FunnyMonkey Blog

Bill Fitzgerald | January 31, 2015

In an earlier blog post, we described a process that could be used by schools and districts to inventory the applications used to support teaching and learning. This inventory covered details of contracting, educational rationale for the application, and the privacy implications of the application. Much of this evaluation will be identical across schools, so it doesn't make sense for different schools to sink time into doing indentical work across the country.

Since we put that post out, we have talked a lot internally about what it would require to build that application. We have also talked with educators, administrators, privacy advocates, vendors, and parents about the idea, and have received enough feedback where we don't feel like we are missing anything obvious. To round out the application, we would want to include some information about the text of privacy policies.

Maintenance...

Bill Fitzgerald | January 31, 2015

This post was originally published at Educating Modern Learners.

Anyone working in or around education technology in the last two decades has likely experienced the tension between district-level technology policies and classroom-level technology implementation.

In very general terms, district-level decisions tend to minimize risk, often at the expense of teacher autonomy and creativity. On the other end of the spectrum, classroom-level implementations – where a teacher brings in an application outside of district- or school-level approval processes – can get teachers the resources they want to use with less hassle. However, over time, classroom-level implementations that sidestep school- and district-level review often result in a patchwork of applications, with little or no review for privacy, security, or effectiveness. Complicating matters even further, district-level...

Bill Fitzgerald | January 30, 2015

Adopting openly licensed resources is arguably the most complicated part of the process.

With this in mind, I get the sense that, when we talk about scale, we are getting it wrong. In general, conversations about using OER at scale focus more on high levels of adoption of a relatively smaller set of resources. In this context, "scale" means hundreds of thousands or millions of adoptions of hundreds of resources.

This is attributable in part to the work required to adopt a text, and the semi-porous silos used to author and distribute this work. If we did a better job stripping down openly licensed materials to their component parts, we could rethink our conceptions of scale. Reducing the amount of work required to adopt OER would allow for more flexible remixes from more varied sources.

If we could rethink and redefine "scale" as tens of...

Bill Fitzgerald | January 23, 2015

Over the years, we have seen a slow but gradual shift from fully closed content silos to content repositories or sources of information that have made some initial steps toward being more open. However, even the best of these silos are only semi-porous. They allow information and data to leak out via API calls, xml formats, LTI, SCORM, ePub - all the Frankensteins of interoperability - but these leaks retain the bedrock assumptions upon which the data was built, or published, or distributed.

And this is not a bad thing - content needs to be written for a purpose, and semi-porous is light years ahead of fully closed. But, embedded assumptions get in the way of reuse. Embedded assumptions - in the form of css that supports a visual effect in one web site, in the form of a learning objective that is not universal, in the form of semantic markup that might not be relevant in different uses - create a nest of...

Bill Fitzgerald | January 21, 2015

On January 20th, Portland Public Schools released their School Climate survey. The goals of the survey are great - the district is making a focused effort to reach out to a broad range of parents with kids in Portland Public Schools. However, there are some issues with the survey and the associated privacy policies.

The problems start at the point of account creation. While the registration form states that personal info will not be tied to responses, there is no link to any privacy policy or terms of service.

Additionally, the survey site does not run behind https.

This screencast demonstrates the issues with login and https. Other issues are detailed after the screencast.

...
Bill Fitzgerald | January 19, 2015

The ability to remix and adapt openly licensed content is one of the key advantages of open educational resources - or OERs - over proprietary, traditional textbooks. However, there are still barriers to remixing that get in the way of more people making better use of this core element of open content.

For better or worse, most (all?) OERs are authored for use within a specific context. So are traditional textbooks, for that matter, but the context of a traditional textbook is the traditional school setting. There is a case to be made that the structure of traditional texts - and our familiarity and comfort with that structure - is one of the impediments to changing the structure of school as we know it. But that's a different post.

Many OERs were written to address a specific, localized need, and were published in specific systems and tools that made sense within that specific use case. These...

Bill Fitzgerald | January 16, 2015

In May, during the bankruptcy proceedings for ConnectEDU, the Federal Trade Commission stepped in to stop the sale of student data as part of the bankruptcy proceedings. ConnectEDU had gathered data - including test scores, GPAs, goals, contact information, college plans, learning differences, and other detailed personal information - on millions of students as part of its services.

However, the FTC's recommendations to protect student data never happened because ConnectEDU didn't have any employees to carry them out. In December, 2014, millions of detailed student records were sold, with notification to the affected people largely happening after the fact.

Cue the rhetorical questions: what could ever happen to learner data if other companies went...

Bill Fitzgerald | January 6, 2015

In late 2014, Remind updated their privacy policies and terms of service. While I haven't read through the updated terms in detail to see the precise changes to the terms, there is a lot to like in their updates.

  • List of partners - this is a great step other companies would do well to follow, and it's a level of transparency that I haven't seen anyplace else. If other orgs are doing this, please let me know in the comments or on twitter. This list could be improved by being more specific about the data these companies get, but with that said, the fact that Remind created and shared that list is a huge...
Bill Fitzgerald | January 3, 2015

Earlier today, I found out Monsanto - yes, that Monsanto - is sponsoring EdCamp St. Louis. This makes perfect sense for Monsanto, and is part of Monsanto's corporate strategy, but it raises some questions about whether it makes sense for EdCamp.

What does it mean for an organization like EdCamp - that explicitly references a distributed model with respect for local control - when local camps agree to take money from an organization that has made billions destroying local agricuture?

What does it mean for an organization like EdCamp - which...

Bill Fitzgerald | December 27, 2014

A quick and incomplete list for some research I'm doing on the use of law enforcement (often called School Resource Officers) in schools. From what I have seen (and if I'm wrong here, please set me straight in the comments and I'll update the post) districts don't track the use of SROs in discipline for behavior referrals for minor offenses in any uniform way, if at all.

If this is accurate, we have a population of students who face out of school suspension for minor offenses, combined with a referral to law enforcement for the same offense - and we have no information about the number of students affected by this practice.

As a side note, in the 19 states that still allow corporal punishment, there are districts where SROs or local law enforcement deliver the beatings. Again, I have not seen any data quantifying how widespread this practice is.

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