I hadn't considered the possibility of instructors illicitly converting their in-person course to an online version, but I guess it happens enough for institutions to use this service that allows students to inform administrators that this is happening. Instructors, not surprisingly, are unhappy. “Demoralizing. It’s insulting. I think it’s a real statement about how they feel about us as professionals, that they don’t trust us to think seriously about how to deliver our courses.” Well, yeah, but if instructors actually are skipping class, what does that say about their professionalism? (On an unrelated note, I have a recurring dream about skipping classes I'm supposed to teach, so what does that say about me?)
"These three terms," write the authors, "capture epistemological and ontological frames that theorise and enact (both in policy and everyday social interactions) how individuals learn to live in digitally mediated societies." In other words, they act "as approaches to learning about digital media use and structure; as frames for the organization of resistance to the digital; as fields of knowledge about citizenship, rights and literacy in the digital age; and as desirable social norms to make civil society somehow ‘better’." That said, the authors identify differences in the locus of action as well as in the direction of pressure (top-down or bottom up) to conform.
This article contains a podcast and outline of the authros discussing the idea of a learner-centered ecosystem. “‘Relationship’ is a word that seems superficial — it’s two way. The learners need to understand who the adults are as well, as people and as learning designers,” he said. “We’re really talking about a totally new system. A system that doesn’t need the people in the system to feed the beast — it’s the other way around. How does the system rethink its structures to serve the others in the system?”
I'm not sure what those with a more libertarian bent at Creative Commons would think, but this approach to licensing is an interesting alternative to those approaches that say nothing about the nature of the end user or the purpose to which the content is put. Here we read that "ml5.js, a machine learning library project, has implemented a new ethical licensing strategy. Their new license requires users to abide by their code of conduct, backed by a committee with final word on reported violations." You can read more about their values here.
Here's an example of an instant learning resource, a set of learning activities surrounding a video and transcript of Amanda Gorman’s inaugural poem “The Hill We Climb”. If it were set within the context of social interaction or a learning community with an ever-growing distributed network of commentary and work inspired by the poem, it would be an example of the micro-MOOC I talked about a few weeks ago.
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 2021 Stephen Downes Contact: firstname.lastname@example.orgThis work is licensed under a Creative Commons License.