Edsurge edtech investors,survival whistle frequency,how to treat swollen under chin dog,emergency bag malaysia doof - 2016 Feature

EdSurge has done our community a great service by aggregating (in a handy circular diagram) many of our postsecondary edtech conferences and convenings.
It is with full realization at the ineffectiveness as a protest to the edtech party (um, conference) scene that we offer the following five reasons for our newfound stance as conscientious objectors:1. Educational technology is a networked profession—the way that we do our jobs effectively and advance the profession is by learning from our network. We will seek out, or create for ourselves, the intimate designs where diverse, productive networks are a priority. We will be looking to strip out as much extraneous activity as possible when we invest in gathering with peers and colleagues.
Moving from talk to action is both a limiting and broadening of networks in ways that are not happening at conferences.
The third reason that we expect to attend less edtech conferences is that so few faculty and even fewer students haunt anything edtech. This isn’t a new complaint, but we see little chance of any large influx of faculty and students to technology conferences. Until conferences effectively cut across silos, we anticipate more of our time and resources will be spent on events, gatherings and convenings that involve our faculty and students.
We are weary of the values, goals and language industries built on the quicksand of social media, big data or the next buzzword out of Silicon Valley.
To that end, we will reallocate conference time and resources to join, build and foster new and existing networks that can move the needle in the right direction.
The need to learn from colleagues—and to share what we are learning on our campuses—will never go away. This curated map of annual edtech conferences also perfectly coincides with our newly emerging realization that neither of us wishes to attend (almost) any of these future events. There are the direct costs: a dollar spent for travel and registration is a dollar that first has to be found and then can't be spent on anything else. We rely on colleagues at peer institutions to help us understand how to improve incrementally and how to push the boundaries for more than incremental change.



So much of the conference is scheduled for sessions—and so much of our time is spent organizing and running those sessions—that little time or energy is left for the important conversations.
They’re emerging to connect those of us who cannot attend conferences in VirtuallyConnecting. We will seek out, or create for ourselves, the intimate designs where diverse, productive networks are a priority.2. The champions of active learning have not figured out how to move away from the traditional conference lecture and PowerPoint presentation. The research in which we engage, the programs that we build, and the services that we offer lean heavily on shared expertise and pooled knowledge. We are limiting our circles to plan and execute specific projects, initiatives and research. We expect that in the future more of our professional development budgets will be directed away from passive conference attendance, toward active designing and building of our own initiatives.3. Faculty and students may be the objects of many edtech conference discussions, but they are seldom the protagonists.
Their lack of participation mirrors the unfortunate siloing that exists within higher education.
We will explore a disciplined approach to educational technology, with a focus on experimentation grounded in the history of edtech and in collaboration with the emerging field of learning analytics. We no longer need to attend a conference in order to learn about new projects at peer institutions, or new platforms or services from edtech companies.
Edtech is a networked profession, meaning that we rely on our networks (both on and off campus) to improve our practices and grow our impact. As Jon Snow might say, when it comes to attending big edtech conferences, our watch has ended. And then there are the opportunity costs: time away at a meeting is time not spent on campus projects. We gather in order to accomplish a task, to build an app, to code an API and to define the requirements for a project.


At the same time, we are broadening these initiatives to include collaborators from outside of academia: journalists, consultants, startups, companies, foundations, K-12 educators and government colleagues.
An enormous driver of our campus effectiveness is the quality of our relationships with both. The peer community for faculty are colleagues in their academic disciplines and not the edtech professionals from their own campuses. Less time with lots of other edtech professionals, more time with a few edtech colleagues and our own faculty and students.4. We are believers in the less-computational-yet-highly-transformational human side of teaching and learning.
We will engage in the technologies, trends and partnerships for new models, but will cut through the hype and study these from a research lens.5. We go to conferences because we think that attendance will help move us toward needed improvement or change on our campuses.
Or perhaps the feeling that our edtech conference ROI is diminishing is related to the fact that we have already picked most of the low-hanging learning innovation fruit on our campuses.
If we are going to invest in going to a conference, then that conference has to provide value that is impossible to achieve in some other way.
We are deeply suspicious of how the goals of educational technology have been co-opted by businesses, investors and so-called thought leaders looking to profit from ‘creative destruction’ and disruption in higher education. We design for them ultimately, but we rarely designate funding to include their voices in edtech conferences.




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