p>I took Friday off to go skiing with Evan, and we had an amazing day. We had the hill to ourselves for the first 2 runs. So good.
one of those dots is The Boy™. I can’t keep up.
- planning what the EDU needs to find out regarding physical learning spaces across campus – formal, informal, f2f, blended, online. We need to build an inventory of what we have, how it’s used, what people would like to do, and where gaps exist. Then, we can smush that together with scholarship of teaching and learning, institutional priorities, funding, etc… to help plan things.
- starting to plan a campus engagement regarding lecture capture – I hate the phrase lecture capture, so I’ll eventually be calling it something else. Lecture Capture implies that all an instructor needs to do is press “record”, and they are magically innovating and engaging as online rock stars. No. That’s uninteresting. It’s part of it – the ability to record classroom presentations can be useful, but I’d rather frame the whole thing as a media production platform that lets anyone (instructors, students, staff, others) record, publish and share their stuff without needing multi-thousand-dollar appliances or high end equipment. We’ll be working with people across campus to find out how to do that.
- I’m trying to find out if students use the D2L “Content Browser” widget, which is handy, but doesn’t show all content so things get lost (if a prof posts a syllabus to the Overview section, which seems like the best place to do that, the widget can’t display it, and students then think the prof hasn’t posted the syllabus at all. Hilarity ensues.) D2L: the Content Browser widget in 10.3.x needs some serious love. It’s incomplete and therefore confusing or worse.
- Still working with Dublabs on the next version of the D2L mobile app. It’s getting closer, but isn’t quite where it needs to be in order to replace the version that’s live now. Currently, the new version of the app can’t display content in a course. Which is kind of important.
- Thanks to Tim Owens, I’m playing around with Sandstorm.io – this has HUGE potential to let folks spin up tools as needed to support teaching and learning (and other important stuff). Jim Groom writes about it. Unfortunately, our campus runs an older version of Linux, so we can’t readily deploy it ourselves. Looking into better options for my group to be able to spin stuff up without hitting that obstacle.
- Tony Bates: Identifying the unique educational characteristics of a medium for online learning
- via Jason Kottke: 80s tech and Back to the Future – got me thinking about the interaction patterns of technology and implications for course design and student centrism. 80s tech was linear – you dropped in a cassette, and pressed play. you could scrub forward or backward, but the recording was fixed. 00s tech is nonlinear – anyone (not just teachers or producers) can assemble references to any number of things of various formats, which can be accessed in any order or reassembled. What does that do to how we think of media and learning?
- Audrey Watters: Openness and Ownership: Who Owns School Work? – this is something we think about a lot, when instructors ask us about a campus anti-plagiarism tool. We don’t have one, largely because the entire concept is based on violating students’ ownership of their work, which is counter to what we are about as an institution of higher learning (and counter to what they’re asking for regarding anti-plagiarism, ironically).
- Jon Kruithof: Publisher integrations with D2L – I spent some time working with D2L and Pearson to get their stuff integrated over the last couple of weeks. Yeah.
- Isabelle Barrette-Ng does some really great work with her large classes at UCalgary
- Cyclelicious: Fast after 50 – I’m neither a racer nor over 50, but some good tips on not letting age kick you in the ass. As it is currently doing. I need to work on that… Also, I need to pick up a copy of this book.
- via Stephen Downes, BCCampus: Building better curriculum through Universal Design for Learning – we’re focusing more on space design (physical/blended/online, so UDL is an interesting/important framework to approach that
- via Jason Kottke: DFW’s 2005 Kenyon College commencement speech. Watch it. A few times. I hadn’t read the speech, or seen this video interpretation of it, but have been trying to push myself to think more positively about people and situations, rather than just being about ME ME ME I AM THE CENTRE OF THE UNIVERSE. As it is easy to do. Have a nice day.
- Audrey Watters: What do we mean by Open Education?
- Tony Bates: Seeking the unique pedagogical characteristics of audio
- My Uni Trade – UofC students got fed up with the crappy return on their textbooks when the resell them through the bookstore. So they built a website to do it better. Awesome. Now, if only they didn’t have to spend a couple thousand on books each year in the first place…
- New York Times: Silicon Valley Turns Its Eye to Education. The article suggests that education is the last field to realize that the internet exists. Which is total BS, because the internet was invented by education. Do these writers have no knowledge of history beyond the last week or so?
- via Daniel Christensen: iBeacon in education case study by Stephen Perse Foundation
- We don’t need no stinkin’ badges: the impact of reward features and feeling rewarded in educational games (Elsevier paywall warning. Awesome.) (Does every badge-related article or presentation really need to reference this?)
- UFV Cascade: Sociology department head Martha Dow breaks tradition with student-centred learning contracts – interesting approach to have students design their own assessment strategy.
- A better way to tie shoelaces. Life altering. Works like a charm. I’ve been doing a simplified version of this (doing a single loop, skipping step 6) for a week and haven’t had to re-tie once.
Not a lot. It’s been a busy week. Got out skiing with Evan to Nakiska, for Ski Day #9 of the season (so far). Super windy day. Super crowded. But we had a blast. (see the DFW commencement video – thinking differently about crowds and obstacles really does help).
- Still working with DubLabs to get our updated D2L mobile app working with UofC CAS authentication etc…. This has taken a long time. Hoping the end result is worth it – we have a working mobile app (built with the original D2L-built Campus Life platform), but that product was phased out by D2L, to be replaced by the DubLabs-powered service. Seriously unimpressed by how this transition has been communicated and handled.
- Did the first “intro to my course” video, which will eventually be used as a way for (primarily online) instructors to put brief “Hi! This is me, and here’s some stuff that’s going to be awesome in my course/research/etc…”. The first video was mostly to do a full cycle of planning/shooting/editing/publishing, and it worked out pretty well. I’d do a few things differently, mostly in composing the framing of the shot (I’d tilt the camera down a bit more next time, for less dead space above the instructor, and be more mindful of lines in the background).
- Edited and posted Reclaiming Educational Technology: Higher Ed and Startup Cultures – all 4 videos are available, and now I need to work on a super-cut edit that pulls the bits of all topics together.
Worked with Pearson to integrate their stuff into our D2L environment. And, on the same day, consulted with an instructor who is putting together an OER grant. I’m hoping that balanced things out enough…
My take is that commercial mooc platforms’ goal is to disrupt higher education, and institutions that blindly signed on to their platforms basically signed oaths of fealty and subservience. well done.
Stuff from Twitter:
- apparently, tobogganing on non-City-managed hills is illegal in Calgary. And has been for a couple of years now. Seriously? I think I’ll walk across the street to break the law with all of the scofflaw kids sliding down the local non-Official hill.
- ski day #8 of the 2014/2015 season. Another great day at Nakiska.
The Electronic Freedom Foundation is taking on online harassment as a serious barrier to freedom of speech:
Just because the law sometimes allows a person to be a jerk (or worse) doesn’t mean that others in the community are required to be silent or to just stand by and let people be harassed. We can and should stand up against harassment. Doing so is not censorship—it’s being part of the fight for an inclusive and speech-supporting Internet.
Trolls and online mobs, almost by definition, are groups that are skilled in efficiently directing concentrated fire against others. That means that voices that are facing harassment can be the ones ejected from online discussion, as the weight of the mob makes it look like they are the ones who are radical and outside the mainstream. To find examples of this, one need only look to the governments—such as China, Israel and Bahrain—that employ paid commenters to sway online opinion in their favor. And of course, there are plenty of trolls willing to do it for free.
and some concrete recommendations:
- More powerful, user-controlled filtering of harassing messages. There are plenty of ideas already for how sites could allow more configurable blocking. If platforms aren’t willing to provide these solutions, they should open up their platforms so that others can.
- Better ways for communities to collectively monitor for harassing behavior and respond to it— rather than, as now, placing the burden on individuals policing their own social media streams.
- Automated tools that let people track and limit the availability of personal information about them online (including public sources of data), to better allow themselves to defend themselves against threats of doxxing.
- Tools that allow targets of harassment to preserve evidence in a way that law enforcement can understand and use. Abuse reports are currently designed for Internet companies’ internal processes, not the legal system.
- Improved usability for anonymity and pseudonymity-protecting tools. When speakers choose to be anonymous to protect themselves from offline harassment, they should be able to do so easily and without deep technical knowledge.
I’m hopeful that things are starting to shift away from trolls holding all of the power. That’s already poisoned online discourse for many, and done far worse for some.