This week’s links cover definitions of plagiarism, flipped classrooms, and an editorial about MOOCs. Enjoy!
I was pleasantly surprised at the depth of the “issues” coverage offered in Time’s recent cover article on online education, especially given its attention-seeking headline “College is Dead. Long Live College!” I really didn’t expect it to have as much information as it did that would be of real interest to educators and .edu geeks in general. However the author, Amanda Ripley, took the time to enroll in a few MOOC-style classes, and some of the things that struck her are the same ones I’ve been thinking about when it comes to producing e-learning. In this post, read about a few highlights that struck me as particularly pertinent.
Evernote is a note-taking and clipping application that lets you save all kinds of things to various project-oriented “notebooks.” Their motto is “Remember Everything,” and they certainly do help you with that. It has a desktop application, browser plugins, and mobile device apps galore that you can sync, so all of your clippings, notes and notebooks are the same from whatever device you access them from. In this post Kim gives an overview of Evernote, and then gives five reasons why she uses Evernote for her research.
Twitter has become more than just a medium for people letting their friends know what they’re up to. News organizations, celebrities, governments, and others use Twitter for disseminating information to large numbers of people — many of these feeds may be of interest to scholars. One of the problems with using Twitter as a researcher, though, is that Twitter is a fleeting medium — tweets aren’t automatically archived, and older tweets can be difficult to access and search.
If you’ve been interested in using Twitter feeds for research, but don’t know how to go about archiving tweets, read this post: For her dissertation, Kim wanted to save the Mars Curiosity Rover twitter feed in case she needed it later. In this post, read about how to save a Twitter feed for future use.
On the “worth watching” list of experiments in online learning is a project at Bryn Mawr, a small liberal arts college that values personal interaction with students. Although using online learning at a college like Bryn Mawr sounds a little counter-intuitive, faculty involved in the project hope to “reinforce their hands-on teaching model rather than to subvert it” by using online course modules. How does this kind of model work, and what can we learn from this online learning experiment?