28 janvier 2020

Truth in Advertising

By Stephen Downes - Stephen's Web. Truth in Advertising
I've seen this about three times today, including once in my own comments and now here as well, an argument of the form "the theory that X may be wrong but it's still useful." That's like saying "this map may have the roads all wrong but we can still follow it" or "this restaurant is dangerously unsanitary but we can still eat at it." People should stop arguing like this. (Oh, and another theme that has come up several times recently (here, for example, is that of consultants giving presentations containing questionable or false information). Audiences need to demand more. Don't just keep repeating the same thing - if somebody rebuts it, you should take that seriously, as if it really was refuted or something. More...

Posté par pcassuto à 13:22 - - Permalien [#]


This I Believe...

By Stephen Downes - Stephen's Web. This I Believe...
The format is a bit out there, but it's an interesting series of reflections, each supported with a link to further reading. Some of the 'beliefs' make sense to me, such as "...we are the living curriculum. We teach who we are." Others really only go half way, such as "...the transformation should embrace an expanded definition of learning and knowledge" (shouldn't be 'expanded', should be 'different'. And others are just mouthing empty hackneyed phrases, such as "...although technology can serve a role in this transformation; it is secondary." More...

Posté par pcassuto à 13:20 - - Permalien [#]

Brains Are Weird

By Stephen Downes - Stephen's Web. Brains Are Weird
I've covered this illusion before. You can learn to see the dancer spin both ways - it has to do with where you focus your attention. It has nothing to do with being right-brained or left-brained, so far as I know. I wonder where these fictions get started. More...

Posté par pcassuto à 11:12 - - Permalien [#]

Fair Use Confusion Threatens Media Literacy

By Stephen Downes - Stephen's Web. Fair Use Confusion Threatens Media Literacy
The doctrine of 'fair use' ('fair dealing' in Canada, the UK, Australia, New Zealand, South Africa and Singapore) allows teachers to make substantial use of copyrighted materials. But according to a report, most teachers misunderstand fair use and interpret it much more narrowly than the courts require, which means they miss out on using many resources available for student. This, of course, is exactly what publishers want and why they have been front-and-center seeding misinformation aout fair use. More...

Posté par pcassuto à 11:04 - - Permalien [#]

Inventing the New Boundaries

By Stephen Downes - Stephen's Web. Inventing the New Boundaries
Dave Warlick's chatty keynote (yet another "[verb]ing the new [noun]" talk) opens the second K12 Online Conference. Warlick is mostly a storyteller, though I confess the long bit from Ender's Game and the discussion of borders and airports didn't really appeal to me. "You have to create your own borders," Warlick says, to create traction to move forward into the future. The main message - that the best thing we can be teaching students today is how to teach themselves - is pretty common nowadays, don't you think? Julie Lindsay summarizes. More...

Posté par pcassuto à 10:56 - - Permalien [#]


DCMI Scholarly Communications Community

By Stephen Downes - Stephen's Web. DCMI Scholarly Communications Community
Just announced, "the all new DCMI Community for Scholarly Communications established at the recent DCMI Advisory Board meeting in Singapore. The aim of the group is to provide a central place for individuals and organisations to exchange information, knowledge and general discussion on issues relating to using Dublin Core for describing items of 'scholarly communications', be they research papers, conference presentations, images, data objects." More...

Posté par pcassuto à 09:17 - - Permalien [#]

Real Social Learning or "I Promise, I'M Not a Modernist, Really"

By Stephen Downes - Stephen's Web. Real Social Learning or "I Promise, I'M Not a Modernist, Really"
It still feels," writes Scott Leslie, "like we've got a long way to go to catch up with the learning that 4 people 'in flow' around the table can achieve." I think that's true - but I also reflect on how hard that is in real life. More...

Posté par pcassuto à 09:13 - - Permalien [#]

Cave Man Didn't Have Classrooms

By Stephen Downes - Stephen's Web. Cave Man Didn't Have Classrooms
This article is mostly just entertaining speculation about the way cave man children were taught. But the second-last paragraph really bothers me. "The cave man was probably not conscious," writes Schank, making a sudden right turn. "If we teach to the conscious, if we say how to do something, or worse teach the theory of how something works, rather than show how to do something, we lose the student because his mind does not work that way. If experience is separated from knowledge, if what we teach is not about doing at all, then we teaching to the conscious." This can't be right. Experience is conscious, isn't it? 'Conscious learning' is reflectively aware learning, and is a good thing. I can see the point, that we shouldn't merely use language, that we shouldn't just 'tell' people things. More...

Posté par pcassuto à 09:08 - - Permalien [#]

URNs, Namespaces and Registries

By Stephen Downes - Stephen's Web. URNs, Namespaces and Registries
I read that OpenID 2.0 is moving toward extensible resource identifiers (XRIs), a development that is, well, unclear to me. Danny Ayers recommended this article, which has been kicking around the W3C editorial process since 2001, as a case study of XRI. The first paragraph is very encouraging, and encasulates my objection to CORDRA in a nutshell: "This finding addresses the questions 'When should URNs or URIs with novel URI schemes be used to name information resources for the Web?' and 'Should registries be provided for such identifiers?'. The answers given are 'Rarely if ever' and 'Probably not'." More...

Posté par pcassuto à 09:07 - - Permalien [#]

Reflecting Upon the Difference

By Stephen Downes - Stephen's Web. Reflecting Upon the Difference
Tom Haskins - who writes that "Learning and forgetting are night and day opposites!" - reminds me of a theme I need to develop one day. Learning is not remembering. When Haskins writes "Learning is like clinging to something. Forgetting is like letting go" I think he is saying the opposite of what should be said. Learning, properly construed, is a lot more like 'letting go' than it is like clinging. Think of the 'expert' stage described by Dreyfus and Dreyfus. Think about the advice you read from time to time, about how performance is a matter of 'letting go' of your fears. More...

Posté par pcassuto à 09:03 - - Permalien [#]