What follows may tend toward the jargon-y end of programming, but I’ll endeavor to explain it all and go step-by-step to allow those with little or no programming experience to follow along and use the tools I’m describing in a very powerful way. I’ll do my best to link the jarg…
We Blog About How To Protect Your Online Privacy
Gettin’ Air with @Pedagodzilla! The dynamic duo of Mike Collins and Mark Childs get together in a recording studio to smash a pedagogic theory together with a pop culture universe in order to make sense of it all and turn it into the Pedagodzilla Podcast (pedagodzilla.com). And somehow it works very, very well. Have a listen to find out how the magic happens.
Responding to a provocation by Stephen Haggard.
In this course, we show you how to fact and source-check in five easy lessons, taking about 30 minutes apiece. The entire online curriculum is two and a half to three hours and is suitable homework for the first week of a college-level module on disinformation or online information literacy, or the first few weeks of a course if assigned with other discipline-focused homework.
Once students have completed the starter course they can move on to any number of additional topical modules we will be rolling out. The topical modules go into more depth on skills, and explore specific social issues around information pollution.
Each lesson has multiple pages and activities. After clicking through to each lesson, you can use the list of links at the bottom of the first page to navigate, or just click through using the “Next up:” link under the main text.
The Social Media Alternatives Project (S-MAP) is comprised of two parts. First, there is a blog exploring developments in alternative social media. That is, sites that are built due to criticisms of mainstream social media sites such as Facebook, Google+, and Twitter. Notable examples of these sites include Diaspora, Quitter, and Lorea. The blog will discuss these sites and detail research on them.
Second, the S-MAP will house an archive of screenshots and data about alternative social media. This is meant to be a resource for scholars who are studying these alternatives, as well as for those who want to build their own alternatives to Facebook, Twitter, and Google.
Getting the Balance Right: Applying the Online Learning Model to Teaching Practice
Teaching, like composing music, is as much art as science. There are many elements to balance and discord occurs if any one of the elements is in the wrong relationship to another. Technology has introduced a range of new possibilities to the teaching space but in doing so it introduces further opportunities for potential dissonance. There is no magic formula for creating fabulous music, or fabulous learning experiences, but there are principles that we know will work and combinations of elements that form pleasing patterns which we can repeat.
When composing, performing and recording a piece of music successful patterns and sound combinations used in the past are rethought and built on through a process of careful selection in the context of current practice and new ways of hearing and thinking about music. As educators we need to go through a similar process. Just as a musician builds on a personal history of scholarly expertise and immersion in music experience, developing a sense of the repertoires that please their ear and the ears of others, educators take the patterns of successful experiences and research of the past and recombine them in the new contexts of today to find the right balance for harmonious, or thrilling learning experiences.
The Online Learning Model proposed by CSU highlights seven elements composing a potential learning experience. These elements have been identified through prior experience and research to contribute to the composition of high quality learning experiences. They are not a mathematical formula that can be applied to every situation uniformly, the balance between the elements and the unique context of various courses determines the appropriate expression of each element. Educators must make the judgement calls at many stages along the way of planning, composing and performing learning experiences. They must weigh the needs of the experience and judge which elements to engage with in greater depth and which ones will provide better support with a lighter touch.
Cover of Innovating Pedagogy report
Sorry I’m a bit late with this, I’ve been writing (more on that in the next post).
The annual Innovating Pedagogy report is out. As ever this is written by my colleagues in IET, in collaboration with another institution. This time it was the super smart gang a…
I’ve just had two full weeks off. This is the longest, actual ‘not working in any way’ period for many years and surprise, surprise it was also the first Christmas break without i…
Blockstack ID provides user-controlled login and storage that enable you to take back control of your identity and data. Creating a Blockstack ID is easy, free, and secure.
How To Launch An Unstoppable Website On IPFS In Under 3 Minutes! Links: – https://unstoppabledomains.com – pinata.cloud – http://viewblock.io Find a domain: …
Jisc has published its report of staff version of their Digital Insights Survey. Over 6,500 staff from across FE and HE in the UK took part in the survey so it provides a very rich picture of cur…
Save More Tomorrow, by Shlomo Benartzi. A behavioral finance approach to helping people save more. The book fails to deal with what I think are some glaring income inequality and societal context issues, but I found it interesting as a human-centered approach to finance.
Crossing the Chasm, by…