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Usually speak about open textbooks New presentation now topic new work – bear with me
Not Open Access Open Textbooks, Open Courseware Free (5R reuse, revise, remix, redistribute, retain) Granddaddy of the open education movement Begin around the turn of the century Inspired by open source software movement - Why can’t we do this in education? Online Program Development Fund & Open Textbook Project
Pedagogy that is enabled by the internet and collaborative technology Disposable assignment Wiki-Educator program (Wikipedia) Students build the textbook
Closer to my version of open pedagogy Learners interacting with the world Public sphere pedagogy
It is built on the belief that everyone should have the freedom to use, customize, improve and redistribute educational resources without constraint. Even more important than 10 years ago business models for ownership of software changes Technology enables Open – OER, OP require technology (specifically internet) Tech reduce the cost of copying and distribution to almost nothing No proprietary software or files -Defeats purpose to have free open OER if costs $$$ to use them Reason we chose Pressbooks for OTB – source files can be used with other PB Require tech knowledge Tech – become more restrictive more proprietary – ownership vs leasing
Second reason we are interested is in supporting open pedagogy models of teaching & learning – engaging with the world as a pedagogical model Hard to do with traditional LMS where it is very difficult to conduct teaching and learning on the web in the open RRU Elizabeth Child “Students will gain and maintain their own WordPress site throughout the program, allowing them to take an active and participatory role in the wider education community.” The RRU Teaching and Learning Model speaks to authentic experiential and inquiry-based learning, outcomes-based learning, enhanced learning through technology so when we lined these characteristics up with principles of openness and open pedagogy broadly defined there was a direct dovetail. Often challenge for IT departments (rightly so) to work outside of the box on projects like these
EdTech companies collecting massive amounts of data on our students. Knewton (adaptive learning platform) collects over a million pieces of data about students using their cloud-based system. VitalSource has a reading platform that tracks how a student interacts with ebooks – use to improve their ebooks, which you can argue helps improve the books. It also doesn’t hurt that it helps the bottom line of VitalSource.
When Silicon Valley starts turning their eye to your sector
Good arguments about students having control over this data. We as institutions should be making sure that student learning data is protected – it is the law (as stewards of student data) One of the easiest ways to maintain control over data is by choosing applications that we can host ourselves and control ourselves
From Education Week - Use Google Apps for Education, track you even when you log out.
Candace Till – pioneer found Open Learning Initiative Carnegie-Mellon
Says learning analytics and using data to help students is reality and educators should have more control. Gets to core of what higher ed is about – teaching & learning and “a core tenet of any business is that you don't outsource your core business process.“
“…professors and higher-education leaders are making a dangerous mistake by letting companies take the lead in shaping the learning-analytics market. When companies lead the development of learning software, the decisions these systems make are hidden from professors and colleges.
Ms. Thille says companies that won't share their processes are essentially saying, "Just trust the black box." For most academics, she says, "that's alchemy, that's not science.“
Open Tools Open Pedagogy
Open Tools, Open Pedagogy
Clint Lalonde, BCcampus
Digital Pedagogy Network
May 4, 2017
Image: Scott Webb CC0
Unless otherwise noted, this presentation is licensed
under a Creative Commons Attribution License.
Feel free to use, modify or distribute any or all of this
presentation with attribution to Clint Lalonde.
Image: Defender of the Commons by Alan Levine CC0
Open Educational Resources
Photo Day #93 by Martin Weller CC-BY-SA
“Open Educational Resources (OERs)
are any type of educational materials
that are in the public domain or
introduced with an open license. The
nature of these open materials
means that anyone can legally and
freely copy, use, adapt and re-share
Open pedagogy is a set of
teaching and learning practices
only possible in the context of
the free access and 5R (reuse,
revise, remix, redistribute, retain)
permissions characteristic of
open educational resources.
David Wiley (2013)
The amazing expansion of websites globally from 1994 to about 2000—was driven by
open access and individuals learning by reading other people's HTML code. The
web growth over those six years is probably the most significant distance
learning program the world has ever seen. One could say it was perhaps
the first “massive open online” learning phenomenon, occurring nearly two decades
before anyone ever heard of the idea of a MOOC (massive open online course).
Open Educational Resources as Learning Materials: Prospects & Strategies for Libraries, Research Libraries Issues, Sept 2012 http://publications.arl.org/rli280/1
“Open education is not limited to just open
educational resources. It also draws upon
open technologies that facilitate
collaborative, flexible learning and the open
sharing of teaching practices that empower
educators to benefit from the best ideas of
Cape Town Open Education Declaration, 2007
Image: Emile Perron CC0
“The amount of data being collected is staggering. Ed tech
companies of all sizes, from basement startups to global
conglomerates, have jumped into the game. The most adept are
scooping up as many as 10 million unique data points on each child,
The big biz of spying on little kids, Politico, March 15, 2014
“Much of this data exists in software silos that are disconnected. But more and more, companies are
starting to push for the aggregation of student data into analytics tools that can be sold in turn back to the
school. Learning management system log-ins and duration of their LMS sessions. Blog and forum comment
history. Internet usage while on campus. Emails sent and received on via university email accounts. The
pages students read in digital textbooks. The passages they highlight.”