Multilitteratus Incognitus

It's funny because there is a chunk of truth in this. The comic is of course from PhDComics.com Food for thought, academia! Food. For. Thought.

The other day I was reading an article on Hybrid Pedagogy titled  Plagiarism is Dead; Long Live the Retweet: Unpacking an Identity Crisis in Digital Content.  I was an interesting article, which had me nodding in agreement in some areas, and induced an eyebrow raising expressions of curiosity in other parts.  I thought I would pull out some quotes, as I've done in other readings, and react to them, and in some cases respond.  It's an interesting article, and it's food for thought.  I would say that it also pairs well with the Times Higher Education article that Peer Review is not as old you think. One of the first things that jumped out to me what the following. It should be noted that any emphasis in these quotes is my own: It is long since time for academic publishers and tenure and promotion boards to re-examine our “business as usual” in the light of ubiquitous knowledge sources and publication tools. Given a multiplicity of wikipedias, what constitutes credi

My apologies, in advance, if I seem rude.  One of my teachers in high school (maybe a few of them, in fact!) said that there is no such thing as a stupid question.  Perhaps this is true in the context of a classroom where if a learner (or group of learners) don't get a concept and they wish to ask a question to disambiguate.  Sometimes the questions we pose also demonstrate our understanding of the basic component that build up our question and hence our question can shine a light on things we've misunderstood and give an opportunity for more knowledgeable others to help us correct misconceptions. However, this is not the case.  Will MOOCs replace the LMS is a really stupid question. I was reading a post over at YourTrainingEdge that was titled Will MOOCs replace the LMS . I actually came to it thinking that it was a bait-and-switch type of situation because the two aren't comparable. a MOOC is a course (and in the corporate sector I would say that the most likely

Some nice artwork, no doubt by @merryspaniel :-) Time just seems to fly by this semester.  I don't know if it's because I am busy, or if (as the old saying goes) time flies when you're having fun! This past week we skipped the usual introductions and check-ins in 806, affectionately known by some as the therapy portion to the live session.  I actually didn't mind it considering that this is the 3rd session and I've started to recognize some familiar names in the chatbox of Adobe Connect.  Some introductions and check-ins are fine, however sometimes they span 45 minutes and it makes the presentation portion seem longer.  I think the balance point is this:  If you have one presentation then you do check-ins, if you have multiple you skip them. This past week we had two presentations.  One by Mary McNabb (not sure which cohort), and one by Joanne Buckland (also not sure which cohort).  In addition we had a research interlude presented by cohort 6 members Lisa

I am a little behind the times in this breakneck-speed of development in the world of MOOCs, but some things (namely EDDE 804) have priority over the comings and goings of xMOOC providers. Close to a month ago IHE had reported in their quick takes  section that coursera will remove the option of free  for some of their courses .  Blink, and you may have missed it.  I also don't recall seeing much discussion about it in my usual edTech circles. My original thought was that coursera was just barring access (period) to some courses if you don't pay, however it seems that the actual process is a little more nuanced.  From the coursera blog : Starting today, when you enroll in certain courses, you’ll be asked to pay a fee (or apply for Coursera’s financial aid program) if you’d like to submit required graded assignments and earn a Course Certificate. You can also choose to explore the course for free, in which case you’ll have full access to videos, discussions, and practic

Yesterday evening I attended my second formal  EDDE 806 session (formal in the sense that I am doing blog posts for it, as opposed to just attending and being a fly on the wall).  In any case, the session was pretty interesting, and Viviane Vladimirsky, a fellow EdD student, on her work on her dissertation. Just prior to Viviane's presentation, as we were going around introducing ourselves there were two interesting pieces of information shared (and reinforced).  First, when we're working on our dissertation when in doubt ask our committee members what they want to see addressed.  Asking people outside of your committee will just muddy the waters, because in the end, in order to graduate, you only need to satisfy your committee and no one else.  I think this is sage advice because if you ask 10 scholars to give you feedback they will all come back with different points of view (based on their own backgrounds, epistemologies, and biases). The other piece of information (w

Among the many streams of things happening these days is keeping tabs on some interesting things happening in my various internet circles.  I've resolved to just dip into my RSS stream and look at things periodically over a couple of days and not be as 'vigilant' as I have been in the past.  Too many things to focus on, not enough time for news.  That said, I came across an interesting post by Rebecca how   How much should you tell your students about the constraints/environment you are operating under when you are teaching? What do you think?  Rebecca is teaching a course that I had taught before at UMass, and is teaching the introductory course in instructional design I taught last semester. This is a really good question.  I've only taught credit-courses at UMass Boston (unless you count my internship last semester in Athabasca's  MEd program) and my own experience I've seen (and heard of) institutions that design everything for the instructor, and the