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Design Elements in a Personal Learning Environment
[Sept] 01, 2015. Invited Talk, Guadalajara, Mexico (Lecture). Share

This Robot Tutor Will Make Personalizing Education Easy
Issie Lapowsk, Wired, [Sept] 05, 2015

Wired is still on the Knewton bandwagon. "Personalizing a lesson means creating even more work than already time-strapped, under-resourced teachers can handle... Jose Ferreira and his company, Knewton, have spent the last seven years working on a way to fix that problem with technology. Today, they’re launching the results of that work: a new, free tool that aims to automate personalized instruction for teachers."

Welcome Videos For New Students
Ashley Budd, Higher Ed Live, [Sept] 05, 2015

This is a selection of some of their favourite welcome videos (I confess I did not survey the field and so cannot comment on whether they are actually the best). "Summer sessions come to a close and college campuses are buzzing with new students. Many institutions capture the spirit of Move-in Day, freshmen induction ceremonies and the first days of classes than with a short sharable video that is sure to put a smile on the faces of students, parents, staff and alumni."

Revisiting Vernor Vinge’s “predictions” for 2025
Vernor Vinge, [Sept] 05, 2015

Of all the predictions outline here, this is the one that seems most interetsing: "people can send silent messages without talking or (openly) typing. It does feel like the kind of application that could take off." It's the soprt of invention that would start out not very usefully - you could send a 'ping' subvocally. But before long we will  be sending copyrighted thoughts subvocally. Then what?

From Possibilties to Priorities: Inspiring a Vision for Learning
Johnny Bevacqua, Connected Principals, [Sept] 05, 2015

One of the lings we learn bout in philosophy is the phenomenon whereby the questuion contains the answer it is seeking. Here's one: “What should teaching and learning look like at the school in its next century?” Why would we suppose education in the next century would take place in schools?

How to Think Visually
Rabndy, Cool Infographics, [Sept] 05, 2015

In case you haven't seen this before, or are just beginning your career and an education consultant, here's a graphic represention of a couple dozen or so graphical representations of data. You too can feature the sandwich, universe or rollwer coaster in your slides.

The Best of August 2015
Jane Hart, Learning in the Social Workplace, [Sept] 05, 2015

I like this format from Jane Hart. She highlights the best of her posts and tweets from the months into a substantial newsletter broken into major topics emerging through the month, in this case, into these four: the need to revamp training, whether we should call people 'learners', the efficacy of self-directed learning, and organizational culture.

I'm Jane McGonigal, Game Designer and Author, and This Is How I Work
Andy Orin, LifeHacker, [Sept] 05, 2015

Everybody works a little bit differently and there is no perfect recipe for us to follow. But people need good role models, and so I like articles like this, which point to outstanding examples of successful people and delve into their day-to-day habits, thoughts and feelings. In this article, Jane McGonigal points to the importance of pursuing non-work objectives in order to accomplish work objectives. "Completing a training run each day helps me feel productive and accomplished, even on days where I hit stumbling blocks or unexpected challenges with the work project." This is the same for me. A good cycling run (like yesterday's) makes me feel accomplished even when nothing of significance was otherwise achieved. “The opposite of play isn’t work. It’s depression.”

Faculty at Work
Alex Reid, Digital Digs, [Sept] 05, 2015

I think we are in a golden age of music. As I site here in a Tim Hortons typing this I am listening to the second of six versions of Girl Crush on my Google Music application (website version; let's keep the net neutral). Sure, the music publishers took a hit, and maybe some big stars are making a few fewer millions, but there has been a proliferation of independent talent, especially talent from outside the mainstream. This is what we wanted from the internet, isn't it? So it's hard for me to be as concerned as people like Jonathon Rees, who thinks the flipped classroom is "professional suicide", or Alistar Scott, who is worried that universities are dumbing down. If faculty could reimagine what they think their "work" is, they could be more open to the huge vistas ahead. This is really a wonderful time to be an intellectual. It wasn't always thus.

Links and Resources

(presentations include slides and audio recordings)
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Key Articles

Scholarly Articles

Cites:294 Educational Blogging (Local copy)
264 Learning objects: Resources for distance education worldwide (Local copy)
134 E-learning 2.0 (Local copy)
126 Models for sustainable open educational resources (Local copy)
88 The future of online learning (Local copy
75 Learning networks and connective knowledge (Local copy)
70 Design and reusability of learning objects in an academic context: A new economy of education (Local copy)
59 Resource profiles (Local copy)
40 Learning networks in practice (Local copy)
33 Semantic networks and social networks (Local copy)
35 An introduction to connective knowledge (Local copy)
27 Design, standards and reusability (Local copy)
23 EduSource: Canada's learning object repository network (Local copy)
22 An introduction to RSS for educational designers (Local copy)

(Cites from Google Scholar for an H-Index = 14)

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A World To Change, October 19, 2010.
Connectivism and Transculturality, May 16, 2010.
An Operating System for the Mind, September 19, 2009.
The Cloud and Collaboration, June 15, 2009.
Critical Thinking in the Classroom, June 5, 2009.
The Future of Online Learning: Ten Years On, November 16, 2008.
Things You Really Need to learn:

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About Stephen Downes

Stephen Downes is a senior researcher for Canada's National Research Council and a leading proponent of the use of online media and services in education. As the author of the widely-read OLDaily online newsletter, Downes has earned international recognition for his leading-edge work in the field of online learning. He developed some of Canada's first online courses at Assiniboine Community College in Brandon, Manitoba. He also built a learning management system from scratch and authored the now-classic "The Future of Online Learning".

At the University of Alberta he built a learning and research portal for the municipal sector in that province, Munimall, and another for the Engineering and Geology sector, PEGGAsus. He also pioneered the development of learning objects and was one of the first adopters and developers of RSS content syndication in education. Downes introduced the concept of e-learning 2.0 and with George Siemens developed and defined the concept of Connectivism, using the social network approach to deliver open online courses to three thousand participants over two years.

Downes has been offering courses in learning, logic, philosophy both online and off since 1987, has 135 articles published in books, magazines and academic journals, and has presented his unique perspective on learning and technology more than 250 times to audiences in 17 countries on five continents. He is a habitual photographer, plays darts for money, and can be found at home with his wife Andrea and four cats in Moncton, New Brunswick, Canada.


Stephen Downes travaille pour le Conseil national de recherches du Canada, où il a servi en tant que chercheur principal, basé à Moncton, au Nouveau-Brunswick, depuis 2001. Affilié au Groupe des technologies de l'apprentissage et de la collaboration, Institut de technologie de l’information, Downes est spécialisé dans les domaines de l'apprentissage en ligne, les nouveaux médias, la pédagogie et la philosophie.

Downes est peut-être mieux connu pour son bulletin quotidien, OLDaily, qui est distribué par Internet, courriel et RSS à des milliers d'abonnés à travers le monde. Il a publié de nombreux articles à la fois en ligne et sur papier incluant The Future of Online Learning (1998), Learning Objects (2000), Resource Profiles (2003), et E-Learning 2.0 (2005). Il est un conférencier populaire, apparaissant à des centaines de manifestations à travers le monde au cours des quinze dernières années.

Vision Statement

I want and visualize and aspire toward a system of society and learning where each person is able to rise to his or her fullest potential without social or financial encumberance, where they may express themselves fully and without reservation through art, writing, athletics, invention, or even through their avocations or lifestyle.

Where they are able to form networks of meaningful and rewarding relationships with their peers, with people who share the same interests or hobbies, the same political or religious affiliations - or different interests or affiliations, as the case may be.

This to me is a society where knowledge and learning are public goods, freely created and shared, not hoarded or withheld in order to extract wealth or influence. This is what I aspire toward, this is what I work toward.

Canadians who gave their lives in service in Afghanistan

Hundreds of my IAAF Track & Field Photos from Moncton 2010

My calendar

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