Many faces of personalization

Personalization is another of those education buzzwords that sounds positive, but can mean so many different things. There is nothing necessarily wrong with recognizing that adapting to individual students interests and needs, but the reality is that advocates who are proponents of some types of personalization object to others.

Audrey Watters does a great job of explaining the variety of ways in which learning can be personalized and the role technology can play in many of these opportunities. I encourage your attention to this extensive review.

My personal interest has long been in the individualization of the expected speed of learning. Simply put, traditional learning offers instruction at narrowly fixed rate. There are learners who could move faster to learn more and there are learners who cannot keep up and gradually find themselves lack the necessary existing knowledge for the new skills and knowledge they are expected to acquire. A tutor would probably be the best way to respond, but the cost is prohibitive. Technology offers an alternative (think Kahn Academy as an example) that offers promise.

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Your new DSLR

Maybe I should have used a different title to make the focus of this post clear. A DSLR is a camera and no you cannot message someone from your DSLR.

Just in case you get a DSLR for Christmas (lucky you) or have one you never figured out how to use except in automatic mode, this cool simulation is for you. Learn how the different settings on a DSLR interact and which settings to use for which conditions.

Or, if you interested in instructional design, you might find this a great example of what is possible in a simulation.

(Wired Magazine source)

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Attention Merchants – Tim Wu

Leo Laporte’s weekly Triangulation has some guests with messages that interest me. His last program featured Tim Wu. Wu is an academic from Columbia Univ. I liked his book “Switched” which describes (if I can remember correctly) the movement from the original open Internet to an Internet dominated by major players. The focus of the interview with Mr. Laporte concerns advertising and “free content”.

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Deep reading? Is this new?

Does describing the study of text content as “deep reading” add anything or does it encourage those new to the field to unnecessarily start from scratch? Before I focused mostly on technology integration, I would describe my research interests as content area reading and text-based study behavior. I am seriously just trying to figure out if the topics of interest from my background are different and if the large research base in topics such as summarizing, highlighting, annotating, and self-generated questions is being ignored. I see many of these same topics identified as a way to encourage deep reading.

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Change Flickr Password

You have probably heard that a billion Yahoo! user accounts have been stolen. I must say that it was news that Yahoo had that many customers. I suppose many have accounts that have been abandoned.

I have long recommended that educators use Flickr if they make educational use of images. Flickr is a Yahoo service and continues to be my recommendation when it comes to things like setting Creative Commons licenses on images. If you use Flickr, it is recommended that you change your password.

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Public schools own part of the blame

I have always been a public institutions advocate. I share the concern of so many with the nomination of billionaire Betsy DeVos as Secretary of Education. I would prefer that this position be filled by someone with direct experiences in the processes of education and not an advocate for a narrow educational issue (private schools). Still, I believe the public institutions should accept some responsibility for questioning the productivity and vision of public sch0ols.

Public education and probably all main stream institutions tend to hang on to how things have always been done. Such institutions attract those comfortable with existing practices and find ways to justify existing ways of doing things. I believe that things do change and new ideas worthy of exploration come into prominence. I think the advance of technology represents an example enabling well-researched classroom tactics that have previously been impractical. I think we are at a point in time in which the individual learner needs to receive more individual opportunities and technology can provide one way to provide such experiences.

The effectiveness of many important ideas need to be evaluated in practice. I fault public education for not providing the natural laboratory necessary to evaluate potentially productive practices. Whatever the motives behind the promotion of charter school options (I recognize that charter school can mean many different things), the lack of exploration that exists in public school settings has created this opening.

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