Bryan is added to the HorizonReport2019 Twitter list.

YouTube's business interests are clearly rewarded by compulsive viewing. If it is even possible to distinguish "nicer" things, YouTube might have to go against its business interests if less-nice things DO lead to more compulsive viewing. Go even deeper, as Rob suggests below, and ask if viewing itself can shape both how (compulsive?) and what (nice or not-nice?) we view?

I'm so glad I read Dave's post after having just read Rob Horning's great post, "The Sea Was Not a Mask", also addressing algorithms and YouTube.

Great discussion of what questions to ask about artificial intelligence and learning from Dave Cormier.

I wonder if we need to think beyond digital tools to really address the achievement gap.

I've started curating a Twitter list of the folks involved in shaping the 2019 Horizon Report. Visit the list and let me know who is missing.

Also look at Open SUNY Course Quality Review OSCQR rubric.

Not to beat a dead horse, but just like we should maybe always think of digital literacies in the plural, we should also think about digital fluencies as there is certainly more than one type or kind of fluency.

This topic belongs here, but I would have liked to see an acknowledgement about privacy concerns related to measuring learning. How are we engaging students in the design of this work?

Read annotations on the 2019 Horizon Report Preview from EDUCAUSE. Sign up or log in above to add your own annotations and replies.

I see competency-based learning listed under authentic learning along with project-based learning and challenge-based learning. But most of the CBL implementations I've seen actually rely more on automated assessment and regurgitated reading. CBL could be authentic, but is it?

According to the #HorizonReport, by 2030 we should be working on #mixedreality and #robotics in EDU.

You can keep up on overall open access news from the University of California system online.

AMEN! It is such a part of the "Western POV" to generate universalities out of their (our) own situated experiences.

Human contact supports success.

OCSDNet identifies 7 values and principles at the core of more inclusive open science.

Reminds me of the call Juell Towns made at #OpenConCascadia19 made that full inclusion requires not just attention to physical appearances and cultural backgrounds, but also to different ways of knowing.

I'm concerned that this seems like a call for a technical solution to create a commons. In my experience, such technical solutions often perpetuate or generate new inequalities. I'm thinking instead of what human practices might need to be in place to make existing knowledge systems into more of a commons, inspired in part by Leslie Chan's #OpenConCascadia19 keynote.

Referenced during #OpenConCascadia19 in discussion about diversity, equity, inclusion and access.

Detailed standards and rubrics for competency-based education/learning programs.

As mentioned earlier in this article, experiences that incorporate private and public contexts can help people advance their understanding and facility in negotiating these different spaces.

You can learn more about Hypothesis annotation tools and practices on their website.

It doesn't look like the emphasis made it through.

Small typo: "contends"

Learn more about connectivism.

If you don't already know Remi Kalir, learn more about him on his website or as @RemiKalir on Twitter.

In case you don't know what heutagogy means (as I didn't), read its history.

Read Audrey Watters' essay online.

Visit this annotation to join the conversation on top of this article, Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results", by Maha Bali, Autumm Caines, Helen DeWaard, and Rebecca J. Hogue.

(Note that the article can’t be annotated at its default location in the OLJ website as the PDF reader there is not annotation enabled. You can download the PDF from OLJ and open in Chrome with the Hypothesis extension loaded to annotate locally; annotate the PDF hosted on docdrop.org; or at its hosted location on Terry Elliot’s RhetCompNow website.)

Read more about Francis Galton on his Wikipedia entry.

This paragraph is a core part of the main point I was trying to convey in this post. I was trying to celebrate respect for/comfort with/the value of ambiguity/messiness/"the other" in the term "open pedagogy" that the closed term "OER-enabled pedagogy" wasn't invented to support. As Maha Bali put it differently (better?) in part of a tweet about how truly open discourse might have: "Respect for the 'other' ... that does not reciprocate that respect. Comfort with ambiguity and messiness the 'other' does not have."

Read more about how I wasn't thinking about techno-determinism.

But no hard feelings.

David abandons debates about open practices/pedagogy.

Something everyone in the open education community might agree on.

All knowledge production is a remix.

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

Design is key to our collective liberation, but most design processes today reproduce inequalities structured by what Black feminist scholars call the matrix of domination. Intersecting inequalities are manifest at all levels of the design process. This paper builds upon the Design Justice Principles, developed by an emerging network of designers and community organizers, to propose a working definition of design justice: Design justice is a field of theory and practice that is concerned with how the design of objects and systems influences the distribution of risks, harms, and benefits among various groups of people. Design justice focuses on the ways that design reproduces, is reproduced by, and/or challenges the matrix of domination (white supremacy, heteropatriarchy, capitalism, and settler colonialism). Design justice is also a growing social movement that aims to ensure a more equitable distribution of design’s benefits and burdens; fair and meaningful participation in design decisions; and recognition of community based design traditions, knowledge, and practices.

Abstract: At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.

As an erstwhile resident of Naturita, the idea of a luxury campground there cracks me up. There could be tours to the radioactive waste site in nearby Uravan!

If you have just started embarking your journey through the Design Thinking process, things might seem a little overwhelming. This is why we have prepared a useful overview of the Design Thinking process, as well as some of the popular Design Thinking frameworks commonly used by global design firms and national design agencies.

Wait, lice?

That’s why 130 institutions are joining together to increase college access, student, and postsecondary attainment. The initiative, called Powered by Publics: Scaling Student Success, represents the largest ever collaborative effort to improve college access, advance equity, and increase college degrees awarded.

Douglas Engelbart's 1962 summary report to the Air Force Office of Scientific Research, years before the famous "mother of all demos" in 1968.

Analysis and solutions to better convey the economic impact of rising textbook costs.

Describes Duke University's Duke Kunshan project as an "open source" educational "exchange" program, built on the model of open-source rather than competition or knowledge transfer.

Another point to make is how Amazon's "other" business, Amazon Web Services (AWS) provides a wide array of widely used web infrastructure. AWS commercial infrastructure (among others) increasingly provides the digital infrastructure used by both public and private systems.

A compelling tour through the financial and human impacts of various initiatives to privatize public infrastructures — including public education.

Read and annotate other contributions to this conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, that has generated other contributions from folks like Maha Bali, Steve Foerster, and Steel Wagstaff (add more in the replies).

Steel Wagstaff's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Maha Bali and Steve Foerster (add more in the replies).

Maha Bali's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Steve Foerster and Steel Wagstaff (add more in the replies).

Steve Foerster's contribution to the conversation about choosing a Creative Commons license sparked off by Robin DeRosa on Twitter, and generating other contributions from folks like Maha Bali and Steel Wagstaff (add more in the replies).

Unfortunately, because Steve's blog doesn't have a copyright statement, all the material in the blog is fully protected by copyright.

What is the evidence of this claim?

Portland, OR: Parents' socioeconomic status broken down by race vs. educational attainment (reading & math).

Portland, OR: Parents' socioeconomic status vs. educational attainment (reading & math).

Statistical comparison of educational measures in relation to income and race.

I'll try to link related works here:

1. "A Comprehensive Framework For Evaluating Educational Vouchers" by Henry Levin.
2. "The common in higher education: a conceptual approach" by Krystian Szadkowski

DeAngelis uses the "fallacy of the inverse" to make his argument, which takes this form: "If some students who do X have good outcomes, then every student who does not do X will have bad outcomes." Read more in my annotation on DeAngelis's article.

A self-described nonpartisan framework for evaluating school voucher programs.

The four dimensions of evaluation for education.

Observation that public education exists in an ongoing (and unresolvable?) tension between providing for individual and social needs.

on the unique situation of the USA

Compare to a facile and polemic post on K12 education as a public good, by Cato Instittute's Corey DeAngelis.

Learn more about Krystian in his bio at Adam Mickiewicz University and at Academia. View Krystian on Google Scholar and Twitter.

A thoughful exploration of education as a/the commons.

A post by Sherri Spelic that led me to the works of Jana Bacevic, like the one Sherri refers to in this post, "The paradox of resistance: critique, neoliberalism, and the limits of performativity".

I found this post from Sherri Spelic's post, "A Convention In My Mind.

Neoliberalism's ambiguity: it can describe anything, and yet is also everything.

The Tweet pride part of this hits home.

Critique as Russell's paradox.

Interesting: so something like as critique gets deeper (?) the agency of the critic disperses.

The three main varieties of critique of neoliberal knowledge production: marxist, poststructuralist, and neo-materialist (eg, big data, ai, machine learning).

Alternative practices to exploitative knowledge production have not kept up with critiques.

Valuable close reading activity — could be offline like this, or online using something like Hypothesis.

causality inferred

Based on my understanding of public goods, I’m thinking most or all are not provided by government. A public good might be protected or endangered by government policy, but provided by it? There are examples like lighthouses, but most services provided by government are excludable and rivalrous. I agree education is not a classic public good.

You can learn more about Corey from his linked Cato Institute bio and list of publications, at The Heartland Institute, and at GMU's Mercatus Institute. You can see a record of Corey's citations on Google Scholar. Visit Corey on Twitter, where his account has a banner picture of Milton Friedman, and on LinkedIn. You might also find Corey's take on Trump's 2018 State of the Union address and his 28 Aug 2018 EdChoice interview interesting.

Another policy leap: no evidence has been presented that supports the idea of regulation increasing "the externalities associated with government schooling".

The important word here is "could". Is there evidence that market entry leads to any of these outcomes?

Note that there is a jump here from vouchers to ESAs that is nowhere substantiated in any of the previous argument or data.

Setting aside that this article is riven with logical leaps and unconvincing data, the bigger question is whether a purely economic evaluation of schooling mechanisms is enough to make a policy recommendations of such magnitude.

As the author himself argued that people are just mispeaking when they say education is a public good, we can just ignore this conclusion as a strawman.

No, these estimates should be treated with caution because they equal "about half of the U.S. GDP in 2016".

Near as I can tell, this study is just as likely to suggest that students that complete school are less likely to commit crimes than students that don't. The private school choice connection is a stretch.

So then included are the "less costly" types of crime, including crimes more often prosecuted against people of color.

Here the author admits that it is hard to quantify educational benefits.

Do the numbers being used here actually reflect the costs of the full 13 years of K-12 schooling? It seemed like most of the data was just for a few grades here and there.

I can't read this paper behind its paywall, but note that here we are grabbing a one-standard deviation measure from a study on teacher effectiveness and using it to extrapolate individual lifetime earnings based on standard deviations in math score tests from one meta-analysis of a a small collection of studies on voucher-based educations.

Except that the results from this study are pretty inconclusive overall and especially for the USA, so here the author is applying a global result to a USA context.

Here we go: now the author will extrapolate the spurious conclusions from above to the entire public school population.

Where "the preponderance of evidence" means the very small number of methodologically and statistically unconvincing studies included here that focus on private schools of choice.

Now that I've dug deeper, I see how unsubstantiated this table is. The primary issue is that very limited and methodologically imperfect studies that purport to show positive externalities for voucher-based choice programs are flipped to suggest that "government schooling" has negative externalities.

Here's an analogous argument: Because some small studies of people that ate carrots with lunch shows that they had less indigestion than control groups that didn't eat carrots with lunch, all lunches without carrots cause indigestion.

Also, if one explores the references, it turns out most of them are by one or more of the same set of authors.

Just to be clear here, the author is now talking about himself in the third person.

Based on this, the savings would be to the government though, right, not the individual taxpayer/voucher user? So the level of taxation is the same, but thanks to vouchers, the government would need to spend less on education?

Again, the view that taxes are inherently coercive.

The upshot of this section is there are no clear education advantages to vouchers in the USA.

It turns out the story is a bit more complicated that the author suggests here. The meta-analysis that these conclusions apparently rest on are not compelling for the USA context and the meta-analysis itself is riddled with questionable methodologies and conclusions.

I read this article, and found it to be even less supportive of the conclusions drawn here than in the dismal summary below.

Would someone who skated through medical school provide the same social/economic benefit?

OK, this at least seems like a social benefit a real economist might include.

Wait, what? This is the first, primary social benefit of education?

What happened to lowered crime and more informed voting? It will be interesting to see how an educated populace and social cohesion are measured.

exclusion by chance?

They could take those funds to other schools, but would they? Maybe the analogy with immunization would be better.

We shall also see if there is evidence of private schooling that can increase education (rather than just schooling) more efficiently than public schooling.

Two conclusions that the author has set out two prove.

One feels we are getting close to the author's reasoning about why government should support education at all.

There are more possible positive externalities from education than blog posts that aren't produced via market incomes, decreases in crime, and informed voting.

two of the possible individual benefits that might be derived from an education

maybe "as some economists would say" given that there is more than one definition of merit goods.

Sidenote: because it's easy to exclude houses from firefighting, no one can take advantage of firefighters without paying, that's why there is a healthy market in private firefighting.

If someone does not pay "me" [sic] to fight a fire at their house, I can simply let their house burn.

because it is easy to not fight a fire at one house and just prevent the fire from spreading

therefore, firefighting is rivalrous (and should not be provided by government)

if firefighters must fight fires at every house, they are less able to perfect firefighting at any one house

If the firefighters are fighting fire at one house, they can not fight fire at another house.

Synopsis of the argument so far: People mistakenly call public schooling a public good when they really mean it is good for the public. But nevertheless, we have proven public schooling is not a public good. We assert without evidence that government funding should focus on public goods. Therefore there is no reason for government to fund public schooling.

Hm. Not the example I would have reached for. The radio spectrum might be a better example. One could easily broadcast an excludable radio program encrypted that only people who had paid for a key could decrypt and listen to.

The UK has used a different system to support broadcast (receiver licensing) and public broadcasting in the USA uses yet another support mechanism, philanthropy.

Again, the idea that taxes are coercion rather than say, a common interest contract.

This seems like a bit of a jump: all taxation is coercion.

Agree: focus on reality.

Is anyone arguing that schooling is the only mechanism for education? Another strawman?

Is there any scholarship about relative social effects during this fairly long (70-year) transition period?

This is a somewhat buried, but key argument in this work: that schooling and education are not equivalent and that public schooling is not an effective mechanism for education.

Should the article stop here? Is the main point then that there is just a confusion in terms and folks are mistakenly saying school is a public good when they just mean it's good for the public?

Strawman argument: who pursues 10 college degrees?

Seems like a strawman recommendation as the author himself claims that folks are misspeaking when they talk about public education as a public good.

a bold statement

What I'd like to see addressed first is why it is helpful to categorize public schooling as one of these (or maybe any) specific economic good. What is the value of this framing overall?

Agree. So why should we even be debating it? According to the author, even the folks who say "education is a public good" meant something else, so let's move on.

see Wikipedia's definition

see Wikipedia's definition

see Wikipedia's definition

Supposedly the central question of this work, but very shortly, the author holds that what people mean when they say "public schooling is a public good" is really just "public schooling is for the public good" and so one is left wondering if a different consideration of that question might be more valuable.

An interview with Corey DeAngelis where he talks about what attracted him about school choice, his research, and how he thinks about talking with others about his views.

My reading of the data Corey relies on to make this argument is not so clear-cut. Meanwhile, he wants it all ways: people should rely on evidence, people should not use test score evidence to make educational decisions.

After looking at the evidence Corey relies on to make his case in Is Public Schooling a Public Good? An Analysis of Schooling Externalities, I find I care about the evidence, but don't find it compelling.

OMG, so say it. Giving people more funding for education has a bigger effect than giving less.

Why is this not the policy recommendation of the study?

Therefore public schools in the USA are not significantly different than privates?

I'm underwhelmed by the story the conclusions tell. Are most metaanalyses so unable to demonstrate credible results?

So results here are not applicable to the USA context.

Wait, again USA effects were basically zero.

Wait, USA results in reading were barely null?

Wait, what? Assumptions?

Wait, what? The control group managed to participate in the same experience as the other group?

Given this complexity, it may be hard to explain why any of the "control group" students experienced lower educational outcomes.

Note: random assignments within the population that has already self-selected to participate in voucher systems, so possibly a measure of that subpopulation.

The start of Corey DeAngelis's reactions to Trump's 2018 State of the Union address.

This seems to presume that public funding is the reason public education is "failing".

Rubrics for evaluating government digital readiness.

Nonprofit succession planning.

accountability rather than decentralization

make centralization accountable

Recentralization of decentralized processes thanks to varying resources/skills of participants.

For decentralization as a process rather than a state.

How blockchain is decentralized and not.

being more specific about what is centralized and what is decentralized

Examples of centralization within decentralized systems.

Exploring decentralization today.

a platform for cooperative open communities

referred to by Nathan Schneider's "What to do once you admit that decentralizing everything never seems to work".

Inventive interactive history of philosophy linking quotes/ideas from various thinkers. No Deleuze!?

Examples would really help. I can't imagine a scenario where anyone would care about this. As was pointed out in the comments, making minor corrections to a CC BY-SA work would not enable anyone to reshare that entire work with corrections under a new license. So the case here is if someone wanted to share minor corrections to a work independently of the work itself and license those minor corrections differently? For example: Here are my typo corrections to a published work, outside of the context of that published work? Example please...

Except for the semi-famous case of the open resources collected in lardbucket, how often does this example appear in the wild?

Read annotations on "Leveraging Technology to Create Social Readers" in EDUCAUSE Review. Sign up or log in above to add your own annotations and replies.

Read annotations on the Horizon Report: 2018 Higher Education Edition from EDUCAUSE. Sign up or log in above to add your own annotations and replies.

NGDLE stands for "next generation digital learning environment". Also see ELI's 2015 companion post: 7 Things You Should Know About NGDLE.

NGDLE stands for "next generation digital learning environment". Also see ELI's 2018 companion post: 7 Things You Should Read About NGDLE.

Poetic description of the CZO

Possibly Gaia 2.0 By Timothy M. Lenton, Bruno Latour Science14 Sep 2018 : 1066-1068 Could humans add some level of self-awareness to Earth's self-regulation?

Shift in rhetoric to the social production of truth

connect to the intertwined effects of macro and quantum entities

The social life of science

As it always should be

Possibly?

And yet, who has demonstrated that post-truth emanated from critical theory in academia? How was it transmitted to the Trumpian base?

Latour on science and truth.

A paradigm shift in the rhetoric of science, from metanarratives of truth to the mechanics of truth manufacture.

In the middle of a deeper exploration of the 2014 edtech landscape.

A call for and examples of opening knowledge practices.

This seems like what everyone who values the human connections in education wants — and promotes as a healthy outcome of technology-enhanced learning — but do we have any evidence that this hope is borne out? It seems that most technology interventions in education are happening in an environment where there are also strong forces working to reduce the costs — especially labor costs — and so machines are most often displacing human connections rather than freeing up time for more.

The idea that a "digital immigrant" may have a more positive relationship with digital technology than a "digital native".

A framework for change management.

Workforce-readiness focused compendium of how edtech innovations align with preparing students for jobs.

See for example "Lysine Acetylation Targets Protein Complexes and Co-Regulates Major Cellular Functions" by Chunaram Choudhary, Chanchal Kumar, Florian Gnad, Michael L. Nielsen, Michael Rehman, Tobias C. Walther, Jesper V. Olsen, Matthias Mann, Science, 14 Aug 2009, which demonstrates that "the regulatory scope of lysine acetylation is broad and comparable with that of other major posttranslational modifications".

authority and influence in dimensions in procurement of proprietary and commercial educational technology

Amara: the nonprofit transcription service.

It would behoove us to be clear about all the "we"s that collect student data: from teachers, to depts, to institutions, to software vendors, to accreditors, to govt agencies, to third parties that harvest data from these other "we"s. Perhaps our first duty is to help students understand the constellation of data collection and sharing they (and we all) participate in, so they can start understanding and be better prepared to make informed choices.

This is, I think, the core of the issue. All the worthy things the author calls for are not practical in a world where there aren't faculty positions with enough time and resources to make them work. The LMS is less about delivering online education than it is about delivering education in general in a controlled system with boundaries that helps make it easier to deliver without trained faculty with time on their hands.

A stakeholder-based IT governance and management strategy.