Clay Shirky Fifteen years ago, a research group called The Fraunhofer Institute announced a new digital format for compressing movie files. This wasn’t a terribly momentous invention, but it did have one interesting side effect: Fraunhofer also had to figure out how to compress the soundtrack. The result was the Motion Picture Experts Group Format 1, Audio Layer III , a format you know and love, though only by its acronym, MP3. The recording industry concluded this new audio format would be no threat, because quality mattered most. Who would listen to an MP3 when they could buy a better-sounding CD at the record store? Then Napster launched, and quickly became the fastest-growing piece of software in history. If Napster had only been about free access, control of legal distribution of music would then have returned the record labels. How did the recording industry win the battle but lose the war? The people in the music industry weren’t stupid, of course. But who faces that choice?
Journals-Articles Media Psychology Research Center ABC: 10 reasons NOT to create a course and 10 other options My colleague, Clark Quinn, recently wrote a blog post, Yes, you do have to change, in which he explained how he felt that “the elearning industry, and the broader learning industry, is severely underperforming the potential”. He also went on to say: “While the industry congratulates itself on how they make use of the latest technology, the lack of impact is leading a drive to irrelevancy. Learners tolerate the courses, at best. Operations groups and others are beginning to focus on the performance solutions available. Executives are beginning to hear a message that the old approach is a waste of resources.” Readers of this blog know that I have similar feelings, and only recently wrote a recent post about how many packaged instructional solutions (e.g. online courses) are clearly not working. Clark says “The best way to change is to take that first step.” To start the ball running here are 10 suggestions as alternatives to courses (with some examples).
Learning Journal I was tasked this week with creating a digital profile; what type of digital profile and how much to disclose or not to disclose was our choice. However, our choices were to be explained and supported. My response: When starting this project I began with trepidation, much the same approach I use with social media in general. In order to maintain my personal privacy, I am very cautious in what I post to any social network, in hopes of leaving a digital thumbprint. Subsequently, for this assignment I developed a ePortfolio that highlights my strategically chosen online activities. In addition, I am careful what information I post to the World Wide Web as I worry about boundaries between my students and myself. Based on these considerations and design needs I used Thinglink to create an interactive collage of some of my professional highlights. Thank you for reading and sharing your thoughts ~ Zipora References: Allen, C. Joinson, A., McKenna, K., Postmes, T., & Reips, U. (2007).
Understanding Web 2.0 Embed Codes Written by Mark Brumley Embed Code Primer In the world of educational technology, embed codes are often overlooked. However, the more you work with Web 2.0 sites, the more you need to know about embed codes. Embed codes are those really long strings of code that allow you to embed one site into another. A typical example would be embedding a Youtube video into your blog. I use embed codes, or parts of the code, for all sorts of purposes but the main reason is to strip out all of the extraneous parts and only focus on the main content. Also, by using embed codes, I create a list of URL’s, perfect for classroom use, that bypass going to the homepage of a site. In some embed codes, you can find the salient part and copy, paste it into your browser. Youtube Here’s a screenshot of a Youtube embed code. TIP: To cut out all the ads and related videos and create a classroom friendly url, do this: Copy the YouTube URL, for example: Slideshare Prezi Mark Brumley (112 Posts)
Technology & Media Ideas for the Higher Ed Classroom Presentations Improving Professional Practice:Moving to Evidence-Based Professional Practice Schools have recently begun to place increased emphasis on the use of rigorous research evidence in guiding instructional decisions. These efforts have been partly inspired by the No Child Left Behind Act's insistent call for the use of “scientifically based” research. As educators, however, we are driven by a much more powerful force than legislative mandates: We sincerely want to know that our actions will help students succeed. How can we harness the power of scientific research on behalf of the students we serve? What We Know Turning education into an evidence-based field is easier to advocate than to achieve, particularly in an environment of competing claims about what works. Too few rigorous and relevant studies. What You Can Do Despite these ongoing challenges, several resources are available that can help educators bridge the gap between research and practice. Explore ways to strengthen the connection between research and practice. Educators Take Note References Raymond, M.
Can a 'Moneyball' Approach Turn Around New Orleans Schools? - Adam B. Kushner NEW ORLEANS—As her class winds down on a recent Thursday morning at Sci Academy, a charter high school in New Orleans East, Katie Bubalo hands out a short survey, called an "exit ticket," to her sophomore English students. She does this every period to see how much of the lesson students absorbed. The second of three questions reads: What is the main idea of this passage? Oedipus does not believe the seer because he is blind and untrustworthy. Oedipus is in disbelief about his fate and mocks the seer. Papers shuffle forward and kids walk out the door. The theory is that, over time, patterns emerge to tell teachers who is succeeding, where students fall short, how to remediate them, and what correlations might exist between performance and, say, poverty or the length of a commute. It’s working. Before Katrina, the passing rate on state tests was 35 percent; now it’s 60 percent. At the same time, a revolution done on the fly is unlikely to achieve perfect results.
Research for Practitioners: Can Text Messages (SMS) Support Learning? by Clark N. Quinn “We too often neglect meta-learning (learning to learn) strategies in our approaches. Having support for these strategies, in addition to all else we do for our learners, is likely to increase the learning outcomes.” Do you take the time to read through examples provided in learning experiences and explain to yourself why the author took each step? The most successful learners do. The study Goh, T.T., B.C. The question Support for learners, particularly those identified as “at risk,” is demonstrably valuable, but learner support provided beforehand tends to dissipate quickly, and ongoing methods can be onerous. This study looked at using a common technology for reaching individuals—text messaging—to see if such a method could provide ongoing support in less intrusive ways. The methods One of the major requirements in the study situation was support for time management. The principles that B.J. The results Fortunately, there were significant impacts on the final grade, a promising result.