10 Matching Annotations
  1. Jun 2016
    1. I couldn't agree more!

    2. Being able to see the connects between actions and effects on your own can make a pretty big impression. What if's can be good learning moments.

    3. Instead of locking things down to "protect" students, give them the skills they need to "protect" themselves, especially at the high school level, or any level in which a kid has an interest and maturity to handle it. Afterall, these students will soon become adults and will making decisions for us as the older generation.

    4. There are some students who have no idea what this might look like. They prefer to be told what to do and how to do it. Let's get them outside of their comfort zone!

    5. The perfect college transcript! One that has much more meaning then a list of vague course titles and a 1 or 2 character evaluation. It could be a true portfolio that grows with you as you move through a program. Sure, as an incoming student your posts or artifacts may seem shallow when compared to those towards your later academic career, but that shows growth and the ability to learn and digger deeper. Employers what problem solver who have the potential for growth their understanding and experience.

    6. UMW helps them have more control over their scholarship, data, and digital identity.

      And at this level of education, students should be held responsible for these things. Student who are enrolled in a higher education institution should be prepped and ready to take this on.

    1. might

      So much trouble wrapped up in this one little word. Alan's use of the "All Rights Reserved" image would be strongly defensible as Fair Use...but is it worth the bother (practically) even if doing so would be a philosophical gain in asserting our unvoidable right to fairly use material no matter how assertive the copyright labeling?

  2. Jun 2015
    1. Today we watched some highlights from “The Mother of All Demos,” Doug Engelbart’s 1968 presentation heralding the dawn of interactive computing.

      I need to remember to bring this into the course next time around...I brought it up in comments but really wish I'd pushed it more up front!

    1. So it’s easy to say you don’t have to do everything in a MOOC to be part of it – some MOOCs offer different options to choose from, to help people find something they like. Some people will just think they’re supposed to do it all (poor them). More interestingly, though, is this: sometimes the “cool” people (and it’s really a perception more than anything) choose to all get together and do a particular “thing” and if you’re not into that particular “thing” you might feel excluded. They may have issued an open invitation, but you may have missed it, or didn’t realize you could join, or didn’t think you were talented enough, or didn’t know how to introduce yourself. Not everyone can do those things, you know… But it’s ok… as long as there are multiple opportunities, open invitations, eventually, someone will find something somewhere with some group. If they hang in there long enough.

      Might this not be a kind of test of "digital citizenship": the ability to negotiate the barriers posed by such unintentional, perhaps even illusionary, cliques and groups in order to substantially participate in these open spaces?

    1. Some of his examples, like Shakespeare, I found a little difficult to make the transition between classic literature and cyberinfrastructure. Seemed like quite a leap to make when he talks about every student needing to learn to become his or her own system administrator, whereas I’m pretty sure not everyone who learned writing and literature became even close to Shakespeare’s level of genius. With regards to that, Campbell does discuss the PS3 game LittleBigPlanet, where players act as both participants and producers, and that of the creations made in the game, the majority aren’t worth a second look. I get what he’s trying to say, but the logic doesn’t work for me. That’s not the focus in my opinion. Teaching skills should be done to teach skills, using technology to enable skill-creation and learning should be the end-goal: not to find the next Shakespeare of the cyberworld by training the masses to find the one gold nugget.

      Gardner? What say you?