Educational Technology and Change Journal

Preface; Ch. 1: Landing

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Curt Bonk: “Today, anyone can learn anything from anyone at any time." "Students want feedback on everything they do. You know what happens when you give feedback on everything they do? You die” (Stone Soup with Curt Bonk: Armchair Indiana Jones in Action by Stefanie Panke).
Daniel McGee: "Successful [Calculus I] students appeared to need a unified approach, which emphasized verbal situations, geometric figures, algebraic expressions and the relations between them" (Study Suggests the Need for an Intergrated Learning Styles Approach to Calculus by Jessica Knott).
Kathlyen Harrison and Michael Gilmartin: "We highly recommend [Triptico] for teachers that want to improve interactivity, foster competition, and engage students in the learning process" (Triptico: A Powerful and Free Instructional App). Niall Watts: "I cannot see a MOOC like ‘Designing a New Learning Environment‘ replacing a university course.... Nor do I see such a MOOC as a ‘taster’ for Stanford. The MOOC is a completely different experience, a bit like a virtual learning environment open to the world" (The MOOC, an Incubator for Great Ideas: A Personal Experience). Tim Holt: "What happened to these professional learning communities is that they had simply become meetings where teachers and administrators looked at student data and were trying to outwit the test" (An Interview with Tim Holt, Author of ’180 Questions’ by Bonnie Bracey Sutton).
Dan Branan: "I see studies like this one [Colorado Department of Higher Education study] as a first step in establishing the legitimacy of online educational experiences in the sciences" (Not Satisfied, but Hopeful, About Online Science).
Bert Kimura: "If paper and pencil testing is absolutely required in a class, it probably shouldn’t be offered as a DE class. Not today anyway" (Remote Proctoring: More Questions Than Answers).
Cathy Gunn: "Traditional methods for effecting change at my institution aren’t getting us even to a trickle yet, let alone to thinking about or planning for a wave!" (How Will Traditional Leaders Fare in the Wave of Open Courses?)
Janet Buckenmeyer: "It takes more time to design and develop the [online] course. It takes more time to monitor students in an online course.... How are faculty compensated in terms of workload and pay for the additional work an online course requires? How many students should be placed in an online course?" (A Talk with Janet Buckenmeyer on Issues in Online Course Development, by Lynn Zimmerman).
Billy Sichone: "My phone has been a valuable asset as I can check the internet for information at any and every time. For instance, I once took an international trip to two countries in a row and the phone was my only source of assignment submissions etc. I did not miss out at all" (A Student’s View of an Open University: An Interview with Billy Sichone, by Stefanie Panke).
Julia Kaltenbeck: "Seek ways to build and maintain your community! The community is the single most important success factor in crowdfunding and social payments. To put it simply: No community, no funding" (Julia Kaltenbeck: How Crowdfunding and Social Payments Can Finance OER, by Stefanie Panke).
Jessica Ledbetter: "What keeps me going is that I’m actually creating things I might not find the time to do otherwise. It’s nice to be able to learn with others and see what they’re doing. I always learn by looking at others’ code" (Open Learning at P2PU: An Interview with Jessica Ledbetter, by Stefanie Panke).
Susan Murphy: "We are all so afraid that we're going to miss out on something, so we just skim and scan and re-post without really taking time to consider the source. We sometimes forget that there are real people behind the avatars. And that it's worth getting to know more about them" (The Human Face of Twitter: An Interview with Susan Murphy, by Jessica Knott).
Judah Schwartz "is a remarkable pioneer in our field because he saw technology as a way of looking at mathematics in very new and alternative ways....He likes to say the Ptolemy observations of the solar system were accurate. There was just one thing wrong with them and that was they were basically incorrect" (Judah Schwartz: Through the Lens of the Computer, by Frank B. Withrow).
Jessica Knott: "While a lot of these younger students are pretty gung ho to go forth and innovate technologically, they will be stymied in many cases by an aging infrastructure and restrictive technology rules. Perhaps even by the culture of co-workers who discourage them from using tech in their teaching" (An Interview with Jessica Knott: Teaching an Online Class on Course Development).
Emily Hixon: "If a teacher thinks that she/he is going to be able to talk 'at' students and they will learn, she is mistaken. Teachers must be prepared to engage students and use technology to support an interactive, meaningful approach to learning" (Integration of Pedagogy and Technology in Teacher Education: An Interview with Emily Hixon, by Lynn Zimmerman).
Henry Neeman: "Today, there are a number of ways for citizens to access supercomputing. Often, these are known as 'science gateways,' and they provide a simple interface to a complicated back end. An example is nanoHUB, which K-12 and postsecondary students can use to do nanotechnology simulations" (Supercomputing: An Interview with Henry Neeman).
Parry Aftab: "Unless we can make the technology safer and provide the right skills to use it responsibly and teach cyber-self-defense, we can’t expect students to use it, enjoy it or benefit from it. We owe it to the kids" (Cyberbullying: An Interview with Parry Aftab).
Nancy Willard: "It sure does not help us in transitioning to Web 2.0 if the news is that cyberbullying is at an epidemic level. But it isn’t. And my approach will demonstrate the positive norms of students, which should also translate to greater willingness to also use these technologies for instruction" (Cyberbullying: An Interview with Nancy Willard).
Marc Prensky: "Instead of just spending, and often wasting, billions of dollars to create things that are new, let’s try harder to fix what we have that’s already in place" (Simple Changes in Current Practices May Save Our Schools).
Idit Harel Caperton: "I think students learn more effectively by creating and/or building an entity for public consumption and through collaboration, connecting a learning community and using their creativity — learning to problem solve. . . . I am a longtime advocate of 1:1 learning environments in which each student has access to his/her own computer and broadband connection" (Idit Harel Caperton – An Interview at the Edge of Change, by Bonnie Bracey Sutton and Vic Sutton).

Do We Really Need a Core Curriculum? (2.22.11)
The Value of Curriculum Cores (3.3.11)
Standardized Tests and Foul Shooting: Look Out, Michael Jordan! (3.12.11)

10 most recent visitors. Click on "Watch Live" for a longer and more detailed listing.

Open Educational Resources – An Invitation to Reflect Your Practice by Stefanie Panke
HippoCampus, Monterey Institute for Technology and Education (sources Ray Schroeder and Sara Bernard)
MIT OpenCourseWare
OpenLearn, The Open University
Open Learning Initiative, Carnegie Mellon
Tufts OpenCourseWare
Stanford on iTunes U
Webcast.berkeley
Utah State OpenCourseWare
On-Demand Online Learning Programs, Kutztown University Small Business Development Center
University of Southern Queensland’s OpenCourseWare
University of California Irvine OpenCourseWare

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‘Digital_Nation’ – Two Reviews
Assuming that Teachers Aren't the Primary Obstacle to Change . . .
Sloan-C’s Virtual Attendance Option: Real or an Afterthought?
Sidewiki – Handy Tool or Destructive Weapon?
‘College for $99 a Month’
USDE 2009 Report on Effectiveness of Online Learning
Blended Learning Is Largely an Illusion
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"Emerging Technologies for Learning: Best Choices & Current Practices"
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Contact: Bert Kimura (bert@hawaii.edu).

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