I’ve been thinking quite a bit this week about how bad ideas in ed-tech spread. Obviously, a key way is via the media. Take this NYT story for example: “The Machines Are Learning, and So Are the Students.”
I also recommend that NYT response about the 1619 project.
In this episode Terry Greene chats with @JohnStewartPhD, Assistant Director for the Office of Digital Learning at the University of Oklahoma. The main topic of discussion is the wonderfully successful Domain of One’s Own project, OU Create, which has produced thousands of openly shared web sites and blogs from students and faculty across the University.
Terry definitely has mentioned show notes with links, but I’m beginning to wonder if I should be following a different feed because I’m not seeing any of the great links I was hoping for recently from these episodes?
I hardly know where to begin. This newsletter’s already a day late — partially because of travel, partially because I have no idea how to address some of the things that have occurred in and around the ed-tech industry (and ed-tech punditry) this week.
Jim Luke (EconProph)Herein, against my better judgement, I wade into the Great Instructure social media wars of 2019. Last week, Instructure Inc., the publicly traded (NYSE: INST) company announced it had agreed to go private and sell itself to private equity firm Thoma Bravo. For people who teach in higher education this is big news. Instructure, is the current name for the company founded in 2008 that created and sells the Canvas LMS. Canvas in the last decade has toppled the previous king-of-the-LMS’s, Blackboard. Canvas is now widely reported to have largest market share of higher ed LMS market at least in North America. Moodle, the open source system, appears to dominate outside North America.
Capitalists and market-thinkers inevitably seek to enclose the commons, privatizing benefits and externalizing costs onto society.❧
It’s nice to see this reminder every now and then.
–highlighted December 09, 2019 at 09:00PM
Some pragmatic and solid analysis here. Better than some of the FUD I’ve seen bandied about.
Jane Van Galen (Teaching and Learning on the Open Web)We talked in our group last week about the time that it requires to develop course websites and "open" assignments, and to make new tech function as it should when there may not be enough support, and when these sorts of investments may not be valued in faculty reviews.
I talked briefly about the "innovation" part is often simply building off the work of others, when so many faculty now share their work on the open web.
A great example of this just came through my Twitter feed. I have a column set up in Tweetdeck where I'm following the # Domains19 conference. With a Tweetdeck column, I can just glance or scroll for a minute between other things I'm doing, to see if anything looks interesting. People at this conference are working on open pedagogies, particularly via the Domains of Ones Own work we've talked about. Most sessions are being live-tweeted, with a rich trove of links.
One attendee Chris Aldrich, has created a Twitter list of past attendees at the conference and others who do work related that that presented at this meeting. I can skim this to find new people from whom to learn. I can follow them and then, as I have time, check their Twitter feeds for updates on what they're doing. If I don't find myself learning from these new follows, I just unfollow and move on.
And inevitably, over months and years, I'll find people who will generously invest in teaching me and others about the work they're doing, about why they're doing it, and about how that work is recieved by their students.
This is the open web I hope we're teaching our students about -- place of innovation, generosity, value-driven discourse and always, always, something new to learn.
If you appreciated that bit of trickery, you might better appreciate a more open web version of the same with respect to the following page I made of various people and publications I’m following in my various feed readers. It provides OPML feeds so others can easily import them into their feed readers as well. You can find some additional documentation about it here.
Here’s some additional reading and links for background, if you’re interested.
Jane Van Galen (Teaching and Learning on the Open Web)We've talked about and experimented with various video projects in our Learning Community. Reading this piece by sociologist Jess Calarco this week reminded me that we haven't talked as much about audio production and editing as a means having students show what they know and to share what they've learned on the open web.
These types of literacies are really important to explore.
53 °F broken clouds
Jon Udell (Twitter)This might be my all-time favorite use of @hypothes_is. The examples that show up in my wordnik-friends feed always bring a smile to my face.
— Jon Udell (@judell) December 8, 2019Wordnik is using @hypothes_is to collect citations for new words or interesting usages! It's still in early stages but you can check out our instructions (or sign up) here: https://t.co/8PMWN2ZAT5
— wordnik (@wordnik) December 8, 2019
Jim Groom from bavatuesdays
Tomorrow at 12 PM Eastern/ 9 AM Pacific I’ll be be hosting a Connected Courses discussion that will explore the IndieWeb movement as a people-centered response to the corporate web. How do core IndieWeb principles such as owning your content, remaining better connected, and redefining control online intersect with the values of connected learning? Take a bit of time tomorrow and join myself, Mikhail Gershovich, Ben Werdmuller, Erin Jo Richey, and Simon Thomson to find out more.
[Withknown is] the posterchild of the IndieWeb.
— Jim Groom
I’ll agree that it is pretty darn awesome!
Some slight rephrasings from Ben in the video that I thought were spot on:
IndieWeb: allowing people to connect online without caring about what platforms or services they’re using.
IndieWeb puts the learner first. The LMS, which primarily serves an administrative function, should not be the center of the process.
Audrey Watters (Hack Education)
This talk was delivered at OEB 2019 in Berlin. Or part of it was. I only had 20 minutes to speak, and what I wrote here is a bit more than what I could fit in that time-slot.
I've been thinking a lot lately about this storytelling that we speakers do -- it's part of what I call the "ed-tech imaginary." This includes the stories we invent to explain the necessity of technology, the promises of technology; the stories we use to describe how we got here and where we are headed. And despite all the talk about our being "data-driven," about the rigors of "learning sciences" and the like, much of the ed-tech imaginary is quite fanciful. Wizard of Oz pay-no-attention-to-the-man-behind-the-curtain kinds of stuff.
I’ve been working on a thesis lately relating to some simple ideas with relation to memory that make me think we should be looking backwards instead of forward. Part of the trouble is that as a society we’ve long forgotten some of the basic knowledge even indigenous peoples had/have, but somehow there’s more benefit and value in the information imbalance to some that we no longer have or use some of these teaching and knowledge techniques. We definitely need to bring them back.
Agitprop is a portmanteau — a combination of “agitation” and “propaganda,” the shortened name of the Soviet Department for Agitation and Propaganda which was responsible for explaining communist ideology and convincing the people to support the party. This agitprop took a number of forms — posters, press, radio, film, social networks — all in the service of spreading the message of the revolution, in the service of shaping public beliefs, in the service of directing the country towards a particular future.
Might be fun to mix up some agitprop art for various modern things. Perhaps for social media so as to frame IndieWeb as the good?
Although agitprop is often associated with the Soviet control and dissemination of information, there emerged in the 1920s a strong tradition of agitprop art and theatre — not just in the USSR. One of its best known proponents was my favorite playwright, Bertolt Brecht. Once upon a time, before I turned my attention to education technology, I was working on a PhD in Comparative Literature that drew on Brecht’s Verfremdungseffekt, on the Russian Formalists’ concept of ostranenie — “defamiliarization.” Take the familiar and make it unfamiliar. A radical act or so these artists and activists believed that would destabilize what has become naturalized, normalized, taken for some deep “truth.” Something to shake us out of our complacency.
Now, none of these stories is indisputably true. At best — at best — they are unverifiable. We do not know what the future holds; we can build predictive models, sure, but that’s not what these are. Rather, these stories get told to steer the future in a certain direction, to steer dollars in a certain direction. (Alan Kay once said “the best way to predict the future is to build it,” but I think, more accurately, “the best way to predict the future is to issue a press release,” “the best way to predict the future is to invent statistics in your keynote.”) These stories might “work” for some people. They can be dropped into a narrative to heighten the urgency that institutions simply must adapt to a changing world — agitation propaganda.
Many of these stories contain numbers, and that makes them appear as though they’re based on research, on data. But these numbers are often cited without any sources. There’s often no indication of where the data might have come from. These are numerical fantasies about the future.
Another word: “robots are coming for your jobs” is one side of the coin; “immigrants are coming for your jobs” is the other. That is, it is the same coin. It’s a coin often used to marshall fear and hatred, to make us feel insecure and threatened. It’s the coin used in a sleight of hand to distract us from the profit-driven practices of capitalism. It’s a coin used to divide us so we cannot solve our pressing global problems for all of us, together.
Martin Weller (blog.edtechie.net)One common complaint when I hang around with ed tech/learning technologist people (to be fair, we have a few) is that often universities don’t know quite what to do with them. They know they want them, but they’re n...
While finding content which others have bookmarked is an excellent discovery mechanism, I think that finding it by means of things they’ve actually listened to would be even more powerful. By saying you’ve listened to something, it means you’ve put some skin in the game and spent some of your own valuable time actually consuming the content and then separately posting about it. I wonder how Huffduffer might incorporate this sort of “listen” functionality in addition to their bookmarking functionality? I can’t help but thinking that more audio applications should have Micropub functionality for posting listens.
Here I’ll remind people that my website provides just such a feed of my own listens, so if you want to hear exactly what I’ve been listening to, you can have your own feed of it, which I call my faux-cast and you should be able to subscribe to it in most podcatchers. I do roughly the same thing for all the things I read online and off as well. I may bookmark something as interesting, but you know it was even more valuable to me when I’ve spent the time to actually listen to or read it from start to finish.
Do you have a listen feed I could subscribe to? Perhaps a Huffduffer account I should follow? How do you discover audio content online? How could this be used in the education technology space?
Tom Woodward (@twoodwar) is Associate Director of Innovation in the @VCUALTLab. We chat about the awesome things that can happen when great educational technologists like Tom get to work with great educators. A few of those things are anth101.com, photographyismagic.com, and oh the 34,200 blogs at rampages.us!
Tom Woodward (Twitter)This social media data translator opens up a world of nice possibilities. github.com/snarfed/granary //cc @cogdog @J_Everhart383 @heyohbunkbunk
— Tom Woodward (@twoodwar) November 8, 2019h/t @ChrisAldrich in the @wpcampusorg slack
— Tom Woodward (@twoodwar) November 8, 2019
82 °F clear sky
What will be your future in open education? It will likely not be written inside a fortune cookie, but you can make sure you get the fortune you want.
Use the PhotoFunia Fortune Cookie Generator to produce the one you would like to see happen for yourself.
Borrowed from the Mural UDG Daily Opener 17
Photo made using PhotoFunia
A collaborative wiki of tools for ethical pedagogy.
