These are all concerning avenues for users. Adding advertising tends to mean user privacy is compromised, as ads become increasingly targeted by the day; shutting a company down means all user data gets removed, and it’s up to each user to find a new product or service to fill the hole. Rinse and repeat.
Arguably worse is when the company and all attached user data is acquired. There’s very little control any user has over that decision: they may like the original product, but are uncomfortable with the new owner. These decisions are impossible to foresee: if you signed up for Flickr ten years ago, or Tumblr five years ago, would you be expecting your photos and blog posts to end up in the hands of Verizon today?
Source: Don’t Cry for Yahoo — Pixel Envy
We see the same thing in education. Hopefully, a vendor is successful and things go smoothly. But, corporate (or open source) failures, acquisitions, or changes of terms will all impact what happens to student data.
We need to make sure we own our data, or at the very least have workable backups and/or exports that can be quickly spun up if things go south.
Read more "Nick Heer on web hosting and user data"
The SSL certificate I’d been using for this site had been about to expire, so I tried yanking it so I could replace it with something powered by Let’s Encrypt (which is backed by the EFF, Mozilla, Automattic, etc…). But, Let’s Encrypt doesn’t launch until the fall, so the timing wasn’t right. In the meantime, some browsers were throwing fits as some of the parts of my site were still trying to load via secure HTTPS connections, while others weren’t. Chaos and hilarity ensued. So, I just threw some money at the problem to get a shiny new certificate from SSL2Buy to get the site back on the air. I’d been trying to set up a free certificate through StartSSL, but that just didn’t work (and Firefox still freaked out with the free certificate).
SSL really needs to be easier if it’s going to be used by more folks – especially important, since Firefox is trying to deprecate non-secure HTTP.
Read more "SSL certificate updated"
Social learning was one the major bets we made at HBX. It also yielded some of our most profound learnings. When students asked a question on the platform, we resisted the urge to jump in, instead leaving it to peers to do so. When students struggled with a concept, we resisted (even more) the urge to jump in and correct the group, but relied on peers to do so. The results were remarkable (and somewhat humbling if you’re an expert): in more than 90% of cases, questions were precisely and accurately answered by the peer group. One of our HBX CORe students had previously been the head teaching assistant (TA) for one of the most popular MOOCs (massive open online courses). He noted that a typical approach to intervention in online courses was to amass larger numbers of TAs, so that some “expert” was ready to intervene quickly on any question as it arose. One unintended consequence? “Soon, everyone expected the TA’s to answer questions. No one took it upon themselves to do so.”
“Trust the students,” we preach in our classrooms. It’s one of the hardest axioms to follow. The temptation for an expert, or a teacher, is to help at the first sign of confusion. But letting it simmer can aid learner discovery. Indeed, the power of collaboration comes when you trust the group so that they are strongly encouraged — forced, even — to resolve problems on their own. Let an expert intervene, and you could undermine collaboration itself.
Source: What Harvard Business School Has Learned About Online Collaboration From HBX – HBR (via a link from Scott McLeod)
I’ve been thinking about this article a lot, as I work through a proposal to set up a support program for instructors adopting various learning technologies. If we set up a bunch of infrastructure and people to answer all of their questions, they would become dependent on it. If we don’t set up any, they won’t be as likely to succeed. Somewhere in the middle. Somewhere.
In the proposal, I’m trying to set up a seed of “in the trenches” support out in the faculties, to work with instructors and take advantage of a direct understanding of pedagogy in various fields. I’m also trying to set up central and community supports to enhance what people are doing more broadly across our campuses. But, how to do that without short-circuiting collaboration that could (and should) be happening Out There™? We need to help to build capacity – in individual instructors, in teams, programs, departments, and faculties – without inadvertently training people to rely on Technology Experts That Know Everything™ (because they don’t exist, nor should they).
Read more "finding the balance between smothering with support and complete DIY"
The point of a lecture isn’t to teach. It’s to reify, rehearse, assemble and celebrate.
via Stephen’s Web.
Stephen ended his post linking to Tony’s blog post with what appears to be a throwaway line. It’s not. This is where the tension is centred when it comes to teaching. Lectures aren’t teaching, but have been used as a proxy for teaching because how else are you going to make sure 300 students get the appropriate number of contact hours? Butts-in-seats isn’t a requirement anymore. We can do more interesting things. And we can then use lectures for what they are good at. To reify, rehearse, assemble and celebrate.
Read more "Downes on lectures"