Hapgood

Mike Caulfield's latest web incarnation. Networked Learning, Open Education, and Online Digital Literacy

Mike Caulfield

  • For Precisely This Moment

    Jon Udell gets it 100% right: “Thanks to the philosophical foundations of the Internet — open standards, collaborative design, layered architecture — its technologies typically qualify as user innovation toolkits. That wasn’t true, though, for the Internet era’s first wave of educational technologies. That’s why my friends in that field led a rebellion against learning… Continue reading

  • The $10,000 Degree: A Response, Part II

    About a week ago I critiqued the first half of the Third Way report on the “$10,000 degree“. In that post I talked a bit about bloat and some of the issues with reconstructing college positions. Moving on, the report’s suggestions around use of blended learning and the impact of student success initiatives on cost… Continue reading

  • Some Notes on Using MOOCs for Blended Instruction

    Tayna Joosten asks on Twitter whether anyone has any best practices for reusing MOOCs. I’ve been looking at this with Amy Collier, Helen Chen and others, but we’ve tended to focus on the question of how to create MOOCs that make reuse easier. However, it’s not a big jump to flip that perspective around to… Continue reading

  • Is Domain of One’s Own a platform?

    Is Domain of One’s Own a platform? The short answer is no, not in the traditional sense. But I came across this 1995 post from Dave Winer about what a platform should be, and there is some definite resonance with his conception of the idea: A platform must have potential, or open space. I call… Continue reading

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  • Second (Third?) Tumblr Linklog Attempt

    I’m trying that thing again where I post a few Downes-style1 takes on random education articles I come across to Tumblr. This will likely be followed by that thing where I stop posting Downes-style takes on random articles. But the sad twitter-centric state of the artist formerly know as the edublogosphere has compelled me to… Continue reading

  • A Simple, Less Mathematical Way to Understand the Course Signals Issue

    I’m re-reading my Course Signals post, and realizing how difficult it is to follow the numbers. So here’s an example that might make it clearer. From this desk here, without a stitch of research, I can show that people who have had more car accidents live, on average, longer then people that have had very… Continue reading

  • Why the Course Signals Math Does Not Add Up

    I see that there’s a new Course Signals press release out that claims Course Signals boosts graduation rate 21%. Or, more exactly, it claims taking *two* classes using Course Signals boosts graduation rates by 21%. Why does it claim that? Well, I haven’t looked at the new data, but I did look at it last… Continue reading

  • Commitment

    New research out on the use of student response systems in the classroom, and really no surprises to be found in it. Students respond favorably to SRS use in the classroom when it’s used consistently with a clear purpose by an instructor who is excited about using it, and committed to the method. It does… Continue reading

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  • Peak Higher Ed and the Age of Diminished Expectations

    Bryan Alexander has a good post up on the idea of peak higher ed, a trend/theory that encompasses peak demographics, declining public support, ballooning debt, and the increasingly conventional public opinion that college is no longer as sure a route to a good job. I’d point out that a lot of what Bryan looks at… Continue reading

  • Password Mental Algorithms

    Tanya Joosten was asking today about password managers, and it being 4:30 p.m. it seemed as good a time as ever to talk about password mental algorithms, and how they can make your life easier. Here’s how they work (keep in mind this is not *my* algorithm, just an example). First pick a good root… Continue reading