- The Impact of Social Media on the Dissemination of Research: Results of an Experiment
- Would you include your blog in your T&P file?
- The Benefits of Open Data – Evidence from Economic Research and Part II
- Google Books Litigation Family Tree
- Anatomy of open access publishing: a study of longitudinal development and internal structure
- Can You Spare a Little Change? Open Access on the Local Level
- Hacking the Open Textbook
- Going Meta on the Data (discussion of library eresource usage stats by non-librarian)
- Open Access: What is it and what does “Open” mean
- Education, Technology "Journalism," and the Apple PR Machine
- questions about library leadership
- More Than Just Access: Delivering on a Network-Enabled Literature
- Are Self-Publishing Authors Killing the Publishing Industry?
- Turns Out When Random House Said Libraries 'Own' Their Ebooks, It Meant, 'No, They Don't Own Them'
- Brain Injuries, Science Fiction, and Library Discovery
- Social Media and Teaching
- Reusing, Revising, Remixing and Redistributing Research
- Here comes another tech bubble — in education
- Edit-a-thon gets women scientists into Wikipedia
- The Liberal Arts, Economic Value, and Leisure
Archive for: October, 2012
Around the Web: The Impact of Social Media on the Dissemination of Research, Would you include your blog in your tenure file and more
This is a classic case of "so funny because it's so almost true that if you didn't laugh you would stab yourself in the eye but that's a bad idea because all the hospitals are placebo hospitals and placebos don't work so well on stab wounds."
From my new best friend, Newsbiscuit: Jeremy Hunt to open world’s first placebo hospital.
Britain’s first hospital built entirely on the power of suggestion is to be opened next week as a cost-effective solution to the rising price of healthcare. The Royal London Placebo is totally fabricated, offers no actual treatments and will be manned entirely by extras from TV shows such as Casualty and Holby City.
‘Each doctor will have a nice white coat, a plastic stethoscope and a range of brightly coloured sugar pills,’ explained Health Secretary Jeremy Hunt. ‘No expense has been spared,’ he said, ‘except the expense of building an actual hospital with trained staff and equipment.’
Pilot studies show that half the patients who attended a placebo hospital imagined they were better and went home; meanwhile the other half had a failure of imagination and died on the spot. ‘Either way it’s a win-win,’ said Hunt.
Read the whole thing. It's very funny.
- On Naming Names and Calling Out Trolls
- Gawker, Reddit, Free Speech and Such
- Millennials: They Aren’t So Tech Savvy After All
- Project Information Literacy: Inventing the Workplace and How College Graduates Solve Information Problems Once They Join the Workplace
- The Philosophy of Open Access
- Impostors, Performers, Professionals - I and II (feeling like an academic imposter, pt II on the job hunt)
- The Teaching Track? Really?
- Teaching them to fish… (on higher ed "disruption")
- Zeitgeist: On Ditching the Monograph and Digital Print Culture
- The B-School Twitter-Free Zone
- The future of higher education: reshaping universities through 3D printing
- The Unreasonable Ineffectiveness of Mathematics Education
- Affordance theory: a framework for graduate students' information behavior
- Citizenship, Scholarship, and the Republic of Science
- (Mis)Judging Female Scientists (male scientist posts to Fb about appearance of female scientists)
- Random Words of Ownership (on actually owning ebooks)
- The “Khanification” of Education
- Librarians and the Book: A Marriage of Convenience
- Pearson Doubles Down Online (buys an online ed provider)
- Texas MOOCs for Credit?
- Why MOOCs Will Not Save Universities
I'm at the Access Conference in Montreal this week starting today, so I'm a bit behind on the readings for the Current/Future State of Higher Education MOOC I'm participating in. I'm hoping a nice long relaxing train ride will give me the opportunity to catch up.
Week 2: Net Pedagogies: New models for teaching and learning
Readings and Resources
Blended Learning Models
- The Blended Learning Toolkit: Improving Student Performance and Retention, Educause Quarterly, Volume 34, Number 4, December 15, 2011. A key component of an NGLC Wave I project by the University of Central Florida and the American Association of State Colleges and Universities, this resource guide was used for an open online course and to guide the development of blended courses in 20 AASCU institutions during the 2011-12 academic year.
- Veronica Diaz and Malcolm Brown,Blended Learning: A Report on the ELI Focus Session, ELI Paper 2, 2010, November 2010.
- Katie Amaral and John Schank, “Enhancing Student Learning and Retention with Blended Learning Class Guides,” EDUCAUSE Quarterly, Volume 22, Number 4, 2010.
- Thomas Cavanagh, The Postmodality Era: How “Online Learning” Is Becoming “Learning,” Chapter 16 in Game Changers (Diana Oblinger, ed.), EDUCAUSE Publications, May 2012.
- Scott Jaschik, “The Evidence on Online Education,” Inside Higher Ed, June 2009. Summary of the meta-analysis released by the Department of Higher Education at this date, with its often-cited finding that students taking all or part of their courses online outperform those in face-to-face settings and those in blended courses do best of all.
- Carol Twigg, “New Models for Online Learning,” EDUCAUSE Review, September/October 2003.
- Jeremy Knox, Sian Bayne, Hamish MacLeod, Jen Ross and Christine Sinclair, “MOOC pedagogy: the challenges of developing for Coursera,” Association for Learning Technology Online Newsletter, August 8, 2012.
And this week we do have some interesting learning activities to get ourselves thinking.
Learning Activities: Week Two
- Map what you are hearing to your institutional context. What parts are relevant to your institution?
- What might be your role in moving your school to a new model?
- Write a dialog/argument you would make to sell the administration on the idea of moving to a new model
The learning activities I'm basically just doing in my head rather than writing them down anywhere. And that's partly because my institution is both a little behind on these types of things but is also definitely aiming much higher and hoping to make some progress. As our Provost Patrick Monahan's TEDxYorkU talk ably demonstrated, there is the desire and the will at the very top.
At the same time, I'm also quite aware that the learning activities do make an important assumption that is perhaps not completely justified -- that the correct and only path is finding a new technology-centric model and advocating for moving to that model. Which is I guess not surprising for a MOOC on basically that very topic. But still, I think an equally valid outcome for this course might be rejecting any idea of the inevitability/desirability of such a new model and coming up with an argument for that position.
Open inquiry is open inquiry, right?
- Fair use: a pseudo-post
- What Exactly Is Critical Thinking?
- The NPR Model for Higher Ed
- Why It's Time for a Canadian Digitization Strategy Based on Fair Dealing
- Is Open Access Destroying Academic Publishers?
- Survey reveals hidden high stress levels and long-hours culture at universities
- The Time Has Come to Expand the Scope of Conflict for eBooks
- Will econ blogging hurt your career?
- HTML5 vs. Apps: Why The Debate Matters, And Who Will Win
- How, exactly, did UVa expect the public to react? (about secrecy involved in UVa presidential shenanigans from last summer)
- Casualty of the Math Wars (prof harassed over her views on math ed)
- Amazon Author Rank: Putting on Clean Underwear Before You Leave the House
- A Fair Use Victory for Scholars
- Making Things in Academic Libraries
- The New Liberal Arts (add presentation and data skills to liberal arts programs)
- Change Drivers in Higher Education
- MOOCS: 12 Reasons for universities not to panic
C. Scott Findlay, associate professor of biology at the University of Ottawa and a visiting research scientist at the Ottawa Hospital Research Institute, had a sobering article in the Toronto Star a few days ago.
It's titled Governing in the dark: Ottawa’s dangerous unscientific revolution and it fits right in with my recent seemingly endless catalogue of how the current Canadian Conservative government is systematically undermining the free inquiry in Canada, scientific and otherwise. In the article Findlay first lays out some of the recent abuses and then gives four reasons why Canadians should resist the government's efforts to ignore science.
There are at least four reasons why all Canadians should repudiate Prime Minister Harper’s systematic erosion of science capacity in some areas, and more generally, his repudiation of scientific evidence.
First, true democracy is possible only with a well-informed and skeptical populace. And it is scientific evidence that informs, and the spirit of scientific inquiry that motivates, this essential constructive skepticism.
Second, the repudiation of scientific evidence is a de facto rejection of one of humanity’s greatest intellectual pursuits. It is a slap in the face to the hundreds of thousands of science students in high schools, colleges and universities — and the spirit of intellectual curiosity and imagination that motivates them. In short, it undermines the intellectual capacity on which the future progress of Canadian society depends.
Third, there are areas of basic and applied research which are enormously important for the welfare of Canadians yet for which there is little potential for industrialization or commercialization — for example, the science that informs how best to protect both ourselves and our environment from the unsalutary consequences of the industrialization and commercialization of scientific knowledge.
Fourth, our tax dollars go to support programs and policies that are designed, we are told, to achieve certain goals. The more scientific evidence that is considered in taking decisions, the more likely we are to achieve desired goals and avoid undesired consequences.
Evidence-free decisions are merely uneducated guesswork. Scientific evidence is a form of insurance, a comparatively inexpensive yet effective way to ensure that much larger investments in government programs are not wasted, that opportunities are not squandered, and that others will not have to shoulder the burden of (whoops!) undesired and unanticipated consequences. In other words, scientific evidence forms the basis for true public accountability. And isn’t accountability the horse on which Harper rode into Parliament?
And here are some of my recent posts about the Harper government's war on information in general and science in particular:
- Around the Web: The Canadian War on Library and Archives Canada
- An Open Letter to the World on the Governmental Destruction of the Environment in Canada
- Controversy at the recent Canadian Library Association conference
- York University Faculty Association (YUFA) Library Chapter letters to Minister James Moore in protest of the cuts to Library and Archives Canada
- The Canadian War on Science: Stop muzzling Canadian scientists!
- The Canadian War on Science: Environmental rules should be better, not easier
- The Canadian War on Science: Environmental rules should be better, not easier
- The Canadian War on ...
- Whither CISTI and the Canadian War on Science
- NRC-CISTI's announces new public-private partnership with Infotrieve
- Q&A with NRC-CISTI about their new public-private partnership with Infotrieve
- Is Barak Obama good news for science in Canada?
- Everyone should program, or Programming is Hard? Both!
- Oh No: LinkedIn Just Went Klout On Us
- Can eTextbooks help save the planet?
- Preventing the Second Big Deal (not getting locked into big etextbook deals)
- Generation Y Leads in Book Buying, Says Industry’s Most Comprehensive Report
- Apress unveils open access book publishing program for the tech community
- Libraries reinvent themselves as labs of creativity
- More Technology, Please (students want more edtech)
- Lessons From Swiss Watch-Makers (traditional nonprofit higher ed needs to focus on high end value, niche branding)
- The teaching-only stream: Are we headed up a creek without a paddle?
- 2012 top ten trends in academic libraries
- Clubs and cliques in STM publishing and the impact on Open Access (#openaccess)
- The Finch Report and RCUK Open Access policy: How can libraries respond?
- Academic Publishing Giant Springer For Sale
- Good searching really isn’t about searching
- Who’s Afraid of the Big Bad Disruption? (MOOCs won't replace traditional courses)
- Is the MOOC / Coursera Model the Future of Higher Education in Canada?
I don't know about you, but I've read all of Lovecraft's original fiction (though not all the collaboration and ghost-written works) and even a fair bit of Lovecraftian or Cthulhuvian themed works by other writers.
But there's always more Mythos works being written and older works I've not tracked down yet. Blastr has been kind enough to recommend a bunch, many of which I've not seen or heard of and maybe you haven't either.
- A Study in Emerald by Neil Gaiman
- The Shambler From the Stars by Robert Bloch
- The Lurker at the Threshold by August Derleth
- The Franklyn Paragraphs by Ramsey Campbell
- The Events at Poroth Farm by T.E.D. Klein
- Allan and the Sundered Veil by Alan Moore
- The Burrowers Beneath by Brian Lumley
- A Colder War by Charlie Stross
- Final Draft by David Annandale
- The Horror From The Hills by Frank Belknap Long
- The Void by Brett J. Talley
- Displaced Person by Lee Harding
- The Fungal Stain by W.H. Pugmire
- The Mist by Stephen King
- Hallucigenia by Laird Barron
(Some are short stories, so I link to a collection or anthology where they are available.)
Well, I've done it. I've signed up for a MOOC. MOOC, of course, being Massively Open Online Courses, are all the rage in higher-ed-more-disruptingly-than-thou circles, what with their potential is greatly expand the reach of higher education beyond a campus-bound constituency. But not without criticism, of course. Coursera is a popular example of a company that's offering MOOCs but there are a bunch of them out there now.
Having read so much about them over the last year or so, I thought I'd give one a try.
And as a bonus, this one is about the changes happening in the higher education world.
In countries around the world, the transition to knowledge and service economies occurring rapidly. Competitive countries are no longer only those that have an abundance of natural resources, but also those with a highly educated populace. Higher education is increasingly recognized as a vehicle for economic development.
University leaders are struggling to make sense of how internationalization, the current economic conditions, and new technologies will impact their systems. Educators are uncertain of the impact of open educational resources, alternative accreditation models, de-professionalization of academic positions, and increased grant competitiveness. What is role of the academy in increasing national economic competitiveness while preserving the “vital combat for lucidity” that defines an open democratic society?
The six week course (which started this past Monday) covers the following topics:
- Change pressures: What is influencing higher education? (Oct 8-14)
- Net pedagogies: New models of teaching and learning (Oct 15-21)
- Entrepreneurship and commercial activity in education (Oct 22-28)
- Big data and Analytics (Oct 29-Nov 4)
- Leadership in Education (Nov 4-11)
- Distributed Research: new models of inquiry (Nov 12- 18)
- Each week will include readings, videos, and recommended activities. Live weekly presentations (2-3 each week) will be held with guest speakers.
- The content will include peer-reviewed articles that articulate the landscape of educational change. Interactive activities will be included each week to give participants an opportunity to evaluate their understanding of the weekly content.
Course participants will also engage in recommended weekly activities (artifact creation and sharing) to contribute to the knowledge base of the weekly topic
Here in this space I'll be sharing the week's readings and perhaps even reflecting on my progress through the course. I'm not sure I'll be interacting much in the forums or on twitter, but you never know.
The hashtag is #CFHE12.
This week's readings set the stage for the rest of the course, with a nice range of items all over the "omg higher ed the world is coming to an end spectrum" of commentary. I like the international perspective on the readings, that's for sure. I also like how they mix things up a bit on the techno-utopian side as well as strong criticisms of the techno-commercial approach. The "status quo is mostly alright" seems to be represented as well. I haven't gone through all of them in detail yet but it promises to be enlightening and entertaining.
I'm tempted to pull in a few suggestions of my own from all my Around the Web posts, but I think I'll just stick with what's on the official readings list for now.
- Trends in Global Higher Education (UNESCO)
- Africa must lead innovation in higher education internationalisation
- 3 Reasons why India will lead EdTech in the 21st Century
- How The American University was Killed, in Five Easy Steps
- The Siege of Academe
- Why the internet isn’t going to end college as we know it
- The Growing Role of Higher Education in Economic Development
- David Staley and Dennis Trinkle, “The Changing Landscape of Higher Education,” EDUCAUSE Review, Volume 46, Number 1, January/February 2011.
OK, I can't resist including a bunch of items from my York colleague Melonie Fullick:
- Lazy Higher Ed Journalism
- Failure, crisis, disruption: The (perpetual) end of higher ed
- “Innovation” and governance: Ontario’s proposed PSE system overhaul
- Following the herd, or joining the merry MOOCscapades of higher-ed bloggers
- See no evil: policy-based evidence in Canadian higher ed
- Terms of the debate: more on media & PSE
- The economics of learning