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Website","data":[{"link":"https://www.downes.ca/news/OLDaily.xml","@type":"feed","@id":"qm09B3GcHvOg/YIlkcw+dZDbzstLZWdNr1u7fTV1SvjmeI","description":"News and opinions related to online learning and new media.","title":"Stephen's Web ~ OLDaily","url":"https://localhost/feed/1"},{"@type":"link","@id":"qm0Va2HGDk4ic/BXXX6QAmL8C8dkL90BQrraHrH7mVaTDY","link":"https://www.downes.ca/presentation/549","url":"https://localhost/link/1","title":"Sharing And Collaborating Our Way Out Of The Storm","description":"  <br>In this webinar, we will identify whether OERs were a solution or being used in the last year in education; and how OERs may be used in the future. In our quest for shaping the future of higher education, do we consider open education a solution and OERs and practices as part of the education ecosystem? &nbsp;What problems might OERs help educators resolve and how we can harness the value of OERs for higher education?&nbsp; Can we consider the future of education is open and, if yes, what strategies can we use to make this happen?\n\n \nTime for Action in Shaping HE 4.0, Online, via Zoom (Panel) May 10, 2021 [Link]\n[Slides]\n \n[Video]  "},{"url":"https://localhost/link/2","title":"On \"Value-Laden\" Science","description":" <br>\nZina B. Ward, \nPhilSci Archive, \nMay 12, 2021\n\n\t\t           \n\t\t           \n\n\"Equivocation about the relationship between values and choices has led to rampant confusion and&nbsp; misunderstanding in the literature on values in science,\" writes Zina B. Ward (19 page PDF). So she proposes and argues for a four-part taxonomy to make this clear: \"values can motivate, justify, cause, or be impacted by the choices we make.\" She then applies this taxonomy to a discussion of &nbsp;&ldquo;inductive risk&rdquo;, that is, \"the potential consequences of mistakenly accepting a false claim or rejecting a true one.\" How do our values related to the indctive risk we are willing to tolerate in different circumstances? It's an interesting discussion and of course is relevant to the discussion of the relation between values and other things - educational technology, say, or learning theories.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72329/rd","@id":"qm0ZvNJiFj9LIqRLW4FLuaw0MSQ3HZGDLYdO8MQdbjsLXI","@type":"link"},{"@id":"qm0Sy93iAzGJutGAvx2T+V1VOCp0F3zWy9ojgpvgLLGlfw","title":"Collaborative Note-Taking As An Alternative To Recording Online Sessions","link":"http://www.downes.ca/post/72328/rd","@type":"link","url":"https://localhost/link/3","description":" <br>\nNikole D. Patson, \nFaculty Focus, \nMay 12, 2021\n\n\t\t           \n\t\t           \n\nMost of this article is devoted to questions around recording class sessions. Having students participate in class is good for a variety of reasons, for example, to help restore some students' confidence. However, argues Nikole Patson, \"being recorded increased their feelings of isolation and inadequacy.\" And that's why she suggests collaborative note-taking as an alternative (or, more accurately, a process where some students are assigned to take the class notes). I don't see how this solves the problem, since (in my experience) people are just as hesitant to show their skills in writing as on video. And also, I don't see why it has to be a choice - you can do both (in fact, I have in the past put some of the note taking onto the video recording, so viewers can see what's going on off the screen).\n\nWeb: [Direct Link] [This Post]\n\n"},{"@id":"qm08qSPTEGUVima3XAHMwGOJJEn/txFDlF6/vaMPO0zwfs","title":"The Progressive Teacher'S Role In The Classroom","link":"http://www.downes.ca/post/72327/rd","@type":"link","url":"https://localhost/link/4","description":" <br>\nAlfie Kohn, \n\nMay 12, 2021\n\n\t\t           \n\t\t           \n\nBoth sides in an argument can agree on a misinterpretation of something, if it serves their needs. But this misinterpretation may be blocking a better understanding of the issue in general. Take the concept of 'adult authority', for example. Both sides, writes Alfie Kohn, \"share a key premise: Adult authority is necessarily autocratic and power-based. Their disagreement is about whether that&rsquo;s a good thing.\" But there are other was to look at adult authority. For example, we can think of it as \"the process of understanding ideas is facilitated by being gently challenged to reevaluate one&rsquo;s assumptions. The teacher offers new possibilities for students to consider, to integrate, perhaps to rebel against.\" That, for me, is a key lesson of online learning. We can't force people to do things when they're at a distance, so the role of the adult - or the teacher in general - changes. (Also published in Psychology Today, which is where the image came from).\n\nWeb: [Direct Link] [This Post]\n\n"},{"@id":"qm0k1Piflg3jbX1/KOT51TxftCmXgjvCkA2LWOxi7m+rdQ","@type":"link","link":"http://www.downes.ca/post/72331/rd","title":"“The Future Started Yesterday And We’Re Already Late”: The Case For Antiracist Online Teaching","url":"https://localhost/link/5","description":" <br>\nDavid L. Humphrey Jr., Camea Davis, \nThe Journal of Interactive Technology and Pedagogy, \nMay 12, 2021\n\n\t\t           \n\t\t           \n\nThis article makes a \"case for antiracist online education.\" In particular, \"Online learning remains an uncharted and underutilized discursive space for addressing anti-blackness and engaging in antiracist praxis.\" The authors use critical Black theory, or &ldquo;BlackCrit&rdquo;, as \"a 'metatheory,' used to explicate the hidden whitened discursive context that undergirds and drives most theories, even theories that consider themselves to be 'critical'.\" As well, \"BlackCrit also speaks to the ways that blackness signifies a being and deep embodied knowing\" (which could perhaps be compared to indigenous ways of knowing that I've seen discussed in other contexts? In any case, \"Antiracist education accepts the presence of bias and stereotypes but requires employing diligent and consistent investigation into the source of racism and how racist ideas manifest structurally, culturally, politically, and interpersonally.\" Which sounds eminently reasonable to me.\n\nWeb: [Direct Link] [This Post]\n\n"},{"url":"https://localhost/link/6","title":"5 Ways To Address Inequities In Higher Education","description":" <br>\nRhea Kelly, \nCampus Technology, \nMay 12, 2021\n\n\t\t           \n\t\t           \n\nWhat I find striking about this list of recommendations (lead and inspire, lobby, form partnerships, monitor students, and innovate) is that none of them address fairness in recruitment and selection process, access and accessibility of learning resources, diversity in content selection and representation to reflect diversity in the population as a whole, or economic and social supports for historically marginalized populations. Maybe I'm just missing the mark and don't understand what students really need. Or maybe the article misrepresents what the study (41 page PDF) actually says and inserts some other agenda in its place. My reading of the study reveals \"three primary themes... student support, funding, and operations.\" The first of these themes covers things like ability to attend, access to technology, funding, and more. But hey, don't trust me, read it yourself.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72330/rd","@type":"link","@id":"qm0okne73ZNp6G4fl/c/Wc6GfLMQH1dd1iSPbY+gMBeOhE"},{"@type":"link","link":"http://www.downes.ca/post/72332/rd","url":"https://localhost/link/7","description":" <br>\nWilfried Admiraal, \nInternational Journal on Studies in Education, \nMay 13, 2021\n\n\t\t           \n\t\t           \n\nEducational researchers love a taxonomy, and this paper (24 page PDF) offers one categorizing types of OER users. based on an open survey dataset described as \"responses to surveys conducted by the Hewlett-funded OER Research Hub Project during 2013-2014 exploring key questions around OER use and attitudes.\" It would be interesting to see other work based on the same dataset but I was unable to find any reference to it. The paper fits into the long tradition of studying people use (or don't use) OER, as in for example the OER Adoption Pyramid (from Cox &amp; Trotter, 2017) (pictured).\n\n&nbsp;\n\nWeb: [Direct Link] [This Post]\n\n","@id":"qm0pzYrZURREjb8c5F9PMV8HBO5xY2y1bJ7cu94qBBu8RI","title":"A Typology Of Educators Using Open Educational Resources For Teaching"},{"@id":"qm0ZRpZsNTuv6JDViIsaEZsZURbQXvXO1GeN6cdH8OMobw","@type":"link","link":"http://www.downes.ca/post/72335/rd","description":" <br>\nRichard Byrne, \nFree Technology for Teachers, \nMay 13, 2021\n\n\t\t           \n\t\t           \n\nBlackbird's recent marketing campaign began some time in April and if you're teaching computer science you've probably heard of it by now. The sales pitch is that it is \"the world&rsquo;s first educational version of JavaScript.\" As this article describes it, Blackbird \"enables middle school students and teachers to learn real-world coding skills in a supportive, educational environment.\" Maybe, but it's hard to see this as a world's first anything. This genre has been around for ages and similar supportive environments for Javascript (among many other languages) are widely used by students. Like Codecademy, it consists of \"lessons are arranged in progressive units.\" Maybe we could say it's the world's first Codecademy for Javascript, except again, it isn't. probably the most accurate bit of marketing is, as Richard Byrne observes, that it is \"used by teachers who don't have any prior coding experience.\"\n\nWeb: [Direct Link] [This Post]\n\n","title":"Blackbird Code - Overview And First Impressions From My Students","url":"https://localhost/link/8"},{"link":"http://www.downes.ca/post/72334/rd","@type":"link","@id":"qm0iRgqWWqYZ9RYAdlNWe6Z2qKMaNZY0MuqdI7SP23iidQ","description":" <br>\nFrederick Hess, \nEducation Next, \nMay 13, 2021\n\nThere's a classic though illegitimate move in persuasive writing, and it is this: if you want to discredit an idea, associate it with an obviously bad idea. That's what's happening in this article. The obviously bad idea is 'Zoom in a room,' where students \"sit in a classroom, masked and socially distanced, with Chromebooks... while the teacher instructs remotely from home.\" The idea being discredited by association is the four-day school week. There's nothing inherently bad in this idea, especially if it is joined with a four-day work week generally. And support for it isn't based on hygiene theatre or any such thing, it's based on the idea that maybe we don't want to spend most of our lives in an institution, either as students or workers.&nbsp;\n\nWeb: [Direct Link] [This Post]\n\n","title":"Getting Ed-Tech Wrong Would Be A Bitter Pandemic Legacy","url":"https://localhost/link/9"},{"@type":"link","@id":"qm06463rTg9bK2N/ymvGSsl1Y+TroKwgz6wQAms9RE/Q9o","link":"http://www.downes.ca/post/72333/rd","description":" <br>\nJoanne Jacobs, \nLinking and Thinking on Education, \nMay 13, 2021\n\n\t\t           \n\t\t           \n\nThere are many moving parts in this post, which is great, though it makes teasing them apart a challenge. It begins with a reference to Greg Lukianoff's principles for &ldquo;the empowering of the American mind&rdquo; on the Foundation for Individual Rights in Education (FIRE) blog. Now there's a slant in this presentation, but bar some editing for perspective, the principles are reasonably sound. Jacobs suggests they apply in public school, which leaves open the question of parochial schooling, which is widespread in the U.S. and elsewhere. Wouldn't these principles apply?\n\nBut more: I think there's a distinction to be drawn between moral principles and social principles. The former guides a person's sense of right and wrong, and these should be freely chosen and expressed, and not imposed on a person. The latter, though, consists of principles necessary for free and peaceful coexistence, and apply to all regardless of their beliefs. Teaching social principles is not the same as teaching moral principles; teaching them is not 'indoctrination' or any such thing, and is in effect no different than teaching people the highway traffic act.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/10","title":"‘We Don’T Need No Thought Control’"},{"description":" <br>\nMatt Mullenweg, \nUnlucky in Cards, \nMay 13, 2021\n\n\t\t           \n\t\t           \n\nI'm not sure exactly what is meant by \"join\" here, other than that \"Automattic has hired key members of the CC Search team and will sponsor their contributions.\" This is at first blush a good thing, as development had stalled, as evidenced by this frozen GitHub repository. But does \"join\" mean \"acquired\" here? Will the company (WordPress, or Automattic, or whoever is in charge) continue to support (or allow) the search API, or does it become an exclusive WordPress feature? And, for that matter, why can't Creative Commons support what seems to me to be one of its most important services?\n\nWeb: [Direct Link] [This Post]\n\n","title":"Cc Search To Join Wordpress.Org","url":"https://localhost/link/11","link":"http://www.downes.ca/post/72336/rd","@type":"link","@id":"qm00LuI/okCzPUh5d8FVxeriTiWKYkJetyAuCVKDnNZJVM"},{"description":" <br>\nClayton R. Wright, \nStephen's Web, \nMay 14, 2021\n\n\t\t           \n\t\t           \n\nClayton R. Wright's notable list of education and technology conferences is now available. He writes, \"The conference world is still in a state of flux. I was unable to find information for about 18% of the events that were held in 2019. And, some major events seem to have been replaced by a series of webinars. As people get vaccinated, more events will be held in a hybrid or face-to-face manner. But, some may quickly reverse back to an online format which may maintain the same dates or stretch the online events over days or weeks.&nbsp;During the Covid-19 pandemic, events, dates, titles, and locations may change quickly&nbsp;and some events may be cancelled. Thus, CHECK the&nbsp;website of an event you are interested in&nbsp;more than once. &nbsp;\n\n\"The Covid-19 pandemic has led a number of organizations to re-think their operations. Associations are particularly affected as many depend on face-to-face events to help generate funds to pay for staff and support activities, such as publishing refereed journals. We may want online events to be free, but it does cost someone time and resources to organize and produce them consistently year after year. Not everyone can afford to volunteer the significant amount of time required to produce a quality event.&nbsp; As most 2021 professional development events have an online option, it is possible to sample events from all over the world without leaving the comfort of your home. Do take the opportunity to participate in events that previously may have been out of reach.\"\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/12","@type":"link","link":"http://www.downes.ca/post/72338/rd","title":"Educational Technology &Amp; Education Conferences #45 June To December 2021","@id":"qm0C9R5gld9Pg1yeq62g8pxzG8GC5rJNttYm7lWOdBlfUI"},{"@id":"qm0lrQDcoW1GGntbLYqS/0jqVBAlhbstaHOlCYVJCkigAs","@type":"link","link":"http://www.downes.ca/post/72337/rd","description":" <br>\nJessica Greene, \nZapier, \nMay 14, 2021\n\n\t\t           \n\t\t           \n\nRSS is of course a staple in my toolbox. I use it every day, I've built applications around it, and it gives me this huge advantage in keeping up with developments and discussions in the field. This article is presented in the context of a Zapier marketing campaign for 'email subscriptions to RSS'. This is a service offered by other companies as well; I've been using it in Feedly for the last year. Tip of the day: \"Some job search sites, like We Work Remotely, offer RSS feeds for each of their categories of jobs that you can subscribe to for updates.\" Again, note, this is a marketing post, and readers should be aware that the Zapier features touted can also be performed using other (free) applications.\n\nWeb: [Direct Link] [This Post]\n\n","title":"How To Use Rss Feeds To Boost Your Productivity","url":"https://localhost/link/13"},{"title":"Github'S Journey With Web Standards And Web Components","@id":"qm0lE2xyqkdbnhHeLcatRuph1FQofw1sw3CU2OGqQ/pVsA","description":" <br>\nSergio De Simone, \nInfoQ, \nMay 14, 2021\n\n\t\t           \n\t\t           \n\nPersonally I still use jQuery for things like text editors and sliders and such. This article describes how \"GitHub has been working for the last few years to move away from jQuery and run its interface entirely on Web standards, specifically Web Components.\" More. Should I change my strategy? Not yet - the \"large library\" consists of only 17 elements (and zero demos, so you have to install them to even see what they look like). That doesn't mean that none of this will be important in the future - there are some valid criticisms of jQuery and I can understand GitHub's motivation. But building tools for GitHub isn't the same as building tools for the world, and they're not there yet.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/14","link":"http://www.downes.ca/post/72339/rd","@type":"link"},{"title":"Ikhw&#226n Al-Saf&#226’","url":"https://localhost/link/15","description":" <br>\nCarmela Baffioni, \nStanford Encyclopedia of Philosophy, \nMay 14, 2021\n\n\t\t           \n\t\t           \n\nThis is a really bad article about a really interesting topic. The Ikhw&acirc;n al-Saf&acirc;&rsquo; is a set of notes - an introductory encyclopedia, really - on science and medicine authored and distributed in the tenth century CE. \"It consists of extremely heterogeneous materials, reworked to represent the whole educational training intended for an &eacute;lite,\" writes Wolfgang Schwarz in his summary, and so you can see how this would be one of the earliest examples of distance education. I'm rather less than enthusiatic about the Stanford Encyclopedia article because it takes a long time to get around to even telling readers what the Ikhw&acirc;n al-Saf&acirc;&rsquo; is and what it contains, first spending eleven long paragraphs discussing disputes about authorship and another section in deep discussion about its ideological commitments. I recommend starting in section 4 and then jumping to section 6 and only then (if you're truly interested) reading the author's vast redactive scholarship. Image: Orientalia.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72340/rd","@id":"qm0A3Gjkb4uPAWSmxdBhdBW/EAKkt0WiAvaOgmJu2O+OSU","@type":"link"},{"title":"The Time For Action Is Now: Get Ready For Careers Of The Future","url":"https://localhost/link/16","description":" <br>\nCorey Mohn, Gregg Brown, \nGetting Smart, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nThis article is a guest post which may or may not be a paid placement in Getting Smart providing marketing for the Center for Advanced Professional Studies (CAPS) series on what they're calling 'profession-based learning' (Pro-BL). The third module of the series leads educators gently toward this model, playing old standards like Kolb's model and Bloom's taxonomy before leading them to AWS Educate and 'preparing students for the real world' (which involves crucially an \"entrepreneurial mindset\". You'll find the upsell on page 46. It's all beautifully designed and packaged, but while it feels persuasive, and presents itself as revolutionary, it seems to me more like a grab-bag of edu-speak components leading readers to develop corporate partnerships and adopt an employer-friendly set of curricular resources and services.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72384/rd","@type":"link","@id":"qm0qX8Lkkg8utsQjaiACwrBdmFbtLMJwMbQV661CJG472A"},{"title":"Support","@id":"qm0yJrkINf1M5sG5riHv706zpleHY1YUVgNP+FOTfIScA4","url":"https://localhost/link/17","description":" <br>\nAlex Usher, \nHigher Education Strategy Associates, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nI do enjoy reading Alex Usher, and as usual he's on point through much of this article, but he seems to have a bugbear about arguments for tuition reduction that leads him away from the realm of sound reasoning. In this post, for example, he challenges the assertion that tuition tax credits are regressive. He writes, \"any aid delivered via tax credits is exactly as progressive as a reduction in tuition.\" To a degree that's true. But it applies only if you owe taxes. Low-income students don't make enough money to pay taxes. So they don't benefit from the tax credit. But they would benefit from a decrease in tuition fees. And that's why tax credits, as opposed to fee decreases, are regressive. Now Usher should know this, and it bothers me that he writes about this issue as though he doesn't. Also: writing that the gap between rich and poor in terms of access is not increasing is all very well, but it's still a problem that the top quintile is at almost 80% while the lowest quintile is less than 50%, and it's apologist arguments like this that keep that unacceptable disparity in place.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72383/rd","@type":"link"},{"@type":"link","@id":"qm0dJzv0LMbQ1hZK+AYXmVhqT21C1+P1F0nppYHGv+9O/I","link":"http://www.downes.ca/post/72382/rd","description":" <br>\nRyan Johnston, \nEdScoop, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nThis is pretty much my view as well: virtual reality is \"unlikely to be more than a complementary teaching tool for the foreseeable future.\" That said, \"some of the biggest barriers to adoption that survey respondents listed &mdash; the prohibitive cost of VR headsets and compatible computer hardware, along with a lack of awareness about virtual learning &mdash; have since broken down.\" That's true - to an extent. But limitations to the modality haven't changed. And that's why (I think) this article focuses on pedagogical affordances. For example: Stanford's&nbsp;Jeremy Bailenson writes, \"My avatar &hellip; can outperform me as a face-to-face teacher any day. It can pay perfect attention to every student in a class of all 200 or more.\" Well - no it can't. Nor is it like the illustration for this article. So, beware the oversell of VR and related technologies.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/18","title":"Vr In Universities A Welcome Addition, But Not Yet 'Plug-And-Play'"},{"title":"Learning Analytics To Reveal Links Between Learning Design And Self-Regulated Learning","@id":"qm0lkBKkA/xigIaXc/jDERR3efieNlXYSBw045tHOZYEzU","url":"https://localhost/link/19","description":" <br>\nYizhou Fan, Wannisa Matcha, Nora’ayu Ahmad Uzir, Qiong Wang, Dragan Gašević, \nInternational Journal of Artificial Intelligence in Education, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nThis is quite a good paper offered as part of a \"festschrift dedicated to celebrating the research and life of Jim Greer (more).\" The authors conduct an analysis of the learning tactics and strategies used by students in courses, and especially MOOCs, association with their success in those courses, and with the learning design employed by those courses. In a nutshell (and I'm skipping a lot here) some learning tactics are more conducive to success, and course design can influence the selection of those tactics. My feeling though is that a lot of the work in this paper is devoted to identifying and classifying learning tactics and related phenomena. So any statement about the relation between learning tactics, success and design depends crucially on these classifications. But it's hard to shake the feeling that the classifications are arbitrary - for example, choosing between \"watching the video\" and \"taking the test\" may seem to genuinely classify learning tactics, but these are tactics that wouldn't exist outside the structure of a previously defined course. Still, don't miss this paper.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72381/rd","@type":"link"},{"title":"Planning For A Blended Future: A Research-Driven Guide For Educators","@id":"qm0nmFi94IBFRQmJHsBW+EqSeu2C59caWdeiV366dR9wmY","url":"https://localhost/link/20","description":" <br>\nTanya Joosten, Nicole Weber, Margaret Baker, Abigail Schletzbaum, Abby McGuire, \nOnline Learning Consortium, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nThis report (43 page PDF) is designed to help \"guide strategic planning for blended learning courses and programs.\" By 'blended learning' we generally mean learning opportunities that incorporate both online and in-person (or 'onsite') activities. The idea is to use the onsite environment for activirties that depend on being there in person, for example, \"wet labs\" or role-plays. The paper introduces \"four dialecticals of blended learning\" (think of a 'dialectical' as a scale that runes from 'all' to 'none') and defines different approaches to blended learning in terms of these four elements: technological, temporal, spatial and pedagogical. The report recommends a generally active learning approach as greater student agency and flexibility is scaffolded over time. Overall, this is a good report, and my only real criticism is to suggest that this is a process that should begin much earlier in a student's career, so they arrive at the post-secondary level prepared to make the most of limited face-to-face opportunities.\n\nWeb: [Direct Link] [This Post]\n\n","@type":"link","link":"http://www.downes.ca/post/72380/rd"},{"url":"https://localhost/link/21","description":" <br>\nKathleen Wallace, \nAeon, \nMay 26, 2021\n\n\t\t           \n\t\t           \n\nThis discussion in this article is a bit loose, but it works well to put a number of considerations - ranging from intersectionality to self-identity to change and personal history - into context. \"Rather than an underlying, unchanging substance that acquires and loses properties, we&rsquo;re making a paradigm shift to seeing the self as a process, as a cumulative network with a changeable integrity.... Think of this constancy and structure as stages of the self overlapping with, or mapping on to, one another.\" Also (significantly), \"What philosophers call &lsquo;4E views&rsquo; of cognition &ndash; for embodied, embedded, enactive and extended cognition &ndash; are also a move in the direction of a more relational, less &lsquo;container&rsquo;, view of the self.\"\n\nWeb: [Direct Link] [This Post]\n\n","@type":"link","link":"http://www.downes.ca/post/72385/rd","title":"You Are A Network","@id":"qm0w55xB/Pct3KXxGWY8LHloaYzdrXRe0C96qewJnb/qJ0"},{"title":"The Workforce Of The Future","url":"https://localhost/link/22","description":" <br>\nSean Brown, Susan Lund, Sven Smit, \nMcKinsey, \nMay 27, 2021\n\n\t\t           \n\t\t           \n\nThis is more of a conversation than a report, but it offers a more accessible and fluid way to look at three inter-related post-pandemic trends: first, the movement to work from home, which may apply to up to 25 percent of workers; second, the trend toward e-commerce and away from in-person retail; and third, the increase in automation and the use of AI. These trends will have a greater impact on service jobs more than in the past. As usual, we see the statement that \"people in those declining occupational categories&mdash;it&rsquo;s more than 100 million in the eight countries we studied&mdash;will need to be retrained into some of the growing occupations.\" But I'm thinking more and more that these studies don't understand how change works in people's lives. We don't just finish one career, retrain, and then start a new one. Nobody can afford to do that! We're most able to make changes when we're successful, not when we're failing.\n\nWeb: [Direct Link] [This Post]\n\n","@id":"qm0nNf2QHKjkY5CHn0NXQj0aBA6skVSlgrpUi3aHN5wHVE","@type":"link","link":"http://www.downes.ca/post/72389/rd"},{"description":" <br>\nDoug Belshaw, \nOpen Thinkering, \nMay 27, 2021\n\n\t\t           \n\t\t           \n\nPeople don't know this but I've reinvented myself several times in my life. It was easier and less dramatic in the days before the internet, but still just as important. I left everything behind when I packed a few bags, got on a train, and traveled some 3700 kilometers to my new home in Calgary. I had a similar experience when I packed everything I owned into a car and headed with my cat to northern Alberta, leaving everyone and everything else behind. And several more times. These experiences are life changing. They're not for everyone, but the possibility of changing everything and starting over is liberating. These days, I think, people feel trapped by what appears to be the permanence of the internet. You can't escape yourself! But maybe you can start over, as Audrey Watters and Kin Lane are doing. I wish them well; I hope they find a new community that works for them.\n\nWeb: [Direct Link] [This Post]\n\n","title":"On The Temptation To Nuke Everything And Start Over","url":"https://localhost/link/23","link":"http://www.downes.ca/post/72388/rd","@type":"link","@id":"qm02d6w8L7n2EicnBEtETFKGdCXe9xqFhkv4cGv0miVPn0"},{"url":"https://localhost/link/24","title":"12 Google Workspace Updates For Better Collaboration","description":" <br>\nErika Trautman, \nThe Keyword, \nMay 27, 2021\n\n\t\t           \n\t\t           \n\nIt's really hard (nay, impossible!) to find an article that focuses on this point, but I want to focus on what's happening with Google's Smart Canvas before it disappears into the background. It's basically a flip: where we used to 'share screen' to use applications in video conferences, now we are using 'share videoconference' to work together within an application. This makes a lot of sense, as it shifts the focus from staring at each other's faces to working and communicating with something in common. And as the functionality of the shared document increases, so do the affordances of videoconferencing. It's also a good business move for Google (and also for Microsoft, which will do the same thing) as it tightly links Google Docs and Google's videoconferencing, something that Zoom (say) can't do. See also: TechCrunch,\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72387/rd","@id":"qm0zY8/4a4A3p8q0xJxzWyi6+XuQP6C5/ra8/9/wvQQ3zM","@type":"link"},{"link":"http://www.downes.ca/post/72386/rd","@id":"qm0L2GAvsaHhBKHNfXAPdSJnrpuIv3uwM4u9sCTiJER+O8","@type":"link","url":"https://localhost/link/25","title":"Create, Share And Sell Virtual Educational Courses: What Is Thinkific?","description":" <br>\nGabriela Duque, \nLMS Pulse, \nMay 27, 2021\n\n\t\t           \n\t\t           \n\nThis is a good overview and review of a course creation and hosting service called Thinkific. It has a free version but charges monthly fees for more advanced services. It's popular; \"there are 50,000 course creators, more than 100 million courses taken, 156 countries using this platform and more than $650 million earned by teachers or course creators.\" There's also an app store for integrations with things like Google Analytics, MailChimp and Shopify.\n\nWeb: [Direct Link] [This Post]\n\n"},{"url":"https://localhost/link/26","title":"Time To Rethink Ai Proctoring?","description":" <br>\nLindsay McKenzie, \nInside Higher Ed, \nMay 28, 2021\n\n\t\t           \n\t\t           \n\nAs this story reports, \"Online exam proctoring company ProctorU announced earlier this week that it will no longer send artificial intelligence-generated reports of potential student misconduct to institutions without ProctorU staff members first reviewing the footage.\" It raises the question: are other companies even checking on their AIs' conclusions? Probably not; they prefer to offload the work: \"It&rsquo;s pretty standard for all proctoring companies that are offering AI-assisted or fully AI monitoring services to encourage faculty to review any flagged behavior before making any academic integrity judgements.&rdquo; But faculty are asking why this becomes their job.&nbsp; &ldquo;It&rsquo;s not appropriate for AI to be making decisions, and it&rsquo;s unfair to expect faculty to do that work.&rdquo;\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72391/rd","@id":"qm0LflALQdvMZIA1rQgUmBj8/a4sYT8BXClghvkc7VglMI","@type":"link"},{"link":"http://www.downes.ca/post/72390/rd","@id":"qm0ITuVBP5cWvtfb4wGx1Mw4uigC1FH1gUh2nNq8Gshg4s","@type":"link","url":"https://localhost/link/27","title":"Twitter: Social Media Giant Lists New 'Blue' Subscription Service","description":" <br>\nMay 28, 2021\n\n\t\t           \n\t\t           \n\nTwitter, which earlier announced that many more people could now qualify for 'verified' check marks, has listed a paid 'Twitter Blue' subscription service in app stores. \"According to technology blogger Jane Manchun Wong, who claims to be the first paying user of the service, it includes an 'undo tweet' feature as well as a 'reader mode' to make reading long threads easier.\" These aren't worth paying for, but limiting the range of your tweets (both incoming and outgoing) to either friend lists or other 'Blue' subscribers might well be worth paying for, at the very least because it would make bots a lot more difficult to operate. Twitter may also include in-app purchases for (one suspects) thinks like live events. See also: the Guardian, 9to5Mac, Engadget.\n\nWeb: [Direct Link] [This Post]\n\n"},{"link":"http://www.downes.ca/post/72394/rd","@type":"link","@id":"qm0z5N8JPPfPbLxwkHb/bZTAu5DVQbJIV21E7O1A/+sroE","description":" <br>\nJohn Danaher, \nPhilosophical Disquisitions, \nMay 28, 2021\n\n\t\t           \n\t\t           \n\nJohn Danaher knows how to capture interest with controversy and this teaser of an article is no exception. Is teaching really a meaningful job? You might not think so after reading the arguments he offers to say that it is not. You might still not think so after you reads the counter arguments, which to me can be effectively summed up as \"teaching is meaningful because it allows me to do other things, like research\". It does point to a basic conundrum in academia: we wouldn't pay professors' salaries if they weren't teaching, but many professors have no real interest in teaching and see it at best as a means to an end, while many students see the intervention of teachers as an imposition they need to endure while trying to qualify for an education and a satisfying life.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/28","title":"The Trouble With Teaching: Is Teaching A Meaningful Job?"},{"description":" <br>\nThomas Nagel, \nLondon Review of Books, \nMay 28, 2021\n\n\t\t           \n\t\t           \n\nPeople interested in ethics and artificial intelligence would do well to read this offering from Thomas Nagel, one of today's most important philosophers. In it, he questions the basis for arguing in favour of a particular moral stance based on intuition or gut feeling. It's true that we may have very strong feelings about the rightness or wrongness of an act, but after thousands of years of debate, these feelings haven't decided any of the core debates in ethics, for example, the divide between deontic and consequentialist approaches. He asks, ultimately, whether \"we should come to view our attachment to rights and deontology as an unnecessarily cluttered moral outlook.\" Maybe. But, he says, \"I believe something would be lost.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/29","link":"http://www.downes.ca/post/72393/rd","@type":"link","title":"Types Of Intuition","@id":"qm0zNSvJB9nbcQFMcSEPuxNWlMghiT/wwQ/ihzdySdrRAg"},{"@type":"link","@id":"qm0zQBCltDcxzrRcPA4M3qYZPqPTsioNaFIpD28FKm+yow","link":"http://www.downes.ca/post/72392/rd","description":" <br>\nMatt Crosslin, \nEduGeek Journal, \nMay 28, 2021\n\n\t\t           \n\t\t           \n\nMatt Crosslin begins by referencing a NY Times article on online cheating accur=sations at Dartmouth (I won't link to the paywalled article, but here's a summary and here's a good discussion). As Crosslin reports, 13 of the 17 accused are protesting their innocence. Now there are reasons for concern here but Crosslin takes it a step further by digging up a 2006 paper where \"the overall goal is to predict which students are most likely to be cheating based on demographics and student perceptions.\" Now yes, that would be an issue, but it's not clear that anything of the sort happened in the Dartmouth case. The real problem here (as Crosslin later points out) is the use of clickstream data to identify cheaters because (as noted in several places) this data include automated requests. \"Those pages can automatically generate activity data even when no one is looking at them, according to The Times&rsquo;s analysis and technology experts.\"\n\nWeb: [Direct Link] [This Post]\n\n","title":"Using Learning Analytics To Predict Cheating Has Been Going On For Longer Than You Think","url":"https://localhost/link/30"},{"@type":"link","@id":"qm0pVnb0MhdrG6FlIsyWYZ+Vmnr7wNubH2Mi7NVGUZZqfc","link":"http://www.downes.ca/post/72395/rd","description":" <br>\nFan Ouyang, Si Chen, Xu Li, \nBritish Journal of Educational Technology, \nMay 31, 2021\n\n\t\t           \n\t\t           \n\nSocial Learning Analytics (SLA) can be used to help students visualize what is happening in their courses. For example, an SLA dashboard can represent the graph of interactions with other course participants. An SLA tool named CanvasNet does this, for example. But does it help? This article tries to dig into this question by studying the impact of three types of graph visualization: the social network, the topic network, and the cognitive network (that measures the depth of the students' engagement with the content). The results? Well, it depends on which students we're talking about. For example, \"when peripheral students were provided with social and cognitive information, they developed a better self-awareness of their learning processes and thus their engagement increased.\" But as usual this is a small study with limited applicability, so take the results as preliminary only.\n\nWeb: [Direct Link] [This Post]\n\n","title":"Effect Of Three Network Visualizations On Students' Social-Cognitive Engagement In Online Discussions","url":"https://localhost/link/31"},{"link":"http://www.downes.ca/post/72399/rd","@type":"link","@id":"qm0uWp+4yYDWU4SSfawyv0VTNapsE/CwfesxIfXjohihbY","description":" <br>\nRon Ritchhart, \n\nMay 31, 2021\n\n\t\t           \n\t\t           \n\nThis post proposes a way to map ( or categorize) different types of assessment based on two axes: one which ranges from 'people as they are' (ie., to use Ron Ritchhart's terms, low judgement) to 'people as they should be' (ie., 'highly evaluative'), and the other which ranges from embedded evaluation (ie., set in the flow of work) and evaluation that is set apart (for example, a formal test). It's a nice categorization but the post seems a little weak to me on what we would do with this mapping. Ritchhart says only that \"the point of this mapping is not to label any of these sets of practices as good or bad but to map the terrain, to provide a bird&rsquo;s eye view if you will, about what assessment can mean in different contexts.\" Which, really, tells me nothing.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/32","title":"Mapping Assessment"},{"link":"http://www.downes.ca/post/72398/rd","@type":"link","description":" <br>\nConnie Malamed, \nThe eLearning Coach, \nMay 31, 2021\n\n\t\t           \n\t\t           \n\nThis is a really basic list and really only applies if you're designing templates for web pages, slide presentations or PDFs (if you're manually encoding any of this you're doing it wrong). It's useful because it serves to remind us of the detail involved in creating visual interfaces. In real eLearning design, of course, this is just the starting point. For web design, almost all of the elements described here would be incorporated into style sheets. Then you would add on a set of standard interactive elements (such as dropdown selections, search interfaces, breadcrumbs) and work up to macro elements of design (how to incorporate discussions, simulations, and maybe static content such as presentations of PDFs). So, like I say, a start. But you have to start somewhere. (p.s. don't click on the 'download now' link, it's not a download link, it's a third-party subscription link from leadpages.net. Here's a real visual design checklist from Blue Wire rather than the fake one this post provides.)\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/33","@id":"qm0F/7X/fDkYJInSV2opSAOqmtLYItH4f9REU79gSasEmQ","title":"How To Write A Visual Style Guide For Elearning"},{"title":"Ai Is Growing In Higher Education, But It Isn'T Automating Everything","url":"https://localhost/link/34","description":" <br>\nEmily Bamforth, \nEdScoop, \nMay 31, 2021\n\n\t\t           \n\t\t           \n\nSomethings I just want to grab editors and say to them \"Don't tell me that something doesn't do everything.\" Nothing does everything. And I blame the editor because in the very first paragraph of the story we have the much more narrow assertion that \"AI is still serving as an assistant, not a full-time employee.\" Which is still a bit like \"AI doesn't do everything\" but at least now we've narrowed it down to the scope of a single job. But the thing is, even humans don't do everything, which is why is most every workplace we have more than one human. And when we say an 'AI is serving as an assistant' or describe 'AI as a teammate' we're pointing to a job that could be done by a human (maybe), but isn't. For example, in this article, we're talking about chatbots that help first-year students find information they need. And that is the interesting part of the article and what should be in the headline.\n\nWeb: [Direct Link] [This Post]\n\n","@type":"link","@id":"qm0BtHF8XRhWYneX8hX8Gbmn4h/Uahe1efdd7/+3DXHPDM","link":"http://www.downes.ca/post/72397/rd"},{"description":" <br>\nEric Sheninger, \nA Principal's Reflections, \nMay 31, 2021\n\n\t\t           \n\t\t           \n\nAs I read through this post it seems to me to be saying that the main rule here is 'use it or lose it'. Viewed from that perspective, this post can be read as describing various ways to 'use it' (for example, 'students teach students' and 'active application'. And there's also some attention paid to what we mean by 'it' - if there's too much 'it' (i.e., 'cognitive overload') then we never really get the change to use it. And then, at a meta-level, there are factors that would make students comfortable and willing to 'use it' - for example, 'tap into feelings' and 'embrace mistakes'. It's all the same sort of advice I see in posts on language learning. It all sounds so easy when we read it here - but we know it's not.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/35","title":"How To Make Learning Stick","@id":"qm0BQn6d9NpipumOEuxtNu2HrumU5CF71VQC39AszITzys","@type":"link","link":"http://www.downes.ca/post/72396/rd"},{"description":" <br>\nMay 31, 2021\n\n\t\t           \n\t\t           \n\nThis paper interprets of formal and informal learning in MOOCs using Activity Theory-based models and argues that \"contradictions that could lead to the emergence of a new activity system to reconcile formal and informal learning 'cultural historical activity theory' (CHAT) elements.\" These elements could be said to be a boundary-crossing bridge between the formal and informal aspects of the MOOC. For example, \"when a mediating artefact, such as a LMS,is not helpful as a communication tool among a community of learners,\" we could predict the emergence of an intermediary activity system, and if the \"contradiction become unmanageable, tensions could escalate to a point where learners abandon the LMS altogether.\" We've seen that sort of behavior in the past were people working with Coursera or Udacity MOOCs developed their own learning community to make up for the lack of any such activity in the platform. I think the paper could be more clearly written, and it's not obvious what couching the discussion in Activity Theory buys us, but it's still worth a look.\n\nWeb: [Direct Link] [This Post]\n\n","title":"Boundary Crossing Between Formal And Informal Learning Opportunities: A Pathway For Advancing E-Learning Sustainability","url":"https://localhost/link/36","link":"http://www.downes.ca/post/72400/rd","@type":"link","@id":"qm0q/iM4dZ1y7BcFbBEk3w2Dt/MvqkLozPaiC+m0og0E7s"},{"title":"10 Key Actions To Ensure Micro-Credentials Meet The Needs Of Learners And Employers","url":"https://localhost/link/37","description":" <br>\nTeachOnline.ca, Contact North, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nMicrocredentials, according to the article, \"are designed to help close the skills gap and get people back to work. They also reflect a trend toward on-demand, short-form learning that is focused on skills, competencies and specific capabilities &mdash; a shift away from long-form learning, such as degrees and diplomas.\" All this may be true - but let's keep in mind that none of this is inherent to microcredentials. The ten points described here might apply to any learning, and not just micro-credentials, but the latter are topical today. And conversely, there's nothing preventing an institution from offering a microcredential in, say, Topics in Medieval Philosophy (which, by the way, would be way cooler than the title suggests - trust me).\n\nWeb: [Direct Link] [This Post]\n\n","@id":"qm0me+o/C7Whg8qQ/abqpYW1EzO2W7Ix0hTv6BIA3fTZ08","@type":"link","link":"http://www.downes.ca/post/72402/rd"},{"description":" <br>\nColleges and Institutes Canada, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nI ran across this report (43 page PDF) while responding to a request for information. It's definitely worth sharing. Basically, \"Colleges and Institutes Canada therefore undertook an environmental scan to ascertain how these courses are defined in Canada, what they look like and where they are being offered.\" What they found was very much a mixed field but also a great deal of interest. \"Respondents saw them as an important component of their range of programs and agree that they should be stackable, flexible, validated and accessible to vulnerable populations.\"\n\nWeb: [Direct Link] [This Post]\n\n","title":"The Status Of Microcredentialsin Canadian Colleges And Institutes","url":"https://localhost/link/38","@id":"qm0GY6DQUXVb44O1aMT0t61K4U18LLlJFqmFgv19TRxi48","@type":"link","link":"http://www.downes.ca/post/72401/rd"},{"title":"Fair Competence Framework For Higher Education","url":"https://localhost/link/39","description":" <br>\nYuri Demchenko, et.al., \nFAIRsFAIR, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nFor the next two weeks I will be involved in a book sprint with FAIRsFAIR, an organization that promotes open data standards, based on the principles of data that is Findable, Accessible, Interoperable and Reusable (as illustrated; see page 16 of the document). Our document will draw on various sources, including this book, which \"provides the competences definition structure that allows easy mapping to a Body of Knowledge and set of Learning Outcomes that can be used for defining academic curricula.\" The competences include such skills as data management, research methods, analytics, business processes and data science engineering.\n\nWeb: [Direct Link] [This Post]\n\n","@id":"qm0ZrAAvEmBmiE+ukKc9qBbnxWPZdk6KhOe8mGRcIenNlE","@type":"link","link":"http://www.downes.ca/post/72404/rd"},{"link":"http://www.downes.ca/post/72403/rd","@type":"link","description":" <br>\nSonja Bezjak, et.al., \nFOSTER, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nFrom the website: the Open Science Training Handbook was written during a book sprint in February 2018. It is maintained in a&nbsp;GitHub repository and you can read the latest version in a Gitbook. This website on Zenodo has docx and pdf (191 page PDF) versions. \"Bringing together methods, techniques, and practices, the handbook aims at supporting educators of Open Science. The result is intended as a helpful guide on how to forward knowledge on Open Science principles to our networks, institutions, colleagues, and students.\" It is hosted by the FOSTER Consortium.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/40","@id":"qm03+dSzostYF3bhu5aUNzA1O0JSRETSUaXg8jXb4Ks9Mg","title":"The Open Science Training Handbook"},{"description":" <br>\nAlex Preukschat, \nPixelRockstar, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nThe open licensing world is being roiled by defections from Creative Commons by image library services Unsplash and Pixabay. Instead of using CC0 (which is as near to 'public domain' as Creative Commons can get) they are now using their own licenses. At the centre of the dispute is the commercial republication of the images: \"sites like Pixabay take images from Unsplash (and others), post to their site as if they were theirs AND use the platform to funnel users to buy their premium (Shutterstock) images.\" Similarly, \"Getty has been accused of selling images in the public domain before.\" The new licenses, like Pixabay's, tell users, \"Don't sell unaltered copies of an image. e.g. sell an exact copy of a stock photo as a poster, print or on a physical product.\"\n\nWeb: [Direct Link] [This Post]\n\n","title":"Pixabay Joins The Unsplash Image Licensing Earthquake","url":"https://localhost/link/41","@type":"link","@id":"qm0NP6MNHo2W94r+zzkxDF9ShV/5zEiOgFw/O3whql98OQ","link":"http://www.downes.ca/post/72406/rd"},{"link":"http://www.downes.ca/post/72405/rd","@type":"link","description":" <br>\nDevin Coldewey, \nTechCrunch, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nThis is a couple of years ago, but I still get inquiries when I use automated transcription during a talk. Specifically, what I use (and sometimes show) is Google's audio transcription, which is available in the voice recorder on Google Pixel phones. It types out what I'm saying as I speak. My own experience is that it is quite good, though it needs to better recognize the end of sentences. You can also try voice typing in Google Docs. This article offers a brief description and reference for more detail. Google's audio transcription is also available as a cloud service (more). In addition, Google's voice translation is available on Chrome and is still in early stages of development.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/42","@id":"qm0eozLps0ceByeZoZFbpMDxzUmdLPVaV609mNWEnHug2A","title":"Google’S New Voice Recognition System Works Instantly And Offline (If You Have A Pixel)"},{"title":"Don’T Outsource Your Parenting To A Spy Lamp","url":"https://localhost/link/43","description":" <br>\nTed Mo Chen, \nTechNode, \nJun 01, 2021\n\n\t\t           \n\t\t           \n\nMaking the rounds today is a Wall Street Journal story about ByteDance's new childminder lamp. Like most paywalled articles, the story spins old news you can get for free from more trustworthy sources. This article from TechNode covered the story back in February, describing Czur's Auramate and ByteDance's Dali. It argues that \"these advertised 'must-haves' intrude on household privacy and throw obstacles to self-directed, cross-disciplinary learning.\" It offers one particularly telling example: \"When 'bad form' (such as slouching) is detected, the lamp sends a voice alert and simultaneously preserves photo evidence.\" See also: TechCrunch, from last October (which doesn't include the spy angle), and EduTech from last April (\"The message is that the technology can help parents both have a life and be responsible about their children&rsquo;s education\"). Image: QQ.\n\nWeb: [Direct Link] [This Post]\n\n","@type":"link","@id":"qm0JlhNP0jmfoR0+zgOaS4sNwmn+eJuJpNtubmdtJe9e6Q","link":"http://www.downes.ca/post/72407/rd"},{"description":" <br>\nClark Quinn, \nLearnlets, \nJun 02, 2021\n\n\t\t           \n\t\t           \n\nOf course I could not pass by this item without comment. My first thought was to put the term 'expert' in single quotes, because Clark Quinn has a particular meaning in mind, as suggested in his advice to \"two components: know your stuff, and let people know.\" The 'expert' Quinn has in mind is, I think, what might be termed a 'popular expert', one who develops a following around a particular model or domain area and who publishes in popular press outlets such as Learning Solutions or eLearn Mag. Not that I'm criticizing! But I would emphasize that it's about much more than just brand. Being an expert means getting your hands dirty, actually doing the teaching or the research and development, and publishing your results. And to me, this is reflected in development or progression in your work, and you expand your own understanding and contribution to the field. Image: CPA.\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/44","link":"http://www.downes.ca/post/72409/rd","@type":"link","title":"How To Be An Elearning Expert","@id":"qm0fT3UDNlyUsxnMVMV7rl1In/dpQTzaJFtOvjL39bK6CE"},{"title":"T-Rex: The Teachers’ Research Exchange. Overcoming The Research-Practice Gap In Education","@id":"qm0LAn9IrJT5+NEmED1Nihlt2n4Z2aRfC99+0ITEac6MtM","url":"https://localhost/link/45","description":" <br>\nMarek McGann, Marie Ryan, Jennifer McMahon, Tony Hall, \nResearchGate, TechTrends, \nJun 02, 2021\n\n\t\t           \n\t\t           \n\nThis is a really nice paper describing the Teachers&rsquo; Research Exchange (T-REX) (more), a professional development and learning community for teachers currently being piloted in Ireland. The article describes the thinking behind the project, including especially the attention it pays to the 'research-practice gap' and the design as a community of practice (CoP). The authors draw a parallel to the old TappedIn (previously: here and here) community, though in this case, \"&nbsp;rather than having a focus just on outcomes for one key profession, the aim is to develop an integrated community of education researchers across multiple professions.\" This link is to the ResearchGate version of the paywalled TechTrends article.\n\nWeb: [Direct Link] [This Post]\n\n","link":"http://www.downes.ca/post/72408/rd","@type":"link"},{"link":"http://www.downes.ca/post/72412/rd","@type":"link","@id":"qm0rnz3q5uHjAFB5flzyTfBiJ11le85zBnkeCdjA4VdcCc","url":"https://localhost/link/46","title":"Experience Of Using Core Recommender – An Interview","description":" <br>\nMelanie Heeley, \nJISC, \nJun 02, 2021\n\n\t\t           \n\t\t           \n\nThis post describes the interviewee's experience using the CORE Recommender, a plugin for repositories, journals and web interfaces recommending additional resources from CORE, self-described as \"the world&rsquo;s largest collection of open access research papers.\" George Macgregor from the University of Strathclyde says that use of the recommender \"sends out a signal that Strathprints, along with the other services it takes advantage of, is a node within the wider open scholarly communications landscape.\" He says the recommender is unique because of the size of the collection and its similarity algorithm, which you can read about here. The script is pretty clever; it scans the page where it's embedded for tags or user-defined content and uses the centrally defined recommender to create the output.\n\nWeb: [Direct Link] [This Post]\n\n"},{"url":"https://localhost/link/47","title":"Understanding Microcredentials: A Report From Heqco","description":" <br>\nTony Bates, \nOnline learning and distance education resources, \nJun 02, 2021\n\n\t\t           \n\t\t           \n\nThis is a summary of a recent report from the Higher Education Quality Council of Ontario (HEQCO), Making Sense of Microcredentials (32 page PDF). Tony Bates first remarks on the fact that HEQCO's definition differs from eCampus Ontario's, but while he says \"eCampus Ontario&rsquo;s is slightly more specific\" i would focus on the key difference, specifically, that HEQCO says a microcredential \"is focused on a discrete set of competencies\" and eCampus Ontario does not. This is reflected in HEQCO's list of features, which says&nbsp;microcredentials are \"relevant: tied to industry and/or community needs.\" Not surprisingly, the HEQCO is recommending a set of 'quality markers' for microcredentials, but I would caution that what counts as 'quality' (for example: relevance) can be very different for different people.\n\nWeb: [Direct Link] [This Post]\n\n","@type":"link","@id":"qm0kH16hdiCB+5aLdw+oTR1+vlP18EKjz9PjIU80XXeSNM","link":"http://www.downes.ca/post/72411/rd"},{"link":"http://www.downes.ca/post/72410/rd","@id":"qm0DkLaMhzMGlGtuoy7+McrngGBX58iPTflgWzy3YQozJ8","@type":"link","description":" <br>\nJGF, \nJun 02, 2021\n\n\t\t           \n\t\t           \n\nYesterday I considered the question of how to represent a graph in Javascript Object Notation (JSON). I want to use a graph to represent a course network, which would in turn be used to help someone enroll in the course. There isn't any single authoritative way to do this (though there's a specification on GitHub) but I did find this resource that offers a number of approaches (click on 'expand source' to see the actual JSON code). I also found another site offering similar approaches. There's also the approach using JSON Linked Data (JSON-LD). It's JSON that includes a @context element (for example, the context for person) that points to a data type definition and @id element that creates a canonical id; links to other elements are then embedded in the data using their canonical ID. I've gone ahead with a sort of abbreviated JGF using content-addressing IDs (CID) (see IPFS).\n\nWeb: [Direct Link] [This Post]\n\n","url":"https://localhost/link/48","title":"Json Graph Format (Jgf)"}],"updated":"2021-06-03T06:23:00","website":"https://localhost/","creator":"Stephen Downes"}