Comments on: About this project http://www.futureofthebook.org/HASTAC/learningreport Cathy N. Davidson and David Theo Goldberg Fri, 16 Aug 2013 09:01:49 +0000 hourly 1 http://wordpress.org/?v=3.2.1 By: The Future of the Book is the Future of Society by Bob Stein › Hybrid Publishing Lab Notepad http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-114 The Future of the Book is the Future of Society by Bob Stein › Hybrid Publishing Lab Notepad Fri, 16 Aug 2013 09:01:49 +0000 #comment-114 [...] When considering the future of books very often the focus also is on public engagement, education and development in learning and gaming. They seem [...] [...] When considering the future of books very often the focus also is on public engagement, education and development in learning and gaming. They seem [...]

]]> By: The Future of the Book is the Future of Society by Bob Stein | The Book That Exploded http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-113 The Future of the Book is the Future of Society by Bob Stein | The Book That Exploded Thu, 08 Aug 2013 10:32:40 +0000 #comment-113 [...] When considering the future of books very often the focus also is on public engagement, education and development in learning and gaming. They seem [...] [...] When considering the future of books very often the focus also is on public engagement, education and development in learning and gaming. They seem [...]

]]> By: Defining the digital age and its influence on work integrated learning « The Weblog of (a) David Jones http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-86 Defining the digital age and its influence on work integrated learning « The Weblog of (a) David Jones Sun, 26 Feb 2012 13:16:39 +0000 #comment-86 [...] – including Tony Bates’ review. The book was collaboratively/openly developed via a website. Practicing what they preach. I believe what I’m referencing (Davidson and Golberg, 2009) is [...] [...] – including Tony Bates’ review. The book was collaboratively/openly developed via a website. Practicing what they preach. I believe what I’m referencing (Davidson and Golberg, 2009) is [...]

]]> By: The Intellectual Genealogy of Info-Age Concepts | THATCamp RTP http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-84 The Intellectual Genealogy of Info-Age Concepts | THATCamp RTP Thu, 14 Oct 2010 17:41:33 +0000 #comment-84 [...] it fruitful to view the new, digital affordances that Davidson and Goldberg zero-in on in their Future of Learning Institutions as enabling Collinsian interaction-at-a-distance.  The scholars- lonely or not (see the Conclusion [...] [...] it fruitful to view the new, digital affordances that Davidson and Goldberg zero-in on in their Future of Learning Institutions as enabling Collinsian interaction-at-a-distance.  The scholars- lonely or not (see the Conclusion [...]

]]> By: The future of universities in a digital age » http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-73 The future of universities in a digital age » Tue, 20 Apr 2010 10:19:38 +0000 #comment-73 [...] Advanced Collaboratory aka HASTAChttp://hastac.org) have posted a draft of a paper entitled “The Future of Learning Institutions in a Digital Age.” The paper will evolve through online collaboration and conversations, and will be published [...] [...] Advanced Collaboratory aka HASTAChttp://hastac.org) have posted a draft of a paper entitled “The Future of Learning Institutions in a Digital Age.” The paper will evolve through online collaboration and conversations, and will be published [...]

]]> By: Genone http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-72 Genone Wed, 05 Aug 2009 15:14:56 +0000 #comment-72 I hope that with the progress of digital learning technology, we may also learn to direct content by values in a more honest way. I think learning keywords and themes will need to focus on specific value in a transparent way. Every learning means should in fact be concerned as to where it is taking the learner more in terms of value-taking than in terms of mere information and elaborate and complex content poles. I hope that with the progress of digital learning technology, we may also learn to direct content by values in a more honest way. I think learning keywords and themes will need to focus on specific value in a transparent way. Every learning means should in fact be concerned as to where it is taking the learner more in terms of value-taking than in terms of mere information and elaborate and complex content poles.

]]> By: Cathy Davidson http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-56 Cathy Davidson Sun, 17 Jun 2007 15:40:36 +0000 #comment-56 Special thanks to all who are adding url's about new kinds of classes, new kinds of institutions that YOU are involved with. We intend in the final document to include an annotated hyperlink interactive bibliography, our "Hall of Fame," for these kinds of courses. We're also thinking of a "Hall of Shame" for kneejerk responses by institutions to the worst kind of media hype or commercialization which makes institutions even more resistant to change. Universities that expect their faculty members to put all their courseware (syllabi, reading lists, and so forth) on line but then refuse to stand by their faculty who wish to use commercial materials for educational "fair use" are way up on my list for the "Hall of Shame." Some of our most media-savvy and hyper-commercialized research universities (no names yet, but there will be later) go on that list. Special thanks to all who are adding url’s about new kinds of classes, new kinds of institutions that YOU are involved with. We intend in the final document to include an annotated hyperlink interactive bibliography, our “Hall of Fame,” for these kinds of courses. We’re also thinking of a “Hall of Shame” for kneejerk responses by institutions to the worst kind of media hype or commercialization which makes institutions even more resistant to change. Universities that expect their faculty members to put all their courseware (syllabi, reading lists, and so forth) on line but then refuse to stand by their faculty who wish to use commercial materials for educational “fair use” are way up on my list for the “Hall of Shame.” Some of our most media-savvy and hyper-commercialized research universities (no names yet, but there will be later) go on that list.

]]> By: seed http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-49 seed Fri, 11 May 2007 15:33:56 +0000 #comment-49 TWO POINTS 1) Re: sec.24 HASTAC has two equally important audiences,with different needs. The first audience consists of scholars and potential scholars who have or can acquire "technological, scientific, & engineering" skills. They need a support network where they can find a community that can critique their projects, inform them of related work occurring in their fields(s), and at best locate potential collaborators. (research) HASTAC has a second audience of academics and academics-in-training who do not have the skills to advance or create technical, scientific, & engineering tools in a particular area, but who are comfortable with the existing tools (blogging, distributed applications such as Google Maps). They are eager to incorporate these tools into college and general education. This audience needs user-friendly "how-to" directions with varied successful examples, online help sources, and discussion boards for solutions to problems. 2) Re FOOTNOTE 18 nos. 1-4 Can we call the HASTAC project "INSTITUTIONS 2.0"? after the Web 2.0 idea of "distributed applications"? The type of institution we are discussing is distributed rather than a single physical location; it has no search committees, no official requirements for tenure. -Pat TWO POINTS
1) Re: sec.24 HASTAC has two equally important audiences,with different needs. The first audience consists of scholars and potential scholars who have or can acquire “technological, scientific, & engineering” skills. They need a support network where they can find a community that can critique their projects, inform them of related work occurring in their fields(s), and at best locate potential collaborators. (research)
HASTAC has a second audience of academics and academics-in-training who do not have the skills to advance or create technical, scientific, & engineering tools in a particular area, but who are comfortable with the existing tools (blogging, distributed applications such as Google Maps). They are eager to incorporate these tools into college and general education. This audience needs user-friendly “how-to” directions with varied successful examples, online help sources, and discussion boards for solutions to problems.
2) Re FOOTNOTE 18 nos. 1-4
Can we call the HASTAC project “INSTITUTIONS 2.0″? after the Web 2.0 idea of “distributed applications”?
The type of institution we are discussing is distributed rather than a single physical location; it has no search committees, no official requirements for tenure.
-Pat

]]> By: On a des choses á se dire » Liens: 1er avril 2007 http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-47 On a des choses á se dire » Liens: 1er avril 2007 Sun, 01 Apr 2007 13:20:17 +0000 #comment-47 [...] Affordance.info (France): vers un changement de paradigme de la production de la diffusion et de la consommation des connaissances dans les université Ne pas manquer le lien vers l’article en anglais á la source de ce questionnement: “The Future of Learning Institution in a Digital Age“. [...] [...] Affordance.info (France): vers un changement de paradigme de la production de la diffusion et de la consommation des connaissances dans les université Ne pas manquer le lien vers l’article en anglais á la source de ce questionnement: “The Future of Learning Institution in a Digital Age“. [...]

]]> By: ed lamoureux http://www.futureofthebook.org/HASTAC/learningreport/about/#comment-35 ed lamoureux Mon, 26 Feb 2007 12:41:21 +0000 #comment-35 Just completed (jan. 06, 3 week interim) teach field research/ethnography in Second Life to Multimedia undergraduates at Bradley University, Peoria, IL. Good example of new delivery platforms and techniques. you can read my wrap up about the class (or any of the 3 articles leading up to it) at http://www.nmc.org/sl/author/edlam/ http://www.nmc.org/sl/2007/01/24/summary/ You can have a look at the student blogs and final papers at http://slane.bradley.edu/com/faculty/lamoureux/website2/490/bloglinks.html class syllabus and links http://slane.bradley.edu/com/faculty/lamoureux/website2/490/mm490.html Press about the course http://slane.bradley.edu/com/faculty/lamoureux/website2/slstuff.html Just completed (jan. 06, 3 week interim) teach field research/ethnography in Second Life to Multimedia undergraduates at Bradley University, Peoria, IL. Good example of new delivery platforms and techniques.

you can read my wrap up about the class (or any of the 3 articles leading up to it) at
http://www.nmc.org/sl/author/edlam/
http://www.nmc.org/sl/2007/01/24/summary/

You can have a look at the student blogs and final papers at
http://slane.bradley.edu/com/faculty/lamoureux/website2/490/bloglinks.html

class syllabus and links
http://slane.bradley.edu/com/faculty/lamoureux/website2/490/mm490.html

Press about the course
http://slane.bradley.edu/com/faculty/lamoureux/website2/slstuff.html

]]>