Re: [Air-L] Plagiarism Lines Blur for Students in the Digital Age
In addition to Alex Halavais' (non-apologetic) notion of 'cheating good', I'd like to add that 'copying' or rather imitating can be an effective strategy in language-learning, again, if done right. I'll add a link to a paper on 'microplagiarism' as I dubbed it in preparation of the 2007 microlearning conference in Innsbruck, which looks at specifically this aspect: http://www.scribd.com/mobile/documents/32515468 The full conference proceedings should also still be available on microlearning.org best wishes Jana Herwig University of Vienna, Austria
Jana This is an interesting entrance to a complex discussion. For example: a) many students take courses because they are "required" and thus they "cram"/test/forget. Micro-learning fits the bill for the course but what does it mean for the long termb) on the "job" many people have needs that "happen". Healthcare professionals in rural areas who run into a new or difficult problemc) Given the speed of getting information, how much do we need to depend on going to long lectures- is there a better way to acquire dense and longitudinal knowledge?d) bots are able to access knowledge and make decisions in situations which are time critical- are there new roles that humans should be filling? slow knowledge like philosophy, the humanities?e)... As micro-learning is described, its current embodiment is based on responding with old epistemologies to changing ontologies. Process Philosophy is now flowing into best practices in business/organizations. Why not in education? thoughts? tom tom abeles
Date: Thu, 5 Aug 2010 14:46:14 +0200 From: jana.herwig@gmail.com To: air-l@listserv.aoir.org Subject: Re: [Air-L] Plagiarism Lines Blur for Students in the Digital Age
In addition to Alex Halavais' (non-apologetic) notion of 'cheating good', I'd like to add that 'copying' or rather imitating can be an effective strategy in language-learning, again, if done right. I'll add a link to a paper on 'microplagiarism' as I dubbed it in preparation of the 2007 microlearning conference in Innsbruck, which looks at specifically this aspect:
http://www.scribd.com/mobile/documents/32515468
The full conference proceedings should also still be available on microlearning.org
best wishes
Jana Herwig University of Vienna, Austria _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
Tom, three years later, I would like to think that an ideal strategy would combine both: - microlearning to devise adhoc strategies for retrieving information, ideal also for knowledge that is not (sorry for being vague) too context-dependent; I agree that bots can play a crucial supporting role in gathering this type of knowledge; I also agree that the notion of microlearning is basically a new way of framing an old idea, e.g. located somewhere at the base of Bloom's taxonomy of learning levels - yet I am sceptical whether new epistemologies will or can abolish fact-based (or, if you wish, data-based) learning - a backdrop of dense, longitudinal learning or 'slow knowledge' (which, of course, is only beginning to appear slow because of the acceleration in other areas) Would a combination and recognition of the mutual dependence of both levels suffice to constitute a new epistemology for education? Could you elaborate on what the application of process philosophy could look like there? Bold imagination welcome:) Jana Herwig On Thursday, August 5, 2010, tom abeles <tabeles@hotmail.com> wrote:
Jana This is an interesting entrance to a complex discussion. For example: a) many students take courses because they are "required" and thus they "cram"/test/forget. Micro-learning fits the bill for the course but what does it mean for the long termb) on the "job" many people have needs that "happen". Healthcare professionals in rural areas who run into a new or difficult problemc) Given the speed of getting information, how much do we need to depend on going to long lectures- is there a better way to acquire dense and longitudinal knowledge?d) bots are able to access knowledge and make decisions in situations which are time critical- are there new roles that humans should be filling? slow knowledge like philosophy, the humanities?e)... As micro-learning is described, its current embodiment is based on responding with old epistemologies to changing ontologies. Process Philosophy is now flowing into best practices in business/organizations. Why not in education? thoughts? tom tom abeles
Date: Thu, 5 Aug 2010 14:46:14 +0200 From: jana.herwig@gmail.com To: air-l@listserv.aoir.org Subject: Re: [Air-L] Plagiarism Lines Blur for Students in the Digital Age
In addition to Alex Halavais' (non-apologetic) notion of 'cheating good', I'd like to add that 'copying' or rather imitating can be an effective strategy in language-learning, again, if done right. I'll add a link to a paper on 'microplagiarism' as I dubbed it in preparation of the 2007 microlearning conference in Innsbruck, which looks at specifically this aspect:
http://www.scribd.com/mobile/documents/32515468
The full conference proceedings should also still be available on microlearning.org
best wishes
Jana Herwig University of Vienna, Austria _______________________________________________ The Air-L@listserv.aoir.org mailing list is provided by the Association of Internet Researchers http://aoir.org Subscribe, change options or unsubscribe at: http://listserv.aoir.org/listinfo.cgi/air-l-aoir.org
Join the Association of Internet Researchers: http://www.aoir.org/
participants (2)
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Jana Herwig -
tom abeles