I knew at a pretty early stage in my life — my freshman year of college, to be exact — that I wanted to become a research mathematician. I have degrees from fancy research universities…
Category: Education
👓 The History of the Future of Learning Objects and Intelligent Machines | Audrey Watters
Audrey Watters (Hack Education)This talk was delivered at MIT for Justin Reich’s Comparative Media Studies class “Learning, Media, and Technology.” The full slide deck is available here.
👓 The botnet cometh | PushPullFork
This morning, I woke up to several hundred notifications on Twitter. But these weren't your regular spam.
👓 Don’t Sell Your Soul or Students to an Edtech Brand | Rafranz Davis | Medium
There are plenty of reasons why teachers join ambassador programs. For some, this is how they gain access to potentially great tools that…
👓 OER: The Future of Education Is Open | Educause Review
The OER movement continues to have a significant impact on students, faculty, and the way teaching is occurring. OER can overcome barriers to students
👓 The Blockchain for Education: An Introduction | Hacked Education
Is blockchain poised to be “the next big thing” in education? This has become a question I hear with increasing frequency about a technology that, up until quite recently, was primarily associated with the cryptocurrency Bitcoin. The subtext to the question, I suppose: do educators need to pay attention to the blockchain? What, if anything, should they know about it?
A facile introduction with some interesting directions that education could take with it. Still, none seem so strong as to be worthwhile/valuable.
E-book “Education and Technology: Critical Approaches”
Following months of hard work, we are finally ready to publish our 2017 e-book, Education and Technology: critical approaches. This bilingual collection brings together 12 chapters written by researchers based in Brazil, Australia, Scotland, England and USA. The work has been edited by Giselle Ferreira, Alexandre Rosado e Jaciara Carvalho, members of the ICT in Educational Processes Research Group, who maintain this blog (mostly in Portuguese – at least so far!). From the editors’ Introduction: "This volume offers a measure of sobriety in reaction to the excesses and hyperboles found in the mainstream literature on Education and Technology. The pieces (…) tackle questions of power and consider contextual and historical specificities, escaping the usual euphoria that surrounds digital technology and adopting different perspectives on our current historical moment."
Available as a free .pdf download.
👓 Link: The futility of science communication conferences by John Hawks
Rich Borschelt is the communication director for science at the Department of Energy, and recently attended a science communication workshop. He describes at some length his frustration at the failed model of science communication, in which every meeting hashes over the same futile set of assumptions: “Communication, Literacy, Policy: Thoughts on SciComm in a Democracy. After several other issues, he turns to the conferences’ attitude about scientists...
John’s note reminds me that I’ve been watching a growing and nasty trend against science, much less science communication, in the past several years. We’re going to be needing a lot more help than we’re getting lately to turn the tide for the better. Perhaps more scientists having their own websites and expanding on the practice of samizdat would help things out a bit?
I recently came across Science Sites, a non-profit web company, courtesy of mathematician Steven Strogatz who has a site built by them. In some sense, I see some of what they’re doing to be enabling scientists to become part of the IndieWeb. It would be great to see them support standards like Webmention or functionality like Micropub as well. (It looks like they’re doing a lot of building on SquareSpace, so by proxy it would be great if they were supporting these open standards.) I love that it seems to have been created by a group of science journalists to help out the cause.
As I watch some of the Domain of One’s Own community in higher education, it feels to me that it’s primarily full of humanities related professors and researchers and doesn’t seem to be doing enough outreach to their science, engineering, math, or other colleagues who desperately need these tools as well as help with basic communication.
👓 Mob Mentality and Toxicity in Academia by Allison Harbin, Ph.D.
I’d like to thank the incredible outpouring of support and emails that I have received. If I have not yet responded to your email, have patience, and please keep writing me. If you are a dean or tenured professor, thank you so much for reaching out. Let’s keep this conversation going. We owe it not just to ourselves or to academia, but most of all, to those whom we educate. As of posting on Monday at 1:30, my blog has received over 160,000 hits. I am also now in the top 0.01% of the most searched for people on academia.edu. This is bigger than any of us know. This is no longer about the suspected misappropriation of my work, nor even about the depressing reality that legal action was brought against Dr. Mao by another graduate student a year prior to my own. This is now about how and why this was allowed to happen, and about the mob mentality of those in academia who refuse to acknowledge the writing on the wall.
I’m so glad to see that there are others paying attention to this issue. I hope the issue keeps moving forward.
👓 A Field in Which the Old Devours the Young is a Field that is Dying: A Post about Graduate Student Empowerment by Allison Harbin, Ph.D.
When I was in graduate school during course work, a fellow grad student told me this anecdote: Just as their seminar had finished up, and the 10 or so students were mulling around and packing their things, the professor, who was nearing retirement, turned to them and said: you have no idea how much the faculty is afraid of you graduate students.
👓 Why I Left Academia: Part III, The Aftermath by Allison Harbin, Ph.D.
The next few days following my defense, or to be honest, the next few weeks, still feel emotionally distant, almost as if it happened to someone else. I felt numb, the dumb shock of the loss of my career, was, and in many ways, still is too acute to bear. I was in mourning for the passion and love I had poured into my dissertation. I was mourning the reality that my ethics-driven account of how intersectional feminism can-and must- be applied to contemporary art history didn’t matter, that it had never really mattered.
The academy already has some horrific problems. Those shown here in gory detail really make me want to vomit. This feels to me like it should be the equivalent of Susan Fowler writing about Uber in her damaging article Reflecting On One Very, Very Strange Year At Uber, but she’s writing about the academy. Somehow it feels like this story is not going to be damning enough or get the traction it needs to make sweeping changes where they ought to happen either at her former institution or at institutions across the world.
I hope that trustees at universities and colleges everywhere read this and push hard for change since it appears that the issue isn’t being solved at the Dean level. This type of academic dishonesty is rotting away at the structure that underpins the enterprise–it’s not just a small blemish on the exterior of the facade.
If you’re not following Dr. Harbin, I recommend her blog.
👓 Why I left Academia: Part II by Allison Harbin, Ph.D.
The two weeks leading up to emailing my dissertation to the entire committee plus my outside reader (a professor from a different university who also need to approve your dissertation, a requirement for most humanities Ph.D.s) are a blur. Every waking moment was spent writing, editing, and emailing drafts that never received comments, or even acknowledgement that they had been read. This was followed by proof-reading and re-writing my dissertation entirely on my own. This was nothing new. I had to email my dissertation mostly un-read by my advisor to my entire committee (a scandal in and of itself), because, as my advisor wrote in a terse email to me, they did not have time to read it.
The harrowing plot thickens…
👓 Why I left Academia: Part I by Allison Harbin, Ph.D.
This is my personal story of why I decided to leave Academia. While sad, I know I'm not the only one to have experienced this. This is why I am sharing the story of my Ph.D, my dissertation, my dissertation committee members, my experience with the dean, how my defense went, and why.
A gut-wrenching story with a brutal ending. I’m hoping that multiple outlets will pick up this entire story and give it greater exposure.
👓 ‘Personalized Learning’ and the Power of the Gates Foundation to Shape Education Policy | Hack Education
There are two obvious sources of funding and PR for “personalized learning” – the Gates Foundation and the Chan Zuckerberg Initiative. The former has spent hundreds of millions of dollars on “personalized learning” products and projects; the latter promises it will spend billions.
There are some out-sized influences in the education space. If only the US Government were better at pushing influence in this area…
👓 A Domain of One’s Own in a Post-Ownership Society | Hack Education
The University of Mary Washington’s initiative, “Domain of One’s Own,” is phrased thusly as a nod to Virginia Woolf’s essay “A Room of One’s Own,” in which she famously quipped that “A woman must have money and a room of her own if she is to write fiction.” We can critique – and certainly we should – the class implications and expectations in Woolf’s commandment here; and we must consider both the financial burden and the transaction mechanism of a push for domains in education – as Maha notes, for example, many students in Egypt don’t have a credit card with which to make online purchases. “Give her a room of her own and five hundred a year, let her speak her mind and leave out half that she now puts in, and she will write a better book one of these days,” Woolf wrote in 1929. (That 500 quid is the equivalent to about $37,000 when adjusted for inflation.) But Woolf is not simply talking about having a piece of paper – a title, for example – that decrees she owns the room. It’s about having the financial freedom and a personal space to write. To own is to possess. To own is to have authority and control. To own is to acknowledge. It implies a responsibility. Ownership is a legal designation; but it’s something more than that too. It’s something more and then, without legal protection, the word also means something less.
There is some important internet philosophy going on in this article. Though written for an education-based audience, I think it’s got an important message for everyone about owning their own space online and being able to write and freely express themselves.