OLDaily, by Stephen Downes

[Home] [Top] [Archives] [Mobile] [About] [Threads] [Options]


by Stephen Downes
April 17, 2014

Ethics and soft boundaries between Facebook groups and other web services
Frances Bell, Francesbell's Blog, April 17, 2014

Fances Bell explores some of the murky issues surrounding access to 'closed' sites and services such as Facebook groups. These are not accessible to people without a Facebook login, and as such may be inaccessible to people who for one reason or another don't want Facebook. But also as such, these may carry a presumption of privacy on the part of members, some of whom may think posting to the course group isn't 'public' in the way posting a blog port or web page is. Meanwhile, can you post what was said on one Facebook group (or mailing list, or whatever) on another Facebook group? What if it's a 'closed' (members only) group? Tough questions.

[Link] [Comment]

Educating Modern Learners Is Live!
Audrey Watters, Hack Education, April 17, 2014

Audrey Watters announces the arrival of her online publishing venture with Will Richardson and Bruce Dixon, Educating Modern Learners, "a site dedicated to news and analysis about the future of teaching and learning through a progressive education (and progressive ed-tech) lens." It will, sadly, cost you $35 a month to read. Not open content, obviously.

[Link] [Comment]

Literature is not Data: Against Digital Humanities
Stephen Marche, Los Angeles Review of Books, April 17, 2014

I don't think there's anything wrong with the digital humanities per se but I accept the criticism that it would represent a misapplication of big data. As Stephen Marche writes, "Literature cannot meaningfully be treated as data. The problem is essential rather than superficial: literature is not data. Literature is the opposite of data." In particular, "algorithms, exactly like fascism, work perfectly, with a sense of seemingly unstoppable inevitability, right up until the point they don’t.`Well fine. But why is this the case? I would say that it's because data (as we know it) is about mass, while meaning is based on context and connection.

[Link] [Comment]

5 Key Barriers to Educational Technology Adoption in the Developing World
Clayton R. Wright, Educational Technology Debate, April 17, 2014

I think this is the real challenge to talking about educational technology in the developing world: before you can get to educational technology you have to consider, if not overcome, these barriers. What are they?

  • electrical power
  • internet connectivity
  • training and professional development
  • value of teachers
  • sustainability

Most of these could be solved with money - and in a nation like Canada, they would be - but some, like electricity or internet connectivity, would require a great deal of money, because of the need to build social infrastructure before you can build a learning infrastructure. And most of the discussion around them talks about short-cuts or work-arounds: solar power, for example, or mobile internet. But you can't short-cut the last three, and that's why these problems are ongoing.

[Link] [Comment]

This newsletter is sent only at the request of subscribers. If you would like to unsubscribe, Click here.

Know a friend who might enjoy this newsletter? Feel free to forward OLDaily to your colleagues. If you received this issue from a friend and would like a free subscription of your own, you can join our mailing list. Click here to subscribe.

Copyright 2010 Stephen Downes Contact: stephen@downes.ca

This work is licensed under a Creative Commons License.