Opening up Open Pedagogy – catherinecronin Many thanks to Maha Bali for organising tonight’s Open Pedagogy Hangout. Maha has curated a number of blog posts about open pedagogy and also started a Google doc to collect notes, links, etc: Thanks to all who have blogged and shared their thoughts. I’m grateful for the opportunity to participate and looking forward to tonight’s conversation very much. I’ve blogged recently about my understanding of open pedagogy and OEP (considered together and separately) and also about how I’ve defined OEP (inclusive of open pedagogy) in the course of my PhD research. As I’ve explored both the history and current practice of open education, I’ve found it useful to note two broad strands of definitions of OEP/open pedagogy: those focused on OER (and the 5Rs) and broader definitions.
Celebrating learning gain and teaching excellence through social media and digital narratives I facilitated a workshop at the SEDA Spring Teaching Learning and Assessment Conference in Manchester on celebrating learning gain and teaching excellence through social media and digital narratives. The theme for the event was The quest for teaching excellence and learning gain: issues, resolutions and possibilities. One of the key issues was not only defining what is meant by the terms teaching excellence and learning gain, but grappling with how the impact could be evidenced and measured.
Education, Utopia, Necessity, and Existential Poverty by Alex Dunedin – Ragged University This paper explores a perspective emerging from a community education project called Ragged University. The philosophical underpinnings of the project came as a response to necessity brought about by the existential poverty being created as a result of the process of enclosing the commons of the intellect. Corporate structures are being used to commodify and impoverish the human experience on multiple levels generating an underclass and the conditions for exploitation. As a response this is taken as a breaking of social contracts and legitimates a pedagogical position which liberates people compelled to develop their own intellectual life from these control structures.
Open Education Risks and Rewards - Teaching in Higher Ed Podcast (tihe_podcast): Play in new window | Download | Embed Subscribe: iTunes | Android | Google Play | Stitcher | RSS | How do I listen to a podcast? Catherine Cronin discusses open education on episode 152 of the Teaching in Higher Ed podcast. Top ten tips for universities seeking to implement Open Access With funders requiring open access and researchers increasingly aware of it, now is the time for universities to make significant headway in providing a coherent plan for encouraging wider open access adoption. Neil Jacobs from Jisc provides an overview of what actions have been taken around the sector and outlines ten specific areas that institutions should consider further in order to help the entire UK higher education sector adapt to the changing policy landscape. Recently, I’ve been working with higher education (HE) research sector bodies to explore the experiences of a group of UK higher education institutions as they forge ahead in their efforts to implement open access (OA).
OER-Enabled Pedagogy Over the last several weeks there has been an incredible amount of writing about open pedagogy and open educational practices (samples collected here by Maha). There have been dozens of blog posts. Countless tweets. There was a well-attended (and well-viewed) conversation via Google Hangout. At the Hewlett OER Meeting last week over a dozen people spent another hour talking about the issue during the unconference time. Open Pedagogy Library The term “open pedagogy” has been in use for decades. In recent years, the “open” in “open pedagogy” has become increasingly asociated with the 5Rs – permissions to retain, reuse, revise, remix, and redistribute educational content. Open pedagogy constitutes one family of activities that fall under the larger umbrella of “open educational practices.” For our purposes, we define open pedagogy as the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources.
How to turn your journal article into an infographic - Journal of Marketing Management Academics are under increasing pressure to raise the profile of their research, not only through citations, but also by demonstrating public engagement and impact. One way of sharing information in an accessible way is to create an infographic. Infographics are “liked” and shared on social media 3 times more than other any other type of content. How to make "open" more than mere buzzword In the humble beginnings of the GNU and Linux projects, open source was a primitive and narrowly defined idea. It applied only to programming, and was a largely legal designation that sought to guarantee that source code remained available to users even as others augmented it through subsequent contributions. Now, thirty years later, "open" is sweeping the enterprise. On top of "open source," we also have "open data," "open management," "open design," "open organizations,"—and even just "open," which we often take to imply something vague about a progressive policy.
untitled GoOPEN is a wiki which aims to share resources and approaches with anyone wishing to explore open education. Content summary This wiki was created by Vivien Rolfe and Catherine Cronin for their workshop at the UK Association of Learning Technology conference #altc in September 2015 (summary of the session). The rationale for the wiki is described by Viv and Catherine in a short introductory video. The aim was to create a place to share resources and ideas about how to get started in open education, particularly where there may not be a strong institutional culture or local support. This wiki is intended for anyone wishing to 'Go Open' or to move further in their open practice. how “context collapse” was coined: my recollection Various academic folks keep writing to me asking me if I coined “context collapse” and so I went back in my record to try to figure it out. I feel the need to offer up my understanding of how this term came to be in an artifact that is more than 140 characters since folks keep asking anew. The only thing that I know for certain is that, even if I did (help) coin the term, I didn’t mean to. I was mostly trying to help explain a phenomenon that has long existed and exists in even more complicated ways as a result of social media. In 2002, I wrote a thesis at the MIT Media Lab called “Faceted Id/entity” that drew heavily on the works of Erving Goffman and Joshua Meyrowitz.
Top Fears Shutting the Door on Open Education Open Education Top Fears Shutting the Door on Open Education Fear and anxiety can keep many educators from embracing open educational resources and open pedagogy. Digital Storytelling 106: Open, Participatory, Social...the Future? Far more important to me than all the venture-capitalized consortia of elite university MOOCs (Massively Open Online Courses) and the hundreds of thousands of students flocking to them is a course taught by an adjunct professor at University of Mary Washington. In my personal learning network, Jim Groom and ds106 are the stuff of legend. I’ve conducted more than 40 interviews for DMLcentral, and without a doubt, Jim Groom is the most excited and exciting educator I’ve talked to.