August 12th, 2010
Edublogger Review
A "mash-up" of postings from nine engaging educational
and e-learning bloggers.
The Girl, Mastermind
Source: http://suburbdad.blogspot.com/2010/08/girl-mastermind.html
By Dean Dad on August 12th, 2010
Okay, I’m a little nerdy, but this was a huge moment for us.
The Girl, who is 6, loves playing games with me. We usually
play Connect Four -- at which she routinely cleans my clock
-- or twenty questions. But lately she’s been on a Mastermind
kick. Mastermind is a guess-the-pattern game in which one
player constructs a pattern of four colors, and the other player
has to suss it out through a series of guesses with feedback.
If you get a correct color in an incorrect position, you get a
white peg; if you get the color and position right, you get a red
peg. If the color is just wrong, no peg. The game has six colors
altogether, and as we play it, there are no repeat colors allowed
in the pattern, so you couldn’t have three blues in the same
row.
Over the last week or so, whenever I’ve been the one trying to
guess the pattern, I’ve vocalized my thought process. “Let’s see,
I only got two white pegs on that one. That means that both
of the ‘wrong’ colors must be here, which means that they two
colors I didn’t use here must be right.” I’ve even stopped and
repeated it when TG looked puzzled.
Last night we had the breakthrough.
TG was guessing the pattern, and got two white pegs for one
guess. The play-by-play:
TG: that means I must need orange and blue.
(tries another row, this time gets three white pegs)
TG: hmm. From the first row, I know I need green. That means
the other color must be white. And from the second row, I
know that orange must go here (places orange) and white must
go here (places white). I’ll try blue here and green there.
(gets two red pegs and two white pegs)
TG: Ha! I’ll just switch green and blue.
(I reveal that she got it right.)
I was so excited I gave her a high-five. When The Wife came
by, I had TG walk her through the process, and TW made a
fuss, too.
Published by: philosophyandrew
Using a perfectly elegant process of elimination, she used clues
from earlier rows to piece together the solution. She got it.
She was excited, of course, but she seemed a little surprised
that we made as much fuss about it as we did. I thought it
was HUGE. She walked herself through a non-trivial bit of
deductive logic and found the right answer herself, without
hints or lucky guesses.
She didn’t use numbers as such, but I think of the approach as
basically mathematical. She was able to discern patterns, and
to accumulate clues from multiple turns to narrow down the
possibilities.
As a parent, I was fairly bursting with joy. A six-year-old was
putting together the basic operations of deductive reasoning,
and enjoying the “click” when things fell into place. And she
was doing it in the context of a game with Daddy, where she
got affirmation for walking deliberately through the thought
process.
This must be how other Dads feel when a kid hits a home run.
In my world, this was a home run.
Just had to brag a little.
Active sense-making
Source: http://www.jarche.com/2010/08/active-sense-making/
By Harold Jarche on August 12th, 2010
Yesterday, during my presentation on personal knowledge
management to IBM BlueIQ I was asked about the role of
blogging in my own sense-making processes. For almost seven
years, my blog has been where I try to make sense of my
observations. I’ve called it my home base. As I’ve said before,
this blog is mostly for me. These are my half-baked thoughts
which I make public in order to share and to learn. Many posts
get built upon or edited several times and may become part
of a longer article or white paper. Most of what is posted here
is raw material. Much of the nuance or context is in the flow
of the conversations here over the years. The process is often
more important than the product.
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August 12th, 2010 Published by: philosophyandrew
In my Seek>Sense><Share model, seeking and annotating
information is important but cannot stand on its own. As much
as I may add feeds into my RSS reader, bookmark web pages or
upload photos, these are nothing more than senseless digital
constructs until I put them to use. Seeking information is
an important foundation to PKM online but it’s of little use
without action. The sense-making part of the process requires
action and it takes practice to be good at it. How to make sense
of one’s experiences is up to the individual. Sense-making is
an activity, a regular practice. It can be a simple as creating a
list (Filtering) or as complicated as a thesis (Customization).
People with better sense-making skills are able to create higher
value information and when this is shared, they contribute to
their networks. This strikes me as the core of collaborative
knowledge work.

There have to be all sorts of great jokes about what this implies
about Rapid eLearning, Articulate, etc. By the way, I had
logged out at the time. It’s NOT because of personalized
search.

eLearning Technology
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Obama Talks About

I added a sense-making activity about a year ago when I
realized I was losing track of what I was finding on Twitter.
I could have saved interesting tweets to my social bookmarks
but instead I decided to do a weekly review of what I had
found. This requires little effort during the week, other than
clicking the “favorite” star. At the end of the week, I re-read
these tweets and their links and then decide which ones are
still of interest. The activity of reading, writing and perhaps
commenting helps to internalize some of the knowledge. The
result is Friday’s Finds and a byproduct is that some other
people find it interesting and useful as well.
Rapid eLearning Search
[Stupid Google Results]
Source: http://feedproxy.google.com/~r/ElearningTechnology/~3/
ML0WeDDkotg/rapid-elearning-search-stupid-google.html
By Tony Karrer on August 12th, 2010
This is stupid but struck me funny. I did a search for
rapid eLearning and the following is a screen shot showing
the results with arrows added for one that I really don’t
understand.
Importance Of Persistence To
Graduation
Source: http://keptup.typepad.com/academic/2010/08/obama-talks-
about-importance-of-persistence-to-graduation.html
By StevenB on August 12th, 2010
President Barack Obama said in a speech at the University
of Texas this afternoon that education “is the economic issue
of our time.” Obama said his administration is pursuing
a three-pronged higher education strategy: making college
more affordable, ensuring that college students - especially
those at community colleges, the fastest-growing sector - are
prepared for a career and boosting graduation rates.Over
a third of America’s college students, and over half our
minority students, don’t earn a degree, even after six years,”
the president said. “So, we don’t just need to open the
doors of college to more Americans; we need to make
sure they stick with it through graduation.” Read more
at: http://www.statesman.com/blogs/content/shared-gen/
blogs/austin/highereducation/entries/2010/08/09/
education_the_economic_issue_o.htm l
Core Data Redesign -- What
Members Told Us
Source: http://www.educause.edu/node/211354
By updegrove on August 12th, 2010

A key component of the CDS Redesign project has been

obtaining input from EDUCAUSE members about their use of
the service, critiques and suggestions for enhancements, and,
in some cases, reasons why CDS has been underutilized. As

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August 12th, 2010
anticipated, given EDUCAUSE's large and diverse worldwide
membership, feedback -- via focus groups, interviews, an
online survey -- provides a broad range of perspectives. Let me
summarize key themes that have emerged to guide the system
redesign.
Still a useful tool – Perhaps most striking for a service that
was introduced in 2002, only 2% of the 335 respondents to our
survey hold the view that "CDS is a concept that has outlived
its usefulness." Since this year's survey has been completed by
895 member campuses, and since over 1,500 campuses have
participated since CDS was launched in 2002, we see a strong
mandate to continue this annual survey and benchmarking
service.
Peer comparisons a primary benefit – As intended, CDS
users report that the primary benefits from participation
are benchmarking against peer institutions in support of
planning and management. Of note is that a third of CIOs
whose institutions did not participate over the past two years
nevertheless reported these same benefits -- either from
prior years' experience or more recent experience at other
institutions.
Inconsistent participation a challenge – Annual survey
response summaries also provide insight into one of our
challenges: inconsistent participation. While 260 members
have participated every year, and 130 for the past seven years,
fewer than 850 participated in both 2008 and 2009, and fewer
than 725 participated the last 3 years. (That said, first-time
participants over the past three years numbered 47, 30, and
26, respectively.) Not surprisingly, then, a concern from some
members is unavailability of peer data, with non-users over the
past two users raising this concern more frequently.
Reasons for nonparticipation – What accounts for non-
participation? A third of recent non-participants reported
that lack of staff time was a key issue, while 20% of recent
participants find that completing the survey is time consuming
and a similar percentage indicate substantial effort is required
to fit their institution's data to the survey. A related critique
from some members is apparently incomparable data, even
from institutions considered to be peers. Of those using the
online service (and not all institutions that submit survey
data use the service in any given year), the data analysis and
reporting features were found to be easy to use, with one key
exception: the current software's lack of support for batch
downloading of peer data (for example in spreadsheet format).
Centralized vs. decentralized reporting – CDS content focuses
on the central ("core") IT organization and its services on
individual campuses -- with only a few questions concerning
staffing and expenditures in distributed units, and only a few
questions directed toward services provided by the central
offices of multi-campus systems and community college
districts. Eighty percent of respondents agree that the focus of
CDS should remain on central IT. A third, however, advocate
more coverage of decentralized IT on campuses, and a quarter
of the respondents, including more than half from recent non-
participants believe CDS should provide more coverage of
services in multi-campus environments.
Opinions on the Appropriate Use Policy – Fundamental to
the original design of CDS is making available to those
Published by: philosophyandrew
who participate access to peer data identified by institution
(in addition to various aggregate statistics). Supporting this
design is an Appropriate Use Policy that restricts disclosure
of peer data to a small group of "need-to-know" executives
and planners. Two-thirds of survey respondents agreed that
"current AUP provisions strike a good balance between
protecting any data we consider sensitive and enabling us to
view potentially sensitive data from other institutions." More
than twenty percent don't consider their data particularly
sensitive, "so the current AUP is needlessly restrictive." Only
5% would like to see a more restrictive AUP.
Annual Summary Report value – An Annual Summary
Report is the component of CDS that EDUCAUSE makes
available to all -- participants, non-participating institutional
members, corporate members, and the general public.
Published online, the Report provides aggregate statistics and
commentary, together with a list of participants. A quarter
of the respondents find the Report "very valuable," and half,
"somewhat valuable."
We are grateful to the more than 500 community members
who have provided input to the redesign process. In the next
post we'll share with you the key features of the CDS redesign.
Read previous posts on my CDS blog.
For the Core Data Service (CDS) redesign project to be
successful, EDUCAUSE wants to keep you, our members,
well-informed. We also want to provide you with a
convenient feedback channel. This blog on the CDS redesign
process, written by Core Data Consultant Dan Updegrove,
is meant to do both. We welcome your comments on both
different ways to keep the dialogue going and your thoughts
on what you want to see in the next version of CDS.
Crowd Sourcing a Promotion
Case…
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53106
August 12th, 2010
I totally admire people who are willing to take a risk like this -
Tony Hirst outsources his promotion case. He writes, "I have
been told there is a need to "demonstrate clearly your claims of
excellence in relation to the promotion criteria. The statement
needs to inform the Academic Staff Promotions Committee
of the contributions you have made at the Open University,
and the impact and significance of these.... So racked with
embarrassment at doing this ('tis what happens when you
don't publish formally, don't get academic citations in the
literature, and don't have a "proper" academic impact factor;-)
I'm going to take the next 10 days off in a place with no internet
connection…. but anyway, here goes: an attempt at crowd-
sourcing parts of my promotion case…."
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August 12th, 2010
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Educators Showing Interest In
High-Tech Devices For The Fall
Source: http://keptup.typepad.com/academic/2010/08/educators-
showing-interest-in-hightech-devices-for-the-fall.html
By StevenB on August 12th, 2010
Oklahoma State University professor Bill Handy has big plans
for the Apple iPad this fall. If the text messages he has received
since the school announced he would test the tablet-style e-
reader in some courses are any indication, students are eager
to get their hands on the devices, too. Though many of those
problems are being or have been addressed, some of the most
tech-savvy students aren't quite ready to endorse the devices
for academic use. And some educational psychologists suggest
the dizzying array of options and choices offered by the ever-
evolving technology may be making it harder to learn rather
than easier. Read more at:
Significant Increase In
CIC Releases InCommon Silver Number Of Iranians At U.S.
Project Phase 1 Report IHEs
Source: http://www.educause.edu/node/211344
By vvogel on August 12th, 2010
A group of universities has taken the first step toward
InCommon Silver. Read the report on phase 1 of the effort by
the Committee on Institutional Cooperation (CIC).
Pursuing a higher level of certification through
the InCommon Federation, a trust framework that
enables collaboration and to which all CIC schools
belong, will allow users to access shared digital
resources more securely. In addition, management
policies will be more refined, and represent a greater
ability for CIC schools to collaborate.
Project steps:
• Levelset – Review InCommon Silver IAP and
develop a common understanding of intent.
• Gap Analysis – Identify what changes must be
made to achieve Silver certification.
• Create Plan – Develop goals and work list based
on outcome of Gap Analysis.
• Implement Plan – Campus teams will
accomplish these goals.
• Auditing – Work with university Internal
Auditors to create system of controls along
with a common understanding of the intent of
requirements.
internettime Daily
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53105
Published by: philosophyandrew
August 12th, 2010
Here's another one of those paper.li pages, this time from Jay
Cross's Internet Time list. I've been following paper.li lists for
a few weeks now (I subscribe to Alan Levine's, Jane Hart's
and Doug Peterson's). I still like them, and they certainly keep
me up to speed on the Twitter-posed links. But my biggest
problem with them is duplicates. Not even duplicates between
papers - that's bad enough - but the same link appearing day
after day on the same paper. Contrast that to, say, OLDaily,
which will rarely (and only by accident) post the same link
twice.
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Source: http://keptup.typepad.com/academic/2010/08/significant-
increase-in-number-of-iranians-at-us-ihes.html
By StevenB on August 12th, 2010
Ms. Fathi is part of a wave of Iranians studying in the United
States in numbers not seen in more than a decade. Since 1979,
when tens of thousands of Iranians studied in the United
States, the number of Iranian students in the United States
has taken an almost uninterrupted nosedive, bottoming out at
fewer than 1,700 students in 1999. Since then, the number of
students has begun a slow but steady rise, with more Iranians
in the country now than at any other point since 1994. Read
more at:
http://www.nytimes.com/2010/08/10/
education/10students.html?_r=2&hp
ConnectYard
Source: http://www.educause.edu/node/211342
By drupal on August 12th, 2010
Unless otherwise noted, EDUCAUSE holds the copyright
on all materials published by the association, whether in
print or electronic form. In certain cases the work remains
the intellectual property of the individual author(s) (see
Special Circumstances ). Content from conference speeches,
presentations, blogs, wikis and feeds reflect the opinions of
the author, and not necessarily those of EDUCAUSE or its
members.
Expertise-in-use
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53104
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August 12th, 2010
August 12th, 2010
Heli on Connectivism: "I try to conceptualize the development
of expertise in ill-defined, open questions." She writes,
summarizing (?) Eteläpelto A. The Development of Expertise
in Information Systems Design (1998): "complex cognitive
skills are learned through the acquisition of large integrated
chunks of knowledge. Chunks take the form of larger,
more detailed conditions and actions of production rules.
Larger conditions provide more precise specifications of
the circumstances under which the action is appropriate.
Reduction in the need to access declarative memory allows
speedier rule-firing due to increase in the strengths of rules
which are needed in each successful application." (Except...
and here again maybe language is a barrier... humans don't fire
rules. That's how production systems think, but humans are
not production systems.)
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Non-Profit IHE Uses A For-
Profit Model To Establish A
New Urban Campus
Source: http://keptup.typepad.com/academic/2010/08/nonprofit-ihe-uses-
a-forprofit-model-to-establish-a-new-urban-campus.html
By StevenB on August 12th, 2010
As a state-owned university Grand Valley State typically
doesn't pay taxes. But, in an effort to help finance a new
riverfront business college downtown, GVSU has set up a for-
profit holding company that will keep that project on the
tax rolls -- at least for a while. The reason: Tax credits and
reimbursements will help cover up to $15 million of the cost
of the new $40 million Seidman College of Business complex.
Read more at:
http://www.mlive.com/business/west-michigan/
index.ssf/2010/08/why_gvsu_is_creating_a_for-pro.html
ViewSonic Corporation
Source: http://www.educause.edu/node/211341
By drupal on August 12th, 2010
For more than 20 years, ViewSonic has been a trusted
provider for industry-leading technology. With a full line
of projectors, PCs, LCD monitors, smart TVs, and digital
signage solutions, ViewSonic can fulfill all your educational
display needs. For proven technology, world-class service
programs, industry leadership, built-in quality, and budget-
friendly pricing, there's one choice: ViewSonic.
Published by: philosophyandrew
Three Things You Should
Really Know about Avatars
(and their relationship to you)
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53103
August 12th, 2010
Karl Kapp points to research supporting three contentions
about avatars:
1) An experience as an avatar can change a person's real life
perceptions.
2) Watching an avatar that looks like you performing an
activity influences you to perform a similar or same activity in
the future.
3) People tend to conform to how their avatar appears
regardless of how it is perceived by others.
All this goes to show that the experiences we have as avatars
are real experiences, and result in real learning and concept
formation. Which actually does make sense.
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Feral Cats On Campus Help
Students Study Wildlife
Source: http://keptup.typepad.com/academic/2010/08/feral-cats-on-
campus-help-students-study-wildlife.html
By StevenB on August 12th, 2010
“They’ve attacked some of my employees,” head grounds
keeper Roy Peterman said of the feral cats that lurk in
the shadows of the LDS Church-owned university. While
Peterman and others may see the cats as pests, Tom Miller
sees them as 8-to-15-pound teaching opportunities. Miller, an
associate professor who teaches wildlife management, wants
to use the cats to teach his students how to catch, radio tag and
track wildlife. Read more at: http://www.sltrib.com/sltrib/
home/50067555-76/cats-miller-byu-students.html.csp
ConnectYard
Source: http://www.educause.edu/node/211340
By drupal on August 12th, 2010
Unless otherwise noted, EDUCAUSE holds the copyright
on all materials published by the association, whether in
print or electronic form. In certain cases the work remains
the intellectual property of the individual author(s) (see
Special Circumstances ). Content from conference speeches,
presentations, blogs, wikis and feeds reflect the opinions of
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August 12th, 2010
the author, and not necessarily those of EDUCAUSE or its
members.
A Vision for Learning: Back to
School Activities
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53102
August 12th, 2010
Following the link to the backchannel of this presentation
takes me to Chatzy, a nifty little backchannel service.
Awesome. Julie Lindsay takes the first ten slides of this
presentation to prepare people for backchannel participation
(it's a pretty good model to follow). The rest of the presentation
is on e-learning at at Beijing (BISS) International School.
She writes, "We looked at the role of e-learning at BISS,
digital citizenship, digital learners and how we can improve
classroom practice to best cater for their needs in a digital
world. I also gave an overview of Flat Classroom Projects and
played the Flat Classroom Conference documentary so that
everyone at BISS is aware of what is coming in February."
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ViewSonic Corporation
Source: http://www.educause.edu/node/211339
By drupal on August 12th, 2010
Unless otherwise noted, EDUCAUSE holds the copyright
on all materials published by the association, whether in
print or electronic form. In certain cases the work remains
the intellectual property of the individual author(s) (see
Special Circumstances ). Content from conference speeches,
presentations, blogs, wikis and feeds reflect the opinions of
the author, and not necessarily those of EDUCAUSE or its
members.
Changed but Still Critical:
Brick and Mortar School
Libraries in the Digital Age
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53100
August 12th, 2010
Are brick and mortar school libraries still relevant in the digital
age? I don't think so - unless it's a place where you can recharge
your e-reader and maybe work out on the Wii. Doug Johnson,
though, thinks that libraries are a little more relevant than
that. "I would argue that the best school libraries are not
just surviving, but thriving, in this new digital information
Published by: philosophyandrew
environment – but not without seriously re-purposing their
physical spaces." He cites three major ways in this two part
(part one, part two) article: as social learning spaces, as multi-
media production and presentation spaces, and as teaching
spaces. Well - that kind of makes my point. None of these are
uses we would typically associate with a library. What about
the books? He writes, "Books will be available in multiple
formats for a very long time. Print, audio and digital will
continue to co-exist quite nicely much as radio, television and
the Internet does now." You think? I don't.
Comments
glen, August 11, 2010
I sat in on a Webinar with a bunch of librarians yesterday and
the whistling in the (self-imposed) dark was audible.
One issue was the locus of control in libraries, what and who
are libraries for? If there is a big poster on the door that says
"This is your library" but the hours of operation are posted as
9-5 (or whatever) and the librarian has the key, it is obvious
that it is not my library.
I'd like to see minimally invasive "Hole in the Wall" style
libraries, public spaces that integrate learning and living.
Better still, invest public dollars in universal high-speed
broadband access and build that big library in the cloud.
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Attendance in the palm of your
hand
Source: http://www.educause.edu/node/211290
By cclark2 on August 12th, 2010
Unless otherwise noted, EDUCAUSE holds the copyright
on all materials published by the association, whether in
print or electronic form. In certain cases the work remains
the intellectual property of the individual author(s) (see
6
August 12th, 2010
Special Circumstances ). Content from conference speeches,
presentations, blogs, wikis and feeds reflect the opinions of
the author, and not necessarily those of EDUCAUSE or its
members.
From Teachers' Manifesto to
Learners' Manifesto
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53098
August 12th, 2010
I like the idea of a learner's manifesto, but this manifesto reads
as students' instructions to teachers. That's not a manifesto
(which is typically a call to action for ourselves) but rather a list
of demands (or maybe preferences). A real learners' manifesto
would contain a list of statements from learners about what
we will do with respect to learning. For example, instead of
telling teachers to "place more emphasis on the skills that will
help young people to progress and prosper in the twenty-first
century..." it would say "we will study 21st-century skills..."
This is not just a wording change. It's a change in attitude. It
is a statement that we (learners) will take control of our own
learning, and that no manner what it taught in the classroom,
we will convert it to ways we can help ourselves learn critical
thinking, focus on real-world problems, embrace diversity,
and the rest of it. Or as I sometimes tell people when they ask
about my work history: "if I just did my job as I was told, I'd
still be doing that job. What I did instead was to transform my
job into a way to accomplish my goals."
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HTML5 Boilerplate
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53097
August 12th, 2010
I spent a good half hour studying this HTML5 boilerplate,
which automatically tells me it's worth passing on. Basically,
the page contains default header information, .htaccess and
styling to prepare your site for a range of possible browser
configurations. That said, if you don't understand it, don't use
it. The CSS is pretty safe, but the Google analytics will fail
without modification, the .htaccess may mess up your page
address rewrite rules, and if you're using JSON you may find
changes to document.write may block it. And I don't know
what "remap jQuery to $" does.
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Brainless slime mould makes
decisions like humans
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53096
August 12th, 2010
Advertisers know this, but educators, for some reason, don't:
brainless slime mould makes decisions like humans. "each
part of the plasmodium acts like a tiny individual, reacting
to information from its environment. By combining these
reactions, the entire plasmodium flows towards things it
likes and away from things it doesn't, all without a single
conscious thought. It's the ultimate in collective decision-
making and it allows Physarum to perform remarkable feats of
'intelligence', including simulating Tokyo's transport network,
solving mazes, and even driving robots."
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E-Learning y Stefen Downes
Source: http://www.downes.ca/cgi-bin/page.cgi?post=53095
August 12th, 2010
EducaRed interview with me, translated into Spanish. I talk
about networks, learning technologies, and the classroom. "
Pero no quiero darles un cuadro
de situación errónea de lo que está sucediendo porque no creo
que el
aprendizaje on line sea o debiera ser íntegramente on line."
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August 12th, 2010 Published by: philosophyandrew
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