> some of these arguments position analytics in opposition to narratives. That part is not right. Analytics are narratives. They are stories that we tell, or that machines tell, in order to make meaning out of data points. The problem is that most of us aren’t especially literate in this kind of narrative and don’t know how…

> If you think about the Stream, with it’s lack of explicit prompts, how does one know what to share? One thought is that as you go through your stream you are doing something like shopping — you’re explicitly in the market for something. And very often that something is a rebuttal to an implied…

> The process that Facebook currently encourages, on the other hand, of looking at these short cards of news stories and forcing you to immediately decide whether to support or not support them trains people to be extremists. It takes a moment of ambivalence or nuance, and by design pushes the reader to go deeper into…

> If “free” belongs in the definition of OER, which I believe it does, it belongs there not as “free plus permissions” but as “a free grant of permissions.” Many of the 5R permissions are available in traditionally copyrighted materials if you’re willing and able to pay for a license. What distinguishes openly licensed resources…

> Some of us might adopt technology products quickly, to be sure. Some of us might eagerly buy every new Apple gadget that’s released. But we can’t claim that the pace of technological change is speeding up just because we personally go out and buy a new iPhone every time Apple tells us the old…

> If psychological milestones have taken the place of economic ones, then attacks on those psychological milestones hurt more. They’re more threatening. When identity is all you have, an attack on identity can feel like an attack on you as a person. [source](https://www.insidehighered.com/blogs/confessions-community-college-dean/guarding-what%E2%80%99s-there)

> Study of the oral examinations with qualitative research methods showed that the differences in perceived competence were most marked when the oral examinations assessed how students thought about problems. Source: Wright, J. C., Millar, S. B., Kosciuk, S. A., Penberthy, D. L., Williams, P. H., & Wampold, B. E. (January 01, 1998). A Novel…

> “In an information-rich world, the wealth of information means a dearth of something else: a scarcity of whatever it is that information consumes,” cognitive psychologist and computer scientist Herbert Simon wrote in 1971. “What information consumes is rather obvious: it consumes the attention of its recipients. Hence a wealth of information creates a poverty…

> The present research shows the powerful effect of testing on learning: Repeated retrieval practice enhanced long-term retention, whereas repeated studying produced essentially no benefit. Although educators and psychologists often consider testing a neutral process that merely assesses the contents of memory, practicing retrieval during tests produces more learning than additional encoding or study once…

>The moment they earn their bachelor’s degrees, black college graduates owe $7,400 more on average than their white peers ($23,400 versus $16,000, including non-borrowers in the averages). But over the next few years, the black-white debt gap more than triples to a whopping $25,000. Differences in interest accrual and graduate school borrowing lead to black…