A Learning Design Methodology for Developing Short Learning Programmes in Further and Continuing Education
Lillian Buus, Marianne Georgsen, Journal of Interactive Media in Education, 2018/05/24
This paper addresses a common issue faced by designers who are working with instructors. More...
Progress report for Educational and Occupational Credentials in schema.org
Phil Barker, Sharing and learning, 2018/05/24
I've been watching a lot of discussion about this on the mailing lists and so think of this as a snapshot rather than the final word. More...
Government of Canada launches Future Skills Centre call for proposals and Future Skills Council call for applications
Employment and Social Development Canada, Cision, 2018/05/24
There's a lot of detail, but here's the gist: "$225 million over four years, and $75 million per year thereafter, in Future Skills. The Future Skills Centre and Future Skills Council will be tasked with exploring new and innovative approaches to skills development, identifying the skills employers will need now and in the future and sharing information to inform future investments and programming." Here's the backgrounder. More...
The Structural Consequences of Big Data-Driven Education
Zeide Elana, Big Data, 2018/05/29
Though such stories are an Audrey Watters hate read, there's no question big data and predictive algorithms are breaking into schools. The question is, what are the long-term effects of this. That's what this paper addresses. More...
China’s schools are quietly using AI to mark students’ essays ... but do the robots make the grade?
Stephen Chen, South China Morning Post, 2018/05/29
I'm not sure what 'quietly' means in this context, given that it's all over the media, but it's no surprise, given China's advanced artificial intelligence capability (as evidenced, for example, by its facial recognition systems). More...
You don’t have a right to believe whatever you want to
Daniel DeNicola, Aeon, 2018/05/29
This is a challenging proposition. It is not the assertion that you can only believe things you know to be true - that's too strong. But it is the proposition that you ought not be able to believe things you know to be false (things like: the moon landing was fake, the world is flat, and other more venal beliefs I won't repeat here). More...
Switching from subjects to skills: Teaching students born in the age of technology
Kurt Söser, Microsoft Education, 2018/05/29
Here's the argument: "We as educators have to shift from teaching students in subjects, to teaching students in skills." Why? "It is the human brain (and heart) that has to get behind the simple steps of a solution that lead into bigger things and the mathematical concepts behind them. And that’s where an educator steps in, to have a conversation about skills and concepts." Honestly, that's not a very good argument all. More...
Now playing: a movie you control with your mind
Rachel Metz, MIT Technology Review, 2018/05/28
The headline should probably read 'influence' rather than 'control'. Still, the idea of a movie you can influence with your mind raises new possibilities for interactive media. More...
The 3 Types of Diversity That Shape Our Identities
Celia de Anca, Salvador Aragón, Harvard Business Review, 2018/05/28
I talk about diversity as a core value in learning networks, so the question for me is whether this discussion of diversity adds to that. More...
My #Netnarr Reflection
Alan Levine, CogDogBlog, 2018/05/28
This is a wrap-up from Levine's Networked Narratives class at Kean University. More...
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