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:
Part 5 of my Top Ed-Tech Trends of 2012 series The Year of the MOOC Massive Open Online Courses.
by Sean Michael Morris 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.
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.
This briefing paper on Open Practices is based on outcomes of the UK OER programme (phase 2) . It was produced by the UK OER support and evaluation team in February 2012 to review evidence of relations between use and reuse of open educational resources and other aspects of open practice in education. When citing this paper please use the following:
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 ).
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 6 th 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.
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 .
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. Reflecting on the requirements for a definition of OER
This webpage has been archived. Its content will not be updated. Between April 2009 and April 2010, JISC and the Academy 1 supported pilot projects and activities around the open release of learning resources; for free use and repurposing worldwide. See also Open educational resources phase 2 2 and Open educational resources phase 3 3 4
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 methodology in which 20 slides are shown for 20 seconds each (six minutes and 40 seconds in total). The format, which keeps presentations concise and fast-paced, powers multiple-speaker events called PechaKuchaNights (PKNs) [ 2 ] or Pecha Kucha Nights. [ 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 ]
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.
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.