Disqus - Latest Comments for jaredstein

Re: How to Skate Past 30 and Not Hate Yourself

jaredstein — Mon, 21 Mar 2016 12:52:41 -0000

Best advice: Develop a growth mindset. Understand that you aren't bad at skating, but that you will get better with practice. It will come slower, but it will happen. Dweck's book "Mindsets" is a great read, as is Leonard's "Mastery".

Re: SXSW PanelPicker

jaredstein — Thu, 13 Aug 2015 12:59:44 -0000

For the past three years my son has spent 3+ hours a day building in Scratch -- with zero instruction. It's connected with him in a way nothing else has, and I expect that his intrinsic motivation to learn will carry beyond this particular program.

Re: Developing Better Canvas Integrations with WordPress

jaredstein — Mon, 11 May 2015 21:13:53 -0000

I actually posted it to GitHub over the weekend: https://github.com/jaredste...

Re: Developing Better Canvas Integrations with WordPress

jaredstein — Fri, 08 May 2015 12:11:25 -0000

Tim, so very cool. I've always believed that the best thing we can do with Canvas is to make it increasingly modular and adaptable to integrate with real-world tools.

As I mentioned on the Users Group, I have working code for a WP Plugin to submit assignments (blog posts) to Canvas. It totally works, but it's kinda sloppy code, so I haven't been keen on sharing with the world yet. But I'll gladly share it with you guys if it'd help.

Re: Competency-Based Education: No More Semesters?

jaredstein — Tue, 07 Oct 2014 13:15:41 -0000

It's really about the quality of testing. People tend to associate "test" with multiple-choice tests, which, while valuable, are often criticized as not being appropriately aligned with curriculum and only expressing lower-order cognitive skills.

The success of competency-based programs will live or die by the quality of their assessments / tests. CBE will need not only relevant definitions of competencies, it will also need assessments that are rigorous, meaningfully reflective of the competencies in real-world scenarios, and repeated over time and across contexts. But, yes, if a CBE program bases assessment of competencies on multiple choice testing it's not a step forward, but a regression.

Re: Demoting Social Silos to Syndication Endpoints: Known and the Future of Ownership, Publishing, and Educational Technology

jaredstein — Thu, 03 Jul 2014 12:37:35 -0000

"For example, could we write a Known plugin that would let us POSSE into Canvas? Knowing what I do of their API, I think we could."

Yes, certainly. Though the POSSE model you describe will be novel to many, I think Brian and Devlin were thinking ahead when they designed Canvas Assignments to accept URL submissions instead of just files, and the system captures a snapshot of that web page in the moment of submission without sacrificing the integrity -- or authority -- of the student-owned source.

This gets us part-way there, but it still was directionally reverse for how I personally envisioned students expressing their learning to the world. Recognizing the need to still operate within the "system", a couple years I ago started writing a WP Plugin that uses the Canvas assignment submission API that lets you seamless submit your blog post's URL to a specific Canvas course/assignment when you publish. No extra steps. Unfortunately I had to abandon this project lacking time, but the early version illustrated the essential idea: Students create in their own space with the option of also sending that into an assessment system.

Further, since the assignment submission API accepts files or text as well, you don't have to limit yourself to the blog post's URL -- you could have it submit a copy of the actual thing.

Re: LTI, Common Cartridge, and Moodle

jaredstein — Sat, 29 Jun 2013 19:12:56 -0000

Rhegan, Canvas has exported Common Cartridge since it began exporting in the first place :)

Re: Cognitive Load in Online Learning

jaredstein — Wed, 28 Nov 2012 00:25:06 -0000

Interestingly, Carrie's post isn't showing up automatically here, but under "Community" above.

Re: Degreed Beta

jaredstein — Fri, 21 Sep 2012 13:41:45 -0000

Right on! I didn't know you were involved in that project. I was in there a couple weeks ago and was bummed by lack of features. But will check this out today.

Re: #digped Storify Pt. 1: We Interrupt This Broadcast . . .

jaredstein — Sun, 12 Aug 2012 19:13:47 -0000

Quantity over quality ftw!

On a related note, the reason I like Twitter is because it encourages people to reduce quantity in favor of brevity and density.

Re: Bridging Formal to Lifelong Learning

jaredstein — Mon, 21 May 2012 15:18:26 -0000

Thanks Andy! This is territory that's always under the direction of a school's administration and subject to policy, but if the systems themselves don't offer enough flexibility, how can we even start the conversation?

Re: "The Audrey Test": Or, What Every Techie Should Know About Education

jaredstein — Mon, 19 Mar 2012 12:08:58 -0000

Here's one I often ponder:

"Can educational technology ever be pedagogy/philosophy/theory-neutral? Should it?"

This leads to fun, albeit difficult, conversations about technological determinism.

Re: Weekly Ed-Tech Podcast with Steve Hargadon

jaredstein — Sun, 18 Mar 2012 17:07:08 -0000

You should register this podcast on Stitcher, which I just started using last week. Of course, it doesn't have the ability to manually add feeds, so providers have to take the first step...

Re: https://canvas.instructure.com/courses/297096/wiki/front-page

jaredstein — Fri, 09 Mar 2012 16:41:57 -0000

When I make a choice, I choose for all people.

Re: Pearson and Knewton: Big Data and the Promise of Personalized Learning

jaredstein — Fri, 04 Nov 2011 12:53:57 -0000

Great comments all around. Effective implementation of this kind of tool could draw on mastery learning theories, esp. Bloom's. One of the advantages of that particular model is it recognizes the potential not only for post-assessment remediation of low performers, but also post-assessment enrichment for high performers.

Re: Pearson and Google Jump Into Learning Management With a New, Free System

jaredstein — Mon, 17 Oct 2011 12:48:40 -0000

"...open-source but labor-intensive systems like Moodle"

Amazing how the "Moodle is free, but harder to run" claim continues to be repeated without any real evidence to support it.

Re: No travel budget: Why I go anyway

jaredstein — Tue, 06 Jul 2010 17:19:40 -0000

I agree: especially if you're on the prowl for a job, conferences are a wise use of money (even your own).

Re: Jim Groom is Watching Me

jaredstein — Fri, 12 Feb 2010 19:02:42 -0000

Each time I hear Jim use the word "purity" I suspect it's the coded punchline of some inside joke.

Still, I have to wonder now if I 'm not risking the fate of our universe by using video interviews with both you an Jim in the same pres next week...

Re: The CMS and the PLN

jaredstein — Mon, 25 Jan 2010 19:01:36 -0000

I responded to this and added some of my own here: http://jaredstein.org/2010/...

Not sure why the pingback didn't take!

Re: Not If I Can Help It

jaredstein — Wed, 13 Jan 2010 10:55:41 -0000

I like the idea of developing autodidacts--gotta do some digging on this!

Re: Why Wave Won’t Replace the CMS

jaredstein — Fri, 08 Jan 2010 19:51:34 -0000

This is the L/CMS post I wish I'd written! You've succinctly explained the staying power of the LMS without apologizing for its often cumbersome functionality and outdated or insufficient features. I work with faculty who use Bb or Moodle everyday in online courses, and it is these teachers and their students

Re: Windows 7 God Mode

jaredstein — Mon, 04 Jan 2010 15:16:22 -0000

hUge!

Re: Assessment as a Social Activity

jaredstein — Thu, 17 Sep 2009 19:41:51 -0000

Thanks for highlighting this success; it's one I certainly want to applaud and investigate. But I have to ask if the summation, "we participate, therefore we are", negates the existence of those who do not participate? I suppose the question is one of theories and assumptions; some believe learning is inextricably and wholly tied to the social sphere/community; others that social/community interactions and connections are sometimes integral, sometimes ancillary, and sometimes simply unnecessary to kinds of learning. If you haven't guessed, I currently lean towards the second assumption ;)

Re: To Act or To Be Acted Upon

jaredstein — Wed, 16 Sep 2009 19:37:47 -0000

I agree with the proactive approach, and of course I'm all for learners using technology creatively, esp. for learning.

As I mentioned when we chatted today, I think it's equally important for technophiles to accept that there are situations and objectives where the technology can and should be turned off for the betterment of learning.