UGuelph and D2L sitting in a tree

News of a new collaboration between UGuelph and D2L, on a major pedagogy research initiative:

The pedagogy research project strives to help schools track and report on learning outcomes across programs over time. Researchers will use D2L’s predictive analytics capabilities to document and discover the effectiveness of assessment tools on specific subjects while working with educators to develop a curriculum that results in greater student success.

via University of Guelph to Leverage Desire2Learn’s Integrated Learning Platform for $6 Million Pedagogy Research Initiative | Desire2Learn Press Release.

2 quick thoughts1 on this:

  1. awesome! D2L really does play well with others, and invests in improving teaching and learning rather than just polishing shiny baubles.
  2. surely there is more to this than just predictive analytics. I’d love to see a pedagogical collaboration that was about in-the-trenches teaching (and learning) online, and not just massaging the data gathered about online activities. D2L has been trying to foster an online community of teachers (and others) in their D2L Community site23. It would be really cool to push that community up a few notches and open the doors so anyone can follow along (or join in).

Desire2Learn really feels like they care about teaching and learning – the Fusion conference last year was different from any other vendor conference I’ve been to, and felt decidedly like a good teaching-and-learning conference rather than a buy-our-shiny-products vendor conference.

  1. my own thoughts, not the official position of the university or anything []
  2. which is actually running in the D2L LMS itself []
  3. but it requires a login to see the stuff that goes on inside it []

Bill Nye and presentation zen

Awhile back Bill Nye debated Ken Ham on science vs. creationism, at Ham’s museum of young earth creationism. Nye just posted some background on the talk and his preparations, and this kind of jumped out at me:

On the slides in my “decks,” as they’re called, I do not use many words. My colleagues sent me dozens of PowerPoint slides for my use. Thank you of course, but my goodness you all, when I watch many of your presentations, it’s like reading a page of book projected on a wall. How can someone in the audience focus on what you’re saying, when there’s a blizzard of words in front of her or him?

via Bill Nye’s Take on the Nye-Ham Debate – CSI.

on tony bates retiring

Dr. Bates has been seriously kicking ass for many years. He’s decided to retire – and he deserves it. I can’t even imagine how much energy he’s dedicated to the field of teaching-and-learning, and eLearning, over the last few decades. Well earned retirement.

His post announcing the decision is full of gems. I have to admire his no-BS summary of the state of eLearning.

Even the processes of learning, which used to be relatively stable, given how much is biological, are also undergoing change. Technology is not neutral; it does change the way we think and behave. Furthermore, I foresee major developments in the science of learning that will have major implications for teaching and learning – but it will also have major false directions and mistakes (be very careful with artificial intelligence in particular). So this is a field that needs full-time, professional application, and very hard work, and I just don’t have the energy any more to work at that level. To put it simply, this is not a profession where you can be half in and half out. Dabbling in online learning is very dangerous (politicians please note).

and

And then there’s MOOCs. I can’t express adequately just how pissed off I am about MOOCs – not the concept, but all the hubris and nonsense that’s been talked and written about them. At a personal level, it was as if 45 years of work was for nothing. All the research and study I and many others had done on what makes for successful learning online were totally ignored, with truly disastrous consequences in terms of effective learning for the vast majority of participants who took MOOCs from the Ivy League universities. Having ignored online learning for nearly 20 years, Stanford, MIT and Harvard had to re-invent online learning in their own image to maintain their perceived superiority in all things higher educational. And the media fell for it, hook, line and sinker. This is a battle I no longer want to fight – but it needs fighting. But my reaction did make me wonder, am I just an old man resisting the future? And that has definitely left a mark.

I’d been hoping to find a way to get Tony to visit our campus to work with our Learning Technologies Task Force. Looks like that’s out. But I look forward to following his writing. This is a guy who’s been working in this field for decades, in various roles, and who has had the good fortune to travel and see what various institutions are doing. That’s gold.

Congrats, Tony!

Desmond Tutu on Keystone XL

The taste of “success” in our world gone mad is measured in dollars and francs and rupees and yen. Our desire to consume any and everything of perceivable value – to extract every precious stone, every ounce of metal, every drop of oil, every tuna in the ocean, every rhinoceros in the bush – knows no bounds. We live in a world dominated by greed. We have allowed the interests of capital to outweigh the interests of human beings and our Earth.

and

We cannot necessarily bankrupt the fossil fuel industry. But we can take steps to reduce its political clout, and hold those who rake in the profits accountable for cleaning up the mess.

And the good news is that we don’t have to start from scratch. Young people across the world have already begun to do something about it. The fossil fuel divestment campaign is the fastest growing corporate campaign of its kind in history.

via We need an apartheid-style boycott to save the planet | Desmond Tutu | Comment is free | The Guardian.

Edtech and campus expansion

From our latest Comprehensive Institutional Plan:

There are two initiatives that have the potential to address our access issue and increase enrolment with strategic allocation of new resources. The first is the development of a learning technologies strategy that will include a focus on enabling and enhancing learning experiences through the integration of learning technologies, with the potential to create alternative instructional approaches that allow for a larger on- line presence and admissions (strategy will be developed by June 2014).

(Emphasis mine)

Our campus is already oversubscribed by something like 3,000 FTE, and we are needing to prepare for much higher enrolment as the city continues to grow1. There will be a much larger role for blended- and online learning as core parts of our academic programming.

So. My team is the “Technology Integration Group” of the Taylor Institute, which will be responsible for figuring much of this stuff out. Looks like we are going to have our hands full :-)

  1. the Plan mentions several times that Calgary is the fastest growing city in Canada, third largest municipality in the country, projected to hit 1.5M people by 2019 – we just crossed 1M a few years ago. []

Presentation Zen: More storytelling lessons from “Cosmos”

Why does a show about the universe produced in 1980 have such a strong pull on us today? It’s not because of the compelling communication style of Carl Sagan alone, although that is a small part of it. Nor is it because Sagan gave us information that most of us never had. The reason Cosmos endures is because the presentation of the original Cosmos series made it clear why what we were seeing and hearing mattered. Even if it was not always explicitly stated, the message was clear: This is important. This is remarkable. And you are a part of it.

via Presentation Zen: More storytelling lessons from “Cosmos”.

I wonder why MacFarlane and deGrasse Tyson didn’t just whip together a Prezi…

democratizing social control

What I’m afraid of is the society we already live in. Where people like you and me, if we stay inside the lines, can enjoy lives of comfort and relative ease, but God help anyone who is declared out of bounds. Those people will feel the full might of the high-tech modern state

via Our Comrade The Electron – Webstock Conference Talk by Maciej Ceclowski.

Where everything goes on a permanent record of some sort, the only dissent allowed involves which colour of avatar to select on Twitter.

filter bubbling

Pariser, E. (2011). The Filter Bubble: How the new personalized web is changing what we read and how we think.

I (finally) started reading this on the flight to Toronto. Fascinating take on the whole you-are-the-product thing.

Just as the factory farming system that produces and delivers our food shapes what we eat, the dynamics of our media shape what information we consume. Now we’re quickly shifting toward a regimen chock-full of personally relevant information. And while that can be helpful, too much of a good thing can also cause real problems. Left to their own devices, personalization filters serve up a kind of invisible autopropaganda, indoctrinating us with our own ideas, amplifying our desire for things that are familiar and leaving us oblivious to the dangers lurking in the dark territory of the unknown.

and

The manifesto that helped launch the Electronic Frontier Foundation in the early nineties championed a “civilization of Mind in cyberspace” – a kind of worldwide metabrain. But personalized filters sever the synapses in that brain. Without knowing it, we may be giving ourselves a kind of global lobotomy instead.”

why I care about edtech

I’ve been in the edtech game for a long time. I started as a programmer in 1994, then moved into instructional design, and now am working with an amazing group of folks to integrate learning technologies into the practices of instructors and students.

But. Why?

I just came from a workshop that made it clear that many in the edtech field see innovation as something like “working out creative licensing deals with vendors and/or publishers.”

No. It isn’t.

Edtech is important because it can be transformative.

Transformative.

It can literally change the nature of the learning experience. It can shift people from consume mode, into collaborate and publish mode. It can knock down walls. Evaporate silos. Connect people across campus, across campuses, and across the globe.

None of that has anything to do with the lame excuses for “innovation” being described in the field of educational technology. Where brokering a 50% reduction in the cost of textbooks is an acceptable goal. If the textbook publishing model is broken – and it is demonstrably broken by any conceivable metric – the only acceptable goal is to either opt out of that model, or to toss a grenade into it.

This is akin to negotiating with a buggy salesman to get the best deal, when what we really need is a bicycle. Or a pair of shoes. Or a hovercraft. Or a factory.

Edtech is important not because of the tech, but because of the educational activities enabled by it. Which means that the licensing agreements seen as “innovative” are often necessary, but not sufficient.

This stuff is important because it can change the nature of the educational activities. It can make resources and people accessible to those who would not have had access otherwise. It can amplify the voices of people who would not have been heard otherwise. It can make what you do matter outside of your own isolated context.

And higher education is uniquely positioned in such a way as to lead the development and adoption of educational technology. It is in our mandate to create new knowledge, to disseminate this knowledge, and to share what we learn with as many people as possible. That is a truly awesome responsibility, and one that some would outsource to commercial entities.

To allow that to happen, to outsource educational innovation to commercial interests (or, really, to outsource it at all), is to shirk the responsibility that we have as members of institutions of higher education. It is our job to work in the interest of the public – the people that pay our bills – to build ways to share the research that we conduct, to enhance the learning of our students, and to make learning accessible to as many people as possible.

It is not our job to reorganize our institutions around managing and enforcing DRM that is designed to prop up companies who have built entire industries around bilking our students for every penny they can siphon out of them.

Our job is to provide the best possible learning experience to our students. Full stop. That’s it.

Now, if that happens to be best done through a commercial solution, then let’s do that. Let’s sign the best damned contracts we can sign.

But, there will be times. Many times. When that means going against the interests of commercial entities. To share what we have and do so freely and willingly, despite potentially reducing the direct profits of others. And so we shall. Our mandate is not to serve companies that profit from our students (or our taxpaying supporters). Our job is to provide the best damned experience to our students. That’s the guiding principal that should shape every decision, every project, every action. Is this the best thing for our students’ experience? If so, do it. If not? Don’t. It’s that simple.

Edtech is important because it is transformative. Because it has the potential to amplify (or mitigate) innovations across the field of higher education (and beyond). It is our responsibility to take this seriously, and to do what is best for our students above all else.

inflicting myself on the internet