Yesterday the European Court of Human Rights ruled against the Russian Government in a case brought by survivors of the massacre of students and faculty at School Number 1 in Beslan, North Ossetia. On September 1, 2004, Chechen militants seized the school, fortified it with explosives and held more than a thousand people, including 777 children, hostage for three days. They terrorized their captives, executing several, and withholding water from those who remained. Continue reading “Remembering – The First Decade”
As promised, I’m posting an assortment of “gems” from the draft syllabi we workshopped in Grad 5114 a few weeks ago. This collection is suggestive rather than exhaustive, and I’ve removed names unless you specifically indicated that it was ok to include them. Lots of inspiration here!
Course Descriptions / Introductions:
Wednesday’s webinar and twitter chat with Hypothes.is founders Jon Udell and Jeremy Dean — masterfully MC’d by OpenLearning17′s Gardner Campbell — gave me so much food for thought. We are starting to use Hypothes.is in the graduate pedagogy class I teach and we read “Working Openly on the Web” (7 Ways to Think like a Web) during the first week of class. So getting to listen to these three in action was a huge treat.
Greetings Open Learners!
We have a late-breaking, serendipitous opportunity tomorrow morning to talk about David Weinberger’s book, Too Big To Know on Twitter. Weinberger, a philosopher and technologist who writes about the effects of the internet on human relationships, is currently a senior researcher at Harvard’s Berkman Center. In light of current discussions about the nature of facts and their alternatives, the book’s subtitle — “Rethinking Knowledge
Now that the Facts aren’t the Facts,
Experts are Everywhere, and
the Smartest Person in the Room
is the Room.” — is especially compelling.
I will be live tweeting the conversation tomorrow (Monday) from 10:10 to 11:00 am EST. If you’re familiar with the book or Weinberger’s work please join us. And if you aren’t please join us anyway! You can follow along and send questions and thoughts to #Openlearning17 and #Faccollab.
Followers of #gedivt — I will try to flag you all as well, but the best bet would be to check #OpenLearning17
Twitter Handles: Data in Social Context: @DiSCVT ;David Weinberger: @dweinberger ; Tom Ewing: @EThomasEwing
My what a couple of weeks it’s been….So much anticipation, trepidation, incredulity, outrage, sorrow….resolve…
No, I’m not talking about #OpenLearning17. The course launch last week provided a wonderfully affirming forum for engaging with the forces of enlightenment. Laura Gogia’s masterful facilitation of a Twitter Journal Club (#TJC17) on Friday brought folks together around a close reading of Jeffrey Pomerantz’ and Robin Peek’s Fifty Shades of Open, and through Twitter magic and generosity Jeffrey Pomerantz was able to participate in the discussion. Some of us even carried the conversation further by annotating it on Hypothes.is . And because the #TJC17was open and coincided with the annual AAC&U conference in San Francisco, conference participants could join the fun and those of us who were not physically in attendance could share in some of the buzz generated by the big gathering.
Yesterday Steve Greenlaw ( @stevegreenla ) asked me why a “typical faculty member” who teaches and pursues their own research might get involved in Open Education. His question was a tad disingenuous, of course. We know that the “typical” faculty member is as much a fiction as the typical student. But his invitation to explain why I continue to explore and embrace various modalities of open learning is one I am happy to accept.