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Monthly Archives: March 2009

Snowflake Effect

Here’s your irony for the day: BECTA’s site on emerging technologies only lets you read the Snowflake Effect article in MS Word. Very well then. I heard Erik Duval speaking on the snowflake effect last year at E-Learn Las Vegas. Wayne Hodgins describes the snowflake effect: “We now have the chance to invert our design [...]

The burden of proof: What does education research really tell us?

I appreciate the spirit of articles like this The burden of proof: What does education research really tell us?. Various discussions are presented on the value of hands-on science education in contrast with lecture-based. It’s difficult to defend lectures in today’s participatory media environment. But I like lectures when they are delivered well with stories, [...]

The CCK08 Solution

I’m delayed in highlighting Stephen Downes’ comments on our Connectivism and Connective Knowledge course from last fall. It’s a good overview of how the course was setup, the challenges we encountered, technical details, and learner involvement. Stephen casually references a new initiative that partly developed in CCK08: Serialized RSS Courses. This concept is developed more [...]

Forgetting things…

If NASA can forget (ok, “lose knowledge”) how to return to the moon and the US can forget how to make certain missiles, I’m sure we can be forgiven for our daily absent-mindedness. I am, however, surprised information of national, even global, importance can be just…lost. And it makes me wonder what we are losing [...]

Pushing the Limits of Crowdsourcing

Stories of the value of “crowdsourcing” (opening your content, code, information to the creative (and destructive) moods of the masses) are fairly common. Pushing the Limits of Crowdsourcing: From around the world, almost 20,000 people chipped in on a five-minute animated film that features a love story between a guitar and a violin. You could [...]

Imminent Changes in Higher Education and its Delivery

Over the last several years, I’ve been trying to communicate the basis for educational change: don’t change education based on an instantiation of change (web 2.0, participative web)…change education based on foundational change. What is the foundational change? As this article – Imminent Changes in Higher Education and its Delivery – states, it’s related to [...]

Information (sensemaking) tools are pathetic

In spite of dramatic changes in information creation, sharing, dissemination, and validation, tools don’t yet exist to help provide images and patterns of what information means. Fragmented information means that the act of coherence making now rests with individuals, not with linear (or centralized) structures like newspapers, books, and courses. Innovation has been limited in [...]

IRIS Model

I’ve had many enjoyable conversations (i.e.arguments) about what is/is not suitable in technology adoption. In many instances, it’s a matter of misunderstanding (determining the context from which different speakers are arguing). In my new found desire to communicate visually, I propose the following: IRIS model of technology adoption. When we encounter a new tool or [...]

Educational Uses of Back Channels

A back channel is a secondary conversation stream that occurs simultaneously with a primary conversation. If you attend a conference, back channel conversations may be happening on Skype, Twitter, BackNoise, Today’s Meet, or similar services. Back channels during live events in Elluminate can be more valuable for participants than the actual presentation. Some attendees (especially [...]

What’s the ideal number of friends?

Dunbar’s number says we can maintain relationships with about 150 people. Which then prompts people to consider What’s the ideal number of friends? Questions like this – and Dunbar’s number – are vague and almost useless. First, what’s a friend? The article quotes Aristotle’s statement friends as people who’ve eaten salt together (what if you [...]