We may have new technology but we have the same old problems: “unbridled misogyny that spawns from gaming anonymity.” As this article notes, this type of poor behaviour has a long history: "Julian Dibbell’s 1993 Village Voice article A Rape in Cyberspace; A decade later, reports of avatar rapes began surfacing after Linden Lab’s virtual world Second Life launched in 2003," and misogynist comments "while then-17-year-old Gittins was playing World of Warcraft". Then there's gamergate, which erupted in the 2010s.The problem, in my view, is that the perpetrators don't think the behaviour is wrong. There need to be consequences, so that they learn that it is.
Evolving Learning Paradigms: Re-Setting Baselines and Collection Methods of Information and Communication Technology in Education Statistics
David Gibson, Tania Broadley, Jill Downie, Peter Wallet, Educational Technology & Society, 2018/04/09
This paper reflects a shift in the data-gathering priorities in educational statistics. The authors write, "Sustainable development goal (SDG) 4, for example, moves beyond measures of access and increasingly focuses on the sustainability of education including issues of educational quality and student outcomes." I'm seeing this in my own work in business intelligence. The paper surveys some emerging trends and offers a list of recommended indicators for leadership and teacher training data. "the indicators of evolving learning paradigms need to focus on what teachers and students are doing with ICT in relation to teaching and learning." Image: FITSI
This approach makes me think of Marvin Minsky's Society of Mind, where an intelligent system is composed of a set of interacting task-specific agents. "An Agent is composed of different modules, and the information interaction mode and behavior and state control modes are different among various modules. They form an organic whole."
You might think (as I did) that this has to do with personalized access to MOOCs, but the article is in fact about building an analytics engine into a MOOC platform. It's still an interesting article. "Through the analysis of learning behaviours on the MOOC platform, the model digs deep into the pattern of learning behaviours, and lays the basis for personalized intervention in the learning process."
While this appears to be a good announcement, my fear of course is that Elsevier will somehow clamp down on access as it tries to monetize this offering. In any case: " With Mendeley Data, researchers can safely record and share research data while improving its reuse via publication, while universities can showcase institutional outputs and improve their collaboration rate.
I suppose somebody had to write this article, and the taxonomy represents the prototypical apex of educational research, and it's in IRRODL so I'm sure the formatting was perfect. But really? Well, OK, it is interesting to see the list of different instructional video 'styles'. It would have made a good blog post, though I do have my criticisms. First, are these really 'styles'? There are two dimensions: the type of 'human embodiment' in the video, and the type of 'instructional media'. These are at the very least nothing more than 'presentation styles'. There are many more dimensions we could consider. Second, as a taxonomy, is it complete? Probably not; the author appears to have only consulted the usual sources, and not (for example) examined YouTube's vast library of instructional videos. Third, is it consistent? No: either a 'pentip' is a 'human embodiment' or a type of 'instructional media', but not both. A 'blackboard' is a blackboard, and a digital whiteboard is not a blackboard.
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Copyright 2018 Stephen Downes Contact: firstname.lastname@example.orgThis work is licensed under a Creative Commons License.