The document discusses the differences between quantity and quality. It states that a quantity is something that is measurable and has number or scale, and is easy to measure in an empirical way. A quality, on the other hand, is an attribute that is independent of quantity or scale and is not as easily measurable. It provides the examples that the number of children one has is a quantity, while how one feels about them is a quality, which is independent of quantity.
This document provides a style of "thick description" from the perspective of a media academic and educator. It discusses working in a post-industrial media ecology where relations between students and a mix of ideas are more important than distinct parts. It also addresses concealing issues through academically inclined students and preserving problems as solutions at conferences. The document suggests scarcity defined universities but many resources are now accessible online.
This document discusses various issues related to plagiarism and intellectual property across cultures. It begins by noting that plagiarism has long been an issue in intercultural rhetoric and may be viewed differently in some cultures. It then addresses topics like the relationship between plagiarism, intellectual property law, and text remixing. Several sections provide examples that illustrate cultural differences in views on issues like ownership of ideas, plagiarizing oneself, and what constitutes common knowledge. The document aims to explore these topics and their implications for teaching about plagiarism and intellectual property.
This document provides recommendations for digital organization tools including Unroll.me, a newsletter subscription management tool that consolidates your subscriptions, and a password manager to generate and store secure passwords for all your online accounts in one place.
TENSE UP: Creating Positive Tensions in ExperiencesMatt Walsh
Tension is one of the most powerful tools in a designer’s arsenal. Align emotional, cultural or behavioral forces in opposition of convention or expectations, and you will break thru the clutter. You’ll start conversations and debates. You’ll catalyze interaction and keep it going. You’ll be relevant and matter at a human level.
These tensions drive our ideation and the big ideas, brand identities and consumer journeys that result. But what about when we move below the “30,000 foot view”? What about for a specific execution: a digital app, a web based platform, an installation? What’s the best way to leverage tension there?
A few months ago we tried to find out. We asked people both inside CP+B as well as thought leaders in other agencies + industries to finish this sentence: “One of the best ways I’ve seen positive tension created in an experience is…”
This presentation will share the results of that study and the actionable experience design examples and techniques that have come out of it for generating positive tension in any project.
This document contains feedback from various users on the CitySDK workshop hosted by the US Census Bureau. The feedback highlights that the SDK makes it easy to integrate Census data and boundaries by allowing GeoJSON to be sent in requests. Users were able to build applications quickly and spent more time on user interfaces rather than integrating data. The modularity of the SDK also allowed one user to build a module for a USDA API in an hour. Suggestions are provided to improve documentation, tutorials and functionality of the SDK.
White Paper: Great Culture. Great Workplace. Lessons from America’s Best Comp...barbarajahncke
Organizational culture is an untapped, powerful strategic tool in building a successful business today. A company\'s story, its successes, its history and its people influence its culture and can be leveraged to attract employees, intrigue customers and build a tangible connection to a company.
As a seven-time national Best Company to Work for in America and designers of workplace experiences, Kahler Slater knows how important culture is to overall business success. To build upon our knowledge base of working with outstanding companies, we decided to benchmark our peer Best Companies to explore how they intentionally design work experiences and spaces that manifest their great cultures.
We are passionate about sharing this knowledge and applying it to all of the work we do as experience designers.
1. The document provides instructions for a literacy lesson, outlining the activities and objectives for students.
2. Students will practice reading, tapping, spelling, and marking up words with suffixes, with the goal of proficiency in 8 out of 10 words.
3. The lesson includes building words, phrasing sentences, dictation, and homework to reinforce the skills practiced in class.
This document provides a summary of the author's experiences diving in the three main U.S. Virgin Islands - St. Croix, St. John, and St. Thomas. In St. Croix, the author revisits favorite dive sites along the iconic wall, and explores additional sites only 10 minutes from shore, seeing turtles, rays, and abundant marine life. St. John offers mellow diving among rocky outcroppings, cays, and canyons, filled with fish and occasional sharks. Dives in St. Thomas include popular wrecks and reefs accessible from shore. Throughout the trip, the author rekindles their love for diving in these islands known for their close proximity, variety of sites,
This document provides a style of "thick description" from the perspective of a media academic and educator. It discusses working in a post-industrial media ecology where relations between students and a mix of ideas are more important than distinct parts. It also addresses concealing issues through academically inclined students and preserving problems as solutions at conferences. The document suggests scarcity defined universities but many resources are now accessible online.
This document discusses various issues related to plagiarism and intellectual property across cultures. It begins by noting that plagiarism has long been an issue in intercultural rhetoric and may be viewed differently in some cultures. It then addresses topics like the relationship between plagiarism, intellectual property law, and text remixing. Several sections provide examples that illustrate cultural differences in views on issues like ownership of ideas, plagiarizing oneself, and what constitutes common knowledge. The document aims to explore these topics and their implications for teaching about plagiarism and intellectual property.
This document provides recommendations for digital organization tools including Unroll.me, a newsletter subscription management tool that consolidates your subscriptions, and a password manager to generate and store secure passwords for all your online accounts in one place.
TENSE UP: Creating Positive Tensions in ExperiencesMatt Walsh
Tension is one of the most powerful tools in a designer’s arsenal. Align emotional, cultural or behavioral forces in opposition of convention or expectations, and you will break thru the clutter. You’ll start conversations and debates. You’ll catalyze interaction and keep it going. You’ll be relevant and matter at a human level.
These tensions drive our ideation and the big ideas, brand identities and consumer journeys that result. But what about when we move below the “30,000 foot view”? What about for a specific execution: a digital app, a web based platform, an installation? What’s the best way to leverage tension there?
A few months ago we tried to find out. We asked people both inside CP+B as well as thought leaders in other agencies + industries to finish this sentence: “One of the best ways I’ve seen positive tension created in an experience is…”
This presentation will share the results of that study and the actionable experience design examples and techniques that have come out of it for generating positive tension in any project.
This document contains feedback from various users on the CitySDK workshop hosted by the US Census Bureau. The feedback highlights that the SDK makes it easy to integrate Census data and boundaries by allowing GeoJSON to be sent in requests. Users were able to build applications quickly and spent more time on user interfaces rather than integrating data. The modularity of the SDK also allowed one user to build a module for a USDA API in an hour. Suggestions are provided to improve documentation, tutorials and functionality of the SDK.
White Paper: Great Culture. Great Workplace. Lessons from America’s Best Comp...barbarajahncke
Organizational culture is an untapped, powerful strategic tool in building a successful business today. A company\'s story, its successes, its history and its people influence its culture and can be leveraged to attract employees, intrigue customers and build a tangible connection to a company.
As a seven-time national Best Company to Work for in America and designers of workplace experiences, Kahler Slater knows how important culture is to overall business success. To build upon our knowledge base of working with outstanding companies, we decided to benchmark our peer Best Companies to explore how they intentionally design work experiences and spaces that manifest their great cultures.
We are passionate about sharing this knowledge and applying it to all of the work we do as experience designers.
1. The document provides instructions for a literacy lesson, outlining the activities and objectives for students.
2. Students will practice reading, tapping, spelling, and marking up words with suffixes, with the goal of proficiency in 8 out of 10 words.
3. The lesson includes building words, phrasing sentences, dictation, and homework to reinforce the skills practiced in class.
This document provides a summary of the author's experiences diving in the three main U.S. Virgin Islands - St. Croix, St. John, and St. Thomas. In St. Croix, the author revisits favorite dive sites along the iconic wall, and explores additional sites only 10 minutes from shore, seeing turtles, rays, and abundant marine life. St. John offers mellow diving among rocky outcroppings, cays, and canyons, filled with fish and occasional sharks. Dives in St. Thomas include popular wrecks and reefs accessible from shore. Throughout the trip, the author rekindles their love for diving in these islands known for their close proximity, variety of sites,
The document summarizes the activities and outcomes of the EHISTO project, which aims to develop intercultural and media literacy skills in history education. Key points include:
- Twelve interactive learning objects on two historical topics ("Columbus" and "WW1 outbreak") were created using magazine articles from partner countries and are now available online.
- The second project meeting was held in Łódź, Poland, where university seminars and teacher training concepts for implementing the learning objects were presented and evaluated.
- The learning objects, seminars, and training will be improved based on feedback and then disseminated to support multinational, media-critical history teaching across Europe.
Chile joined the Open Government Partnership in 2011 to increase transparency and access to government information. In 2012, Chile selected Junar's open data platform to create its open data portal after determining their IT departments lacked the skills and resources. The Junar platform launched in November 2012 and was quickly stress tested through a hackathon where developers created over 15 applications using the Junar API. Chile now ranks 25th globally on the Open Data Barometer, leading Latin America in open data alongside Mexico.
The document provides examples of the layout and key components of vertical form trading and profit and loss accounts and balance sheets, with the trading and profit and loss account showing sales, costs of goods sold, expenses, and net profit, and the balance sheet outlining assets, liabilities, working capital, and owner's equity. Both accounting statements include line items for common accounts such as inventory, debtors, creditors, fixed assets, bank balances, and capital.
This document summarizes internet and digital growth trends in India. It notes that while internet reach has grown, engaging "regular" and "active" users remains more important. Key demographics of internet users in India are outlined. Popular online activities are presented, including growing online video and shopping. The document then discusses barriers to further growth and outlines an integrated digital approach leveraging platforms like mobile, social media, and online-offline campaigns. Examples of successful digital campaigns for brands like Tata Tea, Bharat Matrimony and Airtel are provided.
This document lists the nominees and winners for several Grammy Awards categories from the 2012 Grammys. Some of the major categories mentioned include Record of the Year, Album of the Year, Best New Artist, Song of the Year, Best Pop Solo Performance, Best Pop Performance by a Duo or Group, and Best Pop Vocal Album. Many popular artists from 2011-2012 like Adele, Foo Fighters, Lady Gaga, Bruno Mars, and Bon Iver are named as nominees.
This document contains the lesson plan for a "Just Words" reading class. The plan includes opening activities like taking attendance and starting a "Do Now" exercise. It then outlines teaching objectives focused on decoding words and constructing sentences. The bulk of the lesson involves teaching vocabulary words, having students analyze word patterns, and doing dictation exercises to reinforce the words. It closes by checking if objectives were met and providing positive encouragement to students.
The document discusses being proactive and defines it as taking control and making things happen rather than just reacting to situations. It emphasizes that being proactive comes from within and involves taking responsibility for where you are and where you want to go. It encourages the reader to stop blaming others for their circumstances and instead think about what they could have done differently to improve their life. The document provides tips for becoming proactive such as writing down goals, committing to actions, and asking others for help instead of worrying about what they will say.
This document showcases and summarizes several free script fonts. It introduces Nick Curtis and his font foundry that preserves historical typefaces. It highlights his Creampuff font. It also features the Zebra font from Somewhere Else studio inspired by a zebra pen. Additionally, it describes Andrew Leman's Satisfaction font based on 1930s cigarette ads known for its exaggerated lowercase letters. The document promotes these free fonts and invites the reader to visit Fontface website.
Blockchain is a distributed digital ledger that records transactions across a peer-to-peer network in a verifiable way. While the technology promises opportunities, it also enables risks like fraud and hacking if not implemented securely. More research is needed to understand blockchain's full capabilities and limitations before deciding how or if to utilize the technology.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the E.O. Paton Electric Welding Institute in Ukraine, which was founded in 1934 and has made important contributions to industries like shipbuilding, aerospace, and energy. It describes the Institute's achievements in welding technologies and new materials. It also outlines the establishment of a Technopark at the Institute after the Soviet Union collapsed, to commercialize research and attract private funding through economic incentives like tax breaks. The Technopark has implemented innovative projects in areas like rail welding and attracted companies like Pratt & Whitney, but still requires more funding and partnerships to support projects in areas like medical waste disposal.
1) The document discusses how attitude is like an iceberg, with only 10% of one's attitudes being visible while 90% remain below the surface, unknown to others.
2) It emphasizes that attitude makes up a large part of who we are and greatly impacts our lives and behaviors.
3) The document provides several quotes about the importance of maintaining a positive attitude and outlook.
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
1. The document summarizes the key topics and contents of digital modules being created by the IERS consortium to teach about world religions.
2. It provides an overview of 10 digital modules that introduce the main religious traditions, including the three monotheisms and Eastern religions like Hinduism, Buddhism, and Daoism.
3. It also describes digital modules that introduce the academic study of religions, covering methodology, comparative approaches, and contemporary issues.
4. Additional modules focus on topics related to "coexistence and conflict, differences and similarities" within and between religions.
Course 1: Create and Prepare Debian8 VM TemplateImad Daou
The following Course will focus mainly on a private Virtual Environment such VirtualBox or VMware Station. However, if you are willing to setup straight on DigitalOcean or Vultr, then you can skip Course1 and jump to Course2. But, I highly recommend to go through Course1 to build In-house local Web Hosting Server for testing or developing purpose. After all, the concept is same on either Private or Public Virtual environment.
Catalogue Maintenance & Editorial Process Outsourcing thinkahead.net
Think Ahead is a technology outsourcing company that provides catalogue maintenance and editorial process outsourcing services to media and publishing clients. Their services include catalogue updating, content research and submission processing, and they utilize tools like iTrack for link management and editorial dashboards. They aim to reduce costs and enhance client experiences through dedicated teams and a focus on people, processes, and technology.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
The document summarizes the activities and outcomes of the EHISTO project, which aims to develop intercultural and media literacy skills in history education. Key points include:
- Twelve interactive learning objects on two historical topics ("Columbus" and "WW1 outbreak") were created using magazine articles from partner countries and are now available online.
- The second project meeting was held in Łódź, Poland, where university seminars and teacher training concepts for implementing the learning objects were presented and evaluated.
- The learning objects, seminars, and training will be improved based on feedback and then disseminated to support multinational, media-critical history teaching across Europe.
Chile joined the Open Government Partnership in 2011 to increase transparency and access to government information. In 2012, Chile selected Junar's open data platform to create its open data portal after determining their IT departments lacked the skills and resources. The Junar platform launched in November 2012 and was quickly stress tested through a hackathon where developers created over 15 applications using the Junar API. Chile now ranks 25th globally on the Open Data Barometer, leading Latin America in open data alongside Mexico.
The document provides examples of the layout and key components of vertical form trading and profit and loss accounts and balance sheets, with the trading and profit and loss account showing sales, costs of goods sold, expenses, and net profit, and the balance sheet outlining assets, liabilities, working capital, and owner's equity. Both accounting statements include line items for common accounts such as inventory, debtors, creditors, fixed assets, bank balances, and capital.
This document summarizes internet and digital growth trends in India. It notes that while internet reach has grown, engaging "regular" and "active" users remains more important. Key demographics of internet users in India are outlined. Popular online activities are presented, including growing online video and shopping. The document then discusses barriers to further growth and outlines an integrated digital approach leveraging platforms like mobile, social media, and online-offline campaigns. Examples of successful digital campaigns for brands like Tata Tea, Bharat Matrimony and Airtel are provided.
This document lists the nominees and winners for several Grammy Awards categories from the 2012 Grammys. Some of the major categories mentioned include Record of the Year, Album of the Year, Best New Artist, Song of the Year, Best Pop Solo Performance, Best Pop Performance by a Duo or Group, and Best Pop Vocal Album. Many popular artists from 2011-2012 like Adele, Foo Fighters, Lady Gaga, Bruno Mars, and Bon Iver are named as nominees.
This document contains the lesson plan for a "Just Words" reading class. The plan includes opening activities like taking attendance and starting a "Do Now" exercise. It then outlines teaching objectives focused on decoding words and constructing sentences. The bulk of the lesson involves teaching vocabulary words, having students analyze word patterns, and doing dictation exercises to reinforce the words. It closes by checking if objectives were met and providing positive encouragement to students.
The document discusses being proactive and defines it as taking control and making things happen rather than just reacting to situations. It emphasizes that being proactive comes from within and involves taking responsibility for where you are and where you want to go. It encourages the reader to stop blaming others for their circumstances and instead think about what they could have done differently to improve their life. The document provides tips for becoming proactive such as writing down goals, committing to actions, and asking others for help instead of worrying about what they will say.
This document showcases and summarizes several free script fonts. It introduces Nick Curtis and his font foundry that preserves historical typefaces. It highlights his Creampuff font. It also features the Zebra font from Somewhere Else studio inspired by a zebra pen. Additionally, it describes Andrew Leman's Satisfaction font based on 1930s cigarette ads known for its exaggerated lowercase letters. The document promotes these free fonts and invites the reader to visit Fontface website.
Blockchain is a distributed digital ledger that records transactions across a peer-to-peer network in a verifiable way. While the technology promises opportunities, it also enables risks like fraud and hacking if not implemented securely. More research is needed to understand blockchain's full capabilities and limitations before deciding how or if to utilize the technology.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
The document discusses the E.O. Paton Electric Welding Institute in Ukraine, which was founded in 1934 and has made important contributions to industries like shipbuilding, aerospace, and energy. It describes the Institute's achievements in welding technologies and new materials. It also outlines the establishment of a Technopark at the Institute after the Soviet Union collapsed, to commercialize research and attract private funding through economic incentives like tax breaks. The Technopark has implemented innovative projects in areas like rail welding and attracted companies like Pratt & Whitney, but still requires more funding and partnerships to support projects in areas like medical waste disposal.
1) The document discusses how attitude is like an iceberg, with only 10% of one's attitudes being visible while 90% remain below the surface, unknown to others.
2) It emphasizes that attitude makes up a large part of who we are and greatly impacts our lives and behaviors.
3) The document provides several quotes about the importance of maintaining a positive attitude and outlook.
Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.
1. The document summarizes the key topics and contents of digital modules being created by the IERS consortium to teach about world religions.
2. It provides an overview of 10 digital modules that introduce the main religious traditions, including the three monotheisms and Eastern religions like Hinduism, Buddhism, and Daoism.
3. It also describes digital modules that introduce the academic study of religions, covering methodology, comparative approaches, and contemporary issues.
4. Additional modules focus on topics related to "coexistence and conflict, differences and similarities" within and between religions.
Course 1: Create and Prepare Debian8 VM TemplateImad Daou
The following Course will focus mainly on a private Virtual Environment such VirtualBox or VMware Station. However, if you are willing to setup straight on DigitalOcean or Vultr, then you can skip Course1 and jump to Course2. But, I highly recommend to go through Course1 to build In-house local Web Hosting Server for testing or developing purpose. After all, the concept is same on either Private or Public Virtual environment.
Catalogue Maintenance & Editorial Process Outsourcing thinkahead.net
Think Ahead is a technology outsourcing company that provides catalogue maintenance and editorial process outsourcing services to media and publishing clients. Their services include catalogue updating, content research and submission processing, and they utilize tools like iTrack for link management and editorial dashboards. They aim to reduce costs and enhance client experiences through dedicated teams and a focus on people, processes, and technology.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
Presenting virtually in the 21st century can be a challenge. It is NOT the same as presenting face-to-face. Understand what is required to be successful in your webinars.
The document discusses challenges and opportunities for developing literacy skills in modern students. It notes that today's students write by hand less and may interact with books in digital rather than physical forms. It asks how teachers can prepare students for a future that is difficult to predict by focusing on transferable skills. The document presents various digital tools and approaches that can be used to engage and motivate students in developing literacy, such as collaborative writing platforms, digital storytelling, and multimedia book reviews. It emphasizes selecting tools relevant to students and starting small.
This document summarizes Dean Shareski's presentation on rethinking learning in a connected world. Some of the main points discussed include how learning has changed with new technologies, the need to move beyond traditional models of teaching, the importance of social and connected learning, and rethinking concepts like literacy, community, and research in education. The presentation advocates for learning that is self-directed, shared, diverse, and joyful for students.
1. The document discusses tensions between the goals of profitability and social mobility in higher education innovation.
2. It provides examples of how MOOCs can both normalize the status quo by reinforcing norms or disrupt education by allowing self-determined learning pathways and opening access.
3. The examples discussed include MOOCs that disrupted midwifery learning by allowing professionals to share knowledge across borders, and an NGO using MOOCs to offer educational opportunities to refugees.
1. The document discusses learning events to build capacity around antimicrobial resistance (AMR) surveillance in low and middle-income countries (LMICs).
2. In year 1, the objectives were to learn the context, define learning requirements, conduct a learning needs analysis, design and deliver initial learning events, and develop a roadmap for future learning approaches. Country visits identified knowledge and skill gaps in various professional roles.
3. The document outlines a multi-year approach to developing longer-term learning topics, methods, and delivery modes to address AMR issues in LMICs.
This document discusses the concept of digital scholarship and provides context around its emergence. It includes quotes from several scholars and researchers about the potential of digital tools and networks to enhance collective intelligence and enable new forms of scholarly inquiry and knowledge production. Examples are given of early digital tools like blogs, wikis and forums that were invented by amateur developers, suggesting established theory may lag practical innovation in amplifying group intelligence.
The document summarizes key lessons the author has learned from 20 years of teaching and research studies. It discusses the importance of engaging students through inquiry-based, hands-on learning that makes connections to their lives. This approach helps students develop literacy, deeper understanding, and wisdom. The author argues teachers must understand students' perspectives and interests to effectively teach for understanding and social impact.
The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
This document discusses digital literacy and using the online series "Inanimate Alice" to engage students. It describes how students at Pascoe Vale Primary School in Australia analyzed episodes of Inanimate Alice to develop their understanding of narrative structure, visual elements, and author's craft. Students then worked in groups to analyze differences between episodes, common themes, and text structure. They applied what they learned to write their own episode 4 of Inanimate Alice. The goal was to discuss the work critically and hold each other accountable to high standards of writing and collaboration.
This document provides an introduction to a cultural anthropology course. It discusses how the course will examine culture by reading about differences described by anthropologists and thinking anthropologically. Students will learn about the people and cultures studied by anthropologists. The course may challenge students' assumptions by showing that things believed to be primitive, universal or natural are not. Students are expected to question their own assumptions. The organization of the course involves readings, films, writing assignments, exams, and an ethnographic research project.
This document provides information about becoming a firefighter. It discusses how firefighters love helping people during emergencies. The document also lists the actions and vocabulary related to firefighting, such as dragging hoses, climbing ladders, and wearing protective gear. It describes firefighters as passionate people who work hard to save lives. The document concludes by presenting a recipe for becoming a firefighter that includes ingredients like wisdom, strength, endurance and courage.
This document contains four journal entries from a student in an information management course reflecting on assigned readings and videos. In the first entry, the student discusses articles about Wikipedia and realizes its relevance to library science as both a research tool and opportunity to teach information literacy skills. The second entry examines how technological growth will impact librarians' roles and the need to stay up-to-date on new technologies. The third entry analyzes the movie "Mona Lisa Smile" and draws connections to issues of censorship and disseminating information. The fourth entry expresses fears about building a library collection from scratch and emphasizes understanding patron needs.
This document provides an introduction to Rurik Nackerud, an educator who encourages unconventional approaches to learning and teaching. Some key points:
- Rurik encourages students to address them casually using nicknames like "Mx. Bow Tie" rather than formal titles, in an effort to democratize education.
- Rurik's teaching philosophy is heavily influenced by constructivism and believes in excruciatingly constructive learning experiences for students.
- There are different types of constructivism including trivial, radical, social, cultural, and constructionism. Rurik provides examples of activities aimed at different constructivist approaches.
- As an example, Rurik had
The document discusses the need for "bold learning" and "bold schools" in response to rapid changes in technology and information abundance. It advocates for schools that are learning-centered, inquiry-driven, support authentic work, are digital, connected, literate, transparent, innovative, and provocative. The document outlines nine qualities of bold schools and discusses challenges and strategies for change. It argues that educators must unlearn practices focused on delivery, competition, and traditional assessment and instead focus on student-directed learning, cooperation, and new forms of evaluation.
This document discusses common mistakes made in virtual education. It identifies the top 5 mistakes as: 1) believing virtual education means massive education, 2) believing it is mysterious and complex, 3) putting technology before pedagogy, 4) underestimating teachers and students, and 5) taking the fun out of education. It argues education should be a one-to-one process, technology should be a tool to connect teachers and students, and education should allow spontaneity and fun for both students and teachers. The document concludes by noting some schools continue making the same mistakes without changing their results.
The document discusses different types of digital media, including "hard copy", "softcopy", "hard video", and "softvideo". It defines softvideo as using computers for all aspects of video production, publishing, and consumption, allowing for interactive, nonlinear video works. The document suggests softvideo challenges existing ideas of what video is and could lead to new forms of collaborative, networked video experiences that take advantage of the web's capabilities. However, most current online video like podcasting maintains traditional linear forms without utilizing the web's interactivity.
Video blogs are blogs that include video content. They share similarities with text blogs in that they are informal, personal, and grounded in the everyday life of the blogger. Some early video blogs emerged in 2000-2001, with 2004 being declared the "year of the videoblog." Today, video blogging has become very common, with over 2000 people subscribed to related email lists. Video blogs are distributed online through web browsers and RSS feeds, and can then be viewed on devices like iPods or televisions. They tell minor stories that accumulate meaning over time as more episodes are added.
Media Rich versus Rich Media (Or Why Video in a Blog Is Not the Same as a Vid...vogmae
[This is from 2005] Blogs are now a media commonplace with regular mentions and appearances in mainstream media and an apparently exponential rise in use within education, knowledge management communities, and various forms of Web based self publishing. While definitions of what constitutes a blog are, in the manner of all such definitions, problematic, videoblogs pose this problem afresh with recent and rapid developments in this nascent field.
My own views on video blogs are well documented, and have been for some time (Miles 2000). There are specific qualities or properties that a blog has which makes it different to existing forms of electronic writing and demonstrate that blogs are a medium in their own right.
There are three things that matter in relation to a networked specific practice and media production. These three terms apply to the formal attributes of digital media, and so address the qualities that practice requires, and how we participate, use, and engage with networked media. There is no hierarchy amongst these three terms, and they may prove to be insufficient. The terms are porousness, granularity, and facets. The list does not include database, user, or interactivity, as these are not causes but consequences of this triumvirate of terms.
The availability of ready to hand video technologies for recording, editing, and publishing 'everyday ephemera' has seen an explosion of content online, from the low brow populism of YouTube through to the sophisticated observational post produced work of Robert Croma. These technologies of recording, editing, and distribution provide documentary practice with an everyday, quotidian apparatus for the creation of informal, reflective, observational and autoethnographic work. This paper will examine the use of ready to hand video technologies in concert with the use of the Korsakow interactive video authoring software, to create small scale, 'ready to hand' or 'dirty media' documentaries. This provides a model to investigate and develop alternative modes of making nonfiction video online material that falls outside of the economy of spectacle that dominates YouTube or the 'personal broadcasting channels’ of Vimeo . The problem investigated is how to contextualise and author in these systems so that work created is outside of the unstructured banality of aggregative platforms and the serialised limitations of the blog. Emerging software models such as Korsakow require a creative practice of making that involves the critical curation of video ephemera into complex, emerging and multilinear constellations and clouds of associated material that let these works lie between the personal documentary, essay film, home movies and broader poetic traditions. More significantly the use of systems such as Korsakow allows for an autoethnographic methodology of personal, informal and everyday observation to produce a ‘soup’ of material that is then structured through the elucidation of emerging or unveiled patterns of relation amongst shots and sequences. These patterns create affective and poetic “lines of flight” for both maker and user and their value lies in the possibility of poesis amongst otherwise unremarkable moments.
This document discusses an embedded blogging course for 80+ media and communications students. Each student will have their own individual blog hosted internally at RMIT where they can document their learning, discuss topics, and debate ideas. The blogs are meant to be a creative open space separate from assessment, where students can think out loud, share knowledge, reflect, and experiment to build a portfolio of their learning experience.
This document discusses the use of blogs in education compared to traditional essays. It notes that blogs encourage reflection, metacommentary, and knowledge building by connecting various sources of information. Blogs also allow students to direct their own learning process and express what they are learning rather than just restating what has been learned. In contrast, essays tend to narrow a student's research and thinking over time and focus more on conclusions than ongoing knowledge development.
The document discusses Gilles Deleuze's concept of the "interval" and how it relates to new media forms. It argues that contemporary networked media can be understood as systems that produce and maintain intervals between perception and reaction. It analyzes the video project "VideoDefunct" as an example of a system that deliberately extends these intervals to encourage affect rather than following narrative conventions. Finally, it speculates that Web 2.0 systems may function as "affect engines" by allowing open-ended combinations that maximize indeterminacy between viewer interactions.
The document proposes a new whole-of-school honours program to begin in 2012. It outlines the goals and assumptions of the program, which aims to provide pathways to further research and industry, require critical thinking, and equip students with lifelong learning skills. The program would consist of subjects in Communication Histories and Futures, Methods, and Research Practice. Students would complete studios on specific themes across the year along with a research component involving a thesis, project, or portfolio. Issues around the implementation of the new studio-based and research-focused program are also discussed.
The media curriculum aims to integrate theory and practice by incorporating theory within practical activities and practice within theoretical understanding. It emphasizes reflection and process-based learning, with ongoing documentation and assessment supporting self-reflection. In the first year, most teaching and critiques are oral and focus on basic technical skills and single media modes. The second year incorporates written documentation and reflection with a focus on whole media objects and professional orientation. The third year involves applied media projects, written reflection, and the use of theory to explain work.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
3. exercise caution
Beware of carpet baggers from the
south.
What I am going to wonder and
wander about is teaching.
Been invited here before, I liked my
ivory tower too much.
What’s a university to do,
educationally?
2
5. like a blog
This is a style of ‘thick description’.
3
6. like a blog
This is a style of ‘thick description’.
What I am talking about comes from
my experience as a media academic
and educator.
4
7. like a blog
This is a style of ‘thick description’.
What I am talking about comes from
my experience as a media academic
and educator. I work in a post industrial
media ecology.
5
8. like a blog
This is a style of ‘thick description’.
What I am talking about comes from
my experience as a media academic
and educator. I work in a post industrial
media ecology. I think all of us do.
9. like a blog
This is a style of ‘thick description’.
What I am talking about comes from
my experience as a media academic
and educator. I work in a post industrial
media ecology. I think all of us do. It is
an ecology more than it is an economy.
6
11. my tribe
I work in media studies, and more
recently honours education across
media and communication.
7
12. my tribe
I work in media studies, and more
recently honours education across
media and communication. It is a
luxury, yet this luxury lets us conceal
an awful lot.
8
13. my tribe
I work in media studies, and more
recently honours education across
media and communication. It is a
luxury, yet this luxury lets us conceal
an awful lot. I am not an education
academic, though I have been to
education conferences.
14. my tribe
I work in media studies, and more
recently honours education across
media and communication. It is a
luxury, yet this luxury lets us conceal
an awful lot. I am not an education
academic, though I have been to
education conferences. Education
academics appear to be as socialised
into conservative academic norms as
any other discipline or professional
body.
9
16. scarcity
I studied media in the 1980s. I went to
university to find;
17. scarcity
I studied media in the 1980s. I went to
university to find; a scholarly
community, a video camera, an edit
suite, a reference library, experts, and
somewhere to argue about ideas.
18. scarcity
I studied media in the 1980s. I went to
university to find; a scholarly
community, a video camera, an edit
suite, a reference library, experts, and
somewhere to argue about ideas. I can
now find the community online, the
camera is in my pocket, the edit suite is
on my laptop, the library begins with
Wikipedia, and I can find outstanding
blogs.
10
19. scarcity
I studied media in the 1980s. I went to
university to find; a scholarly
community, a video camera, an edit
suite, a reference library, experts, and
somewhere to argue about ideas. I can
now find the community online, the
camera is in my pocket, the edit suite is
on my laptop, the library begins with
Wikipedia, and I can find outstanding
blogs. Most of my students today go for
the same reason I did, fetishising the
technology.
20. scarcity
I studied media in the 1980s. I went to
university to find; a scholarly
community, a video camera, an edit
suite, a reference library, experts, and
somewhere to argue about ideas. I can
now find the community online, the
camera is in my pocket, the edit suite is
on my laptop, the library begins with
Wikipedia, and I can find outstanding
blogs. Most of my students today go for
the same reason I did, fetishising the
technology. Staff do the same.
11
21. scarcity
In 1980 it was enough for the
university to offer these things.
Quantity was sufficient because of
scarcity. Now?
23. being academic
I got to be an academic because I am
smart.
24. being academic
I got to be an academic because I am
smart. Yet at primary and secondary
school you get taught without being
socialised into being teachers.
12
25. being academic
I got to be an academic because I am
smart. Yet at primary and secondary
school you get taught without being
socialised into being teachers.
At university good teaching too easily
becomes socialising our students into
becoming petite academics, little ‘me’s’.
13
26. being academic
As someone with this particular sort of
‘smart’ it turns out I’m good at
explaining things. I’m an associative
thinker (which is one of the reasons I
work in hypertext) and can join up stuff
for others.
27. being academic
As someone with this particular sort of
‘smart’ it turns out I’m good at
explaining things. I’m an associative
thinker (which is one of the reasons I
work in hypertext) and can join up stuff
for others.
But notice what has already happened.
28. being academic
As someone with this particular sort of
‘smart’ it turns out I’m good at
explaining things. I’m an associative
thinker (which is one of the reasons I
work in hypertext) and can join up stuff
for others.
But notice what has already happened.
14
29. being academic
As someone with this particular sort of
‘smart’ it turns out I’m good at
explaining things. I’m an associative
thinker (which is one of the reasons I
work in hypertext) and can join up stuff
for others.
But notice what has already happened.
I had become habituated to using my
academic norms to judge the academic
merit of my students.
15
32. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale.
33. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale. It is pretty easy to
measure (it is something that is
measurable).
34. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale. It is pretty easy to
measure (it is something that is
measurable). It is delightfully empirical.
17
35. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale. It is pretty easy to
measure (it is something that is
measurable). It is delightfully empirical.
A quality is an attribute that is
independent of quantity, of scale.
36. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale. It is pretty easy to
measure (it is something that is
measurable). It is delightfully empirical.
A quality is an attribute that is
independent of quantity, of scale. How
many kids I have is a quantity. How I
feel about them is a quality.
37. quantity and quality
I have been thinking about quantity and
quality. A quantity is something that
has number, scale. It is pretty easy to
measure (it is something that is
measurable). It is delightfully empirical.
A quality is an attribute that is
independent of quantity, of scale. How
many kids I have is a quantity. How I
feel about them is a quality. This is
independent of quantity. (Though a
change in quantity can cause qualitative
change.)
18
39. quantity and quality
“How do you know you are assessing
what your students have learnt?”
CourseHero.com as outside the fire
learning wall. From here it was but a
skip and a jump to turnitin (.com). It is
an untenable and irrelevant arms race
that has nothing to do with learning,
but a lot to do with the acculturation
of students into the habitus of the
university (as if they care).
20
40. quantity and quality
“How do you know you are assessing
what your students have learnt?”
CourseHero.com as outside the fire
learning wall. From here it was but a
skip and a jump to turnitin (.com). It is
an untenable and irrelevant arms race
that has nothing to do with learning,
but a lot to do with the acculturation
of students into the habitus of the
university (as if they care). Evidence of
copy and paste does not tell me what
has been learnt.
21
41. quantity and quality
I think there are simple category errors
happening that confuse quantity with
quality. More does not equal better.
Whether this is oversight, compliance,
auditing, assessment, access, contact.
Doing more (quantity), in universities, is
not a solution. It is doing differently
(quality). My problem is that if a
university has defined itself via scarcity,
what is my job, now?
22
42. quantity and quality
I think there are simple category errors
happening that confuse quantity with
quality. More does not equal better.
Whether this is oversight, compliance,
auditing, assessment, access, contact.
Doing more (quantity), in universities, is
not a solution. It is doing differently
(quality). My problem is that if a
university has defined itself via scarcity,
what is my job, now? And what is
‘quality’?
45. paradigm change
I am the first or second person in the
world to have started videoblogging.
46. paradigm change
I am the first or second person in the
world to have started videoblogging.
However, my idea for videoblogging is
quite different to what it has become.
47. paradigm change
I am the first or second person in the
world to have started videoblogging.
However, my idea for videoblogging is
quite different to what it has become. I
still think video for the internet age will
happen.
48. paradigm change
I am the first or second person in the
world to have started videoblogging.
However, my idea for videoblogging is
quite different to what it has become. I
still think video for the internet age will
happen. Like blogs did for writing.
49. paradigm change
I am the first or second person in the
world to have started videoblogging.
However, my idea for videoblogging is
quite different to what it has become. I
still think video for the internet age will
happen. Like blogs did for writing. With
blogs we have trackback, blogrolls,
pings, blogs and blog posts. It is a
network sensible thing made up of
whole fragments. It is porous and
granular.
24
50. paradigm change
I often meet staff who tell me blogs
don’t work with their students.
51. paradigm change
I often meet staff who tell me blogs
don’t work with their students.
Students complain about having to do
yet more blogging. They keep multiple
blogs for different subjects. They are
told what to write and assessed on just
these.
52. paradigm change
I often meet staff who tell me blogs
don’t work with their students.
Students complain about having to do
yet more blogging. They keep multiple
blogs for different subjects. They are
told what to write and assessed on just
these. The same can be said about the
essay, but no one, students or staff, ever
ask why another essay has to be
written.
25
53. paradigm change
I often meet staff who tell me blogs
don’t work with their students.
Students complain about having to do
yet more blogging. They keep multiple
blogs for different subjects. They are
told what to write and assessed on just
these. The same can be said about the
essay, but no one, students or staff, ever
ask why another essay has to be
written. If you don’t blog how do you
imagine you could teach with a blog?
54. paradigm change
I often meet staff who tell me blogs
don’t work with their students.
Students complain about having to do
yet more blogging. They keep multiple
blogs for different subjects. They are
told what to write and assessed on just
these. The same can be said about the
essay, but no one, students or staff, ever
ask why. If you don’t blog how do you
imagine you could teach with a blog? It
is a verb and a noun.
55. paradigm change
Blogging requires a change in practice.
This is a qualitative change. You can get
there via quantity, but numbers by
themselves won’t do it.
58. affective pedagogy
If scarcity is no longer the reason to go
to university, what is?
What is the ecology of the post
industrial?
What do they learn from me if not my
expertise?
What is this idea of ‘quality’?
59. affective pedagogy
University today should provide an
experience that changes how I
understand and what I understand. To
learn how to ‘be’ a learner in my
discipline. To learn a vocabulary of tacit
knowledge that is ready to hand.
Quality is not quality assurance (which
is an audit culture’s effort to make the
quantitative appear qualitative). It is a
qualitative change in understanding, a
difference that makes a difference in
how something is known.
27
60. affective pedagogy
It is the difference that makes a
difference in how I know, in itself.
61. affective pedagogy
How? We shift towards other, differing,
new making — how we make (social,
shared, public, personal, aggregative),
what we make (mixed media, logical
forms outside of the teleological,
writing with not to media), and who
manages the making (students and
teachers as collaborators).
A qualitative change in the forms used
to express knowledge, in what counts
as knowledge, and how it is conducted.
28
63. some things that influenced this
Ponterotto, Joseph G. “Brief Note on the Origins, Evolution, and
Meaning of the Qualitative Research Concept ‘Thick
Description’.” The Qualitative Report 11.3 (2006) : 538–549.
Efimova, Lilia. “Blending Blogging Into an Academic Text.” Internet
Research 9.0 (2008) : 1–12.
Frayling, C. “Research in Art and Design.” Royal College of Art Research
Papers 1 (1993) : 1–5.
Meyer, Jan, and Ray Land. ETL Project Occasional Report 4. “Threshold
Concepts and Troublesome Knowledge: Linkages to Ways of
Thinking and Practising within the Disciplines.” 2005.
Bell, Daniel. “Welcome to the Post-Industrial Society.” Physics Today
February (1976) : 46–49.
Shirky, Clay. Clay Shirky. “The Collapse of Complex Business Models.”
http://www.shirky.com/weblog/2010/04/the-collapse-of-complex-
business-models/ (April 1, 2010.)
A Manifesto for Media Education. http://
www.manifestoformediaeducation.co.uk/
Simon, Roger I. Teaching Against the Grain:Texts for a Pedagogy of
Possibility. Bergin and Garvey, 1993.
64. thank you
Adrian Miles
http://vogmae.net.au
@vogmae
School of Media and Communication
RMIT University
Editor's Notes
\n
I am a technologist. In thinking about why I might have been invited here, and what I wanted to say, I realised it was important to remember why I use technology in my teaching. It puts the tools of production, of making, into the hands of my students. Making matters. I’m a humanities academic. We have a form of Cartesian schizophrenia where we fully accept the separation of mind and body. We have ideas. We write words, abstractions. We don’t much care about layout, fonts, though if we’re any good we do care about words and sentences. You don’t eat in class because it is simply too carnal, and never submit an essay on coloured paper if you want to be taken seriously. This separation of the corporeal body and the idea is what I have worked against in all my teaching, and a lot of my research practice. New technologies let students be creators, contributors, peers. Which is why I still refuse to use my university’s learning management system. Please keep that idea in a corner as you hear the rest. \n
The things that make a difference for someone in Melbourne are quite different to regional areas in most other parts of Australia. Last time I was at this conference Carol almost certainly wanted me to talk about video blogging, RSS and the like. But I talked about much more experimental things that video could do. Not that practical. \nThis time I’m going to be only a little bit more pragmatic. \nUniversities still seem to know their place in terms of research, and possibly as public institutions. But in relation to education those things that I, as an untrained teacher but new academic had just assumed as given for the role of teaching in the university have changed dramatically. This has had two consequences for me. The first is my effort to become a different teacher to what I was - to what the academy more or less expected me to be. The second is much broader and is about the role of university education, in general. \n\nThere is little structure. Just some ideas. I am doing and performing one of the ways in which I think things can be done differently. A mix of little and larger ideas, anecdotes and provocations. I tried it in different orders and there isn’t any that works much better than another. Your experience of it should be mixed. Some of it will be a bit like a silent movie. \n
\n
Thick description I’ve taken from ethnography. My use of it, which is a bit idiosyncratic, is that I am going to provide quite a bit of detail around some ideas, less to prove them, than to provide lots of context. I want to do this because I know different bits will make different sense to different people, so it is a way of providing lots of points of possible contact with some ideas. This is one of the ways in which this is like a blog. The other is the use anecdote, its informality, and it doesn’t really have a conclusion.\n
Media is one of the key sites undergoing radical transformation right now. It is exciting, I think it is extraordinary to be a part of it. Media is at the pointy end of things and right now I get to watch once solid institutions melt to become archaeological relics. \n
Industrial means things needed a lot of capital, and a lot of specialisation. Expensive to make and access to the means of making media, let alone finding an audience, was highly limited because it was so scarce. It was scarce because it was expensive. The post industrial has reversed all the terms of this economy.\n
\n
It is an ecology not an economy because it really is a network. There are asymmetries, bits that are bigger, more important, have bigger impact, but it is still interconnected and inter-related and the relations between the parts are more important than the parts themselves. The links to a site are much more important to Google than the site itself. Relations matter, and this is an ecology. A simple premise from this is that relations between students are as important, if not more, than the relation between the teacher and the students.\n
\n
All tribes have particular ways of going about doing things and of understanding their world. The most powerful of these are those that have become internalised to the extent where the values they express appear normal, natural, and just, well, common sense. Whatever we call them, they are ideologies, and while we can’t escape ideology I think it is imperative to try to be aware of them and to recognise the coercive force they have. There is an ideology of education attached to being an academic. One thing I’m doing here is naming some of it, and wondering about its legitimacy.\n\nI have been instrumental in rebuilding the media studies curriculum at RMIT in Melbourne. I have also led curriculum renewal for a large honours program within a school of media and communication. Aside from disciplinary specifics the heart of this has been to appropriate a range of strategies and methods from design education and practice and bring them into the traditional humanities curriculum. This primarily revolves around various forms of reflection in and upon practice and the elevation of the simple idea that making enables the best learning. In honours I extend this so that writing is just as much a mode of making as so called practice based research. In honours most students think research is the library and the writing is a report. By emphasising the role of writing as making they eventually learn that research is the writing, the making, and that the library is merely prefatory to what research actually is. \n
The luxury is that I get students with high academic skills. The sorts who can write a 2000 word essay overnight and do pretty well. But these students are good enough, and well enough acculturated to the learning regimes of measurement as assessment that it lets education at university be lazy. Provide some content, set the reading, talk to them about it, write an essay, mark it. Really it sounds a bit like an autopilot doesn’t it? A sort of talking library, or I suppose the textual equivalent of the DVD with a critic’s commentary punctuated by a couple of moments where students have a go at rehearsing what they’ve heard and read. For academically inclined students it is easy to game the system, and these are the ones that we hold up as exemplary, to show that we are good teachers (these are our high distinction students). But they’re high distinction students in spite of us, not because. And they’re high distinction students because they mirror the values of us as academics and that is what we privilege. It does not follow that they are the best students, if best might mean they have learnt or achieved the most through your subject.\n
\n
The biggest thing that I’ve taken away from the 2 or 3 academic conferences I’ve attended are numbers. Empirical measurements. That n% of students scored better, felt more engaged, or stayed in class because of x. The technology ones are worse, here tech nerds have a niche where you get reports with all sorts of metrics, but where learning as a value, a quality, is lost amongst what are basically performance metrics. Taylorism dressed up as education where critical questions about what education is or can or should be are eclipsed by systems intended to prove that its participant’s have learnt more, better. I once talked about blogs as a disruptive pedagogy at one of these conferences and when the audience realised I was talking ideas half left. An education conference that shies away from ideas. Alas, I’m hopelessly abstract in how I think about things, this is another one of those occasions. Conferences run the risk of being the place where tribes reinforce why they matter to themselves, on their own terms, in their own language. Or, as Kevin Kelly put more or less put it, “Institutions will try to preserve the problem to which they are the solution.” We are as guilty of that as any other institution. It’s what tribes do.\n
\n
\n
\n
This is what I meant, a moment ago, by the university defining itself via an economy of scarcity. if you wanted these things, you had to go to where they were. They were scarce because they were expensive. This is an industrial model. Universities, to be very crude, had intellectual capital and the tools that went with that (library, video cameras, edit suites). This is not the self definition used, but it is the reason why universities could self define in the way that they did. \n
\n
In the media program I teach in students still subscribe to this model. This scarcity is partly an effect of competitive entry - it is academically hard to get in to - but more importantly it comes out in their fascination with thinking that they must use the best equipment and this is how they valid that what they are doing matters. A technical fetish is used to generate scarcity. Staff largely approach it the same way. This is a quantitative model where high quality equipment is mistakenly thought to be related to high quality learning and outcomes. It is quantitative because it is only about tech standards. In other words they approach this as if we are still in an industrial model.\n
\n
\n
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The sort of smart I am was easily recognised by teachers at university because it was more or less smart in an academic way. I was a mature age student and keen to learn. I seemed to get the importance of the ‘reflexive’ in art and theory and fitted right into this sort of academic environment. I was a high distinction student. When I became an academic people like me were my best students. These are the ones I taught to. They got theory. The ones who enjoyed the classes and had smart questions. They Iet me think I must be pretty good at this since look how good they are. But they were like me when I was a student. I was already like that before I came to the university and apart from providing the place, the university didn’t really do that much more. It certainly didn’t teach me how to be like that, how to get theory and use it. It provided access, because access was scarce. They were industrial times.\n
For too many university academics this is the model of good teaching. We use the values and standards of our own profession - a humanities academic - as the default pedagogical values for our students. The essay, abstract theory, the conventions of citation and the short road to hell that is plagiarism. As academics these are the socialised norms of my workplace which I self identified with as a student. But it doesn’t follow that my students self identify with them, nor that these are inherently the most valid elements of what university education is. In a nutshell too many of us in university treat the attributes that drew us into the academy as the pedagogical values of learning in the university. This is a nonsense. The vast majority of my students are not there to learn how to be academics, and most will never write an essay again, ever. \n
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Even my simple explanation there privileges my expertise. My ability to explain. No one told me this might not be the way to be a good teacher. This helped me think I was a pretty good teacher. A qualitative change for me was the shift from understanding that it was not about finding clever ways to explain complex ideas to others, but that my teaching could be the practice of learning and discovery and making knowledge in itself. That my ‘black box’ of theory and doing could be opened and named, prodded, and shown. (And that each student had their own ‘black box’ of learning and knowledge which could be opened, named, prodded and grown.)\n
I self selected for the university, as most academics do. I did not need to be taught the implicit values of learning and the rules of the game for being an academic. I wanted to be part of that tribe. The mistake, like so many other beginning university teachers, is to then think that these values, the ones I self identify with, are those that matter to everyone else there. But for the largest group, our students, they don’t. But unfortunately they don’t make decisions and compared to us they transients. \n
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Quality is my response to why go to university. Though I don’t think much of it is happening.\n
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Quantity, for better or worse, has underwritten most assessment for most of my peers. Essays are measured by length, either words or pages, not by ideas or problems. Teaching is a series of weeks, not topics (the weeks come first). When was the last time you heard a student ask about comments on their work, rather than what mark they received? Because of this assessment is, first of all, an economic transaction. For us and for them. (“It’s only worth 10%”.) The best students do the maths, the worse don’t. \n\nBut numbers are how we measure, so when I teach students how to define their own assessment criteria I insist they be empirical, because otherwise they don’t have any way to measure their achievement. Later, with experience, they can do different.\n
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A quality is a quality independent of how much of it there is. The redness of a red is that red regardless of much of it I have. You measure quality by things like intensity, and to turn quality into a quantity, into something that can be measured, is hard to do. \n\nI think university learning needs to move from a quantitative to a qualitative model, though I think it should be obvious that this is much different to the quality assurance models that enforce their compliance regimes upon us.\n\nFor me learning should provide a qualitative change in understanding for those involved. This is not the same thing as knowing more about something. It is knowing something differently. Often it might be something small, but its consequences are large (it is an ecology).\n\nI also think our teaching models, which in spite of everything remain largely content driven, are a consequence of our assessment regimes. Not the other way around. I think if you were given permission to assess qualitative outcomes, real qualitative ones, then what and how we teach would change dramatically, and quickly. \n\n\n
I did mention on the previous slide that quantity can lead to qualitative change. \nThis graph shows an example of this. It is something I ask my honours students to do at the end of their honours year. The horizontal line is neutral, above it means something for the better, below something for the worse. In this one the green line is their knowledge about their topic. Purple the course their research has taken in relation to where they thought it would go. The pink their understanding of what research is as a practice. What I look for is a steep line up, somewhere. When that is there then there’s been a qualitative change in their understanding. For this student this happened partly around their project (the purple line, it was an experimental audio drama) but most strongly around their understanding of research as a practice, the pink with two big shifts through the year. This is a case of where quantity leads to qualitative change as the scale of honours, the number of words required, forces a shift in understanding. \n
This is an example of what I’m talking about. Here quantity is all dressed up as a qualitative outcome. Bah, hooey. \n\nThis is an outsourcing of academic responsibility dressed up as academic integrity and responsibility.\nHere the “quality” learnt was that over 3 years the students learnt how to cite and write more like an academic. Why do we think students are at university to learn how to be academics?. These students were in a discipline related to medical imaging and diagnosis. When they are looking at my MRI scan I don’t give a toss if they can write like mini-me academics, I want to know that they have outstanding diagnostic skills. As an educator I see little connection between one and the other. This makes one of the most common mistakes in university education where we mistake the values that matter for us as academics - that is our professional values - with those that matter educationally. This is academic narcissism. It is also what happens in tribes. Being able to write, academically, matters to me, not my students. And I imagine not to most medical imaging professionals in their daily practice.\n
My question at the end was simply how do you know the students don’t know the copy and paste material? He said he didn’t. The fact that his opening premise “how do you know you are assessing what you have taught, what they have learnt” had no relationship to the conclusion “using turnitin over three years they write academically acceptable essays” still evaded this academic. His work is celebrated in the university as an exemplary model of technological enabled learning. \n
From my point of view he has built a complex academic compliance machine that rewards behaving like ourselves. Cite often, cite well, cite properly, and we reward that. I think it is a significant effort of time to simply acculturate students to our own values, which we then parade as good teaching. \n\nThis is an example of using a quantitative tool (turnitin.com) to achieve what are mistakenly thought to be qualitative outcomes. The measurement was the decline of unattributed citation, this is just about metrics. This is to be socialised into a normative set of standards that matter to academics, but not necessarily to these students. What I am railing against is the way the academy normalises this sort of coercive power as pedagogy and legitimate. It is the stuff of ideology.\n
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This is the Lytro camera. Will be available next year. Rather than focussing light onto a plane it captures the entire light field. This means after the photo is taken you can vary the focus of the image. Forever, for the photographer and the viewer. This is a paradigm shift, the sort that is possible when the computer is used not only as a channel of delivery but as a fundamental participant in the doing.\n
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We now take for granted what a blog is, but it is worth remembering how large a change they represent for writing practice. I remain fascinated with their cinematic qualities, which revolves around how they are whole fragments. A post is always whole, like a shot. But like a film a blog is made up of a serially arranged collection of posts, if you don’t have posts you don’t really have a blog. The key thing that blogs formalised is an architecture that lets these basic units remain addressable, singular and whole after becoming part of something larger. \n
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These are all bad models of blogging in university.\n
The essay is part of the ideology of the institution, hence it is unquestioned. As is the tute paper. The exam. Vary from these and the students are as likely to get ansty as other staff. It is not because they are conservative, it is because they have been so squashed by everything to have simply gotten to university in the first place. \n
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With a practice such as blogging there is resistance from students as it is simply different to the forms of academic practice and assessment that they have been conditioned to. It is just much messier than what they have learnt counts as learning. However, much like the graphs from the honours students there is always a tipping point, and once you get over that tipping point blogging more or less takes care of itself. To get over that tipping point requires coercion, or seduction, and the strongest forms of coercion and seduction you have as a teacher is assessment. So you need to spend a lot of your assessment budget on these things at the beginning, and later you more or less get this budget back again to spend on other things. Self assessment works the same way, too. \n
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This comes out of my interest and appropriate of design research and education where tacit knowledge, knowing how, is recognised as a quality, as hard to teach, hard to learn, hard to assess. But it is also recognised that it is tacit knowledge that provides the schema that let you deal with difference, with wicked problems, with change, with the way things always talk back. To learning how to listen for and have a conversation with this ‘back talk’, the way your material, your stuff and ideas always push back. Learning how to ‘be’ I take from a recent comment by Stephen Downes about the point of getting a university education. This is not about content but a mode of engagement with learning and disciplinary knowledge that helps you become a member of a tribe, with the proviso that you also recognise the problems that this has.\n
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So this is simply a call for learning studios, kindergartens if you like, with an emphasis on making, but in a tertiary context. A making with a meta level of reflective and critical engagement that is modelled, expected, performed, assessed, and scaffolded all the way through. That measures and rewards the sorts of change in learning that should be rewarded, rather than just knowing a lot.\n
As I finished this I thought there really isn’t much I’ve said. So I took a breath and remembered that in universities most of what I’ve said is radical and meant with blank stares of misunderstanding and miscomprehension. Even down right hostility. For instance my students assess their own participation in a subject. They do this extraordinarily well, with rigour and responsibility. I have a protocol about how I do this, which I share with others. Most refuse to believe that it works. It does. Universities no longer can rely on privilege (which is just another form of scarcity) but once you take away all the ways we think we matter, educationally, I think there is not a lot left. The emperor, if you like, is not wearing any clothes. It is for us to step up here because we all know learning does matter. It is not only that governments don’t get it, neither do many of our administrators, our peers, or our students. So think about one thing, one small thing, that could be achieve a qualitative change for your students, and do it. Don’t ask permission, ask forgiveness. \n\n