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Hamish Macleod

Hamish Macleod's Public Library

  • Sadly, what we found was that even when technology tested well in experiments, the attempt to scale up its impact was limited by the availability of strong leadership, good teachers, and involved parents — all elements that are unfortunately in short supply in India’s vast but woefully underfunded government school system. In other words, the technology’s value was in direct proportion to the instructor’s capability.


    Over time, I came to think of this as technology’s Law of Amplification: While technology helps education where it’s already doing well, technology does little for mediocre educational systems; and in dysfunctional schools, it can cause outright harm.

  • has been linked
  • the teacher is still present in a way
  • if the teacher is not present to be transformed by the process

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  • not required yet.
  • apparent magic?

  • the equivalent figure for my own university, Stanford, is 95 percent. That's right, 95 percent
  • So a fair comparison would be to take the number of students who apply to Stanford. That figure is around 35,000

  • Boy, was that depressing!
  • sharing links to some really dreadful online plagiarism checkers and urging "everybody" to use them.
  • in order to

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  • Rebecca Schuman
  • The failures of massive online education come as no shock to those of us who actually educate students by being in the same room with them

  • not sure this is a sustainable model
  • nor would it necessarily work as well for a different teacher who didn’t already spend a large amount of time working on the web

  • “We found groups of 20 people in a course submitting identical homework,”
  • Some students are also ill prepared for the university-level work.
  • How do you make the massive feel intimate?

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  • We came to Nairn to breaksast. Though a county town and a royal burgh, it is a miserable p

  • the creative act, which … always operates on more than one plane.
  • o point to the independent, autonomous character
  • associative thought operates among members of a single pre-existing matrix.

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  • This leads to the paradox that the more original a discovery the more obvious it seems afterward.
  • The more familiar the parts, the more striking the new whole

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  • Mr. McKenzie’s reluctance to loosen his grip on students who he thought were not learning well in the course.
  • “In Professor McKenzie’s view, for instance, uninformed or superfluous responses to the questions posed in the discussion forums hobbled the serious students in their learning,”
  • had faced criticism from students who objected to his decision to assign a textbook that was not available free.

  • a metonym to mean “the stuff I’m focusing on as I explore this phenomenon.”
  • something to question the meaning of, or the veracity of, but not the existence of.
  • hence is a priori and collectable

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  • that when it comes to how you react to a reward (such as achieving something in a game) then whether you like the reward (i.e. is it fun), have learned the appropriate way to get the reward (i.e. can you actually play the game), and if you want to work to get the reward (i.e. is it motivating to play), can be completely different, and independent, things.
  • liking, learning, or wanting
  • you do something for a reward then you must like that reward.

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  • Actually, the edcmooc course never ended in my mind.
  • I am not performing anything,
  • It was fine to meet Chris Jobling in Twitter again (he participted in PLENK2010)

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