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Administrator Account on September 05, 2011 20:19
Stephen Downes, partly in response to Anya Kamenetz DIY U report and her critique of the readability of his works by the general public (“I’ve never read anything you’ve written (and yes, I’ve read plenty of your writing) that would be particularly useful, comprehensible or interesting to a bright 19 year old like Weezie, much [...] 
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Administrator Account on September 05, 2011 20:19
Alan Levine has a habit of being ahead of the curve on technology and how to use technology for connecting with people. This isn’t terribly surprising, considering his work on NMC’s Horizon Report. Right now, Alan is in the middle of a cross-Canada/US tour, connecting with friends and colleagues, many who he has met online. [...] 
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Administrator Account on August 27, 2011 19:51 
[Note that I might treat this post a bit like a wiki page... Note to self: sort out a personal wiki] Call is JISC OER3 – here’s the starter for ten (comments appreciated, both positive and negative; letters of support/expressions of interest welcome; comments relating to possible content/themes, declarations of interest in taking the course, [...]  
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Administrator Account on August 27, 2011 19:51
Some bits and pieces of the jigsaw that may or may not relate to a bid I’m trying to write… it’s a core dump of base/basic principles and assumptions that I may or may not believe, to see whether or not any of them actually make sense… - from a tweet a few weeks ago: [...]  
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Administrator Account on August 27, 2011 19:50 
Yehuda Elkana and all Curriculum Reform Signatories,
UNESCO Chair in e-Learning, August 25, 2011.
Presentation of eleven principles "designed to inform an international dialogue and to guide an experimental process of redesigning university undergraduate curricula worldwide" (they are almost incomprehensible but I've tried to summarize for clarity here; notice that after number five they begin to repeat themselves):
- teach disciplines rigorously in introductory courses
- highlight the challenges, open questions and uncertainties of each discipline
- create awareness of the great problems humanity is facing
- demonstrate and rigorously practice interdisciplinarity
- treat knowledge historically and examine it critically
- provide basics of the humanities, the natural and the social sciences
- engage with the world’s complexity and messiness.
- emphasize a broad and inclusive evolutionary mode of thinking (??)
- familiarize students with non-linear phenomena
- fuse theory and analytic rigor with practice and the application
- rethink the implications of modern communication and information technologies
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Administrator Account on August 27, 2011 19:50
Vicki A. Davis,
Cool Cat Teacher Blog, August 25, 2011.
Vicki Davis writes, "Doling out shards of anger are like stealing $10 out of someone's wallet." While I agree with the sentiment, I have issues with the agreement, and I express these isues here, because it's a problem that is becoming increasingly common, especially (and disturbingly) among teachers. (Note that this is not particular to Vicki Davis, her post just happens to be the one in my sight at the moment).
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Administrator Account on August 27, 2011 19:50
Lyn Hilt,
Connected Principals, August 25, 2011.
Here's a myth that ought to be dispelled, and Lyn Hilt does it. From Scott McLeod (who IMHO panders to the leaders) we hear "if the leaders don't get it, it's not going to happen." False. Just ask people like Mubarak and Qaddafi. Hilt responds, "In my opinion, it can happen…. I’ve seen many rogue teachers propel their classes forward in a manner not necessarily supported or understood by the administration. But it’s not easy. And it’s not systemic." Right. It's better if the leaders get it. But let's revise the McLeod quote to something more accurate: "If the leaders don't get it, they're not going to be leaders much longer." Leading by holding people back is, in the long run, not effective.
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Administrator Account on August 27, 2011 19:50
George Couros,
Connected Principals, August 25, 2011.
OK, it's time to cut down this meme before it grows. George Couros writes, "…there are two places that are making efforts to ban social media in the world; China and schools." So inaccurate. There are dozens of countries around the world where social media is restricted or blocked. But not just that. The blocking of social media in the corporate environment is widespread. I think the prevalence of social media is a good indicator of democracy: where social media is blocked, or curtailed, democracy has failed, or been curtailed. And I guess what surprises me most is tat people don't expect to find democracy in the schools, or in the workplace, and yet these are the places where it would have the greatest impact and benefit.
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Administrator Account on August 27, 2011 19:50 
Mark Guzdial,
Computing Education Blog, August 25, 2011.
Interesting result that someone ought to try replicating: "observing a demo is worse than having no demo at all! The problem is that you see a demo, and remember it in terms of your misconceptions. A week later, you think the demo showed you what you already believed. On some of the wrong answers that students gave in Mazur’s study, they actually said 'as shown in the demo.' The demo showed the opposite! The students literally remember it wrong. People remember models, not facts, said Mazur. By recording a prediction, you force yourself to remember when you guessed wrong." We see what we expect to see, which is why it is necessary to be conscious of our expectations as we observe - which in turn suggests a need for an interactive and engaged learning process. "Confused students are far more likely to actually understand. It’s better for students to be confused, because it means that they’re trying to make sense of it all." So, what does this say to the 'worked example' set? Here's more from ICER 2011.
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Administrator Account on August 27, 2011 19:50
There’s been quite a flurry of OU job ads out recently in the IT and analytics areas… Here’s a quick round-up: Head of IT Development (Curriculum Planning, Finance and HR) (£46,696 – £55,758): “We are looking for a Head of IT Development to manage the Curriculum Planning, Finance and HR team within IT Development. “You [...]  
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