In it’s simplest form, The Remix Hypothesis states that changes in students outcomes occurring in conjunction with OER adoption correlate positively with faculty remixing activities. Specifically, I hypothesize relationships between (at least) three levels of remix activity by faculty who adopt OER and changes in student outcomes, based on what I’ve seen in the research to date.
I don’t have empirical data from a specifically designed study to corroborate The Remix Hypothesis yet, but I hope to either validate or disprove it empirically in the next few years in collaboration with my awesome partners in the Open Education Group
Over the last year my thinking about the attack on personal property has slowly expanded and generalized to include not just publishers, but our own campuses as well
the time has come to add a 5th R to my framework – “retain.” Hopefully this 5th R will elevate the ownership conversation in the open education community, allowing us to talk about it explicitly and begin the work necessary to support and enable it directly.
"The Programme offers students a comprehensive range of training courses, 1-2-1 support and skills development opportunities and is co-ordinated by the Postgraduate Training Team, based in the International and Postgraduate Student Centre.
The Postgraduate Researcher Development Programme aims to support Postgraduate Research Students in developing a range of professional skills to successfully complete their research and increase their employability."
Frazer, P. (n.d.). Writing a conference paper [PDF]. Retrieved from http://www.qub.ac.uk/sites/PostgraduateCentre/PostgraduateResearcherDevelopmentProgramme/FileStore/Filetoupload,379614,en.pdfThis postgraduate student writer's guide provides strategic advice and practical exercises. It covers the process from conference proposals to write-ups, and includes suggestions for further reading.
A published paper has an abstract as a way for fellow researchers and students to quickly glance at whether the paper is useful for them. But an abstract is a very short, concise report of the research paper. A lay summary can expand on that and take the important information such as results and make them more prominent.
This post provided reflections from multiple perspectives on prospects for streamlining submission and reviewing of scholarly articles. The blog on which it appeared seems to partially fulfil the mission of the Society for Scholarly Publishing (sidebar blurb).
One challenge I’m considering is how we can better capture and surface information that is currently lost in the submission process. For example, many journals ask for highlights, key findings, implications, publicity/outreach summaries, statements of novelty and so on as part of the submission process, to assist editorial triage and review. Often, this information is never published alongside the article. Why not?
When Charlie Rapple joined the crew in The Scholarly Kitchen in Feb. 2015, David Crotty wrote: "Charlie is a co-founder of Kudos, which helps researchers, institutions, funders and publishers maximize the visibility of research (covered in 2013 in this post). Charlie is also the Associate Director of strategic publishing consultancy TBI Communications, Treasurer of UKSG, and an Associate Editor of Learned Publishing" (Welcoming a New Chef into the Kitchen: Charlie Rapple, http://scholarlykitchen.sspnet.org/2015/02/23/welcoming-a-new-chef-into-the-kitchen-charlie-rapple/).
Publishers have worked hard over the last decade to streamline the submission process and reduce the time from submission to publication, but this does not address the issue that causes the largest delay, which is having to reformat and resubmit papers to multiple journals.
In this book review, Ingfei Chen surmised, "Combing through decades of cognitive science investigations of memory and learning, he [the book's author, Benedict Cary] has pulled together its best lessons into a practical and engaging guide" (¶4), and paraphrased advice to the effect that, "Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments" (Experimenting with learning tactics, ¶4).
Combing through decades of cognitive science investigations of memory and learning, he has pulled together its best lessons into a practical and engaging guide
Students need to understand that learning happens not only during reading and studying, but in all sorts of ways, so that they can examine their own habits to know which ones may be helping or not, and make adjustments
This site claimed to be "the leading international education and experiential travel resource" (2015.04.06). Major site divisions apparent in tabs near the top of the home page seemed to cover interning, studying, volunteering, and teaching abroad.
"HarvardWrites is a joint venture of the Harvard College Writing Program, the Derek Bok Center for Teaching and Learning, and the departments and schools represented on our site. The project was made possible through a generous grant from the Harvard Initiative for Learning and Teaching" (Digital Initiative, ¶1, 2015.04.06). The homepage had distracting (read annoying), endlessly animated in both first and second screenfuls.
burning one hectare of grasslandgives off more, and more damaging, pollutantsthan 6,000 cars
We cannot reduce animal numbers to rest it morewithout causing desertification and climate change.We cannot burn it without causingdesertification and climate change.What are we going to do?There is only one option,I'll repeat to you, only one optionleft to climatologists and scientists,and that is to do the unthinkable,and to use livestock,bunched and moving,as a proxy for former herds and predators,and mimic nature.There is no other alternative left to mankind.
What we are doing globally is causing climate changeas much as, I believe, fossil fuels,and maybe more than fossil fuels.But worse than that, it is causing hunger, poverty,violence, social breakdown and war,and as I am talking to you,millions of men, women and childrenare suffering and dying.And if this continues,we are unlikely to be able to stop the climate changing,even after we have eliminated the use of fossil fuels.
if we do what I am showing you here,we can take enough carbon out of the atmosphereand safely store it in the grassland soilsfor thousands of years,and if we just do that on about half the world's grasslandsthat I've shown you,we can take us back to pre-industrial levels,while feeding people.I can think of almost nothingthat offers more hope for our planet,for your children,and their children, and all of humanity.
This page highlighted menus for: Research on Learning Goals, Research on Activity Types, and More Research. It also posited a group (and partnership) "goal to collect, categorize, and curate specific instances of active [and activity-based] learning across multiple institutions."
The Eberly Center [for] TEEL: Design & Teach a Course > Teach Your Course > Rubrics page defined rubric, cited advantages, and gave examples of rubrics for assessing class participation, presentations, project work, and writing assignments.
"This chapter summarizes the contributions of bedrock creativity theorists and the relevance of their main ideas to innovation. The chapter deals with two questions: 1. What are the creative processes used by creative people, and 2. What does a creative person look like." (Tom's Prof. extract, ¶3)
"Most e-learning doesn’t adhere to Knowles’ adult learning principles. Collaborative and problem-based online workshops (or eWorkshops) provide us with ample more opportunities to abide by the principles than self-paced e-learning modules. It’s much harder to design eWorkshops well, but the depth achieved is much more satisfying. Respect for adult learning principles goes both ways"
In the animated stimulus video for this TED-Ed lesson, "Alex Gendler explains how linguists group languages into language families, demonstrating how these linguistic trees give us crucial insights into the past" (Let's Begin, ¶1, 2015.03.31).
In this Research Methods Knowledge Base article, William M.K. Trochime outlines "the basic steps in developing a Likert or 'Summative' scale" (¶1). He also provides an example of a 10-item, forced-choice instrument for measuring employees' self-esteem.
This page provides brief explanations and an impressive menu of links to resources and tools for assessing and providing feedback to learners on technology-supported activities and projects. Categories include:
Rubrics for Assessment - General
Assessing … Blogging
Assessing Coding & Gaming
Assessing Graphic Organizers
Assessing Technology & Social Media
Assessing Video, Screencasting, and Digital Storytelling Projects
Assessing Websites/Digital Portfolios
"[I]f the learner-centered model has proven itself to be so effective, and the high-stakes testing approach of the factory model has not, why is this model still dominant in many “leading” nations around the world? Why are so many business and government leaders in nations like the United States, Japan, Britain and Korea obsessed with test scores and international rankings? Are they not aware of the social consequences of this approach?" (¶10, 2015.03.30)