mcmorgan + de   106

Academic Freedom and the LMS
Timid university administrators bow to bullying system admins, aggressive accreditation institutions, and a political use of FERPA by local IT admins to keep the adjuncts in their assigned place and their LMS contracts sacrosanct.

The problem: mandatory use of a system-sanctioned LMS.

The solution: regaining the discussion, invoking standards of teaching.

> The most important standard I would bring to any discussion about what technology should be employed on campus and the faculty role in how it should be employed is that faculty deserve the same prerogatives when they use an online tool as they do when they are teaching in an entirely conventional face-to-face classroom. To suggest anything else defeats the purpose of moving any part of a class online in the first place.

> The second standard I would bring to any discussion of how technology like the LMS should be employed on campus is that faculty should be offered as many technological choices as possible and that they should be the ones who make the final decision about which ones they use.

> The final standard I would bring to a discussion of the LMS is that the result should be as close to the open Internet as humanly possible. That means faculty have to be able to employ tools that exist entirely outside their LMS if they so choose, like Slack or, the open source web annotation program.


> college campuses are the kinds of places that are supposed to be on the cutting edge of technology since they have so many smart people on them. Treat those smart people like the average corporate peon when it comes to how they teach – the action at the center of their job descriptions – and you are going to have a lot of very unhappy smart people on your hands.
lms  unions  unionization  DE  corporateuniversity 
20 days ago by mcmorgan
It’s Time to Move Away from the Digital Classroom in Our Smartphone-Altered Universe
Smartphones and pervasiveness could help us undo the knots education admin created for online learning.

> Education administrators who have bought into the various digital-platform models, on the other hand, have long seen their avenues of digital instruction as a way to reduce reliance on teachers by regularizing curricula through digital replication and turning the teachers into overseers, people there simply to solve problems as students take more and more control of their education. The digital, these people dreamed, could make most teachers redundant.

> Though student control of their own education is a laudable goal, that’s not the only goal of those pushing online education. Cost-cutting and streamlining are even more important ends. Producing a workforce augmentation implemented seamlessly also is.

> The growth of the student as a person and a citizen is not. Education, as we have defined it in the United States (until recently), is not.

> Thing is, the digital landscape our students inhabit has changed dramatically since the old assumptions about digital utility in education were formulated. The smartphone has become student interface with much of the world, including families and, yes, classrooms. Anyone simply looking around today can see that the smartphone should be changing all of assumptions about utility of digital tools–but it hasn’t.
education  DE  academia2.0 
7 weeks ago by mcmorgan
Education in the Corporate Oz | ACADEME BLOG
Online Ed is a swindle. MnSCU endorses it. Corporate culture endorses it. Some faculty endorse it. Even students endorse it when it serves them to side-step a requirement. Part of the swindle has public ed selling off public resources to corporate interests under the guise of filling a gap. But the gap is between solid face to face education and lower quality DE. It can’t be filled, but there is money to be made in selling filler.

> This swindle lies behind Carey’s essay. To save money, many universities are moving more heavily than ever before into online education, charging as much, sometimes, for their new courses as they do for their more costly (to the institutions) on-campus courses. Even public institutions are involved: They charge the same for online and hybrid (partly online and partly classroom) courses as they do for classroom-based ones, though it costs much less for the institutions to offer such courses. This saves so much money that the colleges and universities are loathe to signal that they are providing a lower-standard product through their online and hybrid catalogs. So, they maintain the fiction by charging the same for both. They want to keep that money coming in; they don’t feel they can afford to admit, through a separate pricing structure, that the online and hybrid courses are not on the same level of instruction as what goes on when the focus of education is at least three hours a week of personal “interface.”
onlineed  distanceed  DE  swindle 
april 2019 by mcmorgan
Why Online Programs Fail, and 5 Things We Can Do About It - Hybrid Pedagogy
> The failure of online education programs is not logistical, nor political, nor economic: it’s cultural, rooted in our perspectives and biases about how learning happens and how the internet works (these things too often seen in opposition).
july 2016 by mcmorgan
We Have Personalization Backwards
"But the biggest advantage of a tutor is not that they personalize the task, it’s that they personalize the explanation. "
de  automated_learning  augmentation 
may 2016 by mcmorgan
The Purpose of Online Discussion - Hybrid Pedagogy
Whether this article addresses the matter of //purpose// is open, but there is this matter of mediation rephrased: "While the introjection of machines is an interesting opportunity for further educational research, as an instructor, plan for student participation with this in mind: they are interacting with a machine and not people. An online discussion is more like a computer’s lecture than an IRL discussion, no matter how interactive."

Mediation is opportunity. So suggests McLuhan.
cmc  de  dialogue  discussions 
march 2016 by mcmorgan
The Fraught Interaction Design of Personalized Learning Products
The underfunded universities are going to paying a lot for suggestions about time management from the machine. And are students going take those suggestions or are teachers setting up to enforce them? Ah, you make learning fun!

"the perceived value of the product is directly related to the confidence that students and teachers have that the product is rendering an accurate diagnosis. That’s why I think products that provide black box diagnoses are doomed to market failure in the long term. As the market matures, students and teachers are going to want to know not only what the diagnosis is but what the basis of the diagnosis is, so that they can judge for themselves whether they think the machine is correct."
de  d2l  prescriptivism  predictive 
august 2015 by mcmorgan
A User’s Guide to Forking Education - Hybrid Pedagogy
critique of the domesticated technologies of education: LMS, discussion forums, drop boxes of exchanged Word documents.

Most of these systems recreate the bureaucracies of education without capturing the joy and rigor. At their worst, learning management systems turn students into columns in a spreadsheet, taking all that’s ineffable about learning and making it grossly manifest. Learning management systems aren’t all bad (some even revolutionize in important ways), but the idea is bad, the impulse is bad, at its core. They make homogenous what is fundamentally heterogeneous, standardizing what shouldn’t be standardized. Fetishizing the learning management system is to confuse educational administration with learning. Perhaps, the administration of education does need managing, but learning needs to be given a frame and then set loose. Very few online learning tools encourage the sorts of risk-taking that make for the best pedagogies. Quality should not be assured; it should be discovered.
de  lms  discussions 
august 2015 by mcmorgan
The Un-education of a Technologist: From EDUPUNK to ds106 | bavatuesdays
By happenstance maybe? provides a gloss and commentary on the April 2015 EDUCAUSE Next-Generation LMS report for more of the same by re-awakening more of the different.
DE  edtech  edcationaldesign  lms  PLE  federation  edupunk 
june 2015 by mcmorgan
The EDUCAUSE NGDLE and an API of One's Own -e-Literate
A well-considered response to the EDUCAUSE paper on painting the LMS a new color. A federated and personal PLE would address the EDUCAUSE criteria for LEGO, while also opening the doors to alternative models of teaching and learning - like letting the student control her content.
DE  LMS  PLE  federation  fedwiki  edcationaldesign 
june 2015 by mcmorgan
Almost There ... Virtually Connecting | Enhancing the virtual event experience
Maha Bali and Rebecca Hogue and a host of others are experimenting with google Hangouts at conferences as a way of connecting the stay-at-homes with the conference attendees. Unscripted, w/o a net.
DH  a&e  Hangouts  DE 
june 2015 by mcmorgan
Why Technology Will Never Fix Education - Commentary - The Chronicle of Higher Education
Please, let this realign admins and IT departments pushing online ed to a reality. Please please please.
de  mooc  lms  online 
may 2015 by mcmorgan
Learning is Not a Mechanism
"One of the problems with learning management system gradebooks, often mapped to rubrics and outcomes (which have run equally rampant of late), is that they assume students (and their experiences) are interchangeable. And they assume the same of teachers"
de  pedagogy  mooc  lms 
april 2015 by mcmorgan
Dammit, the LMS -e-Literate
Putting aggregation at the center of the well designed course.

"Do you want to know why the LMS has barely evolved at all over the last twenty years and will probably barely evolve at all over the next twenty years? ... The reason that we get more of the same year after year is that, year after year, when faculty are given an opportunity to ask for what they want, they ask for more of the same. It’s because every LMS review process I have ever seen goes something like this:"

"Nobody comes to the table with an affirmative vision of what an online learning environment should look like or how it should work. Instead, they come with this year’s checklists, which are derived from last year’s checklists."
DE  aggregation  lmos  canvas  LMS  caliper 
april 2015 by mcmorgan
Why Free Is Not the Future of Digital Content in Education | WIRED
Oh FFS. The good stuff is in the comments. Sometimes it's a joy to watch a self-serving educational publisher blather on about things outside her understanding. A brush this wide helps tar the entire enterprise. Well done MARY CULLINANE.
Oer  cc  DE 
april 2015 by mcmorgan
Grades Fail Student Engagement with Learning | the becoming radical
Gaming the grade book and other study techniques leads to de-grading strategies. Minimal requirements, artifacts, no 0s.
grading  a&e  de  fyc  pedagogy  testing 
march 2015 by mcmorgan
Beyond institutions - personal learning in a networked world
In this presentation I look at the needs and demands of people seeking learning with the models and designs offered by traditional institutions, and in the spirit of reclaiming learning describe a new ...
DH  PLE  pedagogy  DE 
july 2014 by mcmorgan
Flipped learning skepticism: Do students want to have lectures?
The post is good - but the comments even better - both clarifying some of the points of the model and defending the traditional way of doing it.
flippedlearning  de  pedagogy 
june 2014 by mcmorgan
Online Learning: a Manifesto - JESSE STOMMEL Hybrid Pedagogy
Maybe less a manifesto and more an "outline a pedagogy of online learning – not best practices, but points of departure to encourage a diversity of pedagogies." in a list
DE  pedagogy 
april 2014 by mcmorgan
The Education Apocalypse #opened13
Audrey's keynote demythologizing the current salvation myths. Why not community instead of markets? only resist.
DE  opened  moocs 
november 2013 by mcmorgan
The biggest lesson from the flipped classroom
At least one substantive observation about flipping classrooms: it ain't about just getting by. "it rejects the notion that college is about just barely getting by in the nick of time, and instead it promotes a personal model of staying on top of things and getting things done. This is  a form of self-regulated learning and something university students must absolutely master at some point, sooner rather than later."

But I wonder if this can be addressed simply by teaching students time management.
flippedcourse  de 
october 2013 by mcmorgan
MOOC Discussion Forums: barrier to engagement?
Long live distributed discussions. But consider that learning can be silent, too. "but that centralized discussion forums do not scale. For MOOCs to be more effective, we need to see different approaches to student engagement."
cmooc  mooc  xmooc  de  discussions 
september 2013 by mcmorgan
The Discussion Forum is Dead; Long Live the Discussion Forum
"With the right teacher and engaged students, discussion in the classroom includes carefully cultivated spontaneity, more akin to an organic garden. Online discussion forums require the same careful attention and engagement, the same understanding of when to train and prune and when to allow things to take their own course, flourish in their own way, on their own time. And in order for that to happen, the technology must make room for that spontaneity."
dl  de  e-pedagogy  discussions  d2l 
may 2013 by mcmorgan
Revisiting Your Learning Management System - ProfHacker
The strongest arguments against the LMS are those of creation of community and student autonomy. Rebelling against a mis-shapen tool no longer a rebellion. The new metaphor might be moving out of the LMS sandbox. Evidence? the comments from educators who backhandedly acknowledge they are powerless - and scared. See Manifesto for Teaching Online, Intrusive Scaffolding
lms  ple  mooc  de  digitalborn  scaffolding 
april 2013 by mcmorgan
I get by by being quiet. Wikis and blogs not as an alternative to corporate LMS, but LMS as would-be wikis and blogs.
edupunk  de 
april 2013 by mcmorgan
Intrusive Scaffolding, Obstructed Learning (and MOOCs) | SAMPLE REALITY
"I’ve been thinking about embodied pedagogy lately in relation to MOOCs—massive open online courses. In the worse cases, MOOCs are essentially nothing but scaffolding. A typical Coursera course will include video lectures for each lesson, an online quiz, and a discussion board. All scaffolding. In a MOOC, where are the bodies? And what is the MOOC equivalent of a balance bike? I want to suggest that unless online teaching—and classroom teaching as well—begins to first, unscaffold learning problems and second, rediscover embodied pedagogy, we will obstruct learning rather than foster it. We will push students away from authentic learning experiences rather than draw them toward such experiences."
april 2013 by mcmorgan
Why Online Programs Fail, and 5 Things We Can Do About It | Online Learning | HYBRID PEDAGOGY
Reborn digital. " Educational campuses have libraries, coffee shops, cafeterias, quads, lawns, amphitheaters, stadiums, hallways, student lounges, trees, park benches, and fountains. Ample space for rallies, study-groups, conversation, debate, student clubs, and special events. Few institutions pay much attention to re-creating these spaces online. The work done outside and between classes (which we would argue is the glue that holds education together) is attended to nominally if at all. Imagine this scenario: a business student shares a table at the campus coffee shop with an English major. A conversation kicks off with the inevitable, “What’s your major?” When and where does this conversation happen in online programs? "
april 2013 by mcmorgan
22 Thoughts on Automated Grading of Student Writing | Inside Higher Ed
I love this stuff. The idea that teaching and evaluating written work can be done as a computer algorithm. Why? Reading is boring. Automate now. I have videos to watch. "7. The only motivations for even experimenting, let alone embracing automated grading of student writing are business-related."
de  xmooc  assessment 
april 2013 by mcmorgan
The bucket has a hole in it, let’s plug it
Brian surveys OER against a MOOCy background
mooc  de  oer 
march 2013 by mcmorgan
A New Era of Unfounded Hyperbole | Siva Vaidhyanathan | Cato Unbound
when Siva speaks, listen. "MOOCs, on the other hand, are more like fancy textbooks. They are all about the mass market and not the rich connectivity that established online courses offer their limited collection of students. MOOCs condense and fracture course material and present it in the pithiest, shallowest form. "
moocs  de 
march 2013 by mcmorgan
How to Save College | The Awl
Shirky on the deschooling: "And now here it is. And it turns out my job is to tell you not to trust us when we claim that there’s something sacred and irreplaceable about what we academics do. What we do is run institutions whose only rationale—whose only excuse for existing—is to make people smarter.

Sometimes we try to make ourselves smarter. We call that research. Sometimes we try to make our peers smarter. We call that publishing. Sometimes we try to make our students smarter. We call that teaching. And that’s it. That’s all there is. These are important jobs for sure, and they are hard jobs at times, but they’re not magic. And neither are we."

Sometimes it's not worth getting out of bed.
moocs  deschooling  de 
february 2013 by mcmorgan
A Bill of Rights and Principles for Learning in the Digital Age | HASTAC
Still in progress. Makes walled gardens the near-equivalent of separate but equal. It will be scoffed in the closed boardrooms. Those wacky academic! What will they come up with next.
academic_integrity  academicfreedom  d2l  de  dh  DigitalHumanities 
february 2013 by mcmorgan
Quality Control in MOOCs | xED Book
not overall but about Coursera stopping a MOOC after the first week. Gotta love a crises for getting issues out in the open.
mooc  coursera  de 
february 2013 by mcmorgan
Revolution Hits the Universities - An exam
I glossed over this on a first read - anything that starts "LORD knows there’s a lot of bad news in the world today to get you down," is going to be a sermon - and on a second read, it's still tripe. But it sparks a great set of equally facile responses. Maybe I don't read the mainstream enough, but it's scary out there.

Just listen to this: "Nothing has more potential to lift more people out of poverty — by providing them an affordable education to get a job or improve in the job they have."

Is that Friedman's statement or a commentator? Hard to tell? What does that say about Friedman? NYT readers? School systems in general? Discuss. Be detailed. Try please please try to ground your discussion in observations and reason. Don't fall back on social determinism. 10 points.
mooc  de  promotion  #edcmooc  fyc  argument 
january 2013 by mcmorgan
Warnings from the Trenches | AAUP
"Please do not blame those of us in public schools for how unprepared for higher education the students arriving at your institutions are. We have very little say in what is happening to public education. Even the most distinguished and honored among us have trouble getting our voices heard in the discussion about educational policy
de  education  postsecondary  unprepared 
january 2013 by mcmorgan
OV of the big and future picture.
mooc  de 
january 2013 by mcmorgan
The False Promise of the Education Revolution - College, Reinvented - The Chronicle of Higher Education
Self-proclaimed ed reformers, get a grip. MOOCs are not an educational revolution. Stephen Downes et al have claimed this repeatedly. Vaidhyanathan weighs in with "the discussion of college reinvention represents a watering down of higher education's social contract—a process that has been in the works for decades. "What it is going to take to reinvigorate higher education in this country," he says, "is a strong political movement to champion research, to champion low tuition costs as a policy goal, to stand up against the banks that have made so much money lending for student loans, and to reconnect public institutions to their sense of public mission." States: Start funding education or loose your tax base.
mooc  xmooc  de 
december 2012 by mcmorgan
COURSE GUIDE: E-learning and digital cultures
Kudos to U Edinburgh. Excellent guide and model for a guide. Notable for the reach of their course goals, and for the assessment of those goals using a lifestream, pp 7ff.
e-learning  borndigital  course  assessment  de 
december 2012 by mcmorgan
manifesto for teaching online
Edinburgh nails its theses to the door, loosing the chains of DE. I feel a kin.
DE  Manifesto  onlinelearning  MOOC  PLE  #edcmooc 
december 2012 by mcmorgan
Online Universities: Why They Still Don't Measure Up
"According to the government recruiter, "For a decent job with upward mobility here, a University of Phoenix degree wouldn't get someone through the door unless they had something else really good on their resume. A recent USC grad with no experience could get an interview, but I'd be shocked to see a recent online grad get the same." and other observations
de  onlinelearning 
november 2012 by mcmorgan
Learning as Performance: MOOC Pedagogy and On-ground Classes | Digital Pedagogy | HYBRID PEDAGOGY
"The open and massive nature of MOOCs demands that kind of flexibility. With hundreds of students, only four instructors, and no college credit on offer, there was no practical reason to attempt the impractical task of tracking and assessing performance. Because students dramatically outnumber instructors, the attention to minutiae that sometimes accompanies the assignment of out-of-class work becomes prohibitively tedious. In many of these large-scale classes, the only viable solution is to ignore the problem: why check homework if there is no way to do so effectively at this scale?
cmooc  mooc  de  Oer 
august 2012 by mcmorgan
Don't Confuse Technology With Teaching - Commentary - The Chronicle of Higher Education
Bang on target - and succinct. Ok, and a little romantic when it comes to the picture of the university. And, yeah, it makes cMOOC education and xMOOC not education. And that coaching metaphor is a little hackneyed. And maybe it's a little too slick across the board, but worth talking about, maybe? Maybe?
august 2012 by mcmorgan
Dozens of Plagiarism Incidents Are Reported in Coursera's Free Online Courses - Technology - The Chronicle of Higher Education
Students engage in typical humanities course practice - and teachers are surprised. xMOOC makes a good proving ground for patchwork writing.
mooc  xmooc  de 
august 2012 by mcmorgan
Ready to Research | Open Educational Resources (OERs) for research students
IET produced study guide/ clearing house of OERs. Curatorial practices to envy and emulate. Robin Goodfellow, Martin Weller at al. Crap site name. Doesn't reflect the quality of the work.
de  dh  ier  curating  oer  DigitalHumanities 
july 2012 by mcmorgan
10 Tips for Getting Started Teaching with Twitter
Backchannel of an interview done for an edcetera article. Ok for newbies, but, as too often, both interview and article are about managing behavior and directions, forcing twitter to a set goal, rather than using it to student-driven ends. #squanderingEdOps
twitter  de  pseudoMOOC 
july 2012 by mcmorgan
Conflicted: Faculty And Online Education, 2012 I. Elaine Allen and Jeff Seaman with Doug Lederman and Scott Jaschik 
Faculty are skeptical - they ought to be - and administrators are excited - they're paid to be. An ad-laden, administrator-focused knee-jerk measuring survey report that shows little news. Perhaps one interesting bit: We're still suspect of the learning outcomes that (seemingly) suggest online is valid. "Professors, over all, do not have a positive view of the learning outcomes for online education. Nearly two-thirds (66 percent) say they believe that the learning outcomes for an online course are inferior or somewhat inferior to those for a comparable face-to-face course. Most of the remaining faculty members report that the two have comparable outcomes. Fewer than 6 percent of all instructors consider online to be either superior or somewhat superior to face-to-face instruction." That is, an online learning outcome is not the same as a face to face learning outcome. Huzzah! That's always been the place where the DE advocates like to hide the difference. That and using ENTHUSIASM as a substitute for consideration. Which, in fact, this survey is based on: they measured fear vs excitement, rather than, say, concern vs mindless buy in. As here:
DE  research  evangelism 
june 2012 by mcmorgan
Coursera, the Other Stanford MOOC Startup, Officially Launches with More Poetry Classes, Fewer Robo-Graders
MOOC-wanna-be's are entering the arena. This is not a mooc - so much as an off-loading of work. It doesn't rely on other participants but on the teacher alone; it doesn't ask student to create but study; it doesn't demand aggregate, etc.
mooc  NotAMooc  DE  outsourcing 
june 2012 by mcmorgan
Introduction to Openness in Education - How It Works
David Wiley's instance of OE at Participants are asked to engage in academic work, bootstrapping the content for the next wave. Earn badges. And Wiley's method gets promoted. I like it - and the badges, well, they are hypericonic.
OER  OpenEducation  DE  DigitalHumanities  DH  mooc 
may 2012 by mcmorgan
Are online learners frustrated with collaborative learning experiences? | Capdeferro | The International Review of Research in Open and Distance Learning
"Frustration is a common phenomenon among students involved in online collaborative learning experiences, according to the literature review previously introduced." One of the most pronounced is inequity of engagement, seemingly by work habits. One of the lowest sources is instructor's non-presence.
de  oer  collaboration  collaborative  learning 
april 2012 by mcmorgan
Editorial | Siemens | The International Review of Research in Open and Distance Learning
Siemens and Conole. Editorial intro to IRRODL special issue on connectivism. The entire issue is brings us up to speed for 2011 on PLEs and MOOCs. "As the first full journal issue, that we’re aware of, devoted to connectivism, this special issue of IRRODL presents a somewhat confusing landscape. Some themes are emerging around the relationship of connectivism to existing theories of learning and social interaction (communities of practice, actor-network theory, and activity theory being most prominent). Critiques of connectivism also reveal themes: the need for ongoing research, the suitability of existing theories in answering the questions that connectivism attempts to address, and the status of connectivism as a theory of learning."
PLE  MOOC  connectivism  DE 
march 2011 by mcmorgan
Faculty Views About Online Learning -
via Tech-Rhet. Bar charts. Online is more work for less educational quality, and practiced mainly by the tenure-track faculty. I'm assuming this refers mainly to institutionalized CMS stuff. That's my over-generalization for the day.
#plenk2010  DE  openeducation  open_learning  CMS  ple 
november 2010 by mcmorgan
Reflections on open courses « Connectivism
"MOOCs embody, rather than reflect, practices within the digital economy" and other premises. nice reflexive piece on designing, practicing, and convincing deans that MOOCs are worth trying
OLR  MOOC  social_learning  DE 
august 2010 by mcmorgan
Slashdot Ask Slashdot Story | Your Online Education Experience?
Brief entry and extended discussion on DE including Walden, Phoenix, and state unis, being self-taught, the value of a degree. Anecdotal, but broad.
de  ple  education  twwt 
july 2010 by mcmorgan
Nixty Launches With Ambitions to Build Something Huge in eLearning
Two points here: Nixty social couse management software that leverages profs, and "the fact is that most people who can afford to go to college in the US want the experience of actually going to college. Those of us who would love to go back to college but don’t have the time to take off from careers or raising families, could use Nixty, but the problem is what I call the “Rosetta Stone dilemma.” I love Rosetta Stone’s software, and I think the approach to learning languages works – but the bottom line is there’s no short cut to the hours you need to put in to really learn a language fluently and I just don’t have those hours."
de  cms  socialsoftware  twwt 
july 2010 by mcmorgan
Critical Literacy Course
PLE/Critical Literacies open course from Plearn CA. Start here to see how the model works.
de  ple  openeducation  opencourse  newliteracy 
june 2010 by mcmorgan
eLearn: Best Practices - eLearning Tools for English Composition
A list of tools and toys - sites and applications - for the very traditional way of teaching first-year comp. I wouldn't call this best practice so much local practice, and I don't see these so much as tools for learning as tools for teaching. Perhaps a counter-list is in order.
twwt  DE  fyw  fyc 
april 2010 by mcmorgan
Whatever happened to Second Life?
Reentering SL, writer finds it pretty vacant now that gambling's been banned and the adult interactions have been moved to another space. Comments suggest that there are still events going on in academic spaces.
sl  de  secondlife  history  socialmedia 
january 2010 by mcmorgan
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