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Our first roundtable on the iPad, “iPads for Scholars,” was held at the Center for Teaching and Learning, Wednesday, 9/8/2010. As one might expect, the web has been awash with articles, opinions, and comments about the iPad. Here are a few, from a variety of sources, that address some of the issues and in so doing represent common themes and memes. Some are enthusiastic, some are naysayers, some seem to be clear attempts at ‘first kids on the block’ headline grabbers:
Notre Dame Launches First Paperless ‘iPad Class’ - By Timon Singh, Inhabitat, Sept. 7, 2010
How Schools are Putting the IPad to Work - By Joel Mathis (of Macworld), PCWorld, Aug. 26, 2010
iPad: The New Big Gadget on Campus – By Gus G. Sentementes, The Baltimore Sun, Aug. 22, 2010
50 Useful Resources for Students With an iPad – Accredited Online Colleges Blog, July 27, 2010 (links)
Apple’s iPad Goes to College – By Chris Foresman, cnn.com, July 26, 2010
iPad for Education Revisited – By Lee Wilson, The Education Business Blog, June 2, 2010
First iPad University Course: An Interview with Eric Greenburg of Notre Dame – By The eLearning Coach, May 16, 2010
iPad more resources on whether it is any good in the classroom – By David Hopkins, elearning blog don’t waste your time, May 7, 2010 (with links and quotes from others)
University Presses Get Creative in an iPad World – By Hannah Elliott, Forbes.com, May 6, 2010
Will the iPad Revolutionize Higher Education? – By Adam Peck, Think Magazine, April 21, 2010
University to Provide iPads for All New Students – By Lauren Indvik, The Mashable Apple, March 30, 2010
The iPad and the Historian – By Sean Kheraj, Canadian History and Environment, January, 28, 2010
iPads in Education – an ongoing NING with links and comments from many
Next up: What’s on your iPad?
Here’s an interesting article showcasing recent research on the so-called “Net Generation.” The German Website, Speigel Online International, cites research that debunks a number of popular assumptions about this generation’s adroitness with Web technologies and their supposed desire to do nearly everything digitally.
» The Internet Generation Prefers the Real World
We’ve come to expect innovative ideas from CHNM and this week has been no exception. Funded by a grant from the NEH, the One Week/One Tool project’s intent was to bring together twelve practitioners in the digital humanities to decide on, and develop, a useful tool. The project was announced in June 2010 and the event was held in late July. True to the premise, Anthologize was delivered at the end of the One Week. There were several finalists that we hope will be developed in future.
Anthologize is a plugin for the WordPress blog application. It allows one to collect their own blog posts, or import blog posts from others, combine them, and produce a text. Currently the text formats are ePub, PDF, TEI, and RTF. An active community has sprung up around the project, contributing bug reports and feature suggestions. Work will continue on what promises to be a simple but useful tool.
There are several educational uses that immediately spring to mind:
1) Bringing together class blogs from a course
2) Collecting individual student’s blog posts as a ‘takeway’ for students
3) As an assignment or class project, having students search and compile posts on a topic
4) For organizations, an easy way to compile news and updates from the year as a document for use in applying for, or continuing, grant funding
5) Using WordPress as a drafting space, then compiling the results as a TEI document for forther markup and processing (Your WordPress postings do not have to be publically posted: you can build Anthologize documents from drafts)
6) Teaching students the importance of creating their materials digitally, especially using standards like TEI. Digital, done right, means multiple opportunities for repurposing.
7) Pulling together blog postings for a quick ebook that can be downloaded to your ereader device for offline reading.
8) Building course packs or readers of relevant articles
9) Building a CV or portfolio of your own work, or teaching your students to do the same for their own eportfolios
I’m sure we will all be thinking of more as the program develops. Meanwhile, here is a short video of Anthologize in action. It’s done without audio overlay as a way to show how easy it is to use, though I’ve also highlighted some of the current bugs that are already being addressed.
Unnarrated Screencast of Anthologize
If you are at UVM and would like to try it, contact me and I’d be happy to get you started (email@example.com, Center for Teaching and Learning, UVM).
Perspectives on intellectual property in higher ed vary widely and the one expressed by this speaker (15 min. video) favors the open education movement and places the idea of information as personal property to be protected in an historical context that’s both controversial and interesting. I’d be curious to hear thoughts and reactions to it from our community.
The speaker is Dr. David Wiley, Associate Professor of Instructional Psychology and Technology at Brigham Young University, at TEDxNYED, a March 2010 conference on new media and education held in New York City.
Because of some recent trouble with spam filtering, we’ve had to turn the comments feature off, but please feel free to email me (firstname.lastname@example.org) and I’ll post your reply.
Viruses. Malware. Network interruptions. Program bugs. Version incompatibilities. Now, add to this list of things that can go wrong add a vendor who sells “corrupt files” that can be submitted in lieu of homework, hopefully buying a day or two more to work an an almost done homework. That’s the latest twist we get from the Chronicle of Higher Education’s Wired Campus Blog’s posting of ‘The Computer Ate My Homework’: How to Detect Fake Techno-Excuses .
The scheme is pretty simple:
Corrupted-Files.com, a Web site developed in December as a joke, its owner says, offers unreadable Word, Excel, or PowerPoint files that appear, at first glance, to be legitimate. Students can submit them via e-mail to professors in place of real papers to get a deadline extension without late penalties. For $3.95, the site promises a “completed” assignment file will be sent to the buyer within 12 hours, to be renamed and submitted by the new owner. By the time a professor gives up on the bogus file, in theory, a student will have been able to complete the actual assignment.
The article then goes on to explore ways to detect and possibly handle such events.
The comments section chimes in with two dozen or so additional suggestions – everything from “use paper” to “develop work process” with the selection of a topic, the submission of a brief reading list, then an outline, and finally the paper itself. The latter one appeals to me because it has the advantage of testing the assignment system, keeping students on track, and generally emulating best practices. The comments themselves could be edited to be a part of the “how to submit a paper” instructions.
Definitely a good read for courses with a writing requirement.
Marc Beja, ‘The Computer Ate My Homework’: How to Detect Fake Techno-Excuses, The The Wired Campus in The Chronicle of Higher Education (Online), June 10, 2009. http://chronicle.com/wiredcampus/article/3818/the-computer-ate-my-homework-how-to-detect-fake-techno-excuses
Image. A Google thumbnail found with a image search for [gremlin]. Alas, the source of that image is no longer on the page that google points to, illustrating another way the computer can eat your homework.
The Economist (Economist.Com) is sponsoring a series of debates on the future of education. Each debate topic considers the educational impacts of technology, globalization, and changing nature of social relationships. The third (and final) debate, which runs from from January 15th through January 25th, focuses on “social networking,” specifically on the proposition :
The debate is based on an online variant of the Oxford Debate rules – each speaker has three chances to advance his view – an opening statement, a rebuttal, and a final summary. Observers (who must register) may participate, mainly though a discussion with the moderator who will raise relevant points to the debaters. In addition, Observers may also vote for the side of the proposition they most agree with.
The University of Vermont is now a member of Educause’s Learning Initiative (ElI).
ELI explores the interaction among learners, learning principles and practices, and learning technologies. Membership benefits include reduced rates on ELI events and access to all resources on their web site, including archived web seminars and podcasts.
There are three upcoming events that may interest you:
January 14: Teaching and Learning with Web 2.0 (online event)
January 28 – 30: ELI 2008 Annual Meeting – Connecting and Reflecting: Preparing Learners for Life 2.0 (San Antonio, TX)
March 18 – 19: Real World and Technology-Rich: Learning by Doing, Learning in Context (Raleigh, NC)
To access ELI resources and register for events, you will need to set up a member profile that connects you as an UVM affiliate. Go to the the Educause home page and follow the directions in the “Manage your personal profile” (under the “What would you like to do?” section).
We hope that you will explore the resources on the ELI site. If you find these resources valuable and/or are interested in attending an event, please let us know.
Why don’t we see more crossover between higher education and K-12 professional and academic conferences? My feed reader brought me news last week of the upcoming Open Minds Conference: Open Source in K-12 Education:
The Open Minds Conference is the first national K-12 gathering for teachers, technicians and educational leaders to share and explore the benefits of open source in education. Virtual Learning Environments that provide 24X7 access to teaching and learning resources, cutting-edge and easy-to-use desktop applications, coupled with powerful management tools and low-cost computer strategies make the classroom of tomorrow available today!
This would be an interesting conference to attend from a higher education perspective. It’s not just that many of the tools to be discussed there are those that work just as well in a collegiate environment – in fact, most probably got their start in higher education. The real benefit for those in academia will be the insight into how our future clients (students) are using these tools, and how that shapes incoming student expectations, learning styles, and attitudes. I wonder what other K-12 conferences are out there that might provide more of this type of insight.
The presentation list for the K12 Online Conference doesn’t look all that different from the 2007 EDUCAUSE program. I do recall the annual Blackboard conference having k-12 tracks – however what few sessions there were seemed more product specific. Are there K-12 conferences out there with higher education tracks? What about other events that serve both groups?
While only one of the add-ons, Zotero (which we’ve mentioned before), has a decidedly “academic” feel to it, the concept of bundling tools in this way is intriguing. Campuses regularly offer software that is modified to fit their user base. However with the web and even browsers themselves becoming more social in nature, the idea of deploying a customized browser presents all sorts of possibilities, from bookmarklets and toolbars, to customized search bars.
If you were going to build a customized version of Firefox for your campus, what would you choose to include? Keeping in mind that you can only fit so many tools into a browser, how would you balance and blend the social and academic tools that are out there into a cohesive and useable tool for faculty and students?
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