The Audrey Test (Pt.1) [...]

Do you work closely your potential users (teachers or students, for example) about product development? Do you offer data portability -- not just for administrative data, but for students' own information? Is your tool available across platforms? Are you open source? Do you offer an API? Is your educational content openly licensed? Is it accessible to those with disabilities? Do you have a revenue strategy that involves something other than raising VC investment? Does your product reduce the "achievement gap"? (Source)

Beyond Teaching Techniques [...]

Our conversations need to move beyond techniques. In the beginning, the what-to-do and how-to-do-it focus is essential, and teachers should always be on the lookout for good techniques. But by mid-career, it’s time to explore why—why are we using that policy, why does that activity work in some courses but not others, why won’t students accept the responsibility for learning, why doesn’t our feedback make the next paper better. Our conversations need substance—stuff we can think about, chew on, view from multiple perspectives, and then dig a bit deeper. (Source)

Discipline-Based Education Research discussion [...]

Having people trained in the methods of a wide range of disciplines in the same room talking about the same questions is illuminating. Psychologists worry that the treatment is not precisely defined. Economists worry that the control group and treatment were different before the experiment started. Physicists seem to want to see change across the semester in the same learning outcome for both the control and treatment groups. I think we are all curious about the mechanisms behind whatever changes we observe in outcomes. (Source)

Against the “information ecosystem” [...]

The information ethic in this critique is based upon explicitly acknowledging that information systems are human creations, not natural phenomena. It follows the same argument that the free market is a myth; better said, the so-called “invisible hand” of Adam Smith is subordinate to institutions created by humans [34]. This does not deny the possibility of creating greener and friendlier information systems; instead it creates opportunities to emphasize the human role in these processes. (Source)

Tools aren’t Activism [...]

Here's a radical idea though: it's what you do with those tools and how you do it that defines whether you're activist. Are you using those tools to "promot[e] the quality of life in a community, through both political and nonpolitical processes"? Or are you just running student Tumblrs but now they're on WordPress? We need to be radically honest with ourselves about these things. It's hard, but it's necessary. (Source)

Platform Capitalism [...]

Subjecting workers to a national (or even global) reverse auction of wages and work conditions—where they are under constant pressure to perform tasks faster, and for less, than rivals will—is a recipe for exhaustion and poverty for those unlucky enough to be trapped in the platform matrix. Moreover, it is also a prelude to deflation and economic collapse, as precarious work provokes a twenty-first century revival of Keynes’s paradox of thrift. Why would anyone subject to the danger of constantly declining wages spent more than minimally? And as that frugality becomes widespread, how can whole economies avoid shrinkage? (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on Platform Capitalism

Entrepreneurial History [...]

History is barely even a story at all, let alone a painful or discomfiting one. Rather, history is a collection of analogies to the present, offering a comforting reassurance that all human endeavor—even all natural life—has led us to this moment. “Failure”—a popular Silicon Valley buzzword—is only a temporary pause in narratives of eventual triumph in which exploitation rarely figures. (Source)

Permissions Over Free [...]

From a messaging perspective, I continue to believe that OER advocates should place more emphasis on permissions because this is the aspect of OER to which publishers have no answer. Publishers simply have no response to the 5Rs. When someone starts talking about how small the difference is between free and affordable, just turn the conversation to permissions by asking a question like, “Am I free to make as many copies of the material as I like?” “Can I make word or paragraph-level changes to the content so that it speaks more directly to my students?” “Can I give away free copies of the material to my students?” “Can my students and I engage in the collaborative co-creation of new knowledge as we jointly revise and remix your materials with others?” (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on Permissions Over Free

The myopia of crowds [...]

Our results suggest that, rather than evaluate all available answers to a question, users rely on simple cognitive heuristics to choose an answer to vote for or accept. These cognitive heuristics are linked to an answer’s salience, such as the order in which it is listed and how much screen space it occupies. While askers appear to depend on heuristics to a greater extent than voters when choosing an answer to accept as the most helpful one, voters use acceptance itself as a heuristic, and they are more likely to choose the answer after it has been accepted than before that answer was accepted. These heuristics become more important in explaining and predicting behavior as the number of available answers to a question increases. Our findings suggest that crowd judgments may become less reliable as the number of answers grows. (Source)

Wikity users can copy this article to their own site for editing, annotation, or safekeeping. If you like this article, please help us out by copying and hosting it.

Destination site (your site)
Posted on Leave a comment on The myopia of crowds

Norman’s Law of eLearning Tool Convergence [...]

> Any eLearning tool, no matter how openly designed, will eventually become indistinguishable from a Learning Management System once a threshold of supported use-cases has been reached. (Source)