1. The document discusses the challenges and promises of open online course design and development. It explores key concepts like open educational resources (OER) and open educational practices (OEP).
2. A comparison is made between traditional instructional design processes and more open and collaborative design models used in open source software development. Lessons learned from TRU's experience developing their first OER course through the OERu partnership are also shared.
3. While open design faces challenges around issues like file formats and maintaining community involvement, it also promises greater collaboration beyond traditional constraints and new opportunities for institutional innovation through projects like the OERu.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
California Community College Faculty Motivation and Reflection on Open Textbo...Una Daly
Interviews were conducted with twelve faculty members at community colleges in California who adopted open textbooks in their teaching practice for one academic term or longer. The interviews queried faculty on motivation to undertake the adoption, pedagogical considerations, student savings and feedback, and support from other campus stakeholders.
Faculty were asked how their teaching and student learning was affected as a result of adopting an open textbook in their course. Specifically they were asked if they were collaborating more with other faculty members and whether they were now using a wider range of instructional materials in their courses. With regards to student learning, they were asked if they believed that student learning had improved or whether student retention had improved as a result of the adoption of an open and free textbook. Any unanticipated outcomes that had resulted from the adoption either in their own practice or with students was also queried.
In addition to the faculty and students, other stakeholders on campus are often involved in the decision and process to adopt an open textbook. College initiatives or pilot programs to increase access and equity were sometimes the instigators for making the change and other times it was strictly a faculty decision. Library, instructional design, and bookstore staff were other stakeholders who played roles in the adoption process.
Attend this presentation to better understand the motivations of college faculty who adopt open textbooks and how it affected their teaching practice. Hear about the challenges they encountered and any unexpected outcomes. Learn what students had to say about using open textbooks in the classroom and how it affected their learning and ability to be successful.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Open educational resources in a global contextCSAPOER
This presentation is related to the C-SAP e-Learning Forum event: sharing materials and practice in the social sciences http://www.c-sap.bham.ac.uk/events/details/82-C-SAP%20e-Learning%20Forum
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
Starting where we are, moving through changes open education is bringing at institutional, national, regional and international levels, and how we can continue to strengthen open education and its positive impacts
Open educational resources in a global contextCSAPOER
This presentation is related to the C-SAP e-Learning Forum event: sharing materials and practice in the social sciences http://www.c-sap.bham.ac.uk/events/details/82-C-SAP%20e-Learning%20Forum
The growing adoption of open educational resources (OER) has identified the need for easy-to-use authoring platforms for the development and delivery of openly licensed digital content. Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar on authoring platforms that support faculty authoring and adaption of open educational resources and institutional delivery of these resources.
Our speakers will share platforms used by faculty to develop open textbooks and deliver openly licensed digital content to faculty and students in an easy and accessible manner.
Date: Wednesday, April 8
Time: 10 am PST; 1:00 pm EST
Featured speakers:
Clint Lalonde, Open Education Manager, BCcampus
Judy Einstein, VP Business Development and Etienne Pelaprat, User Experience Director, Courseload Inc.
Domi Enders, Founder and CEO, Open Assembly
Presentation by Patrick McAndrew and Rebecca Ferguson given at the 40th anniversary of the Computers and Learning research group CALRG40) at The Open University on 19 October 2018.
Using Social Media for Peer Feedback in a Translation ClassBenoît Guilbaud
These are the slides from a presentation I gave on 27th January 2012 at the LLAS e-learning symposium. Watch the (upcoming) video at http://www.llas.ac.uk/events/archive/6395
An introduction to Open Educational Resources delivered to coursework masters students at the University of Cape Town March 29, 2012. Covers open education resources, Creative Commons licensing, issues for educators engaging in open education, curation, metadata, and new forms of open education such as massive open online courses.
ORION OER use and assessment total resultsAngela Murphy
Open Educational Resources are widely discussed in higher education circles and open education practices are being upheld as the second generation of OERs that have the potential to make education freely available to all students. This presentation contains the results from a research study conducted with 110 representatives of higher education institutions around the world, of which 12 were official members of the OERu. The study was aimed at identifying the extent to which higher education institutions are currently implementing open policies and practices as well as explore the challenges faced by institutions when considering implementing open initiatives.
ETUG Spring Workshop 2014 - Getting the Mix Right: Implementing Open Educatio...BCcampus
Implementing open education practices is a multidimensional challenge for educators. In this session the presenters share data and findings from their research into the practical challenges of open education practices implementation in higher education. Using the analogy of mixing different audio tracks to produce a harmonious acoustic blend, they discuss the blend of elements that need to be considered and balanced in promoting open educational practices. The presentation is followed by small group discussions to further explore solutions to challenges raised.
Overview of C-SAP open educational resources projectCSAPOER
This presentation showcases, discusses and reflects upon the work of the C-SAP "Open Educational Resources" project. Our project, "Evaluating the Practice of Opening up Resources for Learning and Teaching in the Social Sciences", was part of a pilot programme (funded by the HEA and JISC), which sought to explore issues around the sharing of educational material from a disciplinary perspective. Whilst exploring, with our academic project partners, the principles and issues around releasing educational material (institutional, contractual, administrative), we have also sought to develop some insights into the processes of sharing practice, and look forward to discussing the findings in this forum.
Trends and issues in open educational resources and massive open online coursesAva Chen
The Internet revolution has facilitated the concept of openness now more than ever. A number of current technologies support the paradigm of modern education in terms of creation, communication, and collaboration. Various open educational learning resources, tools, and pedagogical approaches are used in teaching and learning. Open educational resources (OERs) is one of examples that represent a global phenomenon in an innovation approach that promote unrestricted access as a possible solution for bridging the knowledge divide in higher education. OERs open up opportunities to create, share, and facilitate learning and ethical practice by creating, using, and managing by offering a wider array of educational resources among a greater diversity of global learners. Its trends and movements have become more prominent as not only a phenomenon but as a way of improving the quality of education. OERs alone are not sustainable on their own dimension. It has to combine concepts from different inter-disciplinary areas such as education for sustainable development and business perspectives. Therefore, this seminar focuses on the discussion of current trends, issues, and example of current global practices of OERs and MOOCs.
A crash course on open educational resources which covers the 4 'R's of Openness, access based on ALMS analysis, sustainability models and copyright. It further discusses the current state of OER in Asia. The last part provides a case study for reuse of OER in ODL courses.
Designing in the open: Examining the experiences of course developers & facultyBCcampus
Presented by Jo Axe, Keither Webster and Elizabeth Childs
From the Education by Design: ETUG Spring Jam!, on June 1 & 2, 2017 at UBC Okanagan, in Kelowna, B.C.
Similar to CNIE 2014 Presentation, Kamloops BC - I. Devries & G. Morong (20)
Power-sharing Class 10 is a vital aspect of democratic governance. It refers to the distribution of power among different organs of government, levels of government, and social groups. This ensures that no single entity can control all aspects of governance, promoting stability and unity in a diverse society.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
This presentation provides an introduction to quantitative trait loci (QTL) analysis and marker-assisted selection (MAS) in plant breeding. The presentation begins by explaining the type of quantitative traits. The process of QTL analysis, including the use of molecular genetic markers and statistical methods, is discussed. Practical examples demonstrating the power of MAS are provided, such as its use in improving crop traits in plant breeding programs. Overall, this presentation offers a comprehensive overview of these important genomics-based approaches that are transforming modern agriculture.
CNIE 2014 Presentation, Kamloops BC - I. Devries & G. Morong
1. 1
Open Online Course Design and
Development
Challenges and Promises
1
CNIE-RCIÉ 2014
Thompson Rivers University
Kamloops, BC
Irwin DeVries PhD
Gail Morong MEd
Sagami Temple detail. Photo by 663highland. Licensed
under Creative Commons 3.0 BY-SA Unported.
2. Being open: What does it
mean?
Removing barriers from
access to learning
Being able to share &
use educational content
freely
Moving toward open
and collaborative
processes
Similar concepts to
Free and Open Source
Software
2
3. 3
Open design and development
Open educational
resources (OER)
Using OER
Making OER
Working in open
collaborative
environments
3
Pastels. Clementina. Licensed under Creative Commons BY-SA 3.0 Unported.
4. 4
Open Educational Resources
4
“Teaching, learning, and research
resources that reside in the public
domain or have been released
under an intellectual property
license that permits their free use
or re-purposing by others.
Open educational resources
include full courses, course
materials, modules, textbooks,
streaming videos, tests, software,
and any other tools, materials, or
techniques used to support
access to knowledge”
Hewlitt - Atkins, Brown and Hammond (2007)
Street Musicians. Eugène_Atget. PD-US-1923.
5. 5
Reusability
5
The 4 R’s of reusability
Reuse
Redistribute
Revise
Remix
And #5…
Retain
Stucco Gandhara figure. Photo by Michael Wai. Licensed
under Creative Commons 3.0 BY-SA Unported.
6. 66
From the “what” to
the “how” of
openness”
Open Educational
Practices (OEP)
“a set of activities and
support around the
creation, use and
repurposing of Open
Educational
Resources”
(Conole 2010)
Beyond the 4/5 Rs
7. Traditional instructional design
The generic design process, for instance,
the ADDIE Model incorporating the five
processes of Analysis, Design,
Development, Implementation, and
Evaluation as a dynamic system.
Iterative and “messy” process (Conole 2010)
11
8. 12
OSS design and development
Based on collaboration and
communities of volunteers
Commitment to philosophy of
sharing
Personal and professional benefits
Induction processes for newbies
Communication and versioning
systems
Decentralized but with some
leadership
Visible design rules
12
Masque aux lépreux Bwa. Village de Boni. By
Ji-Ell . Licensed under Creative Commons 3.0
BY-SA Unported.
9. 13
Aspect Open Design and Development Traditional Instructional Design
Contributors
Volunteers, motivated by open
philosophy and personal
/organizational benefit
Paid faculty or staff
Makeup of design
team
Distributed Centralized
Induction into the
development team
No specific method
Employment orientation and
training
Access to contribute
Member community open to
public including students
downstream
Private — but some possible
input by students
Roles of design
team members
Loosely defined, overlapping,
broad skills
Specialized, clearly defined
Organizational
structure
Flat, collaborative,
representational, some
meritocratic
Hierarchical or faculty based
Communication
F-F and virtual meetings,
mailing lists, wiki pages,
microblogs
Mostly business
communication tools (email,
meetings)
Intended uses
As originally intended or
repurposed for multiple uses
and settings
Defined purpose determined in
learner, job, institutional or
market analysis
Traditional/Open design and development comparison
10. 14
Aspect
Open Design and
Development
Traditional Instructional
Design
Content copyright
Open licensing (CC) with some
rights reserved
Mostly rights reserved
Content versions Multiple possible via forks Official version
Design processes Informal design processes
More formal design processes
and documentation
Authoring
environment
Open source social software Proprietary
Delivery
environment
Wiki, LMS, other options
Dedicated proprietary
application
Pedagogy
Varied, depending on
individual development teams
and their preferences
Generally in line with
overarching institutional
model
Maintenance Ongoing, community based Episodic, managed
Traditional/Open design and development comparison
11. 16
What is the OERu?
16
Global partnership of like-
minded postsecondary
institutions – not university per
se
Committed to free courses
and programs based on OERs
Optional support, assessment
and credible credentials
through partner institutions
Sponsored by a not-for-profit
foundation in New Zealand
(OERu Foundation)
Virtual presence in
WikiEducator wiki
14. 19
How does it work?
“Parallel learning universe” (Taylor, 2007)
19
OERu logic high level. Wayne Mackintosh. Licensed under Creative Commons 3.0 BY-SA Unported.
15. 20
The “unbundling” concept
20
Model showing OER or OCW reuse (“any content”). Friesen & Murray (2011). Licensed under Creative
Commons 3.0 BY-SA Unported.
17. The open design process
Sample processes
Planning for OERu prototypes
Learning design consultation
Open planning
Design artifacts
22
18. 23
ART100 prototype
TRU’s first contribution: ART100 Art
Appreciation and Techniques
Redesigned from existing OER
Course from Saylor.com via WA State Board of
Community Colleges Open Course Library
Modified/revised/remixed content, activities,
assessments, etc.
20. Sample features of OERu
ART100 design
Ways to engage
Units and assignments
Art resources
Sample unit Art Definitions, Artistic Roles, and Vis
25
21. Lessons learned
Designing with OERs
File formats
LMS
Multiple versions
Schedules and
timetables
Embedded cohort model
Copyright issues
Cultural biases
35
Developing as OERs
Maintain editable source
files
Open environment
Transparent versions/forks
Maintain flexibility
Design for choices
Go CC!
Consider cultural diversity
22. 36
Lessons learned
36
Importance of developer community
Developer motivations (want to make a contribution)
A community of volunteers (attrition) – needs to grow
Division of labor - developer specializations (multiple roles)
Mentoring
Shared and standardized communication habits (essential for
shared understanding of project)
Mediating artifacts
“When code [open curriculum] and community do not develop in
parallel, the learning curve can be steep” (O’Mahoney, 2007)
23. Lessons learned
37
http://wikieducator.org/Art_Appreciation_and_Techniques/Module_3a
Upon successful completion of this course, students
will be able to:
PICK 3 Assignments
(Summative)
1
Interpret examples of visual art using a five-step
critical process that includes description, analysis,
context, meaning, and judgment.
Also use Module 4 Assignment 3
(Saylor)
2
Identify and describe the elements and principles of
art.
Assignment "Worksheet 3"
Module 3 (Saylor) - tweak it -
3
Use analytical skills to connect formal attributes of
art with their meaning and expression.
Assignment 5 0 Module 7
(Saylor)
4
Explain the role and effect of the visual arts in
societies, history, and other world cultures.
Assignment 1 (Saylor) Module 1
-
5
Articulate the political, social, cultural, and aesthetic
themes and issues that artists examine in their
work. Assignment 4, Module 5 (Saylor)
6
Identify the processes and materials involved in art
and architectural production.
Formative quiz in relevant
modules
7
Utilize information to locate, evaluate, and
communicate information about visual art in its
various forms.
Worksheet 6 - Module 6 (Saylor)
and Discussion Question 12
from Module 8 (Saylor) and
Worksheet 10, Module 10
(Saylor)
End of
course Final comprehensive assignment
Build portfolio through course -
integrate as final portfolio piece
- Curatorial statements -
Assignment 6, Module 10
(Saylor)
Activities
Module Goals Individual Group
Define ‘art’ within a cultural perspective. Quizzes for each Module (Optional)
Reflective questions Discussion questions
Assignment example
• Institutional constraints
– assessment and
credit, curricular
oversight
24. 45
Potential and promises
Collaboration towards open learning
opportunities beyond traditional constraints
Develop global community of instructional
design and development expertise using OER
See OER from viewpoints of creation and
reuse
A new way of thinking and working together
Process stays grounded at grassroots level
Use OER projects as catalyst for institutional
innovation
25. 4848
Join us!
Irwin DeVries PhD
Director, Curriculum Development
idevries@tru.ca
Gail Morong MEd
Instructional Designer
gmorong@tru.ca
26. 49
References
Atkins, D., Brown, J., & Hammond, A. (2007). A
Review of the Open Educational Resources (OER)
Movement: Achievements, Challenges, and New
Opportunities. Report to the William and Flora
Hewlett Foundation
Conole, Gráinne. (2008). Using Compendium as a
tool to support the design of learning activities 1, 1–
19. Retrieved from
http://e4innovation.com/Papers/Conole_knowledge
_cartography.pdf
Conole, G. (2010). Defining Open Educational
Practices (OEP), http://e4innovation.com/?m=2010,
25th January 2010. Retrieved May 8, 2014.
Friesen, N., & Murray, J. (2011). “ Open learning
2.0?” Aligning student, teacher and content for
openness in education. Retrieved February 2,
2012, from
http://learningspaces.org/papers/OpenLearning2.0.
pdf. O’Mahony, S. (2007). The governance of open
source initiatives: what does it mean to be
community managed? Journal of Management &
Governance, 11, 139–150.
Editor's Notes
Why we got involved
Open images to do with barriers – one closed and one open
Doing OER- using OER, Making OER
Provide examples – e.g. KUMU wiki, wikimedia commons, Saylor, a few others
What does open mean to you?
Discuss how this fits with open design and development
Could be a process – how do you open it up as well – not just content but process
Don’t just think content – these are all VERBS
People working together – image of collaboration
No easy definition – give an example of where we saw it happening
5 MINUTE MARK
Add Conole reference
PAUSE for QUESTIONS AND DISCUSSION
20 MINUTE MARK
Summarizing this section
Change all graphics and references from OER university to universitas
Mention Launch
See if graphic can be enlarged
25 MINUTE MARK
Screenshots here NO LINKS
30 MINUTE MARK – HAND OVER TO GAIL
GAIL STARTS
40 MINUTE MARK
Under DESCRITION HEAING
IRWIN
GAIL Still need to follow institutional practices to achieve credit