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so you can review the points raised

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Tool Parade for teacher outreach event 28.08.21

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Choosing tools: Evaluate and co-curate the best tools for language teaching and learning. Teresa MacKinnon @warwicklanguage “Best” - fit for your purpose in your context. How to evaluate tools? ICT4LT: tools for reviewing software/sites, Beyond the wow factor. Constant shifts in technology throug...

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Some resources to help you think through the pedagogy and tool choices you make

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#Remote #teaching might not be so problematic ... 10 DOs and DON'Ts in #Educational #Design. @vrtnws @BenWeyts @ddeckmyn @destandaard @demorgen @UAntwerpen. Learning theories timeline: key ideas from educational psychology. This interactive learning theories timeline highlights 50 key ideas or research papers related to nine key theories which can inform the design of blended and online learning in Higher Education.

My choice of these nine theories stems from a synthesis of three major books on learning theories: Schunk (2020), Lefrançois (2019) and Harasim (2017). You may find the first post in this learning theories series 'What are learning theories and why are they important for learning design?' Useful when interacting with this timeline.

If you found this post useful, please consider sharing on Twitter: If you have any comment or question, then feel free to tweet or to direct message me: Clark, D. (2020). 100 learning theorists. Culatta, R., & Kearsley, G. Suggestions to help prepare for using online breakout rooms as learning activities. Suggestions to help prepare for using online breakout rooms as learning activities Groupwork is a valuable part of a student's experience as it gives them the opportunity to work with peers and develop more confident teamwork and communication skills (amongst many other skills).

In the classroom this activity can take place by asking the students to sit together in groups or if in a lecture theatre type classroom form groups of pairs by row and then one pair turn around to form a four with the pair behind. You might ask the groups to find a space of their own and return to the classroom after a set time. In these smaller groups students can be asked to work on a problem, engage in discussions, or any other activity they can work on collaboratively.

However when teaching online the use of video conferencing at first glance may not appear to be conducive of groupwork. Provide clear instructions for the breakout activity that students can access prior to and during the activity. Reduced transactional distance and online community - Explorations in the ed tech world.

At the start of COVID, I hastily wrote a post about teaching online using email and a phone.

I wrote that post because I was concerned that faculty and institutional support staff would be overloaded with trying to move courses into a learning management system, which isn't always an easy undertaking. In some institutions where there isn't much capacity to support faculty it seemed like it would be an overwhelming task for faculty to have to learn how to use a learning management system if they'd never been in one before.

My approach in this circumstance has always been to identify the the lowest common denominator tool from an access and digital literacy perspective. How Can We Make the Most of Synchronous and Asynchronous Time in Distance Learning? As we look forward to the fall in which many schools will continue in a distance learning model to begin the year, we know that the Herculean effort that has been referred to as emergency remote learning taught us a lot about how we might better design learning experiences in the fall both in person and in a remote or distance learning model.

One of the most important perspectives that should inform next steps is that of the students. YouthTruth surveyed over 40,000 students and the first finding of the report is: Only half of students said their teachers give them assignments that really help them learn and 39 percent said they learn a lot every day.YouthTruth Student Survey The report highlights student perspectives on what worked and what was challenging:

Not Taking Bad Advice: a Pedagogical Model. The text for my flipped keynote at Digital Pedagogy Lab 2020.

I've never created a model for online, digital, or hybrid pedagogies. As long as I've been teaching, and as long as I've been teaching teachers, I've encountered, been flummoxed by, or have cast off models. I have yet to see a single pedagogical model worth its salt. And yet I watch how quickly models spread. The neater and tidier the model, the more likely it seems to be broadly adopted by an institution: Learning Styles, Bloom's Taxonomy, ADDIE, Scaffolding, Design Thinking, Quality Matters, Andragogy, HyFlex. QAA publishes 'building a taxonomy for digital learning' While the majority of UK universities intend to offer some onsite teaching next term, most have nonetheless had to move quickly to a greater use of digital delivery.

But how should universities and colleges describe the digital education on offer next year in a way that is clearly understood across the sector, and ensures students know what kind of experience they'll be getting? Following discussions with senior leaders and educators from across the higher education sector, QAA has published new guidance - Building a Taxonomy for Digital Learning - which aims to help build a common language to describe digital approaches to programme delivery.

In doing so, the guidance will help education providers explain what students can expect from their programmes and allow them to better understand the differences between the learning experiences on offer. When should we choose to teach live rather than asynchronously? - Dr Robert O'Toole NTF. In an earlier article, I dissected a sophisticated learning design for live online active learning, with responsive teaching, peer-learning and group work in breakout rooms.

As the example demonstrated, this is a relatively complex approach, when compared to live on-campus teaching, and compared to asynchronous methods. There's a lot of technical, cognitive, communicational and social complexity involved, and plenty of scope for things to go wrong. The simplest form of live online teaching, the live-streamed lecture, reduces these risks, but at the same time has little additional value over sharing a pre-recorded lecture. We can combine pre-recorded lectures with other kinds of asynchronous collaboration, including discussion forums and tasks, as well as shorter, less risky, live Q&A sessions (as in this example). Designing learning and assessment in a digital age. Introduction In this guide, we focus on elements of learning and assessment design that research tells us are significant in both the higher and further education and skills sectors.

Drawing on interviews with staff in colleges and universities, and a decade of research into technology-enhanced curriculum design, we explore how digital tools can make a difference to the art of learning design. Read on to find out more about learning design or jump straight into a section for content and examples under the four areas reflected in our latest model.

What is learning design? Learning design is a considered, creative process that occurs within a wider eco-system of people, processes, systems and places, in which one element is dependent on the others. As these elements change, and the technologies available to us increase, engaging with an iterative process of creating and redesigning programmes, modules and learning activities becomes ever more important. The state of the learning profession: Neuromyths and (lack of) evidence-informed practice. Mirjam Neelen & Paul A.

Kirschner Last month, the Online Learning Consortium published an international report titled Neuromyths and Evidence-Based practice in Higher Education (thanks to Donald Clark for pointing it out on Twitter). The reason for this research is articulated well by Professor Howard-Jones in the Preface. He says: Educators make countless decisions about their teaching and course design that are likely to impact on how well their students learn.

The research. Resources & Media - Ciel Associates. Paul Kleiman: All publications (PDF) Paul Kleiman ALL PUBLICATIONS (Jan 2018) Selected Articles PAUL KLEIMAN (2017) "We Don't Need Those Learning Outcomes": assessing creativity and creative assessment.

Case Study 2 in Elkington, S. & Evans, C. (eds). Connected Curriculum: a framework for research-based education. Mick Healey. "Mick is like a human rolodex for active pedagogies. He is an amazing source of the world's great ideas on learning and teaching in higher education." Randy Bass, Georgetown University, Washington DC "Mick you've done something really, really useful and lots of us are very grateful to you for your assiduousness and stamina. Well done and thank you very much." Sally Brown, Independent "Thank you for these fantastic resources and being so generous in sharing them!" "I wanted to thank you for the wonderfully compiled resources and bibliographies, that I am sure are serving many institutions" Joanna Renc-Roe, Central European University The following bibliographies and case studies have been downloaded 70,000 times in the last seven years.

eLaHub eLearning accessibility training, consultancy and creation services. Valuing multilingual students' skills. Having a deep understanding of multilingual students' interests, skills, and experiences can be a challenge for any teacher in a busy classroom, but new research is proving how important it is to do so. Dr Jacqueline D'warte from the School of Education at Western Sydney University has undertaken research into multilingualism in schools by actively involving teachers and students as co-researchers. The research focuses on how language and literacy practices improve student confidence and enhance learning outcomes.

Funded by the New South Wales Department of Education, this study was borne out of D'warte's desire to understand what each student brings to the classroom, and to draw out how teachers can build on that knowledge. 'Some of the teachers in those classrooms are thinking, "Well I have all these students who come from lots of different places and often speak different languages, how do I build on that knowledge that they're bringing to school?"' D'warte says. A manifesto for being a part of strategic pedagogical change. Where we hope our students will engage and thrive in the theoretical and practical communities created through our learning design, teaching and assessment, the same cannot be said of how we initiate and implement teaching and learning change from an institutional through to curricular level. Driven by the sometimes-disruptive predictions for the future of our Universities, pedagogical change is often seen as the panacea for all manner of strategic threats or the rocket fuel to take advantage of the opportunities the new environment affords.

Introduction - Foundations of Learning and Instructional Design Technology. The Past, Present, and Future of Learning and Instructional Design Technology Richard E. West Like most, I had a serendipitous beginning to my career in this field. I knew I loved to teach but did not know what subject. I loved to read and study theory as a literature major but did not want to spend my life writing another literary analysis of Chaucer. Welcome to The Inclusive Design Guide. "Accessible" is not the same as Inclusion. Do we consider all learners when embedding digital into teaching, learning and assessment? If they don't have the newest device, good connectivity, unlimited data, can they still participate, engage and learn, what if they have a disability?

When practitioners start to use innovative practices and technologies is everyone included? It's not often that I talk about accessibility, inclusion and technology; and its even less frequent over the last 10 years that I have written about it. 'Students don't necessarily want more digital - they just want it used better' Designing learning and assessment in a digital age. Designing learning and assessment in a digital age.

Methods

What If? And What's Wrong? - Sherri Spelic. Lecture-Based Pedagogy and the Pitfalls of Expertise - The Tattooed Professor. Every few months, higher education is witness to a curious ritual where one's stance on particular pedagogical issues assumes an affect of Calvinist-style salvation or damnation. You can set your watch by the recurring debate over laptops in the classroom. Evidence-based practice: The definition and explanation of. The principles of learning to design learning environments. Re-Thinking Design for the Inclusion of Marginalized Learniners Workshop #OEB17 #TowardsOpenness. Beniko Mason's Website. Designing for forgetting - Alastair Somerville. I have for the last few years tried to publicly prototype the ideas I am interested in and then converted into workshops. An interesting flaw in Cognitive Load Theory. A new paper has been published by Ouhao Chen and colleagues that points to a flaw in one of the assumptions of Cognitive Load Theory (CLT); a flaw with some potentially interesting implications.

One of the central ideas of CLT is that the working memory in which we consciously process new (biologically secondary) information is limited, but these limits fall away once dealing with knowledge stored in long term memory. Play Matters: Six Play-Full Practices For Higher Education. Ten Teaching Trends from the Innovating Pedagogy Report - TeachOnline. Subjectivity, Rubrics, and Critical Pedagogy - OFFICE OF DIGITAL LEARNING. In "Embracing Subjectivity,"مها بالي (Maha Bali) argues "that subjectivity is the human condition.

OLCreate: Dyslexia and Inclusive Practice Introduction to Dyslexia and Inclusive Practice. The principles of learning to design learning environments. How is learning to speak different from learning to read and write? - Richard Olsen's Blog. 12 Principles Of Modern Learning - 5 Big Ideas In Education That Don't Work : NPR Ed.

Tequity

Peer-Driven Learning - College Ready Writing 1.0. Osez la classe inversée à l'université ! Vulnerability in the Curriculum: No one cares about your soup! - lawrie : converged. Developing accessible web content - Technology Enhanced Learning. The Quiet and Careful Revolution of OER. Equality Challenge Unit Competence standards and reasonable adjustments: modern languages. Using technology to improve curriculum design. Top 20 principles from psychology for teaching & learning. 7 Essential Principles of Innovative Learning.

The Nature of Learning: Using Research to Inspire Practice. Reimagining learning for a post-digital world (part 1) - Solutions not problems. Design_Patterns_for_Open_Online_Teaching_and_Learning_42. Pedagogical planner. Learning Design Issues for ILDC#3: Move-it-online! Course Resource Appraisal Model. Course Resource Appraisal Model. Untitled. Technology Integration Matrix.

Learning analytics

Collaborating across borders: OER use and open educational practices within the Virtual University for Small States of the Commonwealth. Bespoke E-learning vs. Off-the-shelf Courses. More Than Blended Learning. The Top 10 Things You Should Know About Teaching Online. Paper: Review of pedagogical models and frameworks. TEC-VARIETY by Curtis J. Bonk and Elaine Khoo. CALL@Hull: OTiS Online Tutoring E-book.

The Forgetting Curve in eLearning: What eLearning Professionals Should Know. TEC-VARIETY by Curtis J. Bonk and Elaine Khoo. Journal of Learning Development in Higher Education. New EUA Publication: 'E-learning in European Higher Education Institutions' Blended Learning. Welcome to eLearning Guidelines. HOME. The Conundrum of Talking about Access, Equity, and Diversity. App Evaluation. Rubric for Digital-Age Learning Experiences & Assessments - educational technology. Designing according to cognitive theory of multimedia design in one place.

Mapping tools. The Learning Curve. Teachers as designers: a new book on teaching with technology [Interview] Draft Copyright and Rights in Performances (Research, Education, Libraries and Archives) Regulations 2014. Doing what comes naturally SmartBlogs. Language learning: what motivates us?

Oer

Serious eLearning Manifesto. Student engagement in online content-based lear. Why online teaching requires rigorous training (Mary Burns. We Need to Educate to Create New Knowledge. Improving Learner Motivation for eLearning. Leading Innovation = Vulnerability. The proposed exceptions to copyright law offer greater flexibility to teaching and research activities.

Writing on surfaces in learning spaces. E-Tivities Stories from the front line- Ale Armellini - Gilly Salmon. E-Tivities Stories from the front line- Ale Armellini - Gilly Salmon. Assessment and Feedback Topics. Teachers learning about and with ICT as collaborative design. 10 Expectations. CC/LTI Conformance Directory. Mind your language - a language based approach to pedagogy.

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Remote #teaching might not be so problematic ... 10 DOs and DON'Ts in #Educational #Design. @vrtnws @BenWeyts @ddeckmyn @destandaard @demorgen @UAntwerpen. Learning theories timeline: key ideas from educational psychology. This interactive learning theories timeline highlights 50 key ideas or research papers related to nine key theories which can inform the design of blended and online learning in Higher Education.

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Understanding copyright in the digital era

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Understanding copyright in the digital era

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Although there are international agreements, copyright laws are enforced at a national level and there is variation between countries. Language professionals are often operating across national borders so we need to be understand this area of our digital practice.

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Created with Haiku Deck, presentation software that's simple, beautiful and fun.

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Why we should pay attention to the possibilities offered by using CC licencing when we work online.

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Lots of support for using and understanding open licences.

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Better Sharing, Brighter Future

"Twenty Years of Creative Commons (in Sixty Seconds)" by Ryan Junell and Glenn Otis Brown for Creative Commons is licensed via CC BY 4.0 and includes adaptations of the multiple open and public domain works. View full licensing and attribution information about all works included in the video on Flickr.

Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

Learn more

The nonprofit behind the licenses and tools the world uses to share

For over 20 years, Creative Commons has supported a global movement built on a belief in the power of open access to knowledge and creativity. From Wikipedia to the Smithsonian, organizations and individuals rely on our work to share billions of historic images, scientific articles, cultural artifacts, educational resources, music, and more!

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

Wikipedia

55+ million articles

Every one of Wikipedia's 55 million plus articles are shared openly and freely using a CC license.

The Met

492,000+ images

All images of public-domain works in the Met's collection are openly available under Creative Commons Zero (CC0).

Khan Academy

100,000+ lessons

Many of the lessons found on Khan Academy are openly licensed under CC-BY-NC-SA.

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Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

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Open Culture
Cropped, Open Culture Strategic Workshop by Filipa Alfama, CC BY 4.0

One year after Creative Commons (CC) hosted an exploratory Open Culture Roundtable, in Lisbon, Portugal, which initiated the Towards a Recommendation on Open Culture (TAROC) global initiative, nearly 50 stakeholders from all continents gathered again for a strategic workshop, in Lisbon in May 2024. In this blog post, we share a snapshot of key highlights.

About CC

Open Culture, Open Heritage

About CC, Community

About CC

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view

Le Sortie de l'opéra en l'an 2000 by A. Robida - Library of Congress Prints and Photographs Division - Public Domain.

" An Original Theory or New Hypothesis of the Universe. Plate XXXI. ". By Thomas Wright. Public Domain

" Community Needs Care" by Camila Leão for Fine Acts x OBI is licensed via https://creativecommons.org/licenses/by-nc-sa/4.0/.

CC staff photos are licensed under CC BY 4.0. Gratitude to Sara Jordan Photography.

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Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

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Scraping and automatic collection of web content

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Scraping and automatic collection of web content

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Be aware that anything you share openly on the web could be collected and used elsewhere unless you make explicit the terms under which you share eg through a CC licence.

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Scraping is an essential part of how the Internet functions, and it has traditionally been the backbone of many companies' marketing, lead generation, and market intelligence efforts.

In fact, many online services, large and small, use scraping to build their databases, all of which are worth hundreds of billions of dollars. This article will answer the question - is web scraping legal?

Even though web scraping is ubiquitous, a plethora of legal issues remains fraught with the process. The following analysis explains the position of the law on web scraping in the world today.
Under the GDPR
Under the EU's General Data Protection Regulation (or GDPR) web scraping does not apply to a person or company except such an entity is scrapping personal data of people within the European Economic Area, including Iceland, Liechtenstein, and Norway.

Examples of personal data include a person's Name, Physical Address, Email Address, Phone Number, Credit Card Details, Bank Details, IP Address, Date of Birth, Employment Information, Social Security Number, Medical Information and Video/Audio Recording.

Use this guide to web scraping legal issues to ensure your web scraping is GDPR compliant.

However, exceptions can be made for the scraping of the personal data of people within the EEA. The five types of lawful reasons are Consent, Contract, Compliance (with a legal obligation), Vital Interest/Public Interest/Official Authority, Legitimate Interest.

Is scraping e-commerce sites legal? In 1999, the first web scraping case between eBay and Bidder's Edge was heard in a US court. Therein, Bidder's Edge accessed eBay's approximately 100,000 times without the latter's authorization.

The case was settled out of court when Bidder's Edge paid Ebay an undisclosed amount and agreed not to access Ebay's data. The legal principle has been amended in the US, among a plethora of cases, the latest of which will be addressed in subsequent paragraphs.

Is Scraping Social Media Sites Legal? In late 2019, the US Court of Appeals denied LinkedIn's request to prevent HiQ, an analytics company, from scraping its data. Consequently, the historic decision showed that any data that is publicly available and is not copyrighted is legally valid for the use of web crawlers.

The decision did not, however, grant HiQ or other web crawlers the freedom to use data obtained for unlimited commercial purposes. For example, a web crawler would be allowed to search YouTube for video titles, but it could not re-post the Youtube videos on its own site since the videos are copyrighted.

To keep your scraping activities ethical and also to avoid any problems follow the best practices, like limiting your requests to every target site so that they will not feel invaded and their servers will not overload. Also, the proxy provider and type of proxy IP you choose is also very important.

Check out this guide to web scraping proxies and find out which proxy providers offer the best combination of reliability and price.
Existing Legal Issues With Web Scraping
Copyright Infringement: In most jurisdictions, web scraping is legal, but using copyright data contains certain restrictions.

Violation of the Computer Fraud and Abuse Act (CFAA): This law, enacted to prevent computer hackers, prevents fetching data by getting unauthorized access to a page.

Trespass to Chattel: Here, a chattel (or data) is violated if the website server is hurt in any way. Thus, trespass to chattel is violated if the server slows or stops because of the scraping.

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Essential Legal Issues Associated With Web Scraping

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Scraping is an essential part of how the Internet functions, and it has traditionally been the backbone of many companies' marketing, lead generation, and market intelligence efforts. In fact, many online services, large and small, use scraping to build their databases, all of which are worth hundreds of billions of dollars.

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The Hawthorn effect tells us that observation may influence behaviour. As teachers we need to ensure that we can create an ethos where our students feel safe to tell us honestly what they experience.

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The Hawthorne effect is a type of human behavior reactivity in which individuals modify an aspect of their behavior in response to their awareness of being observed. The effect was discovered in the context of research conducted at the Hawthorne Western Electric plant; however, some scholars think the descriptions are fictitious.

The original research involved workers who made electrical relays at the Hawthorne Works, a Western Electric plant in Cicero, Illinois. Between 1924 and 1927, the lighting study was conducted. Workers experienced a series of lighting changes in which productivity was said to increase with almost any change in the lighting. This turned out not to be true. In another study associated with Elton Mayo, which ran from 1928 to 1932, a series of changes in work structure were implemented (e.g., changes in rest periods) in a group of five women. However, this was a methodologically poor, uncontrolled study that did not permit any firm conclusions to be drawn.

One of the later interpretations by Henry Landsberger, a sociology professor at UNC-Chapel Hill, suggested that the novelty of being research subjects and the increased attention from such could lead to temporary increases in workers' productivity. This interpretation was dubbed "the Hawthorne effect".

Aerial view of the Hawthorne Works, c. 1925

The term "Hawthorne effect" was coined in 1953 by John R. P. French after the Hawthorne studies conducted between 1924 and 1932 at the Hawthorne Works (a Western Electric factory in Cicero, outside Chicago). The Hawthorne Works had commissioned a study to determine if its workers would become more productive in higher or lower levels of light. The workers' productivity seemed to improve when changes were made, and slumped when the study ended. It was suggested that the productivity gain occurred as a result of the motivational effect on the workers of the interest being shown in them.

This effect was observed for minute increases in illumination. In these lighting studies, light intensity was altered to examine its effect on worker productivity. Most industrial or occupational psychology and organizational behavior textbooks refer to the illumination studies when discussing the Hawthorne effect. Only occasionally are the rest of the studies mentioned.

Although illumination research of workplace lighting formed the basis of the Hawthorne effect, other changes such as maintaining clean work stations, clearing floors of obstacles, and even relocating workstations resulted in increased productivity for short periods. Thus the term is used to identify any type of short-lived increase in productivity.

Relay assembly experiments

In one of the studies, researchers chose two women as test subjects and asked them to choose four other workers to join the test group. Together the women worked in a separate room over the course of five years (1927-1932) assembling telephone relays.

Output was measured mechanically by counting how many finished relays each worker dropped down a chute. This measuring began in secret two weeks before moving the women to an experiment room and continued throughout the study. In the experiment room they had a supervisor who discussed changes with their productivity. Some of the variables were:

Giving two 5-minute breaks (after a discussion with them on the best length of time), and then changing to two 10-minute breaks (not their preference). Productivity increased, but when they received six 5-minute rests, they disliked it and reduced output.

Providing food during the breaks.

Shortening the day by 30 minutes (output went up); shortening it more (output per hour went up, but overall output decreased); returning to the first condition (where output peaked).

Changing a variable usually increased productivity, even if the variable was just a change back to the original condition. However, it is said that this is the natural process of the human being adapting to the environment, without knowing the objective of the experiment occurring. Researchers concluded that the workers worked harder because they thought that they were being monitored individually.

Researchers hypothesized that choosing one's own coworkers, working as a group, being treated as special (as evidenced by working in a separate room), and having a sympathetic supervisor were the real reasons for the productivity increase. One interpretation, mainly due to Elton Mayo, was that "the six individuals became a team and the team gave itself wholeheartedly and spontaneously to cooperation in the experiment." (There was a second relay assembly test room study whose results were not as significant as the first experiment.)

Bank wiring room experiments

The purpose of the next study was to find out how payment incentives would affect productivity. The surprising result was that productivity actually decreased. Workers apparently had become suspicious that their productivity may have been boosted to justify firing some of the workers later on. The study was conducted by Elton Mayo and W. Lloyd Warner between 1931 and 1932 on a group of fourteen men who put together telephone switching equipment. The researchers found that although the workers were paid according to individual productivity, productivity decreased because the men were afraid that the company would lower the base rate. Detailed observation of the men revealed the existence of informal groups or "cliques" within the formal groups. These cliques developed informal rules of behavior as well as mechanisms to enforce them. The cliques served to control group members and to manage bosses; when bosses asked questions, clique members gave the same responses, even if they were untrue. These results show that workers were more responsive to the social force of their peer groups than to the control and incentives of management.

Richard Nisbett has described the Hawthorne effect as "a glorified anecdote," saying that "once you have got the anecdote, you can throw away the data." Other researchers have attempted to explain the effects with various interpretations. J. G. Adair warned of gross factual inaccuracy in most secondary publications on the Hawthorne effect and that many studies failed to find it. He argued that it should be viewed as a variant of Orne's (1973) experimental demand effect. For Adair, the Hawthorne effect depended on the participants' interpretation of the situation. An implication is that manipulation checks are important in social sciences experiments. He advanced the view that awareness of being observed was not the source of the effect, but participants' interpretation of the situation is critical. How did the participants' interpretation of the situation interact with the participants' goals?

Possible explanations for the Hawthorne effect include the impact of feedback and motivation towards the experimenter. Receiving feedback on their performance may improve their skills when an experiment provides this feedback for the first time. Research on the demand effect also suggests that people may be motivated to please the experimenter, at least if it does not conflict with any other motive. They may also be suspicious of the purpose of the experimenter. Therefore, Hawthorne effect may only occur when there is usable feedback or a change in motivation.

Parsons defined the Hawthorne effect as "the confounding that occurs if experimenters fail to realize how the consequences of subjects' performance affect what subjects do" [i.e. learning effects, both permanent skill improvement and feedback-enabled adjustments to suit current goals]. His key argument was that in the studies where workers dropped their finished goods down chutes, the participants had access to the counters of their work rate.

Mayo contended that the effect was due to the workers reacting to the sympathy and interest of the observers. He did discuss the study as demonstrating an experimenter effect but as a management effect: how management can make workers perform differently because they feel differently. He suggested that much of the Hawthorne effect concerned the workers feeling free and in control as a group rather than as being supervised. The experimental manipulations were important in convincing the workers to feel this way, that conditions in the special five-person work group was really different from the conditions on the shop floor. The study was repeated with similar effects on mica-splitting workers.

Clark and Sugrue in a review of educational research reported that uncontrolled novelty effects cause on average 30% of a standard deviation (SD) rise (i.e. 50-63% score rise), with the rise decaying to a much smaller effect after 8 weeks. In more detail: 50% of a SD for up to 4 weeks; 30% of SD for 5-8 weeks; and 20% of SD for > 8 weeks, (which is < 1% of the variance).

Harry Braverman pointed out that the Hawthorne tests were based on industrial psychology and the researchers involved were investigating whether workers' performance could be predicted by pre-hire testing. The Hawthorne study showed "that the performance of workers had little relation to their ability and in fact often bore an inverse relation to test scores ...". Braverman argued that the studies really showed that the workplace was not "a system of bureaucratic formal organisation on the Weberian model, nor a system of informal group relations, as in the interpretation of Mayo and his followers but rather a system of power, of class antagonisms". This discovery was a blow to those hoping to apply the behavioral sciences to manipulate workers in the interest of management.

The economists Steven Levitt and John A. List long pursued without success a search for the base data of the original illumination experiments (they were not true experiments but some authors labeled them experiments), before finding it in a microfilm at the University of Wisconsin in Milwaukee in 2011. Re-analysing it, they found slight evidence for the Hawthorne effect over the long-run, but in no way as drastic as suggested initially. This finding supported the analysis of an article by S. R. G. Jones in 1992 examining the relay experiments. Despite the absence of evidence for the Hawthorne effect in the original study, List has said that he remains confident that the effect is genuine.

Gustav Wickström and Tom Bendix (2000) argue that the supposed "Hawthorne effect" is actually ambiguous and disputable, and instead recommend that to evaluate intervention effectiveness, researchers should introduce specific psychological and social variables that may have affected the outcome.

It is also possible that the illumination experiments can be explained by a longitudinal learning effect. Parsons has declined to analyse the illumination experiments, on the grounds that they have not been properly published and so he cannot get at details, whereas he had extensive personal communication with Roethlisberger and Dickson.

Evaluation of the Hawthorne effect continues in the present day. Despite the criticisms, however, the phenomenon is often taken into account when designing studies and their conclusions. Some have also developed ways to avoid it. For instance, there is the case of holding the observation when conducting a field study from a distance, from behind a barrier such as a two-way mirror or using an unobtrusive measure.

Greenwood, Bolton, and Greenwood (1983) interviewed some of the participants in the experiments and found that the participants were paid significantly better.

Various medical scientists have studied possible trial effect ( clinical trial effect) in clinical trials. Some postulate that, beyond just attention and observation, there may be other factors involved, such as slightly better care; slightly better compliance/adherence; and selection bias. The latter may have several mechanisms: (1) Physicians may tend to recruit patients who seem to have better adherence potential and lesser likelihood of future loss to follow-up. (2) The inclusion/exclusion criteria of trials often exclude at least some comorbidities; although this is often necessary to prevent confounding, it also means that trials may tend to work with healthier patient subpopulations.

Despite the observer effect as popularized in the Hawthorne experiments being perhaps falsely identified (see above discussion), the popularity and plausibility of the observer effect in theory has led researchers to postulate that this effect could take place at a second level. Thus it has been proposed that there is a secondary observer effect when researchers working with secondary data such as survey data or various indicators may impact the results of their scientific research. Rather than having an effect on the subjects (as with the primary observer effect), the researchers likely have their own idiosyncrasies that influence how they handle the data and even what data they obtain from secondary sources. For one, the researchers may choose seemingly innocuous steps in their statistical analyses that end up causing significantly different results using the same data; e.g., weighting strategies, factor analytic techniques, or choice of estimation. In addition, researchers may use software packages that have different default settings that lead to small but significant fluctuations. Finally, the data that researchers use may not be identical, even though it seems so. For example, the OECD collects and distributes various socio-economic data; however, these data change over time such that a researcher who downloads the Australian GDP data for the year 2000 may have slightly different values than a researcher who downloads the same Australian GDP 2000 data a few years later. The idea of the secondary observer effect was floated by Nate Breznau in a thus far relatively obscure paper.

Although little attention has been paid to this phenomenon, the scientific implications are very large. Evidence of this effect may be seen in recent studies that assign a particular problem to a number of researchers or research teams who then work independently using the same data to try and find a solution. This is a process called crowdsourcing data analysis and was used in a groundbreaking study by Silberzahn, Rafael, Eric Uhlmann, Dan Martin and Brian Nosek et al. (2015) about red cards and player race in football (i.e., soccer).

1. ^ McCarney R, Warner J, Iliffe S, van Haselen R, Griffin M, Fisher P (2007). "The Hawthorne Effect: a randomised, controlled trial". BMC Med Res Methodol. 7: 30. doi:10.1186/1471-2288-7-30. PMC . PMID 17608932.

2. Levitt SD, List JA (2011). "Was there really a Hawthorne effect at the Hawthorne plant? An analysis of the original illumination experiments" (PDF). American Economic Journal: Applied Economics. 3: 224-238. doi:10.1257/app.3.1.224.

3. ^ Singletary R (March 21, 2017). "Henry Landsberger 1926-2017". Department of Sociology. University of North Carolina at Chapel Hill. Archived from the original on March 30, 2017.

4. Landsberger HA (1958). Hawthorne Revisited. Ithaca. OCLC 61637839.

5. Olson, R., Verley, J., Santos, L., Salas, C. (2004). "What We Teach Students About the Hawthorne Studies: A Review of Content Within a Sample of Introductory I-O and OB Textbooks" (PDF). The Industrial-Organizational Psychologist. 41: 23-39. Archived from the original (PDF) on November 3, 2011.

6. Elton Mayo, ^ Hawthorne and the Western Electric Company,The Social Problems of an Industrial Civilisation, Routledge, 1949.

7. ^ Bowey DA. "Motivation at Work: a key issue in remuneration". Archived from the original on July 1, 2007.

8. Mayo, Elton (1945) Social Problems of an Industrial Civilization. Boston: Division of Research, Graduate School of Business Administration, Harvard University, p. 72

9. ^ Adair J (1984). "The Hawthorne Effect: A reconsideration of the methodological artifact" (PDF). Journal of Applied Psychology. 69 (2): 334-345. doi:10.1037/0021-9010.69.2.334. S2CID 145083600. Archived from the original (PDF) on December 15, 2013.

10. ^ Parsons HM (1974). "What happened at Hawthorne?: New evidence suggests the Hawthorne effect resulted from operant reinforcement contingencies". Science. 183 (4128): 922-932. doi:10.1126/science.183.4128.922. PMID 17756742. S2CID 38816592.

11. ^ Clark RE, Sugrue BM (1991). "30. Research on instructional media, 1978-1988". In G.J.Anglin (ed.). Instructional technology: past, present, and future. Englewood, Colorado: Libraries Unlimited. pp. 327-343.

12. Braverman H (1974). Labor and Monopoly Capitalism. New York: Monthly Review Press. pp. 144-145. ISBN 978-0853453406.

13. BBC Radio 4 programme ^ More Or Less, "The Hawthorne Effect", broadcast 12 October 2013, presented by Tim Harford with contributions by John List

14. ^ Levitt SD, List JA (2011). "Was There Really a Hawthorne Effect at the Hawthorne Plant? An Analysis of the Original Illumination Experiments" (PDF). American Economic Journal: Applied Economics. 3 (1): 224-238. doi:10.1257/app.3.1.224. S2CID 16678444.

15. ^ Wickström G, Bendix T (2000). "The "Hawthorne effect" - what did the original Hawthorne studies actually show?". Scandinavian Journal of Work, Environment & Health. Scandinavian Journal of Work, Environment and Health. 26 (4): 363-367. doi:10.5271/sjweh.555.

16. ^ Kohli E, Ptak J, Smith R, Taylor E, Talbot EA, Kirkland KB (2009). "Variability in the Hawthorne effect with regard to hand hygiene performance in high- and low-performing inpatient care units". Infect Control Hosp Epidemiol. 30 (3): 222-225. doi:10.1086/595692. PMID 19199530. S2CID 19058173.

17. ^ Cocco G (2009). "Erectile dysfunction after therapy with metoprolol: the hawthorne effect". Cardiology. 112 (3): 174-177. doi:10.1159/000147951. PMID 18654082. S2CID 41426273.

18. ^ "What is Hawthorne Effect?". MBA Learner. February 22, 2018. Archived from the original on February 26, 2018.

19. ^ Menezes P, Miller WC, Wohl DA, Adimora AA, Leone PA, Eron JJ (2011), "Does HAART efficacy translate to effectiveness? Evidence for a trial effect", , 6 (7): e21824, Bibcode:2011PLoSO...621824M, doi:10.1371/journal.pone.0021824, PMC , PMID 21765918.

20. ^ Braunholtz DA, Edwards SJ, Lilford RJ (2001), "Are randomized clinical trials good for us (in the short term)? Evidence for a "trial effect"", J Clin Epidemiol, 54 (3): 217-224, doi:10.1016/s0895-4356(00)00305-x, PMID 11223318.

21. ^ McCarney R, Warner J, Iliffe S, van Haselen R, Griffin M, Fisher P (2007), "The Hawthorne Effect: a randomised, controlled trial", BMC Medical Research Methodology, 7: 30, doi:10.1186/1471-2288-7-30, PMC , PMID 17608932.

22. ^ Breznau N (May 3, 2016). "Secondary observer effects: idiosyncratic errors in small-N secondary data analysis". International Journal of Social Research Methodology. 19 (3): 301-318. doi:10.1080/13645579.2014.1001221. ISSN 1364-5579. S2CID 145402768.

23. ^ Shi Y, Sorenson O, Waguespack D (January 30, 2017). "Temporal Issues in Replication: The Stability of Centrality-Based Advantage". Sociological Science. 4: 107-122. doi:10.15195/v4.a5. ISSN 2330-6696.

24. ^ Silberzahn R, Uhlmann EL, Martin DP, Nosek BA, et al. (2015). "Many analysts, one dataset: Making transparent how variations in analytical choices affect". OSF.io.

25. ^ "Crowdsourcing Data to Improve Macro-Comparative Research". Policy and Politics Journal. March 26, 2015.

Ciment, Shoshy. "Costco Is Offering an Additional $2 an Hour to Its Hourly Employees across the US as the Coronavirus Outbreak Causes Massive Shopping Surges." Business Insider, Business Insider, 23 Mar. 2020, www.businessinsider.com/costco-pays-workers-2-dollars-an-hour-more-coronavirus-2020-3.

Miller, Katherine, and Joshua Barbour. Organizational Communication: Approaches and Processes 7th Edition. Cengage Learning, 2014.

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The Hawthorne effect is a type of human behavior reactivity in which individuals modify an aspect of their behavior in response to their awareness of being observed. The effect was discovered in the context of research conducted at the Hawthorne Western Electric plant; however, some scholars think the descriptions are fictitious.

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Developed by Graham Davies, a founder member of EuroCALL. Much about the way the web works has changed but the site points to fundamental principles which are still valid when examining tools for language teaching.

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Assessment in a pandemic- a personal reflection

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Assessment in a pandemic- a personal reflection

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Lack of assessment literacy is a huge problem for teachers, students, parents and employers.

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"Through the lens of critical digital pedagogy learning revolves around the idea of liberation. Liberation from oppression, but more specifically liberation from thought patterns (and educational practices) that limit human creativity and genius." https://t.co/d9VfbAqBj1 #digped

- Sean Michael Morris (@slamteacher) April 17, 2020

As our teaching term ended and we returned home for the Easter break in the hope of finishing some outstanding tasks and maybe some well earned rest suddenly all our hopes were overturned. COVID19 was about to change everything as the UK government suddenly decided this was a risk which needed more extreme measures. To be honest I had neglected to consider that assessment is still akin to a lesser known martial art in higher education. Often mediated solely through 3 hour writing sessions filling large halls with hoards of nervous students surveilled by a team of invigilators. It was, in retrospect, unsurprising that many were just looking to replicate such conditions online and move on. Of course that wouldn't work for language assessment, but it took a while before a plan was centrally agreed and meanwhile the elastic resource (ER) stretched further to plan, design and refine replacement activities which could be used to arrive at a magic number for those students who were hoping to graduate this year. Yes Jesse,
their response was too little too late but as ever the impact of crisis measures was yet again to put ordinary folk into the position of being "the elastic resource". This is an expression coined to me by one of my previous Heads of Department, a very wise Germanist. She would say whatever needs changing always relies on the workers being an "elastic resource" - stretching ever further, even when we are already over stretched. So it was again. All our carefully planned and prepared exam papers would need to be shelved and we were asked to create new assessment methods to fit a world where no-one could share a physical space, a new reality of social distancing and online "delivery". Otherwise we would not be doing our job.
For me this reality of working remotely has been a way of life for at least 10 years so it didn't hold any of the fear I saw elsewhere. We (the language teaching community) have had at least 30 years of academic research into computer-assisted language (CALL) learning which has informed what we do and helped us to avoid some of the basic errors and misunderstandings which result from random application of shiny tech to teaching scenarios. Surely all would be fine.
aloting numbers remains a real issue in our competitive system which pits students against one another in order to identify those who are the most worthy of the best jobs. That's how capitalism views the world, on the basic of "merit". A fact we need to address more critically.

Social media was full of the fall out resulting from the call to Armed also with the learning shared at #pivotonline. Hurriedly deployed Microsoft teams reflected the urgency not of teachers but of managers to focus their ER to rise to the challenge before the Easter break despite the failure over past years to ensure that they were at least armed with the essential tool of assessment literacy! Fortunately some of us had undertaken some assessment training off our own bat, wanting to better understand what we do and why. I completed a PGCert in Assessment in 2014 which really opened my eyes but I still felt ill prepared to make this sudden shift and grew increasingly nervous when some colleagues started suggesting lengthy oral presentations to be prepared by students under conditions of which we were blissfully ignorant. It became clear over a few days that some of us would become ill, many would have to return to their home countries in different timezones, many would have to adjust to strict lockdown, caring responsibilities and even the possibilities of huge and painful loss. This would be nothing like business as usual.
I found Dave Cormier's podcast really helpful and shared it with all those who were tasked with creating tools to measure performance under these new and bewildering conditions.

#OER20 on the theme of care in education I set about advocacy for a humane approach to assessment in every forum I could. I hope to have made a difference. Measurement may be important to some but it is not life and death. Supporting and facilitating lifelong learning matters.Yes Sean, we must first liberate ourselves to speak out and stand up for those to whom we are responsible. Otherwise we really are not doing our job.

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"Through the lens of critical digital pedagogy learning revolves around the idea of liberation. Liberation from oppression, but more specifically liberation from thought patterns (and educational practices) that limit human creativity and genius."

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Popular culture can be an important way to engage language learners, but there are obstacles to use especially in online settings.

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Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of "produsage" (a portmanteau of "production" and "usage") as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning. Through a set of examples of video resources that fill a need for authentically compelling language learning materials, the authors demonstrate the potential of produsage to engage teachers and learners around digital resources, to the benefit of language teaching and learning. In support of this grassroots model, the authors propose practices and policies to address challenges involved in engaging teachers and learners around OER in higher education.

Descriptors: Second Language Learning, Second Language Instruction, Open Education, Educational Resources, Video Technology, Instructional Materials, Educational Technology, Educational Benefits, Educational Policy, Educational Practices, Intellectual Property, Intercultural Communication, Language Usage, Barriers, Teaching Methods

Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu

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ERIC - EJ1100289 - OER "Produsage" as a Model to Support Language Teaching and Learning, Education Policy Analysis Archives, 2016-Mar-28

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Language education faculty face myriad challenges in finding teaching resources that are suitable, of high quality, and allow for the modifications needed to meet the requirements of their course contexts and their learners. The article elaborates the grassroots model of "produsage" (a portmanteau of "production" and "usage") as a way of imagining a movement toward the use and creation of open educational resources (OER) for language learning.

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A range of tweets illustrating the issues we face when working online, from personal privacy to "technical solutionism"

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Here's a document to help you think through your choices.