file under: just about the hardest blogpost I’ve written to date
I just spent a good few hours catching up on the Web 2.0 Expo / danah boyd debacle. You know the one I’m talking about (and if you don’t, you can read about it here, here, and here).
As a quick reminder, boyd gave a keynote at the event last week and by all accounts failed fairly resoundingly, especially given her renown for fantastic presentation style. According to … Read more
My local paper, the Bloomington Herald-Times, has, if you can believe it, instituted a paywall.
This news is not particularly new, as the paywall was erected back in 2003. In a recent interview with the Guardian (which is, by the way, committed to keeping its web content available for free), the Herald-Times’ publisher, Mayer Maloney, said this:
“When we changed to a pay website, in what might be called the dark days of the paid content debate, I kind
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all of which I shamelessly lifted from elsewhere
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An astounding phenomenon of participatory culture is this: If you toss yourself around in it enough, and you bang hard enough on everything you think might be a door, and you try to do your very best to toss yourself around and bang on doors in articulate, responsible, and interesting ways, sometimes you get lucky and someone opens the door to figure out what all the ruckus is about.
I got lucky this week, when CBC Radio called to interview … Read more
I’m packing up for a whirlwind tour of Philadelphia as I hang out with the National Writing Project, the MacArthur Foundation, and NCTE. (In case you’re into backchanneling or can’t attend, Twitter hashtags for NWP and NCTE appear to have settled on #NWPAM09 and #NCTE–I’ll see you there.)
I’ll be co-presenting on two panels, and the rest of the time I’ll be liveblogging the conference. You can liveblog too! It’s a lot of work but the payoff is big; … Read more
Over at the HASTAC forum, a conversation has begun around the role of assessment in 21st-century classrooms.
The hosts of this discussion, HASTAC scholars John Jones, Dixie Ching, and Matt Straus, explain the impetus for this conversation as follows:
As the educational and cultural climate changes in response to new technologies for creating and sharing information, educators have begun to ask if the current framework for assessing student work, standardized testing, and grading is incompatible with
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Just 3 months into my graduate school career, I’m already tired of admiring the problem.
What is cognition? How do we measure learning? What can sociocultural theorists learn from cognitivists, and vice versa? What role should assessment play in supporting learning? Which methodologies are most useful for which purposes? I’m not saying I’m not interested in these and similar types of questions. I love my classes; I love my classmates; I love my professors and I love the ideas I’m … Read more
“you don’t just give up / you don’t just let things happen / you make a stand / you say no//”
Here’s what a pedagogy of the oppressed can do for us all, starring Rose Tyler as my new hero:
[youtube=http://www.youtube.com/watch?v=eM48L3BUIWQ&hl=en_US&fs=1&rel=0] … Read more
file under: time for the old guard to die out
I am alarmed by the elitism exhibited in a recent Chronicle of Higher Ed piece on scholars, tattoos, and piercings. The article, “The Candidate and His Earring” by Dennis M. Barden, frets over the future of academia–not because of a decline in access to or quality of post-graduate education, but because kids these days are getting their ears pierced.
Barden tells the story of a presidential search in which he … Read more
If you are an educator, new media activitist, or copyright law hobbyist and you plan to watch only one video this month, I’ve found the video for you. This is video from Lawrence Lessig’s keynote presentation at the Educause conference this month.
Lessig, a Harvard law professor and a founder of the Creative Commons Project, wonders why citizens treat the law with such reverence when even lawyers approach the law with deep skepticism. He argues that it’s time for citizens–especially … Read more