Tensegrities

Can you tell I’m procrastinating from writing today? I’m SO stuck… Here’s a link for later, when I have the time to really focus on it, that’s all about digital storytelling.

Join us!

Hat tip to ChrEDITs for the link to this Franciscan University “fine textual melee about the merits of distance approaches to theological education”.

Over the last year I’ve frequently used the wonderful short videos created by Michael Wesch and his students in the Digital Ethnographies program at Kansas State University. I had not discovered, however, their NetVibes site which collects a lot of their work. I’m having fun hunting through it for things to add to mine, which may make me use it a whole lot more. They just posted a new video — this one more than an hour long, so I’ll need to set aside time to watch it — on media literacy.

Thanks to the New Media Consortium for this list. They also have a nice piece on how Macs are used in heavy duty research.

Recently I was hunting down some citations on Shulman’s “pedagogical content knowledge,” and came upon this article at TCR on “technological pedagogical content knowledge” (up for free this week at least). Then I ran into this wiki, which is a handbook of sorts, for technological pedagogical content knowledge (TPCK). All interesting stuff!

Imagine that: the AARP is noting that their research suggests that people 50+ are “rapidly closing the digital divide.” I guess they’re primarily talking about the divide in terms of age, here. (Hat tip to elearnspace)

The BC Libraries blog has linked to a very useful guide to the issues involved in posting articles to your own website that you’ve published in various journals (the rules for which vary quite a lot).

Here’s a new report issued by SPARC (Scholarly Publishing and Academic Resources Coalition) that explores what faculty can do to ensure open access to their work through their institution.

Here’s an excellent article in the online journal Innovate that lays out some of the implications of social software for pedagogical innovation:

Eventually, teachers and administrators will have difficulty defending traditional pedagogies from the challenge of new perspectives toward learning. We believe that the concept of Pedagogy 2.0, inspired and underpinned by the knowledge-creation metaphor of learning and the theory of connectivism, signals a movement away from a teacher-centric pedagogy to one emphasizing learner-directed activity and content creation. This is of key significance in a postsecondary education climate where there is likely to be continued blending and merging of informal and formal learning, where the value of textbooks and prescribed content is already being questioned (Fink 2005), and where the open-source and open-content movements, exemplified by projects like MIT’s OpenCourseWare and MERLOT, are finally being recognized, supported, and accepted (Beshears 2005). By capitalizing on personalization, participation, and content creation, existing and future Pedagogy 2.0 practices can result in educational experiences that are productive, engaging, and community based and that extend the learning landscape far beyond the boundaries of classrooms and educational institutions.