SFU LTI policy and external learning tools
Not openly licensed, but available for use online. k-12 engineering curriculum
But the IP metaphor is, after all, just another metaphor – a story we tell to make sense of something we don’t actually understand. And like all the metaphors that preceded it, it will certainly be cast aside at some point – either replaced by another metaphor or, in the end, replaced by actual knowledge.
Because neither ‘memory banks’ nor ‘representations’ of stimuli exist in the brain, and because all that is required for us to function in the world is for the brain to change in an orderly way as a result of our experiences, there is no reason to believe that any two of us are changed the same way by the same experience. If you and I attend the same concert, the changes that occur in my brain when I listen to Beethoven’s 5th will almost certainly be completely different from the changes that occur in your brain. Those changes, whatever they are, are built on the unique neural structure that already exists, each structure having developed over a lifetime of unique experiences.
Worse still, even if we had the ability to take a snapshot of all of the brain’s 86 billion neurons and then to simulate the state of those neurons in a computer, that vast pattern would mean nothing outside the body of the brain that produced it. This is perhaps the most egregious way in which the IP metaphor has distorted our thinking about human functioning. Whereas computers do store exact copies of data – copies that can persist unchanged for long periods of time, even if the power has been turned off – the brain maintains our intellect only as long as it remains alive. There is no on-off switch. Either the brain keeps functioning, or we disappear. What’s more, as the neurobiologist Steven Rose pointed out in The Future of the Brain (2005), a snapshot of the brain’s current state might also be meaningless unless we knew the entire life history of that brain’s owner – perhaps even about the social context in which he or she was raised.
We are organisms, not computers. Get over it. Let’s get on with the business of trying to understand ourselves, but without being encumbered by unnecessary intellectual baggage. The IP metaphor has had a half-century run, producing few, if any, insights along the way. The time has come to hit the DELETE key.
- Students gain a sense of confidence in their knowledge by contributing to a source that they know and use.
- Students trade the audience of one instructor for a broad readership (one of the students this semester revised an article on Japan’s military Unit 731 that got more than 70,000 views in just December)
- Students improve their digital literacy through a better understanding of Wikis a medium.
- Students learn about source authority, especially the increasingly common semi-anonymous and anonymous web sources which so often fill their bibliographies.
- Instructors trade a stack of homogenous research papers for a variety of formatted essays.
- Essays are subject to open-review on the web.
Moving from a disposable research essay to a Wikipedia essay carries several benefits:
The key here isn't necessarily Facebook....it's platforms that promote interaction among students that makes students successful
Some stats on LMS adoption in Canada
“It’s important that this cadre of professionals get recognized as a valuable profession and provided with opportunities for advancement,” Willcox says. “Without people like this, we’re not going to make a transformation in education.”
Scott, 53, who wears a vivid purple shirt with his suit, says retailers already analyse customer information in order to tempt buyers with future deals, and argues this is no different.
“Any time these services are free, eventually it’s the user who ends up paying,”
“In the US more than the UK . . . losing a student is a very expensive loss to an institution because they pay high annual fees,” he says. “If you can get to a student before they drop out, you can keep them in the institution.”
Despite these advantages, research has still revealed discomfort among students about the consequences of technological advances. Two years ago, the UK’s National Union of Students, together with online learning company Desire2Learn, undertook a major study of what youngsters thought of their universities and colleges using online education materials. It found that students were extremely suspicious of any suggestion that technology was replacing human interaction.
The survey — conducted through focus groups and interviews — showed students were reluctant to make their data available due to fears about how they would be judged. Those polled said they did not mind their data being anonymised as part of a study of their whole cohort, but said they didn’t want their lecturers to know that they personally had logged on to the network two minutes before an assignment was due to be handed in, that they read their ebooks late at night or that they were not engaging with their discussion forums.
A growing area of concern for students, says Poettcker, is the role that technology plays in the perceived “privatisation” of higher education, which has been debated in Britain after the tripling of tuition fees three years ago.
In this context, will the monitoring of students’ study habits really seem so bad? “We don’t need to use any of the data about you . . . to try and manipulate you,” he says. “We want to give you the data so you manipulate yourself”.
Procurement. The products that are available to us are heavily shaped by how we select them. If we want better choices, then we need to get better at choosing.
Providing a “virtual internship” experience at a fictional television news station, Toolwire’s Writing Games challenge students to review, practice, and demonstrate college level writing skills in authentic workplace scenarios. Each game takes about 20 minutes to complete and targets one to three specific learning objectives.