Open Learning Design Studio (OLDS) - Massive Open Online Course (MOOC) The project will design, deliver and evaluate an 8-10 week Open Learning Design Studio MOOC (Massive Open Online Course) focusing on the theme of curriculum design with OERs, to be held in early 2013. Open to individual educators from across the UK HE, FE, and community and skills sectors, the MOOC will aim: to increase the uptake of OERs through embedding the use of curriculum design tools, practices and approaches in individual practice and design team culture; to empower practitioners to become change agents in their local contexts; and to produce a collection of CC-licensed OER resources for wider use after the MOOC ends. Weekly activities will feature a range of presenters with a focus on foregrounding successful JISC and HEA funded UK projects and giving UK practitioners access to (and opportunity to learn from) some of the best of European initiatives. Further details regarding how to get involved, start dates, and core themes will be announced during the summer.
Searching for Sustainable OER « alston road group OER or open educational resources is one of the good news stories of 2011. OER takes many forms, but what binds initiatives like The Khan Academy , MIT OCW (Open Course Ware) and Stanford’s AI course is that they are all freely available to learners and other educators. It’s this “free” characteristic that has caught the attention of the press. In the context of higher education news stories about rising costs, tuition and student debt, this must be our “man bites dog” news story. Despite the importance of “free” to OER, there’s been little written about the economics of OER. How, specifically, can we make it sustainable?
Storytelling for Change from NovoED Acumen and The Ariel Group have created a hands-on course to help you develop your practical skills as a storyteller. Whether you work in an office making presentations in the boardroom, as a teacher with 30 to 300 students, interacting with customers, or one-on-one with individuals, using the elements of story bring you closer to your audience. Using stories makes your messages memorable, gives your audience something to relate to, and above all captures their attention, motivating and inspiring them in new ways. A story taps into more than one element of communicating. Great storytellers are great communicators and effective leaders.
The Future Of Storytelling: Immersion, Integration, Interactivity, Impact As technology becomes more advanced and more accessible across multiple platforms, it’s only natural for consumers to expect increasingly higher standards of creativity and engagement from content creators. However, with social media, apps, tablets, smartphones, websites, TV, etc. all part of the audience’s viewing habit, learning how stories should be evolving and how to make narratives work across platforms is a complicated matter. A new study offers some perspectives on what audiences may be looking for in their stories. Research consultancy Latitude recently released phase one of a two-part study titled "The Future of Storytelling" that looks to uncover trends and audience attitudes about content. Overall, the study revealed that audiences are looking for a blurring of barriers between content and reality in a layered yet cohesive execution.
A student’s lecture to professors Can students teach their lecturers a thing or two? Austin Fitzhenry thinks so Source: Andy Bunday Course: bonkopen2012: Instructional Ideas and Technology Tools for Online Success CourseSites by Blackboard Instructional Ideas and Technology Tools for Online Success Free, Open Course With Dr. Curt Bonk: The live course had ended, but please enjoy the course at your own pace! Description: Motivating students and creating community within blended and online learning environments are crucial to academic achievement and success. This open course will provide both theoretical concepts and practical tools for instructors to improve motivation, retention, and engagement within blended and online courses.
The Economics of Open « Paul Stacey The Economics of Open March 4, 2012, 1:00 pm Filed under: Digital Economy, Open Educational Resources (OER) | Tags: advertising, business case, business models, direct and indirect sales, donations, economic driver, economics, innovation, market, memberships, open educational resources, openeducationwk, services, subscriptions Written for Open Education Week March 5-10, 2012 Open course in digital storytelling enjoys modest success The most provocative aspect of massively open online courses, or MOOCs, is how massive they can be. Last fall, several Stanford professors drew nearly 200,000 students to a series of free computer science courses, an experiment that spawned two companies. The Massachusetts Institute of Technology opened its first massive online engineering course this spring to the tune of 120,000 registrations. But for Jim Groom, an instructional technologist and adjunct professor at the University of Mary Washington, open online courses are not about scale and efficiency. They are about imagination and anarchy.
Voleur de secrets Okay, this rat is leaving the ship. I’m not going to delete it, but I’m not going to use this blog anymore for a while. Maybe later. But after I made that post considering leaving it another 10 people started following, and I am too anxious as a person to feel comfortable with having a personal blog/scrapbook followed by this large a crowd.
Instead of an AUP, how about an EUP (Empowered Use Policy)? Most school technology acceptable use policies (AUPs) contain these kinds of phrases: “Students shall not use technology unless authorized by appropriate school personnel.”“The use of the Internet is a privilege, not a right, and inappropriate use will result in cancellation of those privileges.” Pedagogy First! Here I go thinking that I can quickly finish this task as I’m on catch up mode big time. I should have known better!! Having watched the video and read the articles, I am left thinking about Issac Asimov’s Foundation series.