Podcasts are a useful educational resource for improving student success, yet traditional methods of podcasting remain inefficient, vulnerable to censorship and deletion, and access-restricted. One approach to addressing these constraints is utilitarian digital pedagogy, which focuses on the use of digital tools to advance education for the greater good. Framed as such, this article outlines the conceptual and theoretical issues underlying how generative artificial intelligence (genAI), Web3, and open access (OA) improve podcasting’s utility relative to the alternatives: manual creation, Web2, and closed access. The article derives practical implications for instructors, institutions, and policymakers, and concludes by looking ahead to the major problems—hallucination, technical complexity, and rights management—to overcome in practice.
The Personal Portfolio serves as the basis for professional representation, as it holds the most weight. However, these centralized Portfolio solutions can be susceptible to such issues as data tampering, security breaches, system downtime, and non-verifiable validity. This article will introduce Decentralize Portfolio, a blockchain-enabled portfolio management solution that utilizes a decentralized architecture to offer Security, Integrity, and Transparency. This solution provides real ownership and trustless verification through the use of IPFS for the storage of files, Ethereum Smart Contracts to generate immutably stored hash codes, and MetaMask for secure user-controlled access. A discussion on the design, development, and potential impact of the Decentralized Portfolio on web3-based Professional Identities will be provided.
This paper mainly discusses how to use the portfolio evaluation method in high school art teaching. According to the train of thought in this paper, first discusses the particularity and universality of high school art teaching evaluation, and find the portfolio evaluation method in high school art teaching than other subjects to adapt, and to combine the excellent mechanism of distributed books, which is the third part of the distributed books of portfolio evaluation method. In the fourth part of this paper, the two cores of Feynman learning method review and leak filling are used in the distributed ledger portfolio evaluation method, so that the evaluation method can be sublimated to a new height, so as to improve students 'innovation ability and promote students' learning in art.
The e-Portfolio evaluation can truthfully assess the education and teaching process. This technique boasts several advantages: diverse evaluation sub-jects, emphasis on process evaluation, support to individualized develop-ment, and integration between teaching and evaluation. This paper applies blockchain to e-Portfolio evaluation, aiming to solve the thorny issues in tra-ditional e-Portfolio evaluation: privacy protection, data sharing, and infor-mation tracing. Firstly, the functional demand of blockchain-based e-Portfolio evaluation system was analyzed for multiple users: student, teacher, visitor, and administrator. Next, modular design was conducted for the sys-tem, the system boundaries and roles were defined, the relationship between roles was clarified, and a use case was provided to illustrate the client for each user. Based on the functional realization logic of the system, a se-quence diagram was plotted for the realization of system functional demand. Finally, seven chaincodes were designed to satisfy the requirements of the evaluation system. The advantages of the system performance were verified through experiments. The research results provide theoretical and practical bases for the application of blockchain in other evaluation tasks of education and teaching.
Alexander Mikroyannidis, John Domingue, Michelle Bachler, Kevin Quick
The emergence of Blockchain technology promises to revolutionise not only the financial world, but also lifelong learning in many different ways. Blockchain technology offers opportunities to thoroughly rethink how we find educational content and training services online, how we register and pay for them, as well as how we get accredited for what we have learned and how this accreditation affects our career trajectory. This paper explores the different aspects of lifelong learning that are affected by this new paradigm and describes an ecosystem that places the learner at the centre of the learning process and its associated data. More specifically, we outline the ways that ePortfolios, accreditation and tutoring can evolve within this learner-centred ecosystem and we discuss the various benefits that this evolution bears for lifelong learners.
Postindustrial society exhibits signs of postmodern culture. Not only because the reality of a temporal disjunction between past and present engenders liminal perspectives on knowedge, but because the nature of episteme becomes redefined in accordance with the incommensurability between repositories of knowledge and their technologies of archiving information to secure its reproduction. To understand what is at stake for the future of education, must ask an overwhelming question: Does knowledge have to be reduced to an archive to make it a teachable certainty as the truth of curriculum? The answer is: yes. But is it possible not to limit truth to a single and finite trajectory of meaning within curriculum? Only, if bring the concept of curriculum to closure, not an end, to begin thinking about the goals and objectives of education again without a nostalgia for a future sans curriculum. The suggestion will be ludicrous for some and welcome for others, which is not surprising: considering all that has been invested in the concept of curriculum as a way to guide and make sense of the educational project. We in the West, have invested the curriculum with an ideological subtext that promotes an ethic of infinite progress and self-betterment called lifelong learning. In the process, we have been rendered teachers and educational institutions accountable for the future of society and the survival of the State because of the power of curriculum to influence the minds, hearts, and bodies of a new generation. I have placed we in brackets not to sterilize the cultural ethnocentrism associated with the pronoun, but to emphasize the self-mocking nature of any attempt to divest from it meanings related to the subjective rendering of a possible world. By referring to a we, a subject has already identified with a group and claimed participation despite the free will of independent action. As an archive of knowledge, a curriculum presupposes the possibility of reducing knowledge to a set of mental decoding operations and performative outcomes that are empirical and therefore measurable of the cognitive and habitual changes call education. Knowledge is nothing if it is not grounded upon the possibility of a permanent record of physical data that can then be used to establish laws of science as the demonstrable evidence of the self-certainty of the truth of research in the practice of transmission and reproduction. Culture depends upon the feasibility of referring to relatively stable archives of meaning to endow expressions of understanding with the evidence of empirical value and predictive power. The failings of conscious memory require the continuing, verifiable proof of a past and a future to secure the possibility of a genealogical rendering of human experience. To mourn the death of curriculum after deconstruction resonates as premature. For the work--or the economy of the internal emotional and psychic labor--that sustains the logic driving the motivational force of this hyperintellectualized (theoretical) act of grieving is inopportune. Its effectivity as the moment of a nostalgia that seeks to idealize the past in a moment of perfect and perfectible memory mistakenly presupposes a common and universal recognition of the end of an epistemic tradition rooted in the rise of the Occident as an archive of teaching and learning. The force of this mourning of curriculum mobilizes and is mobilized by a lamentation of the violence perpetrated against the Archeology of the Letter, its arkhe and telos, the beginning and the finale of the history of metaphysics. Regret for the pure loss, (1) as Jacques Derrida has called it, of an ideal consignment of knowledge leaves a space (kenosis) for the possibility of an assembling or gathering (Versammlung), a coming together, of that which would mark the scene of a new beginning onto the futures of thinking, teaching and learning, with no programmable end in sight. …