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. Postscript: I’ve made two updates to this post, 3 hours after first publishing it. Open education, open learning, open pedagogy, OER, OEP… Open learning is an imprecise phrase to which a range of meanings can be, and is, attached. References: Andrade, A., Ehlers, U. Armstrong, J., & Franklin, T. (2008). Calder, J. (2000).
Publicaciones OEI El teatro va a la escuela Serie “Educación artística” El teatro constituye una de las actividades artísticas más completas del ser humano, como arte que propicia la comunicación y por su inmenso valor como instrumento educativo. El concepto de «teatro-educación» conforma un binomio que permite plantear interesantes reflexiones: cuando el teatro se relaciona con la educación, cambia su punto de vista y deja de preocuparse por la perfección artística del espectáculo para interesarse además por la experiencia de aprendizaje de sus jóvenes receptores. Las actividades teatrales deberían formar parte de la dinámica educativa. más información Revista Iberoamericana de Educación Número 64 Evaluación educativa: nuevos escenarios, tendencias y desafíos en el siglo XXI / Avaliação educativa: novos cenários, tendências e desafios no século XXI más información Avances y desafíos de la educación inclusiva en Iberoamérica Colección Metas Educativas 2021 más información Formación profesional y empleo Número 61
Celebrating learning gain and teaching excellence through social media and digital narratives | Learning & Teaching Theory Online (LATTO) 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. The context for the theme of my workshop and the conference is the Teaching Excellence Framework (TEF). The workshop I gave intended to get participants thinking about how we can use digital narratives and social media to capture and celebrate: good teaching – through sharing openly what has worked well and whystudent learning achievements – along the learning journey The Teaching Excellence Framework “Learning gain can be defined and understood in a number of ways. Open learning through storytelling
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. Keywords: Utopia, Necessity, Poverty, Existentialism, Corporatisation, Education, Power, Control, Knowledge In this paper I shall be exploring how our innately owned experience as humans is being currently commodified by financiers via the gradual concentration of power in corporate structures. Knowledge as Experience
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. Quotes from the episode Twitter has been a big part of my learning and my teaching. One of my key roles is helping learners develop their voice and their agency. Openness is always continuously negotiated. We need to be willing to be criticized ourselves. Having a personal learning network and being able to learn from each other is essential. Resources Mentioned Catherine’s Philosophy: I practice openness by intentionally using and reusing OER, creating and sharing my work openly (learning, teaching and research), and teaching and modeling these open educational practices (OEP). Recommendations Bonni Catherine Cronin Are You Enjoying the Show? Rate/review the show. Give feedback. Subscribe.
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). Image credit: Jean-Etienne Minh-Duy (Flickr CC BY-SA) As institutions and researchers get to grips with these latest developments, now seems like a good time to offer our findings as a set of ‘top tips’ for those seeking to make progress in their own OA journey. Assess your current position on 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. I’m convinced that the terms “open pedagogy” and “open educational practices” are understood so differently by so many people that there is literally no hope of achieving a useful consensus about the meaning of either of these terms. As I said, there appears to be no consensus coming for the meaning of either of these terms. My curiosity in this space has always been about understanding something very specific. After brainstorming, gathering some feedback, and running some Google searches, I’ve decided on the term “OER-enabled pedagogy.”
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. The purpose of this page is to provide a list of concrete examples of how open pedagogy, as we define it, is implemented in the real world. Examples from the Real World Students write or edit Wikipedia articles Students remix audiovisual materials to both entertain and inform Students create or revise/remix entire textbooks Students openly license supplemental materials they create for each other Students create test banks Students create their own assignments
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. Laurence Dessart has written a blog post ‘From paper to picture: creating an infographic from your research‘ in which she describes her experience of creating an infographic from her JMM journal article Capturing consumer engagement: duality, dimensionality and measurement (co authored with with Cleopatra Veloutsou & Anna Morgan-Thomas). In Laurence’s experience, creating an infographic was “a challenging, yet very rewarding effort that helped increase … visibility of my work on social media, a way to get more citations in the future.” Top tips on how to turn your JMM Journal Article into an Infographic TITLE: What is the headline? More Information
CPT+10 We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. This emerging open education movement combines the established tradition of sharing good ideas with fellow educators and the collaborative, interactive culture of the Internet. – Cape Town Open Education Declaration
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. This has all gotten a little confusing, and I believe it would be useful to step back and consider what "open" really means. Defining open The nebulous ways in which we use and define "open" in modern contexts are born, I believe, of an intuitive but largely unvoiced understanding of what it means to us. Open is not an end in and of itself; it is a means to more powerful collaboration. Collaboration is powerful—not openness.
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. The wiki continues to grow and evolve. This wiki is designed to be used by a range of users, from those just starting to engage with open education to more experienced practitioners who wish to evolve their own individual and/or institutional practice. Going open Brief introduction to open education, OER and OEP Yes!
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. Going back through older files, I found powerpoints from various talks that I gave in 2003 and 2004 that took the concept of “collapsed contexts” to Friendster to talk about what happened when the Burners and gay men and geeks realized they were on the site together. In 2009, Alice Marwick and I started collaborating.