Category — Higher Education

EuroScience Open Forum 2004: “”

(Via .)

some good papers here

Senate Passes CREATE Act: “

On 11/20/2004, the Senate passed, and House agreed to S. 2192, the Cooperative Research and Technology Enhancement (CREATE) Act of

…”

(Via beSpacific.)

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it will be interesting to see what effect this has….. not now, but in say 3 years, when people figure out how to exploit it.

Linus, Monty, Rasmus: No Software Patents: “Jan Wildeboer writes “The three most famous European authors of open-source software have issued an appeal against software patents on NoSoftwarePatents.com. Linus Torvalds (Linux), Michael “Monty” Widenius (MySQL) and Rasmus Lerdorf (PHP) urge the EU Council, which will convene later in the week, not to adopt a draft directive on software patents that they consider “deceptive, dangerous, and democratically illegitimate”. They also call on the Internet community to express solidarity by placing NoSoftwarePatents.com links and banners on many Web sites.”"

(Via Slashdot.)

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This is one of those core political decisions that will transform the power structure of europe, not the big P political power structure but the small p political power which actually has more power than big P, it just is not as visible.

Individual Profs and teaching with the Web:

Outside of courseware packages there are the bloggers/wikis/post nukers’ and probably a few others. Here’s a quick list of the profs I know/watch/read who use social software as teaching tools:

Jason Nolan

Alex Halavais

Ron Deibert

Likely many others can be identified through Alex’s list of ScholarsWhoblog What I think is an essential issue to chosing your teaching spaces is just how much interactivity you want/need the students to have. Will they be doing reflective journaling online? Do you want them to comment on each other’s work? Will they need to do online collaboration? Are you students living in the same dorm together or are they spread out over a large metropolis area and unlikely to meet f2f? Taking all this into account, I keep coming back again & again to blogging and wikis. Is it just because that’s all I know, or is it because it works over and over?

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this must be only the set that she knows in person.

IT Conversations: Academia – Bloggercon III:

http://www.itconversations.com/shows/detail276.html

this looks like it could be interesting.

Re-education at Georgia State. At NoIndoctrination.org, a student posts an unfavorable review of Georgia State's Sociology 1160, “Introduction to Social Problems”: When [the professor]… [Critical Mass]

This might not seem obvious to many, but one thing that students often forget they are learning is how to consider and present viewpoints that they may not be comfortable with or agree with. Indeed, that is part of learning as much as anything else. If a student comes into class and continually belabors an ideological viewpoint, and never considers the opposing positions, can we really say they are learning? have they learned anything? will they ever?

There is much more to learning than 'content', there is learning to think about ideas, learning how to present topics, learning to give credit where it is due, learning the merits of ideas, etc. etc.

I wonder more and more about why anyone would think that they are freely thinking if they only ever think from one position… It seems to me that the more positions that you are able to argue counter to your position, the more likely that you are to know the strengths and weaknesses of your ideas, no? In knowing those strenghts and weaknesses, you then have the capacity to locate yourself with the field of ideas and then you can make progress. Most students don't see this, and i think the above post exemplifies that type of blindness.