_OER_Collaborative_Guide_v5_web. The Best OER Revise / Remix Ever? By david on December 11, 2012 In fall of 2011, I took a new approach to the Project Management course I teach each year. I wanted my students to gain hands on experience managing a project, I wanted them to feel the pressure of hitting deliverables, I wanted them to feel the nausea of having things fall through, I wanted them to learn to navigate managing people, and most of all I wanted them to feel the joy of completing a piece of work that blesses people lives.
So I asked my students to engage in a very large scale revise / remix project that would benefit them and many others. We started with Project Management from Simple to Complex, originally written by Russell Darnall and John Preston and originally published under a Creative Commons BY-NC-SA license by Flat World Knowledge. For the last two years now we’ve been revising and remixing away on Project Management for Instructional Designers (PM4ID). Here’s what we’ve done: Congratulations to my IPT 682 students. Top Ed-Tech Trends of 2012: MOOCs. Part 5 of my Top Ed-Tech Trends of 2012 series The Year of the MOOC Massive Open Online Courses. MOOCs. This was, without a doubt, the most important and talked-about trend in education technology this year.
And oh man, did we talk about it. In retrospect, it’s not surprising that 2012 was dominated by MOOCs as the trend started to really pick up in late 2011 with the huge enrollment in the three computer science courses that Stanford offered for free online during the Fall semester, along with the announcement of MITx in December. Who cares what Cormier thinks and predicts? January: Googler and Stanford professor (and professor for the university’s massive AI class) Sebastian Thrun announces he’s leaving Stanford to launch Udacity, his own online learning startup.
February: MITx opens for enrollment. April: Stanford professors Andrew Ng and Daphne Koller (also involved with Stanford’s fall 2011 MOOCs) officially launch their online learning startup Coursera. May: June: July: August: September: Findingsharingoers_reportfinal. Audrey Watters Wrestles with MOOCs | Open Education.
A digital journal of learning, teaching, and technology Massive Open Online Courses (MOOCs), as they are situated both inside and outside of traditional higher education institutions, naturally raise questions about those institutions. My recent article, “Occupy the Digital: Critical Pedagogy and New Media,” began to uncover some of those questions. In that article, I assert “that academic work must be useful beyond its tower and that digital culture offers new opportunities to achieve that goal.” Perhaps MOOCs are a way to take academic work beyond its traditional boundaries.
Or perhaps MOOCs are so extra-institutional that they will work no real changes on higher education. In her article, “Considering Coursera’s Expansion,” Audrey Watters ponders some of the same questions. [<a href="//storify.com/allistelling/audrey-watters-wrestles-with-moocs" target="_blank">View the story "Audrey Watters Wrestles with MOOCs" on Storify</a>] About the Author. Broadcast Education: a Response to Coursera | Open Education.
Coursera is silly. Educational technology news has been all a-flutter over the last few months about the work that Coursera is doing to bring higher education into the open. But I tell you what: I signed up for one of their classes — a course on Science Fiction and Fantasy from the University of Michigan — only to discover something really startling. Really: startling. For six years, I worked at the Community Colleges of Colorado Online (CCCO), a personnel-challenged, entirely adjunct endeavor that provides online courses to all thirteen community colleges in the state.
Three of those six years, I was Program Chair for the English Department. All of our courses were run in a Blackboard learning management system (LMS), and consisted primarily of discussion forums, assignments submitted online, lectures delivered by text and audio, and online exams. Something seems to be very wrong.
I know a lot of online educators who were incensed by Edmundson’s views. I couldn’t agree more. Leonard Bernstein’s Masterful Lectures on Music (11+ Hours of Video Recorded in 1973) In 1972, the composer Leonard Bernstein returned to Harvard, his alma mater, to serve as the Charles Eliot Norton Professor of Poetry, with “Poetry” being defined in the broadest sense. The position, first created in 1925, asks faculty members to live on campus, advise students, and most importantly, deliver a series of six public lectures.
T.S. Eliot, Aaron Copland, W.H. Auden, e.e. cummings, Robert Frost, Jorge Luis Borges — they all previously took part in this tradition. And Bernstein did too. Delivered in the fall of 1973 and collectively titled “The Unanswered Question,” Bernstein’s lectures covered a lot of terrain, touching on poetry, linguistics, philosophy and physics. Lecture 2: Musical Syntax Lecture 3: Musical Semantics Lecture 4: The Delights & Dangers of Ambiguity Lecture 5: The 20th Century Crisis Lecture 6: The Poetry of Earth This lecture series has been added to our extensive collection of Free Courses.
OER Synthesis and Evaluation / OpenPracticesBriefing. Turning a Resource into an Open Educational Resource (OER) Responsive Open Learning Environments - OpenLearn - The Open University. OPAL | Open Educational Quality Initiative. What I talk about when I talk about #ukoer - Followers of the Apocalypse. I spend a lot of my time talking about #ukoer (#4life!!) , and – pretty much as a personal aide memoire that other people may find useful, I’ve decided to add some common links, inferences and my ideas of key outcomes on my personal blog.
Do please comment and add to this as you see fit, also please reuse it as you see fit (cc-by). And note that this is on my *personal* blog for a reason, other programme staff offer equally valid perspectives with different emphases. For practical purposes, there have been three main “phases” of UKOER (the large programme led by JISC and the Academy). This is not in any way to denigrate the excellent earlier work that UKOER directly builds on – basically more than a decade of experience on the cutting edge of digital content and online sharing. But I tend to focus on the three main phases, as above, because it allows me to describe the narrative that I feel explains the way our perspectives have shifted. So that’s what I talk about when I talk about OER. OER Glue. Good things happen when people talk about OERs | C-SAP Open Cascade project.
Inspired by recent conversations we had about the technical aspects of the cascade project with John Robertson from CETIS, the cascade team for a one-off development workshop on the 6th May to discuss with our partners any technical issues and challenges that are emerging in the context of the project. Among other things, we explored the functionality of pbwiki platform (which currently functions as a closed workspace for project partners but will be opened up in September) as well as Web2.0 tools such as VoiceThread or prezi we are relying upon to capture the process of releasing OERs.
While the aim of the workshop was to focus on the technical aspects of the project, we spent some time simply talking to each other about approaches to OER release and creation. I believe that this rather low-tech approach is probably one of the best ways to use the limited face-to-face time we have with our academic project partners. Like this: Like Loading... OER Hack Day | DevCSI. The OER Hack Day event was jointly organised by JISC CETIS and DevCSI. Participants came from a variety of backgrounds and levels of technical expertise, and included academics, learning technologists, repository managers, developers, and librarians from UK institutions such as Harper Adams, Oxford, Nottingham, East Riding College, the Open University, and other organisations such as Creative Commons, the Learning Registry, Open Michigan, and TechDis.
John Robertson from CETIS provided some context to the event by highlighting their technical interest group (OERTIG) which was established to help separate out the discussion about OER. He also provided a brief overview of the discussions in the lead up to the event, including blog postings by Nick Sheppard, Amber Thomas and Dan Rehak. Robertson also outlined some of the ideas shared prior to the event in both the email list discussion and the event wiki. These included an OER playlist picker and creating tools using W3C widgets. Outcomes. The Why and How of Open Education - With lessons from the openSE and openED Projects. Defining OER - WikiEducator. From WikiEducator The concept of open education encapsulates a simple but powerful idea that the world’s knowledge is a public good and that the open web provides an extraordinary opportunity for everyone to share, use, and reuse knowledge. In short the "open" in Open Educational Resources means they must be free and provide the permissions to reuse, revise, remix and redistribute.
However, we need to examine the concept in more detail. Reflecting on the requirements for a definition of OER Thinking about OER There is a diverse range of opinion on the specific requirements of what constitutes an open education resource. A precise definition of OER impinges on the range of opinions regarding fundamental questions associated with interpretations of the meaning of the freedom to learn, for example: Should a definition of OER include the requirement of an open content license, for example a Creative Commons license or the GNU Free Documentation License? Critical analysis of an OER definition. OERF:WikiEducator remix experiments. From WikiEducator WikiEducator remix experiments How this works This proof of concept utilises the HTML <iframe> tag to embed OER content from WikiEducator into any website, learning management system or blog which supports the <iframe> tag.
The WikiEducator server uses customised Javascript to remove the redundant Mediawiki navigation elements which are not required on the target website. (In this proof of concept, users may experience a momentary flash of the WikiEducator navigation elements before they are removed for display on the target website. Examples Copy and paste the following HTML syntax to embed a WikiEducator page on your target website by replacing the full url for the WikiEducator source page you want to reuse: <iframe frameborder="1" height="300" src=" width="100%"><p> Your browser does not support iframes. Moodle Screenshot of WikiEducator content embedded on a Moodle page. Blog reuse example KnowledgeNET Ultanet. Open educational resources programme. This webpage has been archived.
Its content will not be updated. Between April 2009 and April 2010, JISC and the Academy1 supported pilot projects and activities around the open release of learning resources; for free use and repurposing worldwide. See also Open educational resources phase 22 and Open educational resources phase 3 34 OER Infokit5 developed from the findings of phase 1.
Projects were asked to make a significant amount of existing learning resources freely available online, licensed in such away to enable them to be used and repurposed worldwide. It was expected that funded projects would demonstrate a long term commitment to the release of open educational resources (OER). As a part of this programme, support and advice on all aspects of open educational resource release were offered. The evaluation of the pilot programme, including the synthesis of project outcomes, was carried out by a team based at Glasgow Caledonian University11 Funded projects Further information. Open educational resources: finding, using, sharing?
Pecha Kucha. Speaker at a PechaKucha Night event in Cluj-Napoca, Romania PechaKucha or Pecha Kucha (Japanese: ペチャクチャ, IPA: [petɕa ku͍̥tɕa],[1] chit-chat) is a presentation style in which 20 slides are shown for 20 seconds each (6 minutes and 40 seconds in total). The format, which keeps presentations concise and fast-paced, powers multiple-speaker events called PechaKucha Nights (PKNs).[2][3] PechaKucha Night was devised in February 2003[4][5] by Astrid Klein and Mark Dytham of Tokyo's Klein-Dytham Architecture (KDa), as a way to attract people to SuperDeluxe, their experimental event space in Roppongi, and to allow young designers to meet, show their work, and exchange ideas.[6] In 2004, a few cities in Europe began holding PKNs, the first of several hundred cities that have since launched similar events around the world.[7][8] As of May 2014, PKNs were held in over 700 cities worldwide. [9] Format[edit] Protocol for starting a PechaKucha Night[edit] See also[edit] References[edit] External links[edit]
UKOER Support. From CETISwiki This page provides an overview of CETIS' support for the UKOER programme. Supporting UKOER CETIS support for the programme is intended not only to help projects as they work out how their own practice of sharing OERs but also to inform the programme as a whole, shape any future work with OERs, and contribute to the wider OER community. Our approach throughout will be to build on specific issues raised by projects to produce general guidance and reflection. In the first instance this information will be available through the OER pages linked to by the navigation box to the right. CETIS support for the UKOER programme is both part of our wider remit as an Innovation Centre and a specific piece of work for JISC. Key outputs Some of the key outputs of the support work will include: People involved R. All of our contact details can be found on CETIS contacts. Presentation - McAndrew - OLnet one year on.
Notes from Patrick's presentation - OLnet one year on (Chris Pegler was due to do SCORE presentation in this slot, but had problems with audio, so Patrick instead does his OLnet talk from this afternoon.) Open Learning network - a research project, a sister project to SCORE, funded by the Hewlett Foundation. OLnet is looking at research aspect; SCORE is looking at the roll-out to UK Higher Education. Has been a huge investment by the Hewlett Foundation in kicking off Open Educational Resource (OER) activity. Much less investment in research behind it. SCORE is looking at the practical side. With OLnet, trying to globally research it with Carnegie Mellon University.
Purpose is to establish how research can be supported, linked together, shared, etc. Has been a very interesting period for OER, investment through JISC in the UK, even bigger change in US - OER are driving changes to the school and college systems. Six areas where there are key issues. (And I've missed one, I think, sorry.) The Plight of Metadata. Open Learn. OpenLearn is an activity of the UK Open University to provide free access to Open University course materials. The Open Learn website - called LearningSpace - has hundreds of free study units - each of which can be exported in Common Cartridge format.
This page shows some examples of using the Icodeon Common Cartridge Platform URL Language with one of the Open Learn study units: Evolution through Natural Selection. This first screen shot shows the Open Learn study unit displayed in the Icodeon Common Cartridge Explorer - an application built using only the Platform URL Language and an AJAX toolkit: So the use of the Platform URL language, and different extension path variables, is a simple way to securely re-use and re-mix content from study units on different consumer websites. Below are the results when Platform URL language is used in this blog page: Go to the page Go to the landing page The techniques of using the Platform URL language can be combined with other Web APIs.