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Duncan Greenhill
Works at University of Leicester
Lives in Birmingham, UK
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Duncan Greenhill

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Using ancient navigations techniques, the Hawaiian canoe Hōkūleʻa sets sail for Sydney, part of a journey around the world to bring attention to the importance of protecting our environment for future generations.
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Duncan Greenhill

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http://stories.makerbot.com/post/116391163846/skulls-of-our-ancestors

Using a 3D printer  to teach human evolution
Andrew Christie, a geography teacher at Pathways Academy, taught a unit on human evolution. After hearing a Radiolab episode about a famous fossil, his class printed the skulls of five hominid...
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Some ocean-themed programmes on BBC radio 4 today: Shipping songs - creativity around the shipping forecast http://www.bbc.co.uk/programmes/b05r401h, Open Country - Solway Shore http://www.bbc.co.uk/programmes/b05r4088 and Dame @EllenMacArthur talking about the circular economy http://www.bbc.co.uk/programmes/b05r40r7
The Shipping Forecast has long provided essential, potentially life-saving, information for those at sea around the British Isles. But the forecast also has a history of sparking the imagination and creativity of those firmly on land - music, poetry and artworks of all kinds have been inspired by it.Award-winning folk artist Lisa Knapp, who has herself written a song inspired by the daily forecast, takes a musical and poetic voyage through the wa...
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New post at e-Literate; quick one reacting to ASU / edX, but I think this could be important to watch.
By Phil HillMore Posts (307) In 2012 I wrote a post during the emergence of MOOC mania, pointing out some barriers that must be overcome for the new model to survive. So what are the barriers that must be overcome for … Continue reading →
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Great video ... watch what students say about a project called 'disconnect', where they voluntarily give up their smartphones and gaming devices for a week.
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I vote for feedback: just that, feedback. Any numbers game will, indeed, be gamed if we continue to send out the message that it is the number, not the learning, that we are interested in. A grade by any other name! So, for example, students will underperform initially on purpose to get a higher ipsative score later. Interests me not at all. I just prefer to be in dialogue with my students about their work, which takes different shapes for every student. As it naturally should. (But then, I teach writing, which is very resistant to numerification...).
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Duncan Greenhill

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Jonathan's post connects up perfectly with the Steve Gillon post I just shared: my school is clearly trying to get out in front of this by CHARGING for its MOOCs-for-credit... or MOC, I guess, because open no longer applies (unless you count open enrollment as good enough for "open" — no admissions, no prerequisites... but unlike ASU we are charging whether you complete or not!)
https://plus.google.com/111474406259561102151/posts/ZDx5m6HZoqw
My thoughts here about History Channel, before the ASU/edX nightmare appeared on the horizon:
http://oudigitools.blogspot.com/2014/10/online-courses-and-marketing-fluff-what.html
Dear Superprofessors, I know it has been a long time since I addressed you all directly, but there's been an important development in MOOCville that I wanted to be sure that you all saw.  Perhaps y...
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Anyone know of problems with Grademark if 1st and 2nd marker try to mark at the same time?
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Scientists share recipes: communication needed in synthetic biology
The language of scientific research is English: unlike many scientists around the globe I do not have to be at the very least bilingual to pursue this career path. For precision communication is key. (1) Scientists communicate How does research move forward...
The language of scientific research is English: unlike many scientists around the globe I do not have to be at the very least bilingual to pursue this career path. For precision communication is key. (1) Scientists communicat...
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150 editors at Nature Publishing Group’s Scientific Reports to resign if the option to jump the publication queue becomes permanent
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In light of recent discussions around assessment, this might be worth a read. Are we assessing students or proving that we've assessed students?
I admit that it took a while for the penny to drop. Once I accepted, and then embraced the death of levels, I've been continually re-evaluating my thoughts  on progress measures, and have had this nagging feeling for a while ...
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Oh, this is fascinating stuff. I'm not really interested in any kind of standardized testing, but the "less is more" approach makes sense to me, as opposed to the absurd statistical mumbo-jumbo which is now going on with "value added measures" so that statisticians claim not only to measure student progress but how much that teacher contributed to the progress by measuring scores against some hypothetical should-have-been. Argh!
http://en.wikipedia.org/wiki/Value-added_modeling
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There's strong public support for protecting marine wildlife, writes Horatio Morpurgo - so why aren't politicians championing the cause? Labour and Tories alike fear to challenge the big fishing companies that have come to believe they own Britain's offshore waters and seabed. Now it's up to use to prove they're wrong.
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Have him in circles
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eLearning Technologist
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  • University of Leicester
    Web Resources Development Officer, present
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Male
Story
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eLearning technologist, interested in oceans and the environment
Introduction
My curiosity noses into many fields: eLearning and education professionally, the oceans and environment personally (I have degrees in marine biology and environmental science). Also a big fan of the open source ethos (in computer science and in education). Linux user (Kubuntu). Web developer and sometimes python coder. Always curious, always learning.
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Currently
Birmingham, UK