-Chair for the 2012 Learning Analytics conference, a co-founder of the new Society for Learning Analytics Research, and is a regular invited speaker on the topic. He serves on the Advisory Groups for a variety of analytics initiatives in education and enterprise. His particular interests are in what learning analytics may be blind to, analytics for informal/social learning, and whether analytics can help build the learning dispositions and capacities needed to cope with complexity and uncertainty — the only things we can be sure the future holds.
David Williamson Shaffer is a professor at the University of Wisconsin-Madison in the departments of Educational Psychology and Curriculum and Instruction, and a Game Scientist at the Wisconsin Center for Education Research.
Before coming to the University of Wisconsin, Dr. Shaffer taught grades 4-12 in the United States and abroad, including two years working with the Asian Development Bank and US Peace Corps in Nepal. His M.S. and Ph.D. are from the Media Laboratory at the Massachusetts Institute of Technology, and he taught in the Technology and Education Program at the Harvard Graduate School of Education.
Dr. Shaffer studies how new technologies change the way people think and learn. His particular area of interest is in the development of epistemic games: computer and video games in which players become professionals to develop innovative and creative ways of thinking.
Analytics: Epistemology and Pedagogy - David Shaffer, George Siemens, Simon Knight
George Siemens is an educator and researcher on learning, technology, networks, analytics, and openness in education. He is the author of the Handbook of Emerging Technologies for Learning and Knowing Knowledge, an exploration of how the context and characteristics of knowledge have changed and what it means to organizations today. Knowing Knowledge has been translated into Mandarin, Spanish, Italian, Persian, and Hungarian. Dr. Siemens is Associate Director of the Technology Enhanced Knowledge Research Institute at Athabasca University, where he leads the learning analytics research team.
He has delivered keynote addresses in more than 30 countries on the influence of technology and media on education, organizations, and society. His work has been profiled in provincial, national, and international newspapers (including The New York Times), radio, and television. His research has received numerous national and international awards, including an honorary doctorate from Universidad de San Martin de Porres for his pioneering work in learning, technology, and networks.
Dr. Siemens is a founding member of the Society for Learning Analytics Research. He has served as a member of the Steering Committee for AACE's ED-MEDIA conference since 2008. He is on the editorial board of numerous journals, including MERLOT's JOLT and JIME. He pioneered massive open online courses (sometimes referred to as MOOCs) that have included over 20,000 participants.
Intro to Learning Analytics
Making Sense of Learning Analytics - George Siemens
John has managed and evaluated large-scale academic technology projects for the past decade. He currently serves as an Associate Director in the Academic Technology Services division of the California State University Office of the Chancellor. In this capacity, John works on several projects related to Learning Analytics and the use of data to help understand the impact of technology on teaching and learning.
In addition, he develops other innovative technology services, negotiates pricing agreements, and helps communicate findings across campuses. John previously directed academic technology initiatives for an NSF-funded 15 campus Earthquake Engineering consortium and for a system-wide project in the California Community College system. John holds a Doctorate in Educational Leadership from UC Davis and a Master’s Degree in Sociocultural Anthropology from UC Davis.
Student Achievement: Large Hybrid Courses - John Whitmer
John Fritz is Assistant Vice President for Instructional Technology & New Media in UMBC's Division of Information Technology. He is responsible for UMBC's focused efforts in teaching, learning and technology and was the primary information architect and content developer of UMBC's web site. Before joining DoIT in 1999, John served as UMBC's director of News & Online Information for four years, and has more than 10 years experience as a public information officer, writer and editor in three University of Maryland campuses. For seven years, he taught a class in "web content development" for UMBC's English and Information Systems Departments, but is now back in school working on a Ph.D in Language, Literacy and Culture at UMBC. John holds an M.A. in English (with an emphasis in rhetoric and composition) from the University of Maryland, College Park (1989), a B.A. in English and religion from Columbia Union College in Takoma Park, Maryland (1985), and certificates in New Media Publishing from the University of Baltimore (2002) and Instructional Systems Design from UMBC (2009).
Using Learning Analytics to Scale Peer Feedback - John Whitmer
Dr. Chuck Severance - Sakai
Charles is a Clinical Associate Professor and a founding faculty member of the Informatics Concentration. Charles also work on developing standards for teaching and learning technology. Previously he was the Executive Director of the Sakai Foundation and the Chief Architect of the Sakai Project. He has written several books including "Using the Google App Engine", "Python for Informatics", "High Performance Computing", and "Sakai: Free as in Freedom".
“Governments are coming to realize that they are one of the primary stewards of intellectual property, and that the wide dissemination of their work—statistics, research, reports, legislation, judicial decisions—can stimulate economic innovation, scientiﬁc progress, education, and cultural development.” If governments around the world are going to unleash the power of hundreds of billions of dollars of publicly funded education, research, and scientific resources, we need broad adoption of open policies aligned with the belief that the public should have access to the resources they paid for. At a fundamental level, “all publicly funded resources [should be] openly licensed resources.”
CC licenses and tools have been implemented by government entities and public sector bodies around the world. And over the last few years, there’s been an increasing focus in governments aligning to the principle that the public should have access to the materials that it pays for.
Open Assessment focus is on allowing people who use open educational resources to gain formal recognition of their learning. This can be achieved by recognition of prior learning (RPL), prior learning assessment (PLA), or prior learning assessment and recognition (PLAR).
Individuals acquire college-level learning through corporate or military training, work experience, civic activity and independent study.
Prior learning can be assessed through the use of standardized exams such as those delivered by the College Board, the Excelsior College Examination Programor DANTES Subject Standardized Tests Program; American Council on Education (ACE) Guides to credit recommendations for civilian and military training programs; evaluations of local training programs by local colleges, campus-based challenge exams; and portfolio assessments of experiential learning.
Prior learning assessment
Prior learning assessment can save time and money as one works toward completing a certificate or degree program. The process reviews learning that may have been mastered through a variety of life experiences, including professional responsibilities, civic and volunteer experiences, military and corporate training, and independent study.
PLA can also be used to validate learning gained through use of OER, MOOCs, open textbooks, and other freely available materials.
Since 1974, CAEL has worked with postsecondary institutions, state boards of regents, and individuals by establishing and disseminating high quality standards for the awarding of credit through assessment, by training faculty evaluators and administrators in PLA practices, and by conducting research on the outcomes of these efforts and disseminating it widely throughout the postsecondary community.
Benefits of recognition of prior learning
There are several benefits to PLA, including:
Facilitates access for 'non-traditional' students - people who may not have the opportunity to do further study can obtain higher qualifications
Acknowledges value of learning outside a formal setting, e.g. values and recognizes learning from OER
Validates the worth of learning students have achieved by themselves or in online communities
Enables progression to other programs of study
Eliminates unnecessary repetition and duplication of material already familiar to the student. Public (and private) money is better used because people who already have skills and knowledge are not re-trained.
Shortens the time necessary to earn a qualification
Enhances students' perception and understanding of learning as a lifelong process
Costs significantly less than paying to attend four years of college
Intro to Open Badges
Mozilla's work with open badges aims to democratizing credentialing.
An introduction to Mozilla's Open Badges initiative.
This video is (c) video4hastac and does not use the course's CC BY license.
A sense of belonging is what keeps people in communities. This belonging is the goal of community building. The hallmark of a strong community is when its members feel that they belong.
Belonging is the measure of a strong social economy. This economy’s currency is not the money that you find in your wallet or down the back of your couch, but is social capital.
For an economy and community to be successful, the participants need to believe in it. If no one believes in the community that brings them together, it fails.
Like any other economy, a social economy is a collection of processes that describe how something works and is shared between those who participate.
These processes, and the generation of social capital, which in turn generates belonging, needs to be effectively communicated.
Civility and the Internet
Derek Sivers: A real person, a lot like you
I can see how easy it may be for individuals to loss connection online and behave uncivil but in my experience I find my face to face interactions much more uncivil then my online ones. But I have the advantage of being selective online, I can choose who I interact with and most of my interactions are professional or educational and that may be why I find them much more civil if not engaging and enlightening. I don't have that kind of control or selection in the face to face world. No one can choose who to work with or who your neighbors are. All you can do is hope for the best and work hard at those relationships. Trolls
Fluent 2012: Nicole Sullivan, "Don't Feed The Trolls"
This video answered a whole bunch of questions about others behaviour I did not understand. Now I do and this information will certainly help me build and maintain relationships.
The Implicit Test from Harvard
It is well known that people don't always 'speak their minds', and it is suspected that people don't always 'know their minds'. Understanding such divergences is important to scientific psychology.
The implicit website presents a method that demonstrates the conscious-unconscious divergences much more convincingly than has been possible with previous methods. This new method is called the Implicit Association Test, or IAT for short.
In addition, the implicit test contains various related information. The value of this information may be greatest if you try at least one test first...
David Wiley's Keynote on Open Education Penn State
The Start of MOOCs
In 2008 Dave Cormier and Bryan Alexander came up with the term MOOC ( massive open online course ) to describe George Siemens course"Connectivism and Connective Knowledge" since then the amount of MOOCs available and enrollment has exploded.
xMOOCs and cMOOCs are two variations of MOOCs. These two terms were proposed by Stephen Downes.
In the fall of 2011, two Stanford professors provided their artificial intelligence course in the open to well over 200,000 students. It did not follow the Connectivist approach instead it was designed more like a traditional course using copyrighted materials. Although it was not open it was free and came with the Stanford name. This open the flood gets for the many online course providers that followed.
Peter Norvig discusses the Stanford AI course
edX: The Future of Online Education
Daphne Koller: What we're learning from online education
In the blog post a process of creating a set of standards was suggested. This included review of the literature, creation of a list of standards and the use of a team of experts to review and revise the list multiple times until a satisfactory list was created. Then an instrument or rubric would be created for the standards. Finally applying a validity test to each standard until all reach a agreed upon standard.
Coming from science this sounds like a reliable method to obtain a standards list. Surprising that iNACOL did not follow a rigorous method. I find the rubric lacks a clear cut presentation. Keep it simple. The rubric should be easy to follow and understand. It is enough to put into practice the rubric standards. I have seen many rubrics and it usually only takes a glance through to review. The structure of the table containing the information is poor and the headings and description should be within the table because the table sections span several pages. These small presentation issues have a real impact when the rubric is put into use. I am not a fan of how the rubric was divided and its major themes. It missed the importance of Support: Institutional, Learner, Faculty and Technical as well as the importance of engagement. Support and Engagement deserved there own sections or at least a major subsection. Now they may have done this but at a glance I can't tell. Here are two rubrics I like and both used the approach suggested in the Feb 17, 2013 post described above to create their rubrics:
I can't find the book and cannot remember one single line but what I remember is the feelings and fascination I had when I read it. Where it took me. I probably read it a million times and never tired. It is one of the only objects I remember from my childhood.
I was memorized by this book and about the wind's properties, characteristics and movement. Was the wind a model/gear that later on contributed to my love of and fascination with physics or maybe it contributed to my outlook on life as an adult.
As I grew up I always loved science, computer science and education.
I studied pure and applied science and computer science in college and Kinesiology (human movement) in my undergraduate degree. After graduation I taught science in an inner city after school program where we played with Newtons laws and wind in many experiments. In grad school I studied Educational Administration, Educational Technology, E-Learning and Network Administration. I went on to live in three different Canadian Provinces and worked as an analyst, computer teacher and educational technologist assisting educators in the use technology in the classroom, lab and online. Yes, I made sure that all my jobs included something I love to do. I might have left the wind behind me by not playing with physics anymore but like the wind I have moved freely and happily from different fields of study, place to place and profession to profession. But somehow they all fit. "Diana and the Wind"
Open data is the idea that certain data should be freely available to everyone to use and republish as they wish, without restrictions from copyright, patents or other mechanisms of control.
Open data is often focused on non-textual material such as maps, genomes, connectomes, chemical compounds, mathematical and scientific formulae, medical data and practice, bioscience and biodiversity.
Problems often arise because these are commercially valuable or can be aggregated into works of value.
Access to, or re-use of, the data is controlled by organisations, both public and private. Control may be through access restrictions, licenses, copyright, patents and charges for access or re-use.
Advocates of open data argue that these restrictions are against the communal good and that these data should be made available without restriction or fee.
In addition, it is important that the data are re-usable without requiring further permission, though the types of re-use (such as the creation of derivative works) may be controlled by license.
Numerous scientists have pointed out the irony that right at the historical moment when we have the technologies to permit worldwide availability and distributed process of scientific data, broadening collaboration and accelerating the pace and depth of discovery…..we are busy locking up that data and preventing the use of correspondingly advanced technologies on knowledge
John Wilbanks, VP Science, Creative Commons
Under "Toward Open Data" Connolly (2005, v.i.) gives two quotations:
I want my data back. (Jon Bosak circa 1997)
I've long believed that customers of any application own the data they enter into it.. (This quote refers to Veen's own heart-rate data.)
In 2004, the Science Ministers of all nations of the OECD (Organisation for Economic Co-operation and Development), signed a declaration which essentially states that all publicly-funded archive data should be made publicly available.
Several national governments have created web sites to distribute a portion of the data they collect.
Examples of Openness in government:
Data.gov - U.S. government open-data website. Launched in May 2009.
Data.gov.uk - U.K. government open-data website. Launched in September 2009.
Arguments for and against open data
Pro open data:
Data belong to the human race
Public money was used
Data was created by or at a government institution
Facts cannot legally be copyrighted
Sponsors of research do not get full value unless data are freely available
Restrictions create an anticommons
Data are required for the smooth process of running communal human activities (maps)
In scientific research, the rate of discovery is accelerated by better access to data.
Anti open data:
Government funding may not be used to duplicate or challenge the activities of the private sector (e.g. PubChem).
Governments have to be accountable for the efficient use of taxpayer's money: If public funds are used to aggregate the data and if the data will bring commercial (private) benefits to only a small number of users, the users should reimburse governments for the cost of providing the data.
The revenue earned by publishing data permits non-profit organisations to fund other activities (e.g. learned society publishing supports the society).
The government gives specific legitimacy for certain organisations to recover costs (NIST in US, Ordnance Survey in UK).
Privacy concerns may require that access to data is limited to specific users or to sub-sets of the data.
Collecting, 'cleaning', managing and disseminating data are typically labour- and/or cost-intensive processes - whoever provides these services should receive fair remuneration for providing those services.
Sponsors do not get full value unless their data is used appropriately - sometimes this requires quality management, dissemination and branding efforts that can best be achieved by charging fees to users.
Often, targeted end-users cannot use the data without additional processing (analysis, apps etc.) - if anyone has access to the data, none may have an incentive to invest in the processing required to make data useful (Typical examples include biological, medical, and environmental data).
Relation to other open activities
The goals of the Open Data movement are similar to those of other "Open" movements.
Open access is concerned with making scholarly publications freely available on the internet. In some cases, these articles include open datasets as well.
Open content is concerned with making resources aimed at a human audience (such as prose, photos, or videos) freely available.
Open notebook science refers to the application of the Open Data concept to as much of the scientific process as possible, including failed experiments and raw experimental data.