2,073 Matching Annotations
  1. Apr 2016
    1. cultural capital,
    2. language ideology

      There’s a significant body of work in linguistic anthropology about the diversity of “language-related worldview”.

    3. cluefulness,
    4. Academia, academic models, academic publishing, academics, arrogance, blog comments, Blogging, books, cluefulness, comment-fishing, commenting, constructivism, critical thinking, cultural capital, education systems, ethnocentrism, friends, hegemony, humanism, informal learning, intellectual property, intellectualism, journalism, knowledge, knowledge management, knowledge people, language ideology, language sciences, linguistic anthropology, linkfest, literature, Mali, mass media, media, mediascape, online publishing, opinions, participatory culture, performance, product and process, radio, rants, readership, relativism, respect, schools, shameless plug, social capital, social change, social networking, social networks, social publishing, sophistication, writing

      It may annoy many, but overtagging can be playful.

    5. Scriptocentrism and the Freedom to Think

      Screencast version of my voice annotations on the whole text, its context, and further thoughts on scriptocentrism. http://www.dailymotion.com/video/x41n4wr

  2. Mar 2016
    1. By now I had become quite hooked on experimenting with the system, and lots of questions along the line of “I wonder what would happen if?…” sprang to mind.

      Sounds like this is a shared experience we have, as we dig deeper into #SonicPi. Even SPi author Sam Aaron described something similar, in an interview (ca. 33:27). Might have to do with the affordances of a system meant for learning. You know, “scaffolding” and all that.

    1. Now, if you don’t know susanvlaws or kdhicks2…

      Speaking of context…

    2. sandbox

      And soapbox.

    3. see you in the margins!

      We’re here! We’re always here. You can hide us, but we’re in your webpages, annotating away. Obligatory LOLcat

    4. somewhere between close reading and distributed commentary

      In my wishlist to Jon Udell (still in draft), these two modes can be separate phases with Hypothesis. But in reverse order. First pass is the distributed commentary about the whole piece, similar to social bookmarking and potentially affording a very cursory look (or even just a glance at a headline). It says: “Hey, please read this and tell me what you think!” The second pass could be the deep reading, with one’s personal comments visible, but not influenced by other comments. Then comes the “fun part”, which is also a form of distributed commentary, but is much more conversational. “Distributed” might not be as appropriate, though. At least in computer lingo.

    5. “appropriation” of a context

      My own (playful) pun, which I’ve been using for a while (long before this interview), is that appropriation is about making something our own and making it appropriate in a context. Was told (by an English teacher) that it wasn’t “what appropriation means”. Been prefacing it more since then. But it’s a way to distinguish the concept from the negatively-loaded “cultural appropriation” while keeping the same principles as drivers for a different kind of change. Been especially interested in technological appropriation, overall, and now in technopedagogical appropriation.

    6. more democratic pathway

      This one remains to be demonstrated. As we keep saying, exclusion may be passive but inclusion is by definition active. Open annotations may not sound so exclusive for those who appropriated it as a technology, the same way literacies are often taken for granted. But we often tend to take “democratization” as a given.

    7. Unlike the commenting feature of a blog

      Despite an important continuity.

    8. latent capacity for agency

      Another case for what my friend Kristian Gareau so cogently calls “Spheres of Agency”.

    1. To be playful is to appropriate a context that is not created or intended for play

      Hadn’t noticed this quote but it merges two of the concepts I personally find key (and been discussing ad nauseam): appropriation through usage and serious playfulness. https://www.youtube.com/watch?v=Ivj6mx9dgqg

    2. if you really want a playful learning experience.

      Especially playful if you dig through the nested comments. When you first [h] the page, it looks as though there’s one tate on the title, two near the middle, and 16 later on. Even when you open a “root level” tate, it remains quiet. But then, when you check the replies… Oh, boy.

    1. Open data

      Sadly, there may not be much work on opening up data in Higher Education. For instance, there was only one panel at last year’s international Open Data Conference. https://www.youtube.com/watch?v=NUtQBC4SqTU

      Looking at the interoperability of competency profiles, been wondering if it could be enhanced through use of Linked Open Data.

    1. Seldom does a promised innovation disrupt entrenched power relations or challenge institutional privilege.

      Which is a large part of the reason our roles become so tricky, as we enable pedagogues’ agency towards technological appropriation.

    2. watch an online tutorial so as to actually use some unintuitive software

      Got a very neat example about music and coding. May not share it too publicly for now, but it’s been an enlightening experience. Tutorials are a given, at this point. xMOOCs have adopted the same model. But true pedagogy (and cMOOCs) occasionally may provide tutorials in a powerful way.

    3. invitations to adopt a much-hyped LMS

      Some of us are immune to those, others take those opportunities to think about new things. Yet others delve more deeply into this transformation of education as a “sector” requiring this kind of pressure sales tactics.

    4. The challenges and opportunities confronting higher education pedagogy will not be adequately addressed by platforms designed to provide answers.

      Strong counterclaim to much #EdTech hype. Eventually getting into #Technopedagogy.

    5. #profchat confirmed my bias towards learning technologies that cultivate curiosity.

      Certainly reflexive, but maybe not an acknowledgment of a problem. Who’s against virtue?

    6. If annotation is a trans-media practice

      There was some discussion of this, especially those moving away from the emphasis on text.

    7. Tool is to task as repertoires of tools are to learning

      Echoes of Watters.

    8. formal and less formal learning arrangements

      Hoping for more talk of the less formal… and the hyperformal (corporate training, say, or state-sponsored messaging).

    9. distributed publics

      This dimension was my trigger to send information about the Profchat session to two graduate students in digital sociology. Also sent them a link to Kelty’s near-classic ethnography.

    10. divergent insight, know-how, and wondering:

      This part is more surprising and perhaps more difficult to handle during a livetweet session. Hard to have threaded conversations synchronously. But it still worked, for the most part.

    11. too readily position expertise

      Because much of the chat was set in an academic mode, positioning selves through expertise was still a big part. Though, granted, not so much about Holden.

    12. #profchat participants began parsing with nuance certain taken-for-granted relations

      Not too surprising nor too attractive to most dualists.

    13. How might open annotation amplify marginalized voices?

      Not sure we ever answered that one. And it sounds like the gamification dimension of some annotation practices will marginalize some voices even further. Especially those more efficiently expressed orally.

    14. genuine curiosities

      It’s hard to assess authenticity, especially in fast-paced exchanges among multiple agents. It’s also not so clear that these weren’t comments from people who were already on board with some broad principles behind #OpenAnnotation.

    15. Twitter chats – which too readily prompt a collective preaching to the choir

      There’s a strong selection bias, but the main effect of group dynamics in livetweet sessions has been a special form of group polarization, in my experience.

    16. from various institutions and with varied backgrounds

      Mostly (if not exclusively) from the United States and Canada.

    17. healthy critics of open and digital pedagogy

      Oh? It wasn’t just a lovefest?

    18. open – that is, to make public, transparent, and participatory

      Neat definition of “open”, very contextual, it sounds like.

    19. rather nascent experiences

      Some explorations quickly run deep, others take a lot of time to provide any kind of tangible insight. Holden’s experimentation with course use of [h] is happening at double-speed, it sounds like.

  3. Feb 2016
    1. This is a program of lessons that gives kids the freedom of action to take their own Sonic Pi project in any direction they want to, moving away from the sort of lesson where everybody works on the same piece of software, and giving students the agency to develop their work in an individual way, while almost accidentally becoming familiar with an important set of fundamentals.
    2. got them thinking about what a computer really is, wherein lies the power of the Pi.
    3. gender neutrality, creativity, imagination and tinker time are the basis for learning

      Not just for Carrie Anne Philbin’s CS classroom. For so many approaches to learning, these principles help a lot.

    1. Educators

      Just got to think about our roles, in view of annotation. Using “curation” as a term for collecting URLs sounds like usurping the title of “curator”. But there’s something to be said about the role involved. From the whole “guide on the side” angle to the issue with finding appropriate resources based on a wealth of expertise.

  4. Jan 2016
    1. There is no single correct way to implement personalized learning

      You mean Knewton isn’t the only way to do things? Or that Knewton will adopt all sorts of different methods?

    1. currently being translated into French by Contact North

      Bon à savoir!

    2. To date Teaching in a Digital Age has been downloaded 13,679 times since its publication in April this year and is also available in print
    1. An innovator in this space is SMART, which created the world's first interactive whiteboard in 1991

      And then went on to create something quite scandalous in Quebec’s education system. http://www.lapresse.ca/actualites/education/201203/01/01-4501249-la-grande-seduction-de-smart-technologies.php

    2. Teachers work hard.

      Important to reassert… as EdTech goes on to undermine our work and pedagogy in general.

    3. Smart technology will impact education
    4. In 2014, U.S. based education technology (EdTech) companies raised $1.2 billion in funding across 357 venture rounds.
    1. For a community that has always worried about the block chain being taken over by an oppressive government, it is a rich irony.
    2. a crisis that reflects deep philosophical differences in how people view the world
    3. “One of the great things about Bitcoin is its lack of democracy”
    4. Bitcoin is not intended to be an investment and has always been advertised pretty accurately: as an experimental currency which you shouldn’t buy more of than you can afford to lose
    5. don’t invest what you can’t afford to lose

      Oft-repeated, rarely-heeded.

    1. We are in the midst of fundamentally redefining the relationship between governments and citizens in the face of technological upheavals in human communications.
    1. Brenda has shifted her approach from providing turnkey solutions to the teachers that come to her for help. Instead she focuses on accompanying them on their journey, and wants to know what research they have done prior to coming to see her.

      Offering solutions doesn’t tend to help, in most cases. And since “magic bullets” don’t exist, focusing on pathways can help people integrate new practices regardless of tools.

    2. Today, she encourages the women she works with to NEVER say they know nothing about technology.

      Gender differences in self-assessments of technological skills are a well-known phenomenon, but it remains tricky. Brenda’s approach works really well, in no small part because of her own skills and personality.

    3. When Brenda starts working with a teacher for the first time, she begins by sharing much more about herself with others than she would have done back in 2008 when she began as an Education Advisor. She finds that it helps to forge a stronger connection.  She remembers hearing someone say that we are constantly asking our students to take risks and share information about themselves with the class and with the teacher, so as teachers we should model this and do the same with our students. This person convinced Brenda that it strengthens bonds, makes us more engaged with each other and makes the teaching and learning much more meaningful and fun.

      Sounds like a key lesson in any type of dialogue.

    4. Don’t just talk about technology. Get to know the person in front of you. It’s not just about the technology, it’s also about what other things are going on. I feel like I missed out on a lot of opportunities, having learned this later in my career.

      Technopedagogy is people.

    1. there's a case to be made that citizens providing feedback on actual policy is just as important than who they elect.

      In some J-Schools, this case is hard to make as journalists claim they're the ones through whom this process happens.

    1. Creating simulations, however, requires expert-level skills in interaction design, graphics, database functionality, and programming - not to mention instructional design, content expertise, and imagination.

      It all depends on your expectations. Lone teachers (and lone students!) can create very useful simulations. They learn a whole lot in the process. Not sure why this “everything needs to be of professional quality and therefore requires an expensive/expansive team of professionals” mentality comes from. Makes it sound like they have something to sell, to be honest.

    2. inevitably, to academics working as part of a team

      What makes this so unavoidable? And why do these teams need to be so structured?

    1. By teaching kids how to make beer reliably, we can teach them how to design gas turbines.
    1. Apprendre à programmer permet aux enfants un nouveau rapport aux technologies: de consommateur interactif de manuels scolaires numérisés à la capacité de créer des ressources éducatives numériques et même des mini-jeux.
    1. Coding is a really valuable skill to have and this an amazing entry point for that.”
    2. the notion that those who spend their life glued to their Dr Dre Beats headphones ‘aren’t interested in music’ as they don’t read notation or have an interest in the cello. 
    3. “I think younger people don’t see technology as a separate thing,” she says. “We call it new media and new technology, but are they really ‘new’ any more? It is just another tool, like paper, ink or wood. You can use it to be enormously creative and do wonderful things.”
    4. A firm believer that arts and science teaching should cross over, Drury saw Sonic Pi as a great example of how that could work in the classroom. 

      STEM+Arts=STEAM

    5. teaching tool
    6. people loading their own music up to SoundCloud
    7. own music projects, exchanging tunes and coding in the online community that has sprung up around it. 

      Like teaching, music is sharing. In both cases, the impulse for generalized reciprocity varies quite a bit, but musicians and teachers who know to get together can help shape a world of deep insight and learning.

    8. Some may engage and others may not, but those who do will be at a definite advantage in a world where more moments and objects within our lives will depend upon programming and be enhanced by it too. 
    1. massive advances in Open Educational Resources

      Some may be surprised to hear about OERs in a post about proprietary technology, especially since this was before iBooks Author allowed the creation of ePUB3 books.

    1. It was not so very long ago that people thought that semiconductors were part-time orchestra leaders and microchips were very, very small snack foods. --Geraldine A. Ferraro

      Good one.

    1. reconciling STEM and Arts: a laptop orchestra seamlessly encompasses Arts and Sciences. This allows us to utilize such an ensemble in a number of educational scenarios.

      Much discussion of interdisciplinarity in Higher Ed. comes from a notion that “real work” is found through some of these disciplines (typically STEM). Now we’re gaining STEAM.

    1. bringing the principles of the internet to our physical lives.
    2. social benefits it might bring in terms of user autonomy and community-building

      There are contexts in which these things matter more. Maybe worthwhile to start from there. Not focusing on business models or “does it scale”. But on a plethora of initiatives and pilot projects.

    3. routing protocols are currently unable to scale over a few hundred nodes
    4. the internet has become essential to our everyday life

      What if we had pockets of non-Internet connectivity, though? A mesh network doesn’t necessarily need to have nodes on the Internet. For instance, a classroom could have a “course in a box”, with all sorts of resources provided on local network, but without a connection to the whole Internet… So many teachers keep complaining about their students’ use of the Internet that they end up banning devices. But what if we allowed devices and even encouraged them, as long as they’re not on the Internet? WiFi connections tend to be spotty, to this day, and some classes are cellular deadzones. A bit like Dogme 95, getting used to sans-Internet connectivity could help us “get creative”. What would we do if we were to do a tech-savvy course on the proverbial “desert island”, without Internet?

    1. (Fascinatingly enough, citing the article that footnotes this development requires use of the Internet Archive, a non-profit institution dedicated to “preserving the internet.”)

      Sure is fascinating.

    2. one wonders about the relationships between scholarship, technology, and the academic institution that engendered that turn from printing materials to printing ideas.

      One sure does.

    1. Set Semantics¶ This tool is used to set semantics in EPUB files. Semantics are simply, links in the OPF file that identify certain locations in the book as having special meaning. You can use them to identify the foreword, dedication, cover, table of contents, etc. Simply choose the type of semantic information you want to specify and then select the location in the book the link should point to. This tool can be accessed via Tools->Set semantics.

      Though it’s described in such a simple way, there might be hidden power in adding these tags, especially when we bring eBooks to the Semantic Web. Though books are the prime example of a “Web of Documents”, they can also contribute to the “Web of Data”, if we enable them. It might take long, but it could happen.

    1. Think of the educational potential.

      We all do.

    2. The *.iba file is completely transparent and accessible.

      Oh? Knew it was somewhat similar to ePub in structure, but thought it was the Office-style “open but not quite” format.

    3. Readium plug-in for Chrome
    4. There’s no better way to honor Jobs’ legacy than that.

      Not even a highly controversial movie?

    5. Apple should also better explain what a multi-touch format book is, from within the iBooks Store.  These books are special, with unique interactivity and multimedia, and people would download more of them if Apple did a few more simple things to call attention to them within the place of purchase.

      Revealing.

    6. multi-touch format books

      Ah, therein lies the crux of the problem. “Multi-touch” is what sets iBooks apart from other formats (despite the fact that the ePub format allows for the same exact type of interaction).

    7. If Apple makes it possible for content creators to set up shop on the iBooks Store, and feel at home there, many will.

      Doesn’t really sound like Apple’s current thinking. Especially if you think of other “content creators”, from developers to musicians to learners.

    8. the iBooks Store can be thought of as a feature of iBooks Author

      Not so sure everyone thinks of it this way. Aren’t some publishers converting their stuff from other formats to iBooks without using iBA?

    9. Deliver a more customizable iBooks Store experience. 

      You can substitute “App”, “Mac App”, “iTunes”, and “retail” for “iBooks”.

    10. paradoxically drive more people to purchase Apple hardware.

      More of a gamble.

    11. deconstructed and re-created

      Sounds like a time-consuming process, but maybe there’s value in chunking the content to be adapted to diverse contexts.

    12. Deliver functionality allowing “backward-compatible” EPUB conversion of existing multi-touch format books. 

      May be challenging because of the restrictions placed on ePub, but it’s an interesting thought.

    13. published similarly through iTunes Connect into the App Store rather than the iBooks Store

      Although, the App Store has a lot of issues… Wonder if such an app could also be published on the Mac App Store…

    14. export books as apps

      On top of the whole debate between native apps and the Open Web, there’s a debate between apps and books. We might not reach the “Write Once, Publish Everywhere” dream, but there’s something to be said about having building blocks which are easy to adapt to different contexts.

    15. a consistent high-end user experience for multi-touch format books created by iBooks Author

      aka ePub3?

    16. as the software that defines digital content creation for the next decade.

      Nostalgia for Aldus/LaserWriter phase of the DTP Revolution?

    17. unlike Adobe DPS, Inkling, or some other would-be competitors…it’s free.

      And unlike Calibre, it’s “free with purchase” and not “free as in speech” or even, really, “free as in beer”.

    18. was such a zealot that he single-handedly forced the shutdown of a would-be iBooks Author competitor.

      Oh? Sounds anticompetitive…

    1. Quebec remains a world leader in education, thanks to its pedagogical approach and technological advances.

      Interesting claim.

    1. working with forms somewhere in your HTML widget

      With LocalStorage, can open up some interesting possibilities.

    2. Audio in general is not reliable,

      Wonder if something could be done with MIDI. Actually, maybe there are new standards to replace MIDI in those situations (OSC doesn’t sound like it’d fit).

    3. see your book underneath the widget, though this would be nice

      Could imagine some potential, if this were possible.

    4. In 'Scroll view' mode, your widget might not display unless you have the widget set as 'anchored'.

      That might be the issue with the PhET simulation I added as a widget to an ePUB.

  5. Dec 2015
    1. Why aren’t there terms and conditions for students to understand who has access to their data?
    2. notion that your identity comes from within you and not from someone else

      Not very interactionist, though. Sounds quite far from most ideas about identity in sociology and social psychology. But, hey, it makes sense in context.

    3. sovereign source identity
    4. Users publish coursework, build portfolios or tinker with personal projects, for example.

      Useful examples. Could imagine something like Wikity, FedWiki, or other forms of content federation to work through this in a much-needed upgrade from the “Personal Home Pages” of the early Web. Do see some connections to Sandstorm and the new WordPress interface (which, despite being targeted at WordPress.com users, also works on self-hosted WordPress installs). Some of it could also be about the longstanding dream of “keeping our content” in social media. Yes, as in the reverse from Facebook. Multiple solutions exist to do exports and backups. But it can be so much more than that and it’s so much more important in educational contexts.

    1. then you can’t test them

      Not sure it follows. People test hypotheses all the time, regardless of the degree of precision.

    2. with any precision

      And precision is important because…?

    3. trying to conduct physics research before somebody has invented calculus

      Which sounds easy to dismiss but quite close to a pedagogical strategy. Create hypotheses before you have the tools to test them, instead of relying on what the tools tell you.

    4. a widely adopted language that describes the details of why instructors think a particular aspect of their lecture or their discussion prompt or their experiment assignment is effective

      Comes close to describing something standards enthusiasts are trying to create.

    5. we don’t have a vocabulary to talk about these teaching strategies
    6. focus groups where students self-report the effectiveness of the materials are common, particularly among textbook publishers

      Paving the way for learning analytics.

    7. It has no way for it to inspect the video and deduce that a particular presentation strategy is being used.

      Sounds like a challenge…

    8. Would the machine be able to infer that these videos belong in a common category in terms of the reason for their effectiveness?

      As with Chomsky dismissing meaning for a few decades, many Big Data people separate the two problems: identifying a phenomenon algorithmically and getting people (or new algorithms) to figure out the reasons, if it all important.

    9. your system is able to flag at least a critical mass of videos taught in the Mueller method as having a bigger educational impact on the students the average educational video by some measure you have identified

      Sounds like a neat description of what many Big Data enthusiasts are actually trying to do. Some Big Data positivists do go so far as to claim that the “inference engine” will eventually be powerful enough to find meaning. But this distinction is within the Big Data field, not between it and other fields.

    10. big data infinite improbability drive
    11. sufficiently rich information
    12. who owns the data
    13. need all student educational interactions to be on the platform

      Downes still needs to explain this to MOOC folks

    14. It sounds really cool.

      The basis of hype tends to be a perception of a “pain point”. The engineering mindframe is designed for problemsolving and troubleshooting. By extension, many things become “problems to be solved” in a special version of the #GoldenHammer (Law of the Instrument). Further, a solution to that perceived problem is enough to generate enthusiasm. In such a case, the big data enthusiasts aren’t that different from those who get excited by other forms of analysis. But there can be a huge gap in terms of critical thinking. Feldstein’s no dupe and would likely make good use of data collected through those systems. Yet this response may be playing the big data game.

    15. Knewton, for example, claims that their system can track students across courses and semesters and test hypotheses about them over time.
    16. big data enthusiasts

      Strawman?

    17. Silicon Valley is not going to make us magically smarter about teaching.
    18. It’s educators who come up with hypotheses and test them using a large data set.

      And we need an ever-larger data set, right?

    19. when you just change one video for a class that is otherwise the same for many students

      And then, you change one other video in another class and notice that there can be interactions between videos as there are interactions between drugs (or students).

    20. control the variables

      Everything else being equal, right?

    21. variables that mostly aren’t in our computer systems

      Including “learning”.

    22. The good news is that, while there are many variables, they are finite in number, mostly known and measurable, and mostly have a quantifiable and reasonably regular impact on the cancer outcome (if you understand all the interactions sufficiently well).

      No room for holism?

    23. come up with inferences

      Which end up looking like abduction, in Peirce’s model.

    24. learned from experience
    25. Some were done this way on purpose but based on intuitions by classroom teachers.

      Isn’t Big Data partly about reverse-engineering these intuitions?

    26. hadoop thingamabob back end
    27. those ultra-hip MOOC platforms
    28. expecting that new and more effective pedagogies will rise out of the data because, you know, science or something, is more of a hope (or a fantasy) than a plan to improve education.

      Because, science.

    29. a good example of the kind of insight that big data is completely blind to

      Not sure it follows directly, but also important to point out.

    1. All content, including the metadata links created in the authoring platform, is exportable into an XML manifest.

      Sounds like ePUB without the full spec…

    2. Support for Creative Commons
    3. I will investigate the details on this, including the relevant contractual clauses, when I get the chance.
    4. taking a swipe at Knewton

      Snap!

    5. As long as the content in SmartBooks is locked down, then it is possible to run machine learning algorithms against the clicks of millions of students using that content. To the degree that the platform is opened up for custom, newly created books, the controlled experiment goes away and the possibility of big data analysis goes with it.

      Not sure it follows…

    6. they are making a bet against the software as a replacement for the teacher and against big data
    7. you can tag questions with difficulty level and Bloom’s Taxonomy level
    8. content (or “learning resources”)

      Some might argue that the problem with OERs and Open Content is this same focus on content.

    9. You probably wouldn’t expect a textbook to impart deep and nuanced understanding of…well…anything
    10. With SmartBooks, students can see the important content highlighted

      Like an algorithmic version of Hypothesis? Is McGraw-Hill part of the Coalition? Looks like it isn’t. Is it a “for us or against us” situation?

    11. The first product that McGraw Hill built with Area9 technology, LearnSmart, is just that. It’s a good drill and kill tool.
    12. a set of algorithms designed to optimize the commitment of knowledge to long-term memory
    1. despite having promised not to track students, Google is abusing its position of power as a provider of some educational services to profit off of students’ data when they use other Google services—services that Google has arbitrarily decided don’t deserve any protection.
    1. Chromium, the open-source version of Google Chrome, had abused its position as trusted upstream to insert lines of source code that bypassed this audit-then-build process, and which downloaded and installed a black box of unverifiable executable code directly onto computers, essentially rendering them compromised.

      But Google does no evil!

    1. Schiller has a personal interest in seeing the Mac App Store succeed.

      If so, maybe the Mac App Store has a chance. If not, it’s one of those hot potato problems which make for even more office politics.

    1. purchasable à la carte

      How many units of learning per dollar?

    2. Personalized course materials made possible by real data
    3. Using “time spent” as the measure of how much a student has learned is absurd.
    4. Universities may eventually come to look like a bit like airlines

      Flying high!

    5. Even the course itself is an arbitrary unit size.
    6. it is difficult to argue that people can’t form strong social and emotional connections online
    7. the unit size of higher ed will begin to change from a traditional four-year on-campus bundled experience to more of a course-based experience
    8. credit acceptance policies become more flexible
    9. evaluate efficacy
    10. Soon, data will make learning outcomes for these courses highly transparent
    11. Universities are creating courses like this

      Ah, right! The course is the product. Not the graduate. Phew! Dodged that bullet.

    12. Teaching two or three sections per semester would leave ample time for prep and office hours. Add in materials and tech fees around $100 and we could offer these courses for $900 per student per course, excluding marketing costs and considering only the cost of product delivery. These courses would be academically equivalent (incredible professor, great materials, office hours2) to any “regular” university course, but delivered online at around 20% of the all-in cost of buying such a course bundled with food, lodging, athletic facilities, Jacuzzis, and rock walls at an elite university.