Título Del Artículo
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
The Monsters of Education Technology
THE MONSTERS OF EDUCATION TECHNOLOGY AUDREY WATTERS Copyright © 2014 Audrey Watters The Monsters of Education Technology is licensed under a Creative Commons Attribution-ShareAlike 4.0 License. For Seymour CONTENTS Introduction I. The Hidden History of Ed-Tech The History of the Future of Ed-Tech Un-fathomable: The Hidden History of Ed-Tech Teaching Machines: A Brief History of “Teaching at Scale” II. The Ideology of Ed-Tech Against “Innovation” Engaging Flexible Learning Robots and Education Labor Moving from “Open” to Justice Men Explain Technology to Me: On Gender, Ed-Tech, and the Refusal to Be Silent III. From Monsters to the Marvelous Ed-Tech’s Monsters Beyond the LMS The Future of Ed-Tech is a Reclamation Project Beneath the Cobblestones: A Domain of One’s Own Convivial Tools in an Age of Surveillance Afterword INTRODUCTION I was supposed to write a different book this year. I do have several chapters of Teaching Machines written, I promise, and if you’re one of the people who’s told me how excited you are to read it, I’m sorry that it’s taking me so long (but thank you for the continued encouragement). I’ve done an incredible amount of research on the book – a cultural history of “teaching machines.” I’ve fallen down a rabbit hole of patent history, for example, spending hours and hours looking at plans for the various devices that have claimed to automate teaching and learning. As a constant reminder to the project, my workspace is littered with books about the history of education technology, the work of B. -
Blackboard V. Desire2learn
Case 9:06-cv-00155-RHC Document 369 Filed 03/24/2008 Page 1 of 36 UNITED STATES DISTRICT COURT FOR THE EASTERN DISTRICT OF TEXAS LUFKIN DIVISION Blackboard Inc., § § Plaintiff, § § Case No. 9:06-CV-155 vs. § § Desire2Learn Inc., § § JUDGE RON CLARK Defendant. § § § DESIRE2LEARN’S POSTVERDICT MOTION FOR JUDGMENT AS A MATTER OF LAW AND MOTION FOR A NEW TRIAL CHIC_2211518.3 Case 9:06-cv-00155-RHC Document 369 Filed 03/24/2008 Page 2 of 36 TABLE OF CONTENTS I. INTRODUCTION .............................................................................................................. 1 II. UNDISPUTED MATERIAL FACTS ................................................................................ 1 III. ISSUES PRESENTED........................................................................................................4 IV. ARGUMENT...................................................................................................................... 5 A. Bb Failed to Present Substantial Evidence to Support a Jury Finding That All Steps of Claim 36 Are Performed Within the United States. ........................... 6 B. Bb Failed To Provide Substantial Evidence Showing that Any Single Entity Performs Each and Every Step of the Asserted Claims. .............................. 8 C. Bb Failed to Present Sufficient Evidence of Specific Instances of Infringement.......................................................................................................... 10 D. Bb Failed to Present Substantial Evidence That All Steps of Claim 36 Were Performed -
AN Elearning MODULE for ADJUNCT PROFESSORS
CANVAS LEARNING MANAGEMENT SYSTEM: AN eLEARNING MODULE FOR ADJUNCT PROFESSORS A Project Presented to the Faculty of California State Polytechnic University, Pomona In Partial Fulfillment Of the Requirements for the Degree Master of Arts In Education By Jonathan L. Capogrossi 2020 SIGNATURE PAGE PROJECT: CANVAS LEARNING MANAGEMENT SYSTEM: AN eLEARNING MODULE FOR ADJUNCT PROFESSORS AUTHOR: Jonathan L. Capogrossi DATE SUBMITTED: Spring 2020 Department of Education Shahnaz Lotfipour, Ph.D. Project Committee Chair Professor of Education Veronica Estrada, Ed. D. Administrative Faculty Pacific Oaks College ii ABSTRACT Modern higher education is delivered to learners by the academic workforce of full time and adjunct instructors, but via the web-based, software framework of Learning Management Systems (LMS). Yet, research shows that many institutions lack a training system customized to train adjuncts to effectively use LMS application programs (Bates, 2011). The designer, seeing this need, created a multimedia, eLearning module on the Canvas Learning Management System, titled ‘Jump Into Canvas’. The literature shows that the rate of hiring adjunct professors grew steadily at US institutions since the mid 1970’s (National Center for Education Statistics, 2016). But the mid 1990’s saw major changes in higher education. With the expansion of the World Wide Web in society, there was a jump in the rate of adjunct hiring, and the emergence of Online Education. Online classes became possible due to a new software system - the Learning Management System, or ‘LMS’, but the benefits of such systems caused LMS to become widely adopted as a central framework for all classes, both online and face-to- face, at most US institutions. -
Blackboard Software Roadmap As Cultural Practice Diana Gellci Wayne State University
Wayne State University Wayne State University Dissertations 1-1-2014 Networks Of Users And Powers: Blackboard Software Roadmap As Cultural Practice Diana Gellci Wayne State University, Follow this and additional works at: http://digitalcommons.wayne.edu/oa_dissertations Part of the Databases and Information Systems Commons, Higher Education and Teaching Commons, and the Social and Cultural Anthropology Commons Recommended Citation Gellci, Diana, "Networks Of Users And Powers: Blackboard Software Roadmap As Cultural Practice" (2014). Wayne State University Dissertations. Paper 985. This Open Access Dissertation is brought to you for free and open access by DigitalCommons@WayneState. It has been accepted for inclusion in Wayne State University Dissertations by an authorized administrator of DigitalCommons@WayneState. NETWORKS OF USERS AND POWERS: BLACKBOARD SOFTWARE ROADMAP AS CULTURAL PRACTICE by: DIANA GELLCI Submitted to the Graduate School of Wayne State University, Detroit, Michigan in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY 2014 MAJOR: ANTHROPOLOGY (Cultural) Approved by: __________________________________ Advisor Date ___________________________________ ___________________________________ ___________________________________ ___________________________________ © COPYRIGHT BY DIANA GËLLÇI 2014 All Rights Reserved DEDICATION To the memory of Jani Gëllçi, a committed educator (1932-2012). ii ACKNOWLEDGEMENTS I would like to thank the Department of Anthropology at Wayne State University for their exceptional curriculum and for their financial support of this study through a Graduate Teaching Assistantship. I would especially like to thank the members of my doctoral committee – Drs. Mark Luborsky, Guérin Montilus, Carolyn E. Psenka, and Timothy W. Spannaus – for their individual inspiration and extreme patience in the face of numerous obstacles. I gratefully acknowledge the mentorship and distinguished support of Mark Luborsky, the chair of this committee, who mentored me and inspired every detail of this dissertation.