news (external)

Introducing Instant Articles

OLDaily by Stephen Downes - Wed, 2015-05-13 18:03
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Michael Reckhow, Facebook, May 13, 2015

Facebook is today launching its 'instant articles' service. This is an application of the idea of Facebook  hosting publisher content natively (that way, you don't need the internet to access the content, you just need Facebook (there's no way that could go wrong, is there?)). It's Facebook's response to net neutrality (which it  doesn't really like at all). "Along with a faster experience, Instant Articles introduces a suite of interactive features that allow publishers to bring their stories to life in new ways. Zoom in and explore high-resolution photos by tilting your phone." (My emphasis) I have no idea how I would link to these articles to share them with you - which I also think is part of the point. Who needs OLDaily, when you have Facebook?

[Link] [Comment]

The principles for establishing international & interoperable rights statements

OLDaily by Stephen Downes - Wed, 2015-05-13 15:03
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Paul Keller, Emily Gore, DPLA Blog, May 13, 2015

This  document is currently being edited (mostly for grammar) by the community, so it can be difficult to read. It essentially identifies a set of principles for standard rights statements, and lists a set of possible descriptions of rights. This is a particularly complex exercise because of the variability of local copyright laws and the complex state of the copyright any given artifact might find itself in. As usual, there are omissions (no mention at all of moral rights) and the prejudices of the authors are apparent in the language (the double-negative of "non-commercial use only" as opposed to "commercial use allowed", for example).

Mostly, though, there is a conceptual muddle here between the work's copyright status and the uses allowed of the work (where by 'uses' they actually mean a fairly narrow spectrum of republication or redistribution as "international aggregators of cultural heritage works"). On the one hand the document omits any description of fair use provisions because this "is not descriptive of copyright status but of the rationale for use," but on the other hand it includes licensing provisions such as 'educational' or 'non-commercial', even though these are also frequently aspects of fair use. This conceptual confusion becomes especially clear when trying to account for public domain artifacts, which are not owned, yet (somehow) have restrictions on use.

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Learning from failure: The case of the disappearing Web site

OLDaily by Stephen Downes - Wed, 2015-05-13 15:03
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Francine Barone, David Zeitlyn, , Viktor Mayer-Schönberger, First Monday, May 13, 2015

Only two case studies are presented: Kwetu.net,  "our home" in Kiswahili, "a privately owned grey literature site established in 2000 by Karani Nyamu and Luke Ouko as an online repository of photos and videos from Kenya, Uganda and Ethiopia"; and Europa Film Treasures at europafilmtreasures.eu, "'an online film museum', described by its founders as 'an interactive tool for the promotion of film culture.'" Why do really interesting sites like these disappear? It could be anything from neglect, financial resources, natural disaster, hostile regimes, or competition between major web players featuring "aggressive acquisition of popular services that are subsequently abandoned, shut down or absorbed into a larger platform."

[Link] [Comment]

Canada joins global sweep of kids’ online privacy

OLDaily by Stephen Downes - Wed, 2015-05-13 15:03
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Susan Krashinsky, Globe, Mail, May 13, 2015

There's a "global investigation taking place this week involving privacy organizations in 21 countries," including Canada, into children's online privacy. "Investigators will be looking at whether apps and sites gather personal information on kids, and if they do, whether that information is limited to what’ s necessary." I have my doubts that the companies being investigated will be forthcoming with their information, but we'll see.

[Link] [Comment]

MOOC 4.0: The Next Revolution in Learning & Leadership

OLDaily by Stephen Downes - Wed, 2015-05-13 15:03
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Otto Scharmer, Huffington Post, May 13, 2015

Honestly, I think this is just a restatement of a lot of the stuff we have been saying about connectivist MOOCs (cMOOCs) but some of the style of presentation is sufficiently distinct so as to merit a post of its own. MIT's Otto Scharmer describes what he calls "MOOC 4.0" as "Many-to-One: Deep listening among learners as a vehicle for sensing one's highest future possibility through the eyes of others." Reading further we see that he explains, "the social field turns into a mirror that allows each individual to see his or her own highest future possibility." So what is the 'social field'? Well, it could be anything from Etienne Wenger's community of practice to Terry Anderson's social presence. But I see it as the emergent voice, a concept I have talked about often, where the knowledge possessed by a network is not possessed by any individual, but which emerges from the totality of the voices, and must be recognized by the perceiver, the way we would recognize a picture of Richard Nixon on the television.

[Link] [Comment]

Informatics leadership: the role of the CNIO.

NLM - Nursing Informatics - Wed, 2015-05-13 15:03
Related Articles

Informatics leadership: the role of the CNIO.

Nursing. 2015 Apr;45(4):21-2

Authors: Kirby SB

PMID: 25785405 [PubMed - indexed for MEDLINE]

Categories: nursing informatics

‘My Degree Prepared Me For This’: Dalton State Offers New Online Degree

Online learning update by Ray Schroeder - Wed, 2015-05-13 02:09

by Misty Wheeler, Dalton State College

The bachelor’s degree in science in criminal justice will now be offered completely online by Dalton State through the University System of Georgia’s eMajor program. The degree is being offered online for the first time in the fall. The online degree closely follows Dalton State’s already reputable criminal justice program on campus. The College partnered with Georgia Southwestern University to offer the degree online. Students will have the opportunity to take courses all online, all on campus, or take a combination of both.

http://www.chattanoogan.com/2015/5/4/299633/My-Degree-Prepared-Me-For-This.aspx

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New book: Thing Explainer

xkcd.com - Wed, 2015-05-13 02:00
New book: Thing Explainer!


Categories: Cartoons, Science News

Dimensions

xkcd.com - Wed, 2015-05-13 02:00
Categories: Cartoons, Science News

Welt-Zöliakie-Tag am 16.05.2015

Gesundheitsberichterstattung - Wed, 2015-05-13 00:00
Ausgewählte Informationen zum Welt-Zöliakie-Tag am 16.05.2015
Categories: Science News

Europäischen Adipositas-Tag am 16.05.2015

Gesundheitsberichterstattung - Wed, 2015-05-13 00:00
Ausgewählte Informationen zum Europäischen Adipositas-Tag am 16.05.2015
Categories: Science News

How Big Is Your Brave?

OLDaily by Stephen Downes - Tue, 2015-05-12 03:02


Anthony Lees, Microsoft UK Schools Blog, May 11, 2015

One of my favourite songs of the last few years is Brave, by Sara Bareilles (in fact, the  whole album is exceptional). So it doesn't surprise me to see echoes of the theme - and even some of the same phrasing - in motivational speeches about education the year following.

Don't run, stop holding your tongue
Maybe there's a way out of the cage where you live
Maybe one of these days you can let the light in
Show me how big your brave is

Read more: Sara Bareilles - Brave Lyrics | MetroLyrics [Link] [Comment]

From “knowledge worker” to “learning worker”: what this means for an organisation

OLDaily by Stephen Downes - Tue, 2015-05-12 03:02


Jane Hart, Learning in the Social Workplace, May 11, 2015

Why can't all this be true of learning as well as working. Think about what the principles would become:

  • has a flexible learning environment
  • can customize own learning
  • shares learning resources
  • uses new ways to communicate and cooperate
  • can become a learning leader
  • shifts from knowledge learner to learning learner
  • learns and teaches at will

I see no reason why the learning place of the future couldn't be one where people organize and manage their own learning, and where learning professionals offer support, not instruction.

[Link] [Comment]

New Arizona State-edX MOOC: Another blow to traditional college

Online learning update by Ray Schroeder - Tue, 2015-05-12 02:10

by Stuart M. Butler, Brookings

Called the Global Freshman Academy, this is another important step in the revolution that is engulfing higher education. Recently Google and MOOC pioneer Coursera announced “microdegrees”, a set of online courses and a hands-on project that will essentially be the core of a low-cost degree major that will be accepted by top employers. Now ASU and edX is aiming at the package of general course requirements, enabling students to assemble an accredited set of mainly first-year classes to use at ASU or to gain credits that they can transfer to another college or university. The Global Freshman Academy is a boon to students and an existential threat to traditional state and private universities.

http://www.brookings.edu/blogs/techtank/posts/2015/05/4-asu-moocs-butler

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Effective Social Media Practices and Good Online Teaching

Online learning update by Ray Schroeder - Tue, 2015-05-12 02:06

By Joshua Kim, Inside Higher Ed

I have this theory that if you are effective on social media then you stand a good chance of being effective in online teaching. How do these two activities go together? Two words: presence and community. The people who seem to get the most out of social media are those who dedicate themselves to being present on their platform of choice. The goal to invest in presence and achieve community are also the two hallmarks of effective online teaching. If you teach online you need be present. This does not mean answering every single discussion thread, or constantly putting up just-in-time videos to explain concepts. Rather, presence can take the form of active listening.

https://www.insidehighered.com/blogs/technology-and-learning/effective-social-media-practices-and-good-online-teaching

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World’s First Open Online MBA To Be Launched By Mooc Platform Coursera

Online learning update by Ray Schroeder - Tue, 2015-05-12 02:02

by Seb Murray, Business Because

The world’s first open online MBA will launch in 2015 after a landmark decision from a top business school which is expected to pave the way for further digitization of the business degree and disrupt an already shaken education market. The University of Illinois at Urbana Champaign College of Business has received the seal of approval from its senate to launch the “iMBA”, in collaboration with Coursera, the $300 million-plus Silicon Valley start-up that produces Moocs and has amassed nearly 13 million users. Set to open for admissions later this year, the iMBA consists of a set of Specializations – Coursera online courses – in different areas of business. The iMBA will cost a total of $20,000, the University of Illinois told BB – about one-third of the price tag of a traditional MBA from a similar institution.

http://www.businessbecause.com/news/mba-distance-learning/3240/first-open-online-mba-launched-by-coursera

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13. koordinierte Bevölkerungsvorausberechnung

Gesundheitsberichterstattung - Tue, 2015-05-12 00:00

Aus dem Bereich Bevölkerungsstatistik des Statistischen Bundesamtes wurde die "13. koordinierte Bevölkerungsvorausberechnung " als gestaltbare Tabelle ins Informationssystem eingestellt.

Categories: Science News

Tag der Dystonie am 15.05.2015

Gesundheitsberichterstattung - Tue, 2015-05-12 00:00
Ausgewählte Informationen zum Tag der Dystonie am 15.05.2015
Categories: Science News

Anonymous Messaging Apps on Campus

OLDaily by Stephen Downes - Mon, 2015-05-11 14:58
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Audrey Watters, Hack Education, May 11, 2015

"Once again," writes Audrey Watters, "students' technology usage is prompting panic. This time, the scare involves anonymous messaging apps." As I look at the articles she lists (I've read many of them in the last few weeks) I'm tempted to ask, "didn't students speak to each other in private on the playground?" I'm sure I recall people whispering secrets to each other, passing anonymous notes on things like bathroom walls, getting together without adult supervision, and the rest of it. As Watters asks, "by focusing on technology and anonymity as the problems here, are we overlooking behaviors and practices that, as Reid highlights, also existed "pre-digital"?" And, "How much of what we see on apps like Yik Yak is a reflection of students' lack of voice, lack of power in traditional school settings?"

[Link] [Comment]

Is the ‘closed’ mindset of the Open Educational Resources community its own worst enemy?

OLDaily by Stephen Downes - Mon, 2015-05-11 14:58


Donald Clark, Donald Clark Plan B, May 11, 2015

Donald Clark doesn't hold anything back in his criticism of the leaders of the open education movement, and in many respects, it's hard to disagree with him. "Empirically, we’ ve seen in Wikipedia, YouTube, Khan, Duolingo and MOOCs, truly wonderful examples of how pragmatic and sustainable openness can be achieved. Yet these are the open resources that get the most mud slung at them. Rather than sniping, educationalists should embrace the decentralisation, democritisation and disintermediation of learning through such resources." They can't, though, because of "an obsession with reusable learning objects (this led to the largely hopeless SCORM standards) and a far too ‘ teacher-oriented’ view of reusability."

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