Once upon a time, I taught a MOOC. Actually it was twice, and really it was only
four years ago. It was a course called Metadata: Organizing and Discovering
Information, created for the
Writing is neither a process nor a product; it is an event that transforms those
who engage in it. Teachers must acknowledge not just the rewards but also the
risks inherent in the
Before his death in 2003, Edward Said
[https://en.wikipedia.org/wiki/Edward_Said] urged his colleagues to assume the
role of public intellectuals in the service of democracy. Said, a professor of
“What should academics do on Twitter?”
At a recent roundtable workshop on developing a professional academic digital
identity, I heard the first four speakers address that question which I have
heard so many
I’ve had my arse handed to me a few times online. Enough times to realise that
writing provocatively (whether intentional or not) is often worth the activity.
The most memorable and behaviour
We
[http://digitalcommons.csbsju.edu/cgi/viewcontent.cgi?article=1031&context=headwaters]
like to talk
[http://www.edutopia.org/blog/creating-space-for-risk-michael-thornton-cheryl-harris]
about risk
[https://iei.ncsu.edu/emerging-issues/ongoing-programs/generation-z/taking-action/teach-risk-taking/]
. We
As educators, we want to teach in ways that support our students to be the best
that they can be. We yearn for the lightbulb moment. We are so proud of them
when
On a beautiful June morning, I hurried through the streets of Bloomsbury to the
University of London. These streets carry a great deal of imaginative and
emotional resonance for me, layers of time
