[OLDaily] [Archives] [Threads] [Best Of]


Collaboration and Technology
September 12, 2005 Sadly, the audio for my presentation in Manchester died, so all we have are the PowerPoint Slides and some very useful blog commentaries, one by Derek Morrison, another by Christopher D. Sessums, more (in Dutch) by Marc Dupuis, and some stream of consciousness from Juliette White. Despite the glitches (which included a visit from the Fire Brigade just a few hours after having landed) I enjoyed my time in Manchester, and especially the jet-lag assisted bloggers meet-up. And if you enjoy my photos, you won't want to miss my stunning new collections from Britain: from Manchester, from Lancaster, and the pièce de résistance, from the Isle of Man [Comment]


Reuban Schwarz: Digital Opportunities Falls Short of Ideal, September 12, 2005
In the news today, it turns out that driving a car will do nothing to improve your equestrian skills. And in similar news, "none of the (e-learning) projects made a significant impact in encouraging students to pursue studies in maths or science, or on students staying in school." This project especially, which appears to have consisted of teachers being "dumped on" with Generation XP Microsoft educational products and told to "make do". I don't know why anyone would think that digitizing a bunch of content would magically make students want to learn math or stay in school. Or even that it would constitute good e-learning. [Comment]

Unattributed: Call for Free Access to Research, BBC News September 12, 2005
More on what is becoming a pervasive trend, the call for free access to publicly funded research. "The eight UK research councils, which control most of the public funding, have proposed making free access a condition of getting grants." [Comment]

Greg Sandoval: Gizmos do not a Hemingway or a Copernicus make, Associated Press September 12, 2005
So much good stuff out there, and yet readers of the traditional press have to make do with sloppy work like this article, one in which parents are (laughably) advised to "limit a child's Web surfing to three or four sites a day to keep their focus on studying." The main thrust of the article is that there is too much information on the web, and so it - and other 'technology gizmos' - ends up being a distraction. Oh, sure, there's a point there; after all, I too have been pulled away from my work by a silly web game or too fascinating a site on Greek theology. And many of the gadgets out there are indeed junk. But it is misleading to lump the internet in with pens that play music when you draw pictures. And the way to solve information overload is not to hide from it, but to learn how to deal with it. After all, it's not like it's going away or anything. [Comment]

Various authors: E-learning Networks, EdNA September 12, 2005
As the website says, "Twenty e-learning networks have been funded under the Networks Project and are now up and running! The e-learning focus of these networks varies across client groups, areas of discipline, type of registered training organisations (RTOs) and a range of technologies." I haven't actually joined any of these networks, so I can't vouch for them. But it is worth noting that they exist. The networks use EdNA groups and include Chats, Forums, Resources, and Scorms - yes, Scorms, that is, learning objects (first time I've seen it used as a noun like this - I tried to browse one but of course guests cannot browse). [Comment]

Dave Warlick: Information-Rich Classroom, 2 cents Worth September 12, 2005
Why do people think that schools should fully equip students? Why, for example, do they think schools should provide computers, email, blog hosts, and the rest? It's not that I don't think students should have access to these things, but rather, that, that I think such things should be permanent and personal. Here, Dave Warlick describes the 'information-rich classroom' - and includes in his list a number of things that should belong to students, not the school. In the comments, I offer my own alternative to the list. [Comment]

Magnus Enger: colLib September 12, 2005
This is pretty neat. "colLib harvests metadata-records from OAI-PMH-compliant repositories and enables manual 'tagging' of these records to cluster them by subject or other meaningful categories. Tags are represented by pages in a wiki, that can be annotated with links to related tags, external links and any other text deemed relevant." [Comment]

Nel Noddings: What Does It Mean to Educate the Whole Child?, ASCD September 12, 2005
"In a democratic society," writes the author, "schools must go beyond teaching fundamental skills." For example, how much schooling is focused on happiness? Schools should address such topics as public participation, moral and social issues, and the sense of community and trust. Interesting take. [Comment]

Projects & Collaborations
Browse through the thousands of links in my knowledge base sorted according to topic category, author and publication.

Browse through the thousands of links in my knowledge base sorted according to topic category, author and publication.

Stephen Downes

About Me
Bio, photos, and assorted odds and ends.

You know, the ones that appear in refereed journals of Outstanding Rank.

Lectures, seminars, and keynotes in a wide variety of formats - everything from streaming video to rough notes.

All my articles, somewhere around 400 items dating from 1995.

Audio recordings of my talks recorded in MP3 format. A podcast feed is also available.

What I'm doing, where I'm doing it, and when.

A collection of my photographs. Suitable for downloading as desktop wallpaper.

Stephen's Web
Since 1995

About this Site
Why this site exists, what it does, and how it works.

OLDaily RSS Feed OLDaily
Edu_RSS RSS Feed Edu_RSS
FOAF (Friend of a Friend) FOAF
Podcast Link
OLDaily Audio


About the Author

Stephen Downes

Copyright © 2004 Stephen Downes
National Research Council Canada

Contact: stephen@downes.ca

Creative Commons License

This work is licensed under a Creative Commons License