Ed Tech Feeds

Audrey Watters, Hack Education Weekly News

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OL Daily, Stephen Downes

  • Michael J. Petrilli, Education Next, Mar 04, 2024 This article performs the remarkable feat of discussing the issue of homework for lower-income students without mentioning once that lower-income students work after school. Certainly this was my experience, and the experience of pretty much everyone in the rural farm community where I grew up. In the […]
  • Alfie Kohn, Mar 04, 2024 Alfie Kohn's main point is in the headline (I like it when stories are set up like that). Kohn writes, "Progressive education isn't just more engaging than what might be called regressive education; according to decades of research, it's also more effective — particularly with regard to the kinds of […]
  • Lance Eaton, Mar 04, 2024 Today's new term is 'phenomenography', which is "a qualitative research methodology that investigates the qualitatively different ways in which people experience something or think about something." The term, here defined via Wikipedia, appears in the context of asking an AI to provide the overall structure of a dissertation chapter on […]
  • Lina Srivastava, Stanford Social Innovation Review, Mar 04, 2024 "Relying on tech companies to govern their own AI development carves a path toward societal collapse by repeating mistakes made in past development of the web and social media," writes Lina Srivastava. So what's the alternative? "Supporting cooperative, collective, and collaborative structures." While I have a […]
  • Eric Sheninger, A Principal's Reflections, Mar 04, 2024 I think there's value to this approach although I think the presentation lacks a certain coherence. The core of the idea, styled awkwardly as 'relevant thinking', is that understanding the relevance of what we are learning is important. Eric Sheninger outlines seven contexts in which this principle […]

Michael Feldstein, E-Literate

  • Durable skills are not only a real thing but a civilizational shift. AI is not the cause. It's an accelerant and a wake-up call. Particularly when working with AI, I argue that teaching skills are durable skills. The post Teaching Skills are Durable Skills with AI appeared first on e-Literate.
  • No matter how good a technology is, it still has to have the right capabilities to solve your problem. If you need a hammer to hang a picture and I hand you sledgehammer, you'll find a rock to use instead. AI is no different. The post AI in EdTech: How it Breaks in Subtle Ways […]
  • Generative AI "hallucinations" aren't going away. That's OK. If we understand their limitations rather than just labeling them with hysterical language, we can gain tremendous benefits from them while protecting ourselves from the consequences of their limitations. The post How You Will Never Be Able to Trust Generative AI (and Why That’s OK) appeared first […]
  • Fear not. The post How to ChatGPT-proof Analysis Assignments appeared first on e-Literate.
  • Many LMSs claim to support "competencies," "skill paths," "mastery," and so on. But a true CBE learning platform requires a few architectural features. This paper helps you separate the wheat from the chaff. The post CBE Learning Platform Architecture White Paper appeared first on e-Literate.

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Phil on EdTech

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