Organic Startup Ideas
One thing I like about this text is its tone. There’s an honesty, an ingenuity that I find rare in this type of writing.
- startup ideas
- The background is important, in terms of the type of ideas about which we’re constructing something.
- what do you wish someone would make for you?
- My own itch has to do with Diigo, actually. There’s a lot I wish Diigo would make for me. I may be perceived as an annoyance, but I think my wishlist may lead to something bigger and possibly quite successful.
- The difference between this question and the “scratch your own itch” principle seems significant, and this distinction may have some implications in terms of success: we’re already talking about others, not just running ideas in our own head.
- what do you wish someone would make for you?
- It’s somewhat different from the well-known “scratch your own itch” principle. In this difference might be located something significant. In a way, part of the potential for this version to lead to success comes from the fact that it’s already connected with others, instead of being about running ideas in your own mind.
- grow organically
- The core topic of the piece, put in a comparative context. The comparison isn’t the one people tend to make and one may argue about the examples used. But the concept of organic ideas is fascinating and inspiring.
- you decide, from afar,
- What we call, in anthropology, the “armchair” approach. Also known as “backbenching.” For this to work, you need to have a deep knowledge of the situation, which is part of the point in this piece. Nice that it’s not demonizing this position but putting it in context.
was the first type
- One might argue that it was a hybrid case. Although, it does sound like the very beginnings of Apple weren’t about “thinking from afar.”
- class of users other than you
- Since developers are part of a very specific “class” of people, this isn’t insignificant a way to phrase this.
- They still rely on this principle today, incidentally.
The iPhone is the phone Steve Jobs wants.
- Apple tends to be perceived in a different light. According to many people, it’s the “textbook example” of a company where decisions are made without concerns for what people need. “Steve Jobs uses a top-down approach,” “They don’t even use focus groups,” “They don’t let me use their tools the way I want to use them.” But we’re not talking about the same distinction between top-down and bottom-up. Though “organic ideas” seem to imply that it’s a grassroots/bottom-up phenomenon, the core distinction isn’t about the origin of the ideas (from the “top,” in both cases) but on the reasoning behind these ideas.
- We didn’t need this software ourselves.
- Sounds partly like a disclaimer but this approach is quite common and “there’s nothing wrong with it.”
- comparatively old
- Age and life experience make for an interesting angle. It’s not that this strategy needs people of a specific age to work. It’s that there’s a connection between one’s experience and the way things may pan out.
- There is no sharp line between the two types of ideas,
- Those in the “engineering worldview” might go nuts, at this point. I can hear the claims of “hand waving.” But we’re talking about something complex, here, not a merely complicated problem.
- Apple type
- One thing to note in the three examples here: they’re all made by pairs of guys. Jobs and Woz, Gates and Allen, Page and Brin. In many cases, the formula might be that one guy (or gal, one wishes) comes up with ideas knowing that the other can implement them. Again, it’s about getting somebody else to build it for you, not about scratching your own itch.
- Bill Gates was writing something he would use
- Again, Gates may not be the most obvious example, since he’s mostly known for another approach. It’s not inaccurate to say he was solving his own problem, at the time, but it may not be that convincing as an example.
- Larry and Sergey when they wrote the first versions of Google.
- Although, the inception of the original ideas was academic in context. They weren’t solving a search problem or thinking about monetization. They were discovering the power of CitationRank.
- generally preferable
- Nicely relativistic.
- It takes experience
to predict what other people will want.
- And possibly a lot more. Interesting that he doesn’t mention empirical data.
- young founders
- They sound like a fascinating group to observe. They do wonders when they open up to others, but they seem to have a tendency to impose their worldviews.
- I’d encourage you to focus initially on organic ideas
- Now, this advice sounds more like the “scratch your own itch” advocation. But there’s a key difference in that it’s stated as part of a broader process. It’s more of a “walk before you run” or “do your homework” piece of advice, not a “you can’t come up with good ideas if you just think about how people will use your tool.”
- missing or broken
- It can cover a lot, but it’s couched in terms of the typical “problem-solving” approach at the centre of the engineering worldview. Since we’re talking about developing tools, it makes sense. But there could be a broader version, admitting for dreams, inspiration, aspiration. Not necessarily of the “what would make you happy?” kind, although there’s a lot to be said about happiness and imagination. You’re brainstorming, here.
- immediate answers
- Which might imply that there’s a second step. If you keep asking yourself the same question, you may be able to get a very large number of ideas. The second step could be to prioritize them but I prefer “outlining” as a process: you shuffle things together and you group some ideas to get one which covers several. What’s common between your need for a simpler way to code on the Altair and your values? Why do you care so much about algorithms instead of human encoding?
- You may need to stand outside yourself a bit to see brokenness
- Ah, yes! “Taking a step back,” “distancing yourself,” “seeing the forest for the trees”… A core dimension of the ethnographic approach and the need for a back-and-forth between “inside” and “outside.” There’s a reflexive component in this “being an outsider to yourself.” It’s not only psychological, it’s a way to get into the social, which can lead to broader success if it’s indeed not just about scratching your own itch.
- get used to it and take it for granted
- That’s enculturation, to you. When you do things a certain way simply because “we’ve always done them that way,” you may not create these organic ideas. But it’s a fine way to do your work. Asking yourself important questions about what’s wrong with your situation works well in terms of getting new ideas. But, sometimes, you need to get some work done.
- a Facebook
- Yet another recontextualized example. Zuckerberg wasn’t trying to solve that specific brokenness, as far as we know. But Facebook became part of what it is when Zuck began scratching that itch.
- organic startup ideas usually don’t
seem like startup ideas at first
- Which gets us to the pivotal importance of working with others. Per this article, VCs and “angel investors,” probably. But, in the case of some of cases cited, those we tend to forget, like Paul Allen, Narendra, and the Winklevosses.
- end up making
something of value to a lot of people
- Trial and error, it’s an iterative process. So you must recognize errors quickly and not invest too much effort in a specific brokenness. Part of this requires maturity.
other people dismiss as a toy
- The passage on which Gruber focused and an interesting tidbit. Not that central, come to think of it. But it’s important to note that people’s dismissive attitude may be misled, that “toys” may hide tools, that it’s probably a good idea not to take all feedback to heart…
- At this point, when someone comes to us with
something that users like but that we could envision forum trolls
dismissing as a toy, it makes us especially likely to invest.
- the best source of organic ones
- Especially to investors. Potentially self-serving… in a useful way.
- they’re at the forefront of technology
- That part I would dispute, actually. Unless we talk about a specific subgroup of young founders and a specific set of tools. Young founders tend to be oblivious to a large field in technology, including social tools.
- they’re in a position to discover
valuable types of fixable brokenness first
- The focus on fixable brokenness makes sense if we’re thinking exclusively through the engineering worldview, but it’s at the centre of some failures like the Google Buzz launch.
- you still have to work hard
- Of the “inspiration shouldn’t make use forget perspiration” kind. Makes for a more thoughtful approach than the frequent “all you need to do…” claims.
- I’d encourage anyone
starting a startup to become one of its users, however unnatural it
- Not merely an argument for dogfooding. It’s deeper than that. Googloids probably use Google tools but they didn’t actually become users. They’re beta testers with a strong background in troubleshooting. Not the best way to figure out what users really want or how the tool will ultimately fail.
- It’s hard to compete directly with open source software
- Open Source as competition isn’t new as a concept, but it takes time to seep in.
- there has to be some part
you can charge for
- The breach through which old-school “business models” enter with little attention paid to everything else. To the extent that much of the whole piece might crumble from pressure built up by the “beancounter” worldview. Good thing he acknowledges it.
Some Diigo comments on a Chronicle piece on moving lectures out of the classroom. (Or, if you ask the piece’s author and some commenters, on PowerPoint as a source of boredom.)
I’d like to transform some of my own comments in a standalone blog entry, especially given the discussions Pamthropologist and I have been having through comments on her blog and mine. (And I just noticed Pamthropologist had written her own blogpost about this piece…) As I’m preparing for the Fall semester, I tend to think a lot about learning and teaching but I also get a bit less time.
Semi-disclaimer: John Bentley, instructional developer and programme coordinator at Concordia’s CTLS pointed me to this piece. John used to work for the Open University and the BBC. Together, John and I are currently developing a series of workshops on the use of online tools in learning and teaching. We’ve been discussing numerous dimensions of the connection between learning, teaching, and online tools. Our current focus is on creating communities of learners. One thing that I find especially neat about this collaboration is that our perspectives and spheres of expertise are quite different. Makes for interesting and thoughtful discussions.
- Not to be too snarky but… I can’t help but feel this is typical journalism. Take a complex issue, get a diverse array of comments on it, boil it down to an overly simplistic point about some polarizing question (PPT: is it evil?). Tadaa! You got an article and you’ve discouraged critical thinking.Sorry. I’m bad. I really shouldn’t go there.But I guess I’m disappointed in myself. When I first watched the video interview, I was reacting fairly strongly against Bowen. After reading (very actively!) the whole piece, I now realize that Jeff Young is the one who set the whole thing up.The problem with this is that I should know better. Right?Well, ok, I wasn’t that adamantly opposed to Bowen. I didn’t shout at my computer screen or anything. But watching the video interview again, after reading the piece, I notice that I interpret as much more open a discussion than the setup made it sound like. In other words, I went from thinking that Bowen was imposing a radical view on members of his faculty to hearing Bowen proposing ideas about ways to cope with social changes surrounding university education.The statement about most on-campus lectures being bad is rather bold, but it’s nothing we haven’t heard and it’s a reasonable comment to make in such a context. The stronger statement against PPT is actually weakened by Bowen himself in two ways: he explicitly talks about using PPT online and he frames his comment in comparison with podcasts. It then sounds like his problem isn’t with PPT itself. It’s with the use of PPT in the classroom by comparison to both podcasts and PPTs online. He may be wrong about the relative merits of podcasts, online “presentations,” and classroom lectures using PPT. But his opinion is much less radical than what I originally thought.Still, there’s room for much broader discussion of what classroom lectures and PPT presentations imply in teaching. Young’s piece and several Diigo comments on it focus on the value of PPT either in the abstract or through appropriate use. But there’s a lot more ground to cover, including such apparently simple issues as the effort needed to create compelling “presentation content” or students’ (and future employers’) expectations about PPT presentations.
- Mr. Bowen wants to discourage professors from using PowerPoint, because they often lean on the slide-display program as a crutch rather using it as a creative tool.
- damn you got there first! comment by dean groom
- I think the more important point that’s being made by the article – is something that many of us in edtech world realised very quickly – that being able to teach well is a prerequisite to being able to effectively and creatively engage technology to help others learn…Powerpoint is probably the most obvious target because oif its ubiquity – but I suspect that there will also be a backlash when the masses start adopting other technologies… they’ll be misused just as effectively as PPT is.When we can assume that all university lecturers/tutors are effective teachers then the argument will be moot… until then we’ll continue to see death by powerpoint and powerpointlessness…I’m a drama teacher and love the idea of active rooms filled with proactive engaged learners… and if we have proactive engaged learners we can more effectively deploy technology in the mix…The world of teaching and learning is far from perfect and expectations seem to be geared towards a paradigm that says : “professors should tell me every last thing I need to know in order to get good grades and if students sat still and shut up long enough they might just learn something useful.”I even had one “lecturer” recently tell me “I’m a subject specialist, why do I need to know about pedagogy?” – sadly he was serious. comment by Kim FLINTOFF
- On the subject specialist uninterested in pedagogy…It’s not an uncommon perspective, in university teaching. In fact, it might be more common among French-speakers, as most of those I’ve heard say something like this were French-speakers.I reacted quite negatively when I first heard some statement about university teachers not needing pedagogy. Don’t they care about learning?But… Isn’t there a point to be made about “non-pedagogy?”Not trying to be contrarian, here. Not playing devil’s advocate. Nor am I going on the kind of “anti-anti” PoMo mode which seems not to fit too well in English-speaking communities. I’m just thinking about teacher-less learning. And a relativist’s attitude to not judge before I know more. After all, can we safely assume that courses given by someone with such a reluctant attitude to learning pedagogy are inherently bad?There are even some people out there who take constructivism and constructionism to such an extreme that they’d say teachers aren’t needed. To an extent, the OLPC project has been going in that direction. “Students will teach themselves. We don’t need to train teachers or to engage with them in building this project.”There’s also a lot of discussion about learning outside of formal institutions. Including “on-the-job training” but also all sorts of learning strategies which don’t rely on the teacher/student (mentee, apprentice, pupil…) hierarchy. For instance, actual learning occurs in a large set of online activities. Enthusiastic people learn about things that passion them by reading about the subject, participating in online discussions, presenting their work for feedback, etc. Oftentimes, there is a hierarchy in terms of prestige, but it’s mostly negotiated through actions and not set in advance. More like “achieved status” than “ascribed status” (to use a convenient distinction from SOC101 courses). As this kind of training not infrequently leads to interesting careers, we’d be remiss to ignore the trend.Speaking of trends… It’s quite clear that many universities tend toward a more consumer-based approach. Students register and pay tuition to get “credentials” (good grades and impressive degrees). The notion that they might be there to do the actual learning is going by the wayside. In some professional contexts, people are quite explicit about how little they learnt in classrooms. It makes for difficult teaching contexts (especially at prestigious universities in the US), but it’s also something with which people learn to cope.My personal attitude is that “learning happens despite teachers.” I still think teachers make a difference, that we should learn about learners and learning, that pedagogy matters a whole lot. In fact, I’m passionate about pedagogy and I do what I can to improve my teaching.Yet the bottomline is: do people learn? If they do, does it matter what pedagogical training the teacher has? This isn’t a rhetorical question. comment by Alexandre Enkerli
- A study published in the April issue of British Educational Research Journal
- http://www.informaworld.com/smpp/content~db=all~content=a902053143 comment by Alexandre Enkerli
- PowerPoint was one of the dullest methods they saw.
- Can somebody post links to especially good PowerPoint files? comment by Bill Chapman
- I don’t think this is really about PPT, but more about blind use of technology. It’s not the software to blame but the user.Also if you’re looking for great PPT examples, check out slideshare.net comment by Dean Shareski
- Looking forward to reading what their criteria are for boredom.And the exact justification they give for lectures needing not to be boring.Or if they discuss the broad implications of lecturing, as opposed to the many other teaching methods that we use.Now, to be honest, I do use PPT in class. In fact, my PPT slides are the very example of what many people would consider boring: text outlines transformed into bullet points. Usually black on white, without images.But, overall, students seem to find me engaging. In student evaluations, I do get the occasional comment about the course being boring, but that’s also about the book and the nature of what we discuss.I upload these PPT files to Slideshare before going to class. In seminars, I use the PPT file to outline some topics, themes, and questions brought up by students and I upload the updated file after class.The PPT files on Slideshare are embedded into Moodle and serve as “course notes,” in conjunction with the audio recordings from the class meetings. These slides may include material which wasn’t covered in class.During “lecture,” I often spend extend periods of time discussing things with the class as a whole, leaving a slide up as a reminder of the general topic. Going from a bullet point to an extended discussion has the benefit of providing context for the discussion. When I started teaching, several students were saying that I’m “disorganized.” I still get a few comments like that but they’re much less frequent. And I still go on tangents, based on interactions with the group.Once in a while, I refrain from using PPT altogether. Which can lead to interesting challenges, in part because of student expectations and the fact that the screen becomes an indicator that “teaching is going on.”Perhaps a more important point: I try to lecture as little as possible. My upper-level courses are rapidly transformed into seminars. Even in large classes, the last class meetings of the semester involve just a few minutes of lecturing.This may all sound like a justification for my teaching method. But it’s also a reaction to the frequent discussions about PPT as evil. I do hate PPT, but I still use it.If only Google Wave could be released soon, we could use it to replace PPT. Wikis and microblogging tools are good and well, but they’re not as efficient in terms of real-time collaboration on complex material. comment by Alexandre Enkerli
- seminars, practical sessions, and group discussions
- In other words, tech-free classrooms were the most engaging.
- Does it follow so directly? It’s quite easy to integrate technology with “seminars, practical sessions, and group discussions.” comment by Alexandre Enkerli
- better than many older classroom technologies, like slate chalkboards or overhead transparencies
- Which seems to support a form of technological determinism or, at least, a notion of a somewhat consistent improvement in the use of tools, if not in the tools themselves. comment by Alexandre Enkerli
- But technology has hardly revolutionized the classroom experience for most college students, despite millions of dollars in investment and early predictions that going digital would force professors to rethink their lectures and would herald a pedagogical renaissance.
- If so, then it’s only because profs aren’t bringing social technologies into their classrooms. Does the author of this article understand what’s current in ed tech? comment by Shelly Blake-Plock
- the problem here is that in higher education, student satisfaction drives a service mentality – and students WANT summised PPTs and the want PODCASTS. Spoooon feeeeeed me – for I am paying. comment by dean groom
- A rather broad statement which might be difficult to support with evidence.If we look at “classroom experience” in different contexts, we do notice large differences. Not necessarily in a positive sense. Technology is an integral part of all sorts of changes happening in, around, and away from the classroom.It would be quite different if that sentence said: “But institutional programs based on the adoption of specific tools in the classroom have hardly revolutionized…” It’s still early to assess the effectiveness of these programs, especially if we think about lifelong learning and about ongoing social changes related to technology use. But the statement would make more sense if it were more directly tied to specific programs instead of being a blanket critique of “technology” (left undefined). comment by Alexandre Enkerli
- dream of shaking up college instruction
- One of the most interesting parts of the interview with Bowen has to do with the notion that this isn’t, in fact, about following a dream. It’s about remaining relevant in a changing world. There’s a lot about Bowen’s perspective which sounds quite strange, to me. But the notion that universities should “wake up and smell the coffee” is something I wish were the object of more discussion in academic circles. comment by Alexandre Enkerli
- Here’s the kicker, though: The biggest resistance to Mr. Bowen’s ideas has come from students, some of whom have groused about taking a more active role during those 50-minute class periods.
- Great points, here. Let’s wish more students were involved in this conversation. It’s not just “about” them.One thing we should probably not forget about student populations is that they’re diverse. Chances are, some students in Meadows are delighted by the discussion focus. Others may be puzzled. It’s likely an adaptation for most of them. And it doesn’t sound like they were ever consulted about those changes. comment by Alexandre Enkerli
- lecture model is pretty comfortable
- And, though many of us are quick to criticize it, it’s difficult to avoid in the current systems of formal education in which we work. comment by Alexandre Enkerli
- cool gadgets
- The easiest way to dismiss the social role of technology is to call tools “gadgets.” But are these tools really just gadgets? In fact, some tools which are put to good use really aren’t that cool or even new. Are we discussing them enough? Are we aware of how they fit in the grand scheme of things?An obvious example would be cellphones. Some administrators and teachers perceive them as a nuisance. Rather few people talk about educational opportunities with cellphones, even though they already are used by people in different parts of the World to empower themselves and to learn. Negroponte has explicltly dimissed the educational potential of cellphones but the World isn’t waiting for approval from designers. comment by Alexandre Enkerli
- seasoned performer,
- There’s a larger point to be about performance in teaching. Including through a reference to Dick Bauman’s “Verbal Art as Performance” or other dimensions of Performance Theory.There’s also a more “mundane” point about a kind of conflict in universities between academic material and performance. In French-speaking universities, at least, it’s not uncommon to hear teachers talk about the necessity to be a “performer” as something of a distraction in teaching. Are teachers in front of the class to entertain students or is the classroom an environment in which to think and learn about difficult concepts? The consumer approach to universities, pushed in part by administrators who run universities like businesses, tends to emphasize the “entertainment paradigm,” hence the whole “boredom” issue.Having said all of this, Bowen’s own attitude goes beyond this simplistic “entertainment paradigm.” In fact, it sounds like he’s specifically not advocating for lectures to become a series of TEDtalks. Judging from the interview, it sounds like he might say that TEDtalk-style presentation should be put online and classroom-time should be devoted to analyzing those presentations.I do consider myself a performer, as I’ve been playing saxophone in a rather broad range of circumstances, from outdoor stages at festivals to concert halls. And my experience as a performer does influence the way I teach large classes. At the same time, it probably makes more salient the distinction between teaching and performing. comment by Alexandre Enkerli
- The goateed administrator sported a suit jacket over a dark T-shirt
- Though I’d be the first one to say that context is key, I fail to see what Bowen’s clothes contribute to the discussion. comment by Alexandre Enkerli
- philosophical argument about the best way to engage students, he grounded it
- A novel way to bring in grounded theory. comment by Alexandre Enkerli
- information delivery common in today’s classroom lectures should be recorded and delivered to students as podcasts or online videos before class sessions
- Fully agreed. Especially if we throw other things in the mix such as journal articles and collaboratively-created learning material. comment by Alexandre Enkerli
- short online multiple-choice tests.
- I don’t think he’s using the mc tests with an essessment focus rather an engagement focus – noit necessarily the most sophisticated but done playfully and creatively it can be a good first step to getting reluctatnt students to engage in first instance… comment by Kim FLINTOFF
- I would also “defend” the use of MCTs in this context. Especially if the stakes are relatively low, the questions are well-crafted, and students do end up engaging.Like PPT, MCTs have some advantages, including because of student expectations.But, of course, it’s rather funny to hear Bowen talk about shaking things up and find out that he uses such tools. Still, the fact that these tests are online (and, one would think, taken outside of class time) goes well with Bowen’s main point about class time vs. tech-enabled work outside of class. comment by Alexandre Enkerli
- Introduce issues of debate within the discipline and get the students to weigh in based on the knowledge they have from those lecture podcasts, Mr. Bowen says.
- This wouldn’t be too difficult to do in social sciences and there are scenarios in which it would work wonderfully for lab sciences (if we think of “debate” as something similar to “discussion” sections in scientific articles).At the same time, some people do react negatively to such approaches based not on discipline but on “responsibilities of the university.” Some people even talk about responsibilities toward students’ parents! comment by Alexandre Enkerli
- But if the student believes they can contribute, they’re a whole lot more motivated to enter the discourse, and to enter the discipline.
- Sounds a bit like some of the “higher” positions in William Perry’s scheme. comment by Alexandre Enkerli
- don’t be boring
- Is boredom induced exclusively by the teacher? Can a student bored during a class meeting still be motivated and engaged in the material at another point? Should we apply the same principle to the readings we assign? Is there a way to efficiently assess the “boredom factor” of an academic article? How can we convince academic publishers that fighting boredom isn’t necessarily done through the addition of pretty pictures? comment by Alexandre Enkerli
- you need a Ph.D. to figure it out
- While I agree that these panels are difficult to use and could afford a redesign, the joke about needing a PhD sounds a bit strange in context. comment by Alexandre Enkerli
- plug in their laptops
- There’s something of a more general move toward getting people to use their own computers in the workplace. In fact, classroom computers are often so restricted as to be quite cumbersome to use in teaching. comment by Alexandre Enkerli
- allow students to work in groups more easily
- Not a bad idea. A good number of classrooms are structured in a way that makes it very hard to get students to do group work. Of course, it’s possible to do group work in any setting, but it’s remarkable how some of these seemingly trivial matters as the type of desk used can be enough to discourage some teachers from using certain teaching strategies. comment by Alexandre Enkerli
- The classroom computers were old and needed an upgrade when Mr. Bowen arrived, so ditching them instead saved money.
- Getting into the core of the issue. The reason it’s so important to think about “new ways” to do things isn’t necessarily that “old ways” weren’t conducive to learning. It’s because there are increased pressures on the system and some seem to perceive that cost-cutting and competition from online learning, making the issue so pressing. comment by Alexandre Enkerli
- eliminate one staff position for a technician
- Sounds sad, especially since support staff is already undervalued. But, at the same time, it does sound like relatively rational cost-cutting. One would just wish that they replaced that position with, say, teaching support. comment by Alexandre Enkerli
- gave every professor a laptop
- Again, this is a rather common practise outside of universities. Knowing how several colleagues think, this may also function as a way to “keep them happy.” comment by Alexandre Enkerli
- support so they could create their own podcasts and videos.
- This is where the tech support position which was cut could be useful. Recording and podcasting aren’t difficult to set up or do. But it’s an area where support can mean more than answering questions about which button to press. In fact, podcasting projects are an ideal context for collaboration between tech, teach, and research. comment by Alexandre Enkerli
- lugging their laptops to class,
- It can be an issue, especially if there wasn’t a choice in the type of laptop which could be used. comment by Alexandre Enkerli
- She’s made podcasts for her course on “Critical Scholarship in Communication” that feature interviews she recorded with experts in the field.
- One cool thing about these podcasting projects is that people can build upon them, one semester after the other. Interviews with practitioners do help provide a multiplicity of voices. And, yes, getting students to produce their own content is often a good way to go, especially if the topic is somehow related to the activity. Getting students in applied communication to create material does sound appropriate. comment by Alexandre Enkerli
- they come in actually much more informed
- Sounds effective. Especially since Bowen’s approach seems to be oriented toward pre-class preparation. comment by Alexandre Enkerli
- if they had been assigned a reading.
- There’s a lot to be said about this. One reason this method may be more efficient than reading assignments could have to do with the particularities of written language, especially the very formal style of those texts we often assign as readings. Not that students shouldn’t read, of course! But there’s a case to be made for some readings being replaced by oral sources, especially those which have to do with people’s experience in a field. Reading primary source material, integrating some reference texts, and using oral material can all be part of an appropriate set of learning strategies. comment by Alexandre Enkerli
- created podcast lectures
- An advantage of such “lecturecasts,” “profcasts,” and “slidecasts” is that they’re relatively easy to build and can be tightly structured. It’s not the end-all of learning material, but it’s a better substitute for classroom lectures than one might think.Still, there’s room for improvement in the technology itself. For instance, it’d be nice to have Revver-style comments in the timeline. comment by Alexandre Enkerli
- shows movie clips from his laptop
- This one is slightly surprising because one would expect that these clips could easily be shown, online, ahead of class. It might have to do with the chilling effect of copyright regulation or Heffernan’s strategy of getting “fresh” feedback. There would have been good questions to ask Heffernan in preparation for this piece. comment by Alexandre Enkerli
- “Strangely enough, the people who are most resistant to this model are the students, who are used to being spoon-fed material that is going to be quote unquote on the test,” says Mr. Heffernan. “Students have been socialized to view the educational process as essentially passive. The only way we’re going to stop that is by radically refiguring the classroom in precisely the way José wants to do it.”
- This interpretation sounds a tiny bit lopsided. After all, aren’t there students who were already quite active and engaged in the “old system” who have expressed some resistance to the “new system?” Sounds likely to me. But maybe my students are different.One fascinating thing is the level of agreement, among teachers, about the necessity to have students who aren’t passive. I certainly share this opinion but there are teachers in this World who actually do prefer students who are somewhat passive and… “obedient.” comment by Alexandre Enkerli
- The same sequence of events
- That part is quite significant: Bowen was already a reformer and already had gone through the process. In this case, he sounds more like one of those CEOs who are hired to save a company from a difficult situation. He originally sounded more like someone who wanted to impose specific views about teaching. comment by Alexandre Enkerli
- ‘I paid for a college education and you’re not going to lecture?'”
- A fairly common reaction, in certain contexts. A combination of the infamous “sense of entitlement,” the “customer-based approach to universities,” and student expectations about the way university teaching is supposed to go.One version I’ve had in student evaluations is that the student felt like s/he was hearing too much from other students instead of from me. It did pain me, because of the disconnect between what I was trying to do and that student’s notion of what university courses are supposed to bring her/him. comment by Alexandre Enkerli
- PowerPoint lecture
- As a commenter to my blog was saying about lectures in general, some of us (myself included) have been building a straw man. We may have negative attitudes toward certain teaching strategies, including some lecturing techniques. But that shouldn’t prevent us from discussing a wide array of teaching and learning strategies.In this case, it’s remarkable that despite the radical nature of Bowen’s reform, we learn that there are teachers who record PPT-based presentations. It then sounds like the issue isn’t so much about using PPT as it is about what is done in the classroom as opposed to what is done during the rest of the week.Boring or not, PPT lectures, even some which aren’t directly meant to engage students, can still find their place in the “teaching toolbox.” A dogmatic anti-PPT stance (such as the one displayed by this journalist) is unlikely to foster conversations about tools and learning. Based on the fact that teachers are in fact doing PPT lectures to be used outside the classroom, one ends up seeing Bowen’s perspective as much more open than that of the Chronicle’s editorial staff. comment by Alexandre Enkerli
- Sandi Mann, the British researcher who led the recent study on student attitudes toward teaching, argues that boredom has serious implications in an educational setting.
- Unsurprising perspective. Wonder if it had any impact on Mann’s research results. Makes the research sound more oriented than one might hope. comment by Alexandre Enkerli
- according to some studies
- Wow. Just… Wow. comment by Alexandre Enkerli
- low-cost online alternatives to the traditional campus experience
- This could have been the core issue discussed in an article about Bowen. Especially if we are to have a thoughtful conversation about the state of higher education in a changing context. Justification for high tuition fees, the latent functions of “college life,” the likely outcome of “competing with free,” the value of the complete learning experience as opposed to the value of information transmission… comment by Alexandre Enkerli
- give away videos
- This is the “competing with free” part, to which record companies have been oblivious for so long but which makes OCW appear like quite a forward-looking proposition. comment by Alexandre Enkerli
- colleges must make sure their in-person teaching really is superior to those alternatives
- It’s both a free-market argument, which goes so well with the customer-based approach to learning, and a plea to consider learning in a broader way than the mere transmission of information from authoritative source to passive mass. An old saw, for sure, but one which surprisingly hasn’t been heard by everyone. comment by Alexandre Enkerli
- add value
- This might be appropriate language to convince trustees. At some institutions, this might be more important than getting students’ or teachers’ approval. comment by Alexandre Enkerli
- not being online
- Although, they do have an online presence. The arguments used have more to do with blended learning than with exclusively face-to-face methods. comment by Alexandre Enkerli
- might need to stay a low-tech zone to survive.
- Rubbish there is no reason to dumb down learning; and he obviously is not teaching 2500 students at one time. PPT is not the problem here, and this really is a collection of facile arguements that are not ironically substantiated. Lowering his overhead does not increase student learning – wheres the evidence? comment by dean groom
- Come to think of it, it sounds like the argument was made more forcefully by Young than by Bowen himself. Bowen is certainly quite vocal but the “need… to survive” sounds a tad bit stronger than Bowen’s project.What’s funny is that the video made Bowen sound almost opinionated. The article makes Young sound like he has his own axe to grind comment by Alexandre Enkerli
Interestingly enough, in the last several days, at least five unrelated items of online content have made me think about what I’d call “online literacy.” Not too surprising a co-occurrence, given the feeds I follow, but I think still interesting. Especially because different perspectives were behind these items and the ways I was led to them.
Here are the five items I most directly connect with my streams of thought about online literacy, during the past few days.
- Digital Domain – First It Was Song Downloads. Now It’s Organic Chemistry. – NYTimes.com (via the Buzz Out Loud tag on Delicious)
- Literacy Debate – Online, R U Really Reading? – Series – NYTimes.com (via Language Log)
- Who Will Digitize the World’s Books? – The New York Review of Books (via media/anthropology)
- A Portal to Media Literacy – YouTube (via Digital Ethnography and Moodle Lounge)
- Savage Minds: Notes and Queries in Anthropology — A Group Blog » How to do research – special free sample
Several items in my streams of thoughts on online literacy have found their way into a Moodle Lounge thread where they were mostly connected with the future of textbooks.
My notion of “online literacy” might be idiosyncratic. The concept, to me, relates to “media literacy” which (as far as I can tell) refers to the efficient use of a set of conceptual tools meant to help in approaching media items from the perspective of critical thinking and intellectual engagement. “Online literacy” would be the same thing applied to the Internet in general. One element specific to online literacy, I would argue, is that some basic principles of the Internet (including its decentralized character) make the critical/engaged approach very prominent. Simply put, the way the ‘Net is set up almost forces people to apply critical thinking to what they read, view, watch, or listen to, online. In something of a “cool medium” sense, the ‘Net also encourages active engagement in the material (though for reasons different from McLuhan’s description of medium coolness).
Furthermore, I tend to associate “book literacy” with modernity while “online literacy” seems quite compatible with orality which is itself typical of both post- and pre-modernity. I’m guessing this last point seems exceedingly weird to a number of people, but it really seems to fit in a larger scheme.
There are ways to discuss these issues which are more tech-friendly or geeky. Synchronous communication, many-to-many relationships, peer-to-peer (file) sharing, distributed processing… But as I think out loud, these concepts are mostly in the background.
My basic claim in all of this is that, regardless of how positive we think the move toward online content and away from mass-produced books, it’s important to train ourselves (and others) to gain a level of savviness in the online world. This form of online literacy is especially important with students because of their active engagement in the construction of knowledge.
I’ve been enthusiastic about OA (open access to academic texts) for a number of years. I don’t tend to be extremely active in the OA milieu but I do use every opportunity I can to talk about OA, both in formal academic contexts and in more casual and informal conversation.
My own views about Open Access are that it should be plain common-sense, for both scholars and “the public.” Not that OA is an ultimate principle, but it seems so obvious to me that OA can be beneficial in a large range of contexts. In fact, I tend to conceive of academia in terms of Open Access. In my mind, a concept related to OA runs at the very core of the academic enterprise and helps distinguish it from other types of endeavours. Simply put, academia is the type of “knowledge work ” which is oriented toward openness in access and use.
Historically, this connection between academic work and openness has allegedly been the source of the so-called “Open Source movement” with all its consequences in computing, the Internet, and geek culture.
Quite frequently, OA advocates focus (at least in public) on specific issues related to Open Access. An OA advocate put it in a way that made me think it might have been a precaution, used by OA advocates and activists, to avoid scaring off potential OA enthusiasts. As I didn’t involve myself as a “fighter” in the OA-related discussions, I rarely found a need for such precautions.
I now see signs that the Open Access movement is finally strong enough that some of these precautions might not even be needed. Not that OA advocates “throw caution to the wind.” But I really sense that it’s now possible to openly discuss broader issues related to Open Access because “critical mass has been achieved.”
Case in point, for this sense of a “wind of change,” the latest issue of Peter Suber’s SPARC Open Access Newsletter.
Suber’s newsletter is frequently a useful source of information about Open Access and I often get inspired by it. But because my involvement in the OA movement is rather limited, I tend to skim those newsletter issues, more than I really read them. I kind of feel bad about this but “we all need to choose our battles,” in terms of information management.
But today’s issue “caught my eye.” Actually, it stimulated a lot of thoughts in me. It provided me with (tasty) intellectual nourishment. Simply put: it made me happy.
It’s all because Suber elaborated an argument about Open Access that I find particularly compelling: the epistemological dimension of Open Acces. Because of my perspective, I respond much more favourably to this epistemological argument than I would with most practical and ethical arguments. Maybe that’s just me. But it still works.
So I read Suber’s newsletter with much more attention than usual. I savoured it. And I used this new method of actively reading online texts which is based on the Diigo.com social bookmarking service.
What follows is a slightly edited version of my Diigo annotations on Suber’s text.
June 2008 issue of Peter Suber’s newsletter on open access to academic texts (“Open Access,” or “OA”).
- Suber’s newsletters are always on the lengthy side of things but this one seems especially long. I see this as a good sign.
- For several reasons, I find this issue of Suber’s newsletter is particularly stimulating. Part of my personal anthology of literature about Open Access.
Quote-based annotations and highlights.
Items in italics are Suber’s, those in roman are my annotations.
Really impressive round-up of recent news related to Open Access. What I tend to call a “linkfest.”
What follows is my personal selection, based on diverse interests.
- The venerable French encyclopedia, Larousse, will publish a free online edition, open to vetted user contributions.
- Harvard Law School joined the Harvard Faculty of Arts and Sciences in adopting an OA mandate. Just as in the FAS, the Law School mandate was adopted by a unanimous vote of the faculty.
- The Canadian Library Association approved a Position Statement on Open Access for Canadian Libraries. It not only calls for a mandate OA for publicly-funded research, but regards embargo periods as a temporary compromise, justified only to help publishers adapt during a transition period.
- Google Books and WorldCat agreed to link their records to one another.
- Microsoft pulled the plug on Academic Search, Book Search, and its book-scanning program. It will fulfill existing contracts (e.g. with the British Library), give digital copies of scanned books to their publishers, donate its book-scanning equipment to its partners, and remove usage restrictions the public-domain books it has already scanned.
- The Open Humanities Press launched with a portfolio of seven peer-reviewed OA journals.
- Gramophone Magazine converted its 85 year backfile to OA.
- Scholars Without Borders created a list of peer-reviewed Open Access Journals published in India and the subcontinent.
- Science Commons and partners announced Health Commons, an ambitious ecosystem of OA literature and data, the semantic web, intelligent licensing, specimen-sharing services, and economies of scale, all in the service of developing cures. The other partners are CollabRx, CommerceNet, and the Public Library of Science.
- Medecins Sans Frontieres launched an OA repository.
- Scientists Without Borders launched an OA database to “coordinate science-based activities that improve quality of life in the developing world.”
- The folks at EPrints revamped ROARMAP, the database of funder and university OA mandates. The front page now has a very useful tally of the worldwide OA mandates in six categories.
- The Open University of Israel started publishing OA textbooks.
- The Academy of Sciences of the Czech Republic signed the Berlin Declaration on Open Access to Knowledge.
- Stanford University will provide OA to the papers of Stephen Jay Gould, and add cross-links to his sources.
- SURF released a new guide for scholars: How to use copyright wisely within scholarly communication.
- The Research Information Network released a major report on the costs and funding of scholarly communication in the UK.
- The University of California Berkeley’s Center for Studies in Higher Education released a new report on faculty views on the future of scholarly communication.
- The Association of Research Libraries updated its Brown-Bag Discussion Guide Series on Issues in Scholarly Communication, adding new guides on Author Rights and New Model Publications.
- Les Carr reported that monthly deposits in UK institutional repositories doubled in the last 18 months.
- Two OA activists won Berkman Awards “for their outstanding contributions to the Internet’s impact on society over the past decade”: Richard Baraniuk (of Connexions) and Carl Malamud (of Public.Resource.Org).
- Sean Kass, a third year Harvard law student, has released a 14 minute video, Open Access to Scholarly Publications. The video is a project in the course, The Web Difference, taught by John Palfrey and David Weinberger.
- Siyavula is a large, new open education project in the planning stage by the South African government.
- Britain will provide temporary OA to its UFO files. After a month of OA, the files will convert to TA.