Don Gorges Archive of LinkedIn Posts & Links October 24 to October 29

Topics – Perspectives – Sectors :

Open  Design  Visual  Communications  Creative  Marketing  Education

Don Gorges

Don Gorges

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Don Gorges commented on this

__BMO Education and Training 2016 Report – US only _  “roughly $1.37 trillion will be spent on educational services in the U.S. in 2016. We project that the education industry will grow at roughly a 2.9% annual rate through 2021, when total spending is expected to reach roughly $1.58 trillion.”

U.S. Postsecondary Instructional Materials Market
A number of different data sources estimate the postsecondary instructional materials market size. GSV estimates that just over $23 billion was spent in the U.S. in 2015 and forecasts roughly a 4% CAGR increase to $27.7 billion in 2020. The 2015 estimate comprises:
• Print textbooks ($12.4 billion expected to increase 3% CAGR to $14.4 billion in 2020);
• Print supplemental materials ($5.3 billion expected to increase 3% CAGR to $6.2 billion in 2020);
• Digital textbooks ($3.7 billion expected to increase 6% CAGR to $5 billion in 2020); and
• Digital supplemental materials ($1.6 billion expected to increase 6% CAGR to $2.1 billion in 2020).

2016 10 29

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Don Gorges commented on this

__David Wiley gives notes to Nicole Allen / Ethan Senack on Underselling Open & The Problem with Cost Framing __ “Not only does cost framing cause people to ignore what is most powerful about open, but it also exposes open to attack by publishers. If open is simply a matter of cost, there are ways publishers can counter the “threat” of open by lowering their costs or offering discounts. [so] how should we talk about it? – My current best answer is what I call the possible/permitted framing.”

Underselling Open: The Problem with Cost Framing _ http://opencontent.org/blog/archives/4774

Advocate for open education

ACCESS DENIED:

The New Face of the Textbook Monopoly

2016 10 27

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Don Gorges commented on this

__It’s been some time since Audrey Watters’ thinking resonated with me and I haven’t read her blog recently, though she certainly can craft an engaging story

(This Is Not a Morphology of) The Monsters of Education Technology

(This Is Not a Morphology of) The Monsters of Education Technology

hackeducation.com
This talk was presented at ETUG’s Fall Workshop in Vancouver, BC. on 28 Oct 2016
“As Cassandra, I must warn you that education technology’s monstrosity will bring about our doom. The monsters of education technology are a Trojan Horse poised to dismantle public education, to outsource and unbundle and disrupt and destroy. Those who tell you that education technology promises personalization don’t actually care about student autonomy or agency. They want surveillance and standardization and control. You have been warned.”

2016 10 28

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Don Gorges commented on this

__In This Case, Publishers Should Root for the OER Guys _ When an organization that has created open educational resources (OER), informally known as “free stuff,” and sues FedEx, how much should publishers care about the outcome? – Oct 11 2016

Neal Goff says publishers should be hoping that Great Minds prevails in court

__ Creative Commons CEO Ryan Merkley explains his opposite view and reasons for funding legal support for the defendant, FedEx _ September 9, 2016

Why we’re fighting to protect noncommercial uses

Research: Great Minds Eureka Math,  Great Minds v Fedex Office and Print Services Case 2:16-cv-01462-DRH-ARL

__CC Letter to Judge: “We represent Creative Commons Corporation in connection with the above-referenced matter, and seek the Court’s permission to file an amicus brief supporting the defendant’s motion to dismiss.” _ http://textlab.io/doc/18833946/cc-edny-letter—creative-commons

2016 10 25

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Don Gorges commented on this

__Ideally, all syllabi are created to be helpful to students seeking savings by offering them options to the Faculty-recommended reading materials via a comprehensive list of reviewed and rated OER and alternative editions of commercial textbooks. Students and TA’s can [pay-it-forward] help their Faculty by doing the time consuming research throughout the semester to discover these alternative resources to be Faculty-vetted and listed within their Syllabus __

Open educational resources may help students with textbook costs

Open educational resources may help students with textbook costs

ubyssey.ca [Weekly student newspaper of the University of British Columbia]

Some faculty at UBC have been trying to alleviate financial pressures on students by leveraging technologies to help make learning more flexible. According to Loch Brown, a geography professor, open educational resources and open textbooks are a very easy way to do this.

For Brown, utilizing open educational resources was a no-brainer when it came time to update some of the courses in the geography department.

“We were building a lot of interesting course materials and educational resources, and we decided quite early on that we would just share these with everybody,” said Brown.

2016 10 25

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Don Gorges commented on this

Academics’ ultimate concerns explain motivation for sharing OER

Academics’ ultimate concerns explain motivation for sharing OER

go-gn.net
Dr Glenda Cox (right) with her supervisor, A/Prof Cheryl Hodgkinson-Williams
Sukaina Walji, ROER4D Communications Advisor spoke to Dr Glenda Cox, Senior Lecturer at the Centre for Innovation in Teaching and Learning, at the University of Cape Town (UCT) about her recently submitted PhD thesis ‘Explaining the relations between culture, structure and agency in lecturers’ contribution and non-contribution to Open Educational Resources in a Higher Education Institution’.
This blog post considers how this research sheds light on why academics choose or choose not  to share open educational resources, which has important implications for the future sustainability of the OER movement.

 

__”Other pertinent issues around contribution included concerns around beliefs of OER quality and their willingness or not to contribute OER. For some lecturers, quality is related to pedagogical value: will the pedagogy of the resource be improved through sharing? Others were concerned about technical issues and formats of the OER (such as writing styles and file formats). The contributors in this study were less worried about quality than the non-contributors; while the contributors were sometimes concerned about their reputation. they still felt it was the right thing to do as sharing OER met their ultimate concern.”

2016 10 25

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Don Gorges commented on this

__Online or classroom learning: What’s better for students? eCampus’ David Porter, University of Toronto’s Earl Woodruff and Georgia Tech’s Charles Isbell weigh in on pros and cons of online learning. __CTVNews video__ http://www.ctvnews.ca/video?clipId=980283&playlistId=1.3132053&binId=1.810401&playlistPageNum=1&binPageNum=1

__Recommend [my Alma mater]: Ryerson University’s G. Raymond Chang School of Continuing Education is Canada’s leading provider of university-based adult learning. _ http://ce-online.ryerson.ca/ce/default.aspx _

2016 10 25

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Don Gorges commented on this

__St. Joseph Communications: We’re proud to announce the release of our “2017 Print in a Digital World” trend report. _ The third installment of this successful series identifies major trends transforming our omnichannel multiverse and how Marketers can leverage the identified examples to mix, match and marry the exciting world of print and digital. _

2016 10 25

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Don Gorges commented on this

__Microsoft Surface Studio is a new category of device, designed to put you at the center of the creative process. Video _ https://www.youtube.com/watch?v=BzMLA8YIgG0 _ Turn your desk into a Studio. Learn more: http://surfac.ms/1026YSO

2016 10 25

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Don Gorges commented on this

__The original set of 176 emoji have been acquired by the Museum of Modern Art. The original emoji, designed by Shigetaka Kurita, are each made within a grid that is just 12 pixels wide and 12 pixels long. First rendered in black and white, within a few years each emoji was painted one of six colors — black, red, orange, lilac, grass green and royal blue.

2016 10 25

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Don Gorges commented on this

__According to the Ministry of Training, Colleges and Universities, “Where a course relies on assessments that are included with a learning resource, such as an online textbook, the ministry expects colleges to have a policy with respect to their students’ interests.” i.e. must provide students with a free alternative __

Digital textbooks are killing the used textbook market

Digital textbooks are killing the used textbook market

theeyeopener.com

By Laura Woodward

If you’re a student who buys your textbooks used, soon you won’t have that choice.

As textbook publishers shift their products from print to digital the resale market is slowly dying, as students can only buy digital products new.

Digital products are sold via access codes, a set of digits used to unlock an electronic textbook. But those access codes can only be used once, as they expire at the end of the course.

[-]Essentially, students are paying tuition, as well as extra fees to take quizzes.

Since it’s the university’s job, not a textbook publisher’s, to assess and grade students, the Ontario government has restricted how much third-parties can interfere.

According to the Ministry of Training, Colleges and Universities, “Where a course relies on assessments that are included with a learning resource, such as an online textbook, the ministry expects colleges to have a policy with respect to their students’ interests.”

At the University of Waterloo, instructors are encouraged to only use access codes if the cost of resource is no more than $50 and the assessment counts as 20 per cent or less. If either cost and grade value are not met, the instructor must provide students with a free alternative, like writing the online quiz on paper.

At Ryerson, assessments through third- party vendors must not account for more than 25 per cent. But there is no cost restriction, or free alternative that must be provided. Professors can charge students any amount for an online resource that can impact their grade, as long as it does not exceed that 25 per cent.

2016 10 25

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Don Gorges likes this

Open Educational Resources: Is the federal government overstepping its role?

Open Educational Resources: Is the federal government overstepping its role?

educationnext.org
Is the federal government overstepping its role?

__A critical thinker’s perspective in this article on OER by Michael Q. McShane, director of education policy at the Show-Me Institute in Kansas City, Missouri – published in Education Next WINTER 2017 Publisher: Hoover Institution, Leland Stanford Junior University [Stanford University]

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Where Do We Go from Here?

“Educational resources have a long history, from Aelius Donatus’s fourth-century Ars grammatica to the McGuffey’s Readers to the Khan Academy. If we think about open educational resources as part of that timeline, they are the thinnest sliver at the very end. In the future, the movement will have to wrestle with several issues.

First, how can OER advocates maintain a steady stream of high-quality and relevant content? If they cannot keep pace with technology or pedagogical practice, they are going to be left behind.

Second, how do we avoid maxing out teachers? Yes, teachers want better content. They would also like to hold on to their nights and weekends. If open educational resources rely on teachers to spend lots of time sifting through materials or creating it themselves, that could send teachers back to textbooks posthaste.

Finally, is there a productive and appropriate role that the federal government can play? The federal government has extraordinary convening power and the infrastructure to collect and disseminate information about how schools and districts are solving problems. It also makes many large grants to education researchers, and requiring all of the products of their works to be openly licensed could spread what they have learned faster and more cheaply.

On the other hand, the federal government is putting its thumb on the scale for one particular type of content-creation mechanism, and that could disrupt the marketplace. If textbook companies do go out of business, what will happen 5 or 10 years hence? If open-content producers can’t keep up with the coding acumen necessary to make the adaptive technology that the federally funded research prescribes, schools will be in a serious bind. The very organizations that could fill that gap—the textbook companies—will be gone. And this scenario even assumes that the next administration or the next after that will still care about “going open.” It’s quite possible that they won’t. Will the private and nonprofit support be there to keep the movement going? Again, the answers are not clear.”

2016 10 25

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Don Gorges commented on this

__The College Board’s annual report released Wednesday _ https://trends.collegeboard.org/college-pricing _ College tuition keeps going up, rising faster than inflation and family income. The average total cost of tuition, fees, and room and board rose 10% over the past five years at public colleges and by 12% at private institutions, adjusted for inflation. Median family income rose just 7% over the same time period. _ Article: _ http://money.cnn.com/2016/10/26/pf/college/college-tuition-2016-2017/index.html

__Higher Education Retail Market Facts & Figures via NACS National Association of College Stores _ The latest available data on student spending is from Student Watch: Attitudes & Behaviors toward Course Materials, Fall 2015. Based on survey data, students spent an average of $323 on course materials, or $77 per course. Students spent an average of $672 on a combination of technology, supplies, and required course materials for their classes for fall 2015. _ http://www.nacs.org/research/industrystatistics/higheredfactsfigures.aspx

More Research on Textbook costs and spending:

Fact Checking How Much Do College Students Actually Pay For Textbooks? 2015 > 2016 Phil Hill

2016 10 25

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Don Gorges commented on this

About The New Florida Virtual Campus Survey On Textbooks

About The New Florida Virtual Campus Survey On Textbooks

mfeldstein.com
Phil Hill – As long-time readers know, I strongly believe that the national discussion about the costs of textbooks and course materials is more productive when we focus on actual student behaviors and impacts, rather than artificial numbers used by many organizations.
The whole report is worth reading, but I’d like to highlight two key points. . .
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__The Survey was conducted to help education leaders and policy makers better understand how textbook and course material costs are impacting student perceptions, academic decisions, progress, and perceived value of educational resources. To be able to achieve these objectives the survey should seek useful data on the respondents’ financial circumstances and priorities impacting their purchasing decisions. Ones’ financial resources, education costs impacts access, success, and completion and Free textbooks is likely not the one and only solution.

__I’ve added this article to the collection in my post ‘Fact Checking How Much Do College Students Actually Pay For Textbooks? 2015 > 2016 Phil Hill’ _ https://dongorges.wordpress.com/2016/10/10/fact-checking-how-much-do-college-students-actually-pay-for-textbooks-2015-2016-phil-hill/

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__Oct 21 TJ Bliss tweeted this survey’s Key Finding 1:
“The high cost of textbooks is negatively impacting student access, success, and completion.”

In response, I tweeted a suggestion:
“Survey data should include student’s budget and itemized fixed and discretionary expenditures for an analysis of textbooks’ impact”
My tweet-sized suggestion was too brief I suppose, but there was swift reaction . . . “You are blocked from following @tjbliss and viewing @tjbliss’s Tweets.”

This Survey is an opportunity to gain specific data that would be useful and actionable – “The high cost of textbooks [specific data] is negatively impacting student [specific data] access, success, and completion.”

“In your academic career, has the cost of required textbooks caused you to. . ” may be a leading question when the textbook price is unknown [$50-$100-$300?] or in assuming the cost is “too much” “can’t afford” – for some Students the response likely is “I had money but didn’t see the value in making the purchase”

“The 2016 Student Textbook and Course Materials Survey was conducted to help education leaders and policy makers better understand how textbook and course material costs are impacting student perceptions, academic decisions, progress, and perceived value of educational resources.”

To be able to achieve these objectives the survey should seek useful data on the respondents’ financial circumstances, priorities and perceptions impacting their purchasing decisions, given that there are multiple demographic profiles to define within this group of 22,000 Students.

Free textbooks is not the one and only solution.

2016 10 25

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Don Gorges commented on this

__”Pearson and IBM are innovating with Watson APIs, education-specific diagnostics and remediation capabilities. Students will be able to dialogue with Watson in real time by asking questions on a particular topic. – Watson will be able to search through an expanded set of education resources to retrieve relevant information to answer the student’s question. – Watson will constantly assess the student’s responses and guide them with hints, feedback, explanations and identify common misconceptions.” _

IBM Watson Education and Pearson to Drive Cognitive Learning Experiences for College Students

IBM Watson Education and Pearson to Drive Cognitive Learning Experiences for College Students

prnewswire.com

LAS VEGAS, Oct. 25, 2016 /PRNewswire/ — IBM (NYSE: IBM) and Pearson (FTSE: PSON) the world’s learning company, today announced a new global education alliance intended to make Watson‘s cognitive capabilities available to millions of college students and professors.

Combining IBM’s cognitive capabilities with Pearson’s digital learning products will give students a more immersive learning experience with their college courses, an easy way to get help and insights when they need it, all through asking questions in natural language just like they would with another student or professor. Importantly, it provides instructors with insights about how well students are learning, allowing them to better manage the entire course and flag students who need additional help.

2016 10 25

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Don Gorges commented on this

__The 55-inch 4K touchscreen is the first hardware product in Google’s rebranded G Suite of cloud-based tools – Launch a Jamboard session and people can join in from anywhere using the Jamboard app on an Android or iOS device. They see a real-time feed from the board and can add text, photos, and drawings to the mix. The leader of the session can share it all with Google Hangout participants. _

Google Jamboard Is a Huge 4K Screen You Can Scribble On

Google Jamboard Is a Huge 4K Screen You Can Scribble On

wired.com
Google reimagines the whiteboard.

The big-screen Jamboard session is essentially replicated on the tablet: You can add things, rearrange them, and pull in images or maps from a side menu. The interactions are limited on a phone, but you see everything on the board in real time, and you can add text or create digital sticky notes. One major limitation is that you can’t really chip in on a laptop or desktop: You can watch a Jam session unfold in a browser, but you can only contribute via the mobile apps.

You can drive a meeting from a tablet, but the massive Jamboard is the ultimate mission control. It includes two chunky passive stylii that feel like sidewalk chalk in your hand, and the screen is pressure-sensitive when you’re writing on it. Magnets keep the stylii and microfiber eraser nestled on Jamboard’s metal base, but don’t worry if Steve from accounting swipes them. Any rubber-tipped stylus works, and you can use your hand to erase things.

2016 10 25

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Don Gorges

Don Gorges Archive of LinkedIn Posts & Links October 15 to October 24

dongorges.wordpress.com

Topics-Perspectives-Sectors:

Open Design Visual Communications Creative Marketing Education

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