Openness in a Flipped Class: relatiOnship, contEnt, cuRiosity
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Slides for my presentation at FlipCon14, the 7th Annual Conference of Flipped Learning, Mars, PA, June 23-25, 2014.
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The teacher set up an online blog called the Global Classroom to connect students from two schools. Students learned how to use the blog, leave comments, and share photos and podcasts. While most students engaged with sharing information about themselves, some struggled with the technology and forming relationships online. The teacher realized structured support was needed to guide students through different stages of online learning development.
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This presentation will draw on present circumstances to inform how we might rethink our role as educators, or perhaps more importantly, encourage others to follow our example. The presenter has been involved in coordinating two virtual communities that have been interacting and learning from one another daily for the past decade. This presentation will show through representative examples how participants in these networks acquire the tools for re-thinking how they engage their students. Networked learning is ineffable in that it must be experienced to be understood, and those without that experience have difficulty grasping a full range of its affordances. As the behavior of participants in online networked learning changes, so their teaching styles change, and the better they are able to model for their students characteristics of what they find most effectively leads to their learning what they want to know in an increasingly interconnected world.
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The Reform Symposium Conference is but one of a myriad of events taking place almost constantly now where teachers have opportunities for meeting in online spaces and sharing information and expertise with one another. The MOOC concept, whether xMOOC or cMOOC, provides steady often overlapping opportunities for deeper, more prolonged engagement not only with niche topics, but more importantly with others interested in those niches. Google Hangouts on Air now make it possible for anyone to simulcast an event, and many do, extending invitations to colleagues in a mushroom field of communities. It seems there is something of this nature going on every minute, and social media is working virally to spread the word among educators.
Stepping back to a wider perspective on this phenomenon, what is going on every minute is networked, connectivist learning. Open education, driven by learners connecting with other learners, is taking place around the clock, around the globe, in countless free spaces, bound only by the amount of time participants can make to engage and absorb the knowledge inherent in their networks. The possibilities this unleashes are only starting to be realized by the brick and mortar establishment. Not that we should quit our daytime jobs any time soon, but we should certainly rethink them.
This presentation will draw on present circumstances to inform how we might rethink our role as educators, or perhaps more importantly, encourage others to follow our example. The presenter has been involved in coordinating two virtual communities that have been interacting and learning from one another daily for the past decade. This presentation will show through representative examples how participants in these networks acquire the tools for re-thinking how they engage their students. Networked learning is ineffable in that it must be experienced to be understood, and those without that experience have difficulty grasping a full range of its affordances. As the behavior of participants in online networked learning changes, so their teaching styles change, and the better they are able to model for their students characteristics of what they find most effectively leads to their learning what they want to know in an increasingly interconnected world.
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The document summarizes Rajiv Jhangiani's background and commitment to open educational practices. It lists his positions as Special Advisor to the Provost on Open Education at Kwantlen Polytechnic University, Associate Editor of Psychology Learning and Teaching, and Ambassador for the Center for Open Science. The document emphasizes increasing access, equity, and innovation through open practices.
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Abstract
In this presentation, I discuss Phonar Nation, a free, open, five-week photography course that was offered twice during the North American summer in 2014 as part of the Cities of Learning initiative. Photographer and open education pioneer Jonathan Worth created and taught the non-credit course to individuals from 12-18 years of age through a website designed to work on mobile devices (http://phonarnation.org/). The author followed the course as his twelve-year-old son completed it from New Zealand. The community-based Phonar Nation initiative extends the work that Worth and his colleagues have done with Phonar (Photography and Narrative), an open, for-credit undergraduate course at Coventry University.
I argue that Phonar Nation highlights several related developments in education that are leading to innovative approaches at different levels and in different contexts. Firstly, Phonar Nation is not only open access but it also uses and produces material that is open to be shared through the use of Creative Commons Licenses. Secondly, it is collaborative, both in the way that it is produced and taught, and in the way that participants are encouraged to engage with one another in community settings and through social media sites. Thirdly, Phonar Nation exemplifies an approach to learning that advocates call Connected Learning, which is accessible, interest-driven, socially situated and geared to extending educational and economic opportunities.
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This document summarizes Vance Stevens' presentation on chaos in learning and how to resolve it through networking. The presentation discusses chaos theory and how chaos can be navigated by developing strategies, literacies, and a network. It advocates connecting with others through social media, MOOCs, and communities of practice to make sense of chaos and facilitate deeper learning. The presentation concludes that rethinking learning, flipping instruction, participating in open courses, and empowering student creativity can help resolve present chaos in education.
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This document discusses openness in education. It begins with definitions of "open" and "free" and explores the history of open source software and open educational resources. MOOCs and open textbooks are presented as ways to reduce costs for students. Barriers to openness include perceptions of quality and the startup costs and time required to find and curate open resources. The conclusion advocates for viewing learning resources as an ecosystem and considering open educational resources when designing curriculum.
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This document discusses open educational practices and resources. It promotes increasing access, equity, and innovation through open education. It notes that open educational resources can help overcome barriers to education by making resources affordable and accessible. Research cited found that the use of open textbooks can improve student outcomes, especially for underserved populations, without compromising academic quality. Open pedagogies are presented as ways to make education more equitable and engaged by encouraging knowledge sharing and creation. A variety of open resources are highlighted as examples.
New Media Blogging Presentation
The document discusses the history and uses of blogging. It notes that before blogs, people communicated online through message boards and early social networks. A blog is a website with regular commentary or posts by an individual or group. Blogs can be on any topic from personal journals to reviews. Blogging is now used in classrooms for students to share work, get feedback, and help each other learn. Educational blogging allows students to engage with topics that interest them and learn in a more personal way through analyzing ideas and beliefs.
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Presentation delivered at the Internet Research 16 (#IR16) Conference, Phoenix Arizona, Oct. 21-24 2015 (http://aoir.org/ir16/). I discuss open practices in education and design, including collaboration, cooperation, crowdsourcing and dissemination. An audio recording of this presentation can be found on Soundcloud (https://goo.gl/G7U1tB). A post that integrates the slides and audio can be found on my blog (http://goo.gl/ps3pHr).
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)
Blog: http://markmcguire.net/
Twitter: @mark_mcguire
https://twitter.com/mark_mcguire
Abstract:
In many countries, the increasing costs associated with higher education combined with reduced funding for public education during a period of fiscal restraint threatens the sustainability of current models of provision. Glenn Harlan Reynolds (2012) warns of a “Higher Education Bubble” in the United States. Sebastian Thrun, founder of Udacity.com, a for-profit platform for Massive Open Online Courses (MOOCs), predicts that there will be only 10 institutions delivering higher education in 50 years (Steven Leckart, 2012). In contrast to these doomsday scenarios, Audrey Watters (2013) and others counter that professors and the institutions that employ them are not necessarily resistant to change, and that we should not “hack education” in a way that dismantles public institutions and threatens local economies, the community, social justice, and the public good.
In this presentation, I briefly trace the development of MOOCs and I discuss the differences between the high profile platforms that rely on lecture videos and machine marking (xMOOCs) and earlier experiments that follow what George Siemens refers to as a “Connectivist” approach (2005), which encourages participants to build their own personal learning network (cMOOCs). Using a case study method, I discuss three types of Design courses that leverage open strategies and serve as exemplars of “digital scholarship” (Martin Weller, 2011). The first, #Phonar (Photography and Narrative), is a Coventry University course that uses blogging and social media to connect place-based students to online participants. The second, ds106 (Digital Storytelling), is an online-only course offered by the University of Mary Washington that requires students to interact with one another and with the wider world through blogs, social media and an Internet radio station. The third, DOCC2013: Dialogues on Feminism and Technology, is a Distributed Open Collaborative Course that was offered for the first time in the fall of 2013 by fifteen universities in the United States and Canada, with academics working collaboratively across institutions.
I argue that by encouraging a paradigm shift in education from Push (broadcast) to Pull (accessing an archive) to Co-create (collaborative production) Design education can provide positive examples of how we can do more, and reach more, sustainably. Blurring the boundaries between teacher and student, online and offline, and formal and informal, education can enhance learning and extend its benefits beyond the lecture theatre and design studio. This pedagogical shift is in line with contemporary Design practice, in which collaborative and participatory processes are crucial, especially when working to solve wicked problems.
Dc pres twitt
The document provides information about presentations from education events being available online at a website, suggests following the event on Twitter using the hashtag #edweeklive, and notes the event location and date as Washington D.C. on October 5, 2010.
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)
The document discusses open educational resources (OER) and the process of engagement between participants in open, distributed, networked learning environments. It suggests that while appropriate resources are important for learning, more attention needs to be paid to designing structures and networks for generating and circulating resources. Examples from open courses are used to explore the nature of digital resources and how they enable constructive engagement between learners.
Collaboration tools in education
Use of computers in Education has increased a lot and is benefiting a lot to the students and teachers. Also with this change an important change that is happening is use of the Opensource softwares in education. This presentation talks about some of the collaboration tools that are opensource and can be used for learning and teaching process.
History of distance learning
Distance learning has existed in some form since the 18th century, beginning with lessons sent by mail. It expanded with the emergence of new technologies like radio and television in the early 20th century. The development of the internet in the late 20th century caused online education to explode, with the number of students taking online courses growing to over 5.5 million by 2009. While distance learning provides greater flexibility and access to education, it also presents challenges like lack of social interaction and dependence on functioning technology. Overall, it has grown increasingly popular as a way to learn with its enrollments increasing much faster than traditional higher education in recent years.
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
Keynote at the 2014 BCNET conference in Vancouver, BC. In this presentation I shared stories of learners' and scholars' experiences online, arising from multiple years of qualitative research studies, and framed in the context of the historic realities of educational technology practice. These stories illustrate how emerging technologies and open practices have (a) broadened access to education, (b) reinforced privilege, and (c) re-imagined the ways that academics enact and share scholarship. They also illustrate the multiple realities that exist in online education practice, and the differences between reality and potential and beautiful vs. ugly online education.
MOOCs - how to live with them and love them
Keynote address at Innovation in Tertiary Education Services 2014 conference, Auckland, New Zealand, 5th May 2014.
Discusses how MOOCs are stimulating a climate of innovation and change in education online, shows case studies of innovative teaching formats in a range of Universities and Community Colleges.
Argues that MOOCs are performing at plateau of stable expectations, and that their greatest impact is a set of invigorated conversations around cost, access, quality and delivery of education.
Compares two interdisciplinary courses, one a blended/hybrid course at Harrisburg Community Colleges, and one offered later as a MOOC at UC Irvine, both using topic of Zombies as a vehicle.
Concludes that MOOCs have unleashed an innovative set of approaches across HE (rather than being in them selves innovative). Schools focussed on classroom delivery have an opportunity to re-invent what they do. Elite institutions can use the MOOC as an intermediary format for delivering their content across multiple formats
wcps2012
This document discusses how to empower students to effectively conduct internet research. It begins by noting how communication and information access is rapidly changing online. It then provides tips for students to evaluate the relevancy, accuracy, reliability, bias and overall quality of internet sources. Examples are given of student projects from a 6th grade language arts class that demonstrate these skills. The document stresses the importance of copyright and fair use when using online content. It also discusses tools and websites that can help students create multimodal digital projects that incorporate internet research.
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From teacher networked learning to transformation in your classroom
From teacher networked learning to transformation in your classroom
Phonar Nation and Mobile, Connected Learning (#MINA2014)
Phonar Nation and Mobile, Connected Learning (#MINA2014)
Chaos in learning: Engaging learners in resolving chaos through networking
Chaos in learning: Engaging learners in resolving chaos through networking
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)
Mark McGure - Open Strategies in Design Education (Cumulus Dublin 8 Nov. 2013)
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)
OER: It’s not the artifact, it’s the process (Mark McGuire, U of Otago)
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
The Beautiful, Messy, Inspiring, and Harrowing World of Online Learning
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Student Efficacy: Are they Learning?
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Building Understanding of Open Education: An Overview of the Impact of OER on...
Open educational resources (OER) can have positive impacts on teaching and learning according to a study by de los Arcos et al. The study surveyed over 7,000 educators and learners from 182 countries and found that OER can improve student performance and satisfaction, help at-risk learners complete their studies, and lead educators to reflect more on their teaching practices. The study also found that 79.8% of educators adapt OER to better suit their needs and accommodate diverse learners. OER also allow both students and institutions to save money on textbooks and materials.
CCCOER OER Research Hub Fellowship
Presentation of the goals and plans for ongoing collaboration between OpenCoursesWare's Community College Consortium for OER (CCCOER) and the Open University's OER Research Hub Project
Back to the Features: questioning the impact of ancillary resources on open t...
In this session, we present several case studies of ancillary resource development for open textbooks in British Columbia. Through these case studies we explore an emerging framework for best practices and the often unrecognized challenges that ancillary resource development poses for open educational resources (OER).
There is increasing evidence that lack of ancillary resources impact OER adoption. Over 40% of the respondents to a 2016 survey of 2,902 faculty members at 29 higher education institutions ranked instructor supplements and student supplements (ancillary resources) as important or very important factors in textbook adoption (Green 2016).
Indeed, the lack of ancillary resources for open textbooks negatively impacts faculty perceptions and adoption rates (Jhangiani et al. 2016). While ancillary resources are often expected by overworked instructors in need of teaching aids, the development of ancillary resources for open textbooks poses several challenges that can be both logistic and fundamental to open education.
For example, ancillary resources may not be shared in the same locations as the associated open textbook, may not be adequately updated with new textbook versions, may not be openly licensed, and may actually undermine the opportunity that open textbooks provide to improve pedagogical approaches.
Moreover, the types of ancillary resources required and the way ancillary resources are developed in different disciplinary settings may require different strategic approaches. In this presentation, we overview these challenges, introduce some applied examples of ancillary resource development, and provide the first steps towards best practices for ancillary resource development.
The role of OER localisation in building a knowledge partnership for developm...
The document discusses two projects - TESSA and TESS-India - that aimed to localize open educational resources (OERs) for teacher education in sub-Saharan Africa and India. It identifies several challenges with the localization process, such as lack of time and technology for localizers, cultural differences that impacted adaptation, and balancing openness with quality control. The conclusion advocates for creating a knowledge partnership approach to OER projects that respects local contexts and experiences while providing institutional guidance.
Train-the-Trainer: OR Community Colleges Open Textbook Workshop
With Dave Ernst, slide from the Open Textbook Network (open.umn.edu) all-day workshop with OR Community Colleges and Open Oregon. Our goal is to help identify and overcome barriers to open textbook adoption, build capacity for open textbooks at individual campuses and across the system, and prepare representatives to give workshops on their own.
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...
This document summarizes a workshop on running effective open educational resource (OER) and open textbook initiatives in academic libraries. The workshop covered introducing OER and its benefits, developing advocacy strategies, and creating an action plan. Participants learned how to frame discussions around OER adoption, address common concerns, and develop SMART goals and tactics to advance OER on their campuses. The workshop emphasized sharing strategies and building connections to support OER efforts.
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER Adoption
Please join the Community College Consortium for Open Educational Resources (CCCOER) for a free and open webinar on the Faculty Perspective on OER Adoption. We will hear from professors in multiple disciplines including English, Physical Geology, and Psychology on how they have adopted and developed OER to improve teaching and learning and reduce costs, and how they evaluate the results. They will also share what has inspired them to do this work and how their students are benefiting from the pedagogical enhancements.
When:
Wed, May 11, 10amPST/1pmEST
Featured Speakers:
Alisa Cooper, PhD Faculty Director of the Center for Teaching, Learning & Engagement | English Faculty Glendale Community College | Tri-Chair, Maricopa Millions Project
sharing how a Saylor.org literature class sparked a re-development of her own course using digital learning materials to replace links and also how her online/hybrid English department colleagues at Glendale Community College are in the process of crowd sourcing an OER ENG101 (Freshman Composition) course.
Ryan Cumpston, MS, Department Chair, Earth Sciences Faculty, College of Lake County, Illinois
sharing how he has built a lab manual for his Physical Geology class and devoted a lot of time to building digital resources (instructional videos and interactive learning modules). Demonstration of interactive learning module features.
Rajiv Jhangiana, PhD, Psychology Faculty, Kwantlen Polytechnic University, Open Textbook Fellow, OER Research Fellow, Associate Editor NOBA Psychology
sharing how he has adopted open textbooks in his psychology courses, editor and reviewer for for the NOBA OER Psychology Project and other OER communities, and performs OER efficacy research.
Participant Login Information:
No pre-registration is necessary. Please use the link below on the day of the webinar to login and listen.
http://www.cccconfer.org/GoToMeeting?SeriesID=1bffe7d5-29be-46c6-adfc-c7e48e63b2f5
Introducing Open: What, Why and How
The document introduces open educational resources (OER) and open textbooks. It discusses the high costs of textbooks for students and rising tuition, with the average student spending over $1,200 per year on textbooks. Open textbooks can help address this issue by providing free or low-cost alternatives. The document outlines strategies for adopting, creating, editing, and using open pedagogy in the classroom. It also discusses barriers to faculty adoption and ways to promote open textbooks, such as through an open textbook library and partnerships with student government.
Creative Commons Licenses for Flipped Educators
Last September, when Kari Arfstrom visited Milton Keynes as an OERRHub fellow, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons Licenses. Last January, when Jon Bergmann and Aaron Sams visited Milton Keynes en route to speaking at BETT13, we talked about creating an infographic for flipped educators that would explain in a simple and engaging manner how to use Creative Commons licenses. Well, let me introduce you to Mr. O'Pen.
For more information: oerresearchhub.org
Campus tech forum 2014
Lumen Learning aims to reduce textbook costs by 90% and increase student success by 10% through the use of open educational resources (OER) and learning analytics. OER allow content to be reused, revised, remixed, and redistributed, addressing the realities that textbook costs are a barrier to student success, content has become a commodity, and digital favors scale. The presentation outlines 50 high-enrollment courses where proven OER sources can replace textbooks, and discusses opportunities to enhance learning through cognitive science and student engagement in creating materials.
Supporting Open Textbook Adoptions: University of North Texas
Open Textbook Network workshop at University of North Texas for staff who will support exploration and adoption of open textbooks.
We Can and We Should: libraries' role in open education
We can and we should: the libraries' role in open education
Libraries around the country, and the world, are increasingly devoting time and resources to open education. But why? In what way are libraries part of this movement and how does it serve our missions and services? This presentation will describe the value that libraries’ engagement in this space can offer to our institutions, our students, and our profession; and, to outline possible ways forward for libraries that are interested in committing their limited resources to this transformative effort.
Ticket trends 2012 2017
The document provides statistics on incoming and outgoing tickets/transmissions for the Oklahoma One-Call System from 2012-2017. It shows year-over-year percentage increases in tickets and breaks down ticket volumes and types by month, company type, work type, and notification method. Maps show ticket volume changes by county across Oklahoma from 2016 to 2017.
OER Talk @ North Dakota OER Summit
This document discusses the high cost of textbooks for college students and the problem it poses for learning. It introduces open educational resources (OER) as a solution. OER are teaching and learning materials that are free and openly licensed for use. The document provides examples of OER repositories and research showing OER can improve student outcomes while lowering costs. It encourages readers to consider adopting, adapting, or creating OER when possible to increase access to education.
Open Education in the United States
This document discusses open education in the United States. It notes that the US education publishing market is worth $16.6 billion and textbook prices have increased 411% since 1987. It states that US students owe over $1.3 trillion in student debt and 2 in 3 students decide against buying textbooks due to high costs. Open educational resources are freely accessible digital materials that can be legally used and modified. The document provides examples of open education initiatives in Washington state, Utah, Michigan, and for higher education that aim to reduce costs and improve learning through openly licensed educational materials.
Open Educational Resources
What are OERs? Why OERs? How to develop OERs? What are open licences? WikiEducator and OER Foundation.
OER Authoring Platforms with CCCOER
Many colleges are looking to open educational resources and openly licensed course material to reduce costs and expand access for their students. Surveys from faculty who have adopted OER and their students report positive outcomes in teaching and learner engagement in addition to the cost savings. Join CCCOER to hear from two OER Authoring platform providers who work with colleges to develop and deliver open courses that are engaging and help measure how students are learning. Faculty and other users of the platform will also be featured.
When: Wed, February 8, at 10am PT/ 1pm ET
Featured Speakers:
Nathan Battle, Academic Success Director, Odigia
OER courses in Odigia transform textbooks into interactive learning experiences while providing additional tools to measure and promote better student engagement. In addition to ready-to-use courses, Odigia empowers subject matter experts to create new courses using existing OER content as a foundation.
Alyson Indrunas, Professional Development Director, Lumen Learning
Lumen helps you solve affordability and access problems with well-designed open textbooks and other course materials students and instructors access directly through the LMS. Fully-customizable courses designed using OER in more than 65 subjects are available and which can help you measure student success.
Cyrus Helf, Multi-media specialist at Western Los Angeles College
Sharing the open course shells he builds for faculty in Canvas using open licensed ancillaries and textbooks from OpenStax.
CCCOER Webinar: Marketing OER Degrees to Students
This document summarizes a presentation about marketing open educational resources (OER) degree programs to students. It discusses efforts at multiple community colleges, including Lord Fairfax Community College, Pierce College District JBLM, College of the Canyons, and Northern Virginia Community College. Key points included educating faculty, current students, potential students, and community stakeholders about OER programs and courses through various marketing channels. Success requires a layered approach and informing everyone who works with students.
The Road to Open Educational Resources
Talk given to the University of Michigan Health Science Libraries on enabling the creation and sharing of Open Educational Resources, OER.
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Building Understanding of Open Education: An Overview of the Impact of OER on...
Building Understanding of Open Education: An Overview of the Impact of OER on...
Back to the Features: questioning the impact of ancillary resources on open t...
Back to the Features: questioning the impact of ancillary resources on open t...
The role of OER localisation in building a knowledge partnership for developm...
The role of OER localisation in building a knowledge partnership for developm...
Train-the-Trainer: OR Community Colleges Open Textbook Workshop
Train-the-Trainer: OR Community Colleges Open Textbook Workshop
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...
Running Effective OER and Open Textbook Programs at Your Academic Library: AC...
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER Adoption
CCCOER May 11 Webinar: 3 Faculty Perpectives on OER Adoption
Supporting Open Textbook Adoptions: University of North Texas
Supporting Open Textbook Adoptions: University of North Texas
We Can and We Should: libraries' role in open education
We Can and We Should: libraries' role in open education
Similar to Openness in a Flipped Class: relatiOnship, contEnt, cuRiosity
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
Results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers' use of OER while implementing the flipped learning model. Presentation at OCWC Global 2014, Ljubljana, Slovenia.
The New 3 E's of Education
This document summarizes a presentation about leveraging emerging technologies for teaching and learning. It discusses how students are digital natives and engaged by new technologies. It promotes using tools like social media, mobile devices, and online content to enhance learning and developing 21st century skills. However, it cautions that the tools are not the focus, but rather how they can facilitate creative, authentic, and collaborative learning experiences.
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...The Open Education Consortium
In this talk I present the results of a study conducted by the Hewlett-funded OER Research Hub Project (Open University) in relation to school teachers¹ use of OER while implementing the flipped learning model
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
This document discusses a study on K-12 teachers' views of how open educational resources (OER) impact students. The study found that OER can improve student performance and satisfaction by increasing access to educational materials. Teachers reported that OER allow for more student-centered learning approaches like flipped learning, where students engage with content online and class time is used for active learning. OER also enable new forms of teaching and learning like having students create their own lessons and online content. Teachers found that OER increase student engagement and motivation by allowing them to customize lessons and see their work published online.
OER activities through University of Michigan, African Health OER Network, an...
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.Into the Great Wide Open
Presentation on Open Education as the 2013 Tourism Educators Conference hosted at Royal Roads University in Victoria, BC.
Web2.0 and the Future
Really a rejig of much I've said before but this time with an eye to what may be coming after web 2.0. Presented at edayz08 - http://www.edayz.org/
Web2.0 Intro
A tailored intro to web 2.0. Not much new here. Basically a rehash of much of what I have already posted on Slideshare in other presentations, with a few new slides.
Cam12 OER and Quantitative Social Science
This document discusses how open educational resources (OERs) can help quantitative social science, a strategically important subject area. It describes a project called SCORE that aims to share teaching resources and expertise in quantitative methods (QM) between institutions. The project will focus on resources that use real-world data to address global issues and engage social science learners. The document provides examples of how OERs can help teach QM by giving students hands-on data experience and appealing to their interests in global topics. It also discusses addressing faculty concerns about openly sharing teaching materials.
iTeaching MSET Webinar
This document discusses the importance of teachers continuing to learn and adapt to new technologies and strategies in order to effectively teach students in the 21st century. It notes that teachers must go beyond solely using textbooks and familiar worksheets, and should question existing methods and research new approaches. Teachers are also encouraged to understand social media and how students use digital tools, even if not integrating these tools into their own lessons, in order to help guide students online. The document advocates making lessons highly engaging using multimedia tools, and adapting to the pervasive presence of mobile devices and helping technology work for lessons rather than being a distraction. It promotes a student-centered approach and individualizing instruction to different learners.
Learning is mobile anyway... invited webinar contribution for Edinburgh Napie...
This document summarizes an invited webinar given by Chrissi Nerantzi on mobile learning. The webinar discussed several of Nerantzi's mobile learning projects including the Mobile Reflections project, a module delivered on mobile devices, and the BYOD4L open course on mobile learning. The webinar highlighted benefits of mobile learning such as increased collaboration, connectivity and the formation of learning communities. Challenges discussed included adapting to using personal devices for learning and issues with support. Overall the webinar advocated for a flexible, collaborative and authentic approach to mobile learning.
But I've Never Taken an Online Course Before!
Virtual presentation to the Faculty of Education at the University of Victoria on July 16, 2020. As concerns about COVID continue to impact planning for the fall term, it appears likely that online learning will play a significant role in course delivery. For many instructors, developing and teaching an online course will be a new experience. The same will be true for many incoming students who are now facing the potential that their entire fall term may be delivered in a format that they are unfamiliar with. As their instructor, there are some strategies you can employ that can help alleviate the fears and concerns learners new to online learning may have about taking online courses. In this session, we'll take a look at the student experience taking an online course for the first time. What are some of the common challenges many will face? What kind of impact is COVID having on their learning experience, and what are some practical ways through course design and facilitation that you can help ensure they will be successful learners.
(De)constructing [online]* learning: Salvation, stigma and/or snake oil
(De)constructing [online]* learning: Salvation, stigma and/or snake oilUniversity of South Africa (Unisa)
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
South Africa
Together or finding each other in the digital jungle
This document discusses the scholarship of teaching and learning through collaborative online networks. It provides examples of collaborative projects between academics at different institutions on topics like course design, professional development programs, and research on mobile learning and open education. The document advocates for embracing new ways of collaborating using social media and networking tools, emphasizing community, flexibility, and open sharing of ideas.
Go Beyond the Classroom: Share your Work with the world through Open Educatio...
This presentation by the Open.Michigan Team provides an introduction to Open Educational Resources (OER), shows several examples, and provides an overview for the Open.Michigan initiative. The presentation also demonstrates the steps involved in creating and sharing your own educational materials as OER.
Open Learning Presentation IFWE 2010
The document discusses open learning and its intersections with e-learning. It provides definitions of open learning from various sources that emphasize making education accessible, learner-centered and available anywhere. It also discusses the benefits of open courseware through open educational resources and initiatives like Open SUNY that aim to provide affordable, innovative and flexible education online. The document explores various web-based technologies that can be used to support open learning and mobile learning for adult learners.
Learners as Leaders in a Changing World
This document discusses the need for change in education systems to better prepare learners for an uncertain future. It promotes seeing possibilities instead of problems, sharing ownership of learning between teachers and students, and developing students as leaders rather than followers. The document argues that education must leverage digital tools to create a coherent learning experience both in physical and online spaces. It provides examples of making the learning process transparent, giving students control over their learning, and assessing their ability to thrive in an interconnected world. The overall message is that simply continuing traditional education is depriving young people of their future and true innovation is needed to develop learners who can face disruption and create positive change.
Opening The Ivory Tower
Opening The Ivory Tower: Global HIgher Ed Entails Opennes. Presentation for the Faculty Resource Network Symposium 2014: The Global Imperative of Higher Education.
Exploring Open Education; Re-imagining Higher Education
The document discusses exploring open education and reimagining higher education. It notes that more change will happen in education in the next ten years than the past hundred. It outlines the growth of open online courses from a few universities offering courses in 2002 to over 20,000 courses being offered by 250 universities in 2012. It discusses advantages of open education for universities, including engaging the community and collaboration. It also discusses the role of social networks, online discussions, and open sharing of ideas and resources in transforming education.
Why Networked Learning Matters
This document summarizes key ideas from a presentation by Dr. Alec Couros on networked learning. In 3 sentences:
Couros discusses how Web 2.0 tools can transform research, teaching and service if academics build serious online presences. He advocates for innovation networks among educators that embrace open principles like those of open source communities. Couros shares lessons on knowledge, connections, openness and teaching from his experience participating in online networks and using open educational practices.
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Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
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Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
Flipping with OER: K12 teachers’ views of the impact of open practices on stu...
OER activities through University of Michigan, African Health OER Network, an...
OER activities through University of Michigan, African Health OER Network, an...
Learning is mobile anyway... invited webinar contribution for Edinburgh Napie...
Learning is mobile anyway... invited webinar contribution for Edinburgh Napie...
(De)constructing [online]* learning: Salvation, stigma and/or snake oil
(De)constructing [online]* learning: Salvation, stigma and/or snake oil
Together or finding each other in the digital jungle
Together or finding each other in the digital jungle
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Go Beyond the Classroom: Share your Work with the world through Open Educatio...
Exploring Open Education; Re-imagining Higher Education
Exploring Open Education; Re-imagining Higher Education
More from BdelosArcos
Introduction to Open Education
This document discusses open education, including open educational resources (OER), open licensing like Creative Commons, and open educational practices. It addresses key concepts in open education such as improving access to education, enhancing learning, and empowering learners through the open sharing and reuse of educational content under open licenses. The document also notes that openness is a complex issue that is personal, contextual, and constantly negotiated. It concludes with a reminder to report back and closing remarks.
Copyright Law: the basics
1. Copyright law grants creators exclusive rights over their original artistic works for a limited time, generally the life of the author plus 70 years. It aims to incentivize creation and protect attribution and integrity of works.
2. Other forms of intellectual property include trademarks, which protect brand identities, and patents, which protect inventions for a limited period.
3. When copyright expires, works enter the public domain and can be freely used by anyone. Some limitations to copyright include allowing uses for criticism, parody, and access for disabled people.
What is Creative Commons?
B. de los Arcos, June 2021
Assignment – Unit 1, Creative Commons Certificate
Blog post: https://oscailte.wordpress.com/2021/06/12/what-is-creative-commons/
An introduction to open education in 17 images (and a few words)
The document is an introduction to open education presented through 17 images and captions. It covers topics such as the 5 Rs of open education which are reuse, revise, remix, redistribute, and retain; how open education can improve access, enhance learning, and empower learners; and critical approaches and ensuring inclusiveness and equity in open education. The final image indicates that the presentation itself is open.
Themabijeenkomst: Open Education
This document discusses open education and provides information on key declarations and action plans related to open educational resources (OER) and open educational practices (OEP). It outlines the 2007 Cape Town Declaration and the 2012 UNESCO Paris OER Declaration, which have 10 principles each to promote OER. The 2017 Ljubljana OER Action Plan also has 5 areas of focus. The document notes that education is about sharing knowledge and that OER allow for open admission, free resources, and reuse. It references strategies from the Netherlands and TU Delft university to support open education.
Thinking about Open - TUDelft
The document discusses open educational resources (OER) and open licensing. It provides definitions and examples of open source software, open access, open culture, open data, and other open concepts. It explains that open resources are free to use, modify, and share subject to permissions granted by open licenses like Creative Commons licenses. The document encourages educators to use, adapt, create and share OER to make educational resources more accessible to others.
Los REA y las desigualdades de acceso a la educación, ¿una promesa sin cumplir?
Este documento discute cómo los Recursos Educativos Abiertos (REA) podrían ayudar a abordar las desigualdades de acceso a la educación. Señala que aunque los REA prometen ampliar el acceso, en la práctica a menudo excluyen a ciertos grupos. También plantea preguntas sobre si se imponen visiones colonialistas de los REA y si su uso requiere necesariamente tecnología digital, excluyendo así a quienes carecen de acceso o habilidades tecnológicas. En
Open textbooks, open pedagogy
Open textbooks are textbooks that have been published with an open license, allowing them to be freely used, adapted, and distributed. These textbooks can be downloaded for no cost or printed at low cost. Open textbooks provide benefits over traditional textbooks by being more affordable and allowing for customization and revisions over time.
Open Textbooks: Access, Affordability and Academic Success
Slides for workshop on open textbook adoption, UK Open Textbook Project at Glasgow Caledonian, December 4th, 2017.
One Thousand and One Tales of Open
This document contains a summary of an open educational resource (OER) workshop. It discusses how OERs allow teachers to fully develop courses without copyright restrictions and share them freely online for anyone to use or modify. An example is provided of a teacher who was able to enrich their teaching by having students participate in real-world scientific activities and receive feedback from experts online. The document also notes that students often save significant amounts of money by using free OERs instead of expensive textbooks. Statistics are presented showing higher levels of engagement with OERs in northern countries compared to southern countries.
Open Textbooks: Access, affordability and academic success
Slides for workshop on open textbook adoption in Ireland, as part of the UK Open Textbook Project. Adapted from work by David Ernst, University of Minnesota.
Exploring educators’ use and acceptance of social networking and gamification...
This document summarizes research exploring educators' use and acceptance of social networking and gamification features on open educational repositories. The researchers surveyed educators on their perceptions and use of the KlasCement open repository. Educators found the site easy to use and useful but were not using it primarily as a social network. While educators were open to some gamification features like badges, they were less interested in features like public profiles showing what they downloaded or challenges for receiving badges. Educators were most motivated to share resources on getting feedback to improve their materials or feeling more professional, rather than for performance-based reasons like leaderboards or awards.
A Tale of Two Globes: Exploring the North/South Divide in Use of OER
Presentation given at The 12th Annual Open Education Conference #OpenEd15: The Impact of Open. Vancouver, November 2015.
Global OER Graduate Network: Raising the Profile of Research into Open Educat...
The document discusses the Global OER Graduate Network, which supports 45 PhD researchers from 14 countries researching open education. The network aims to raise the profile of open education research, support PhD students, and develop openness in the research process. It also discusses open research and defines it as conducting and sharing research such as proposals, literature reviews, and findings publicly to allow others to access and build upon.
Teacher perceptions and use of open educational resources
Slides to present at webinar organised by the Michigan Virtual Learning Research Institute, June 29th, 2016.
Improving research through openness
Open research is defined as intentionally sharing research proposals, documents, literature reviews, methodologies, instruments, frameworks, findings, and data publicly to allow others free access, use, modification, and sharing while preserving ethics and legal standards. Conducting open research can improve quality through an agile process where work is openly shared and built upon, though there are also challenges to consider regarding openly sharing failures or incomplete work.
Awareness of OER and OEP in Scotland: Survey Findings from the OEPS Project
Presentation given at OER16, Edinburgh, April 19th-20th 2016 in collaboration with Beck Pitt as part of our work with the Open Education Practices in Scotland (OEPS) Project.
Non-English speakers’ use of OER: consumers or contributors?
This document discusses non-English speakers' use of open educational resources (OER) and whether they act as consumers or contributors of OER. It notes that while English dominates OER provision, localization of materials is important for cultural and pedagogical relevance. Survey data of OER users showed that over a third are non-native English speakers, who face challenges in finding and accessing high-quality resources. While both English and non-English speakers adapt and use OER, non-English speakers contribute and share adaptations less frequently. The document calls for encouraging OER development, adaptation, and sharing in multiple languages and cultural contexts.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Openness in a Flipped Class: relatiOnship, contEnt, cuRiosity
- 1. Openness in a Flipped Class: relatiOnship, contEnt, cuRiosity Dr. Beatriz de los Arcos The Open University oerresearchhub.org
- 2. Photo: CC BY B. de los Arcos
- 4. Open Source Software Open Access Open Culture Open Educational Resources Open Content Open Data Open Science Open Research Open Licensing Open Textbooks Open Courseware Open Policy CC BY J.Park http://www.slideshare.net/janeatcc
- 5. CC BY J.Park http://www.slideshare.net/janeatcc
- 6. What’s Open Got to Do with It? Photo:CCBY-SA2.0bybadgreebfattkatthttps://flic.kr/p/7fqa4X
- 7. O E R H U B Understanding the impact of open educational resources Photo: CC BY M. Weller
- 8. Keyword Hypothesis Performance OER improve student performance/satisfaction Openness People use OER differently from other online materials Access OER widen participation in education Retention OER can help at-risk learners to finish their studies Reflection OER use leads educators to reflect on their practice Finance OER adoption brings financial benefits for students/institutions Indicators Informal learners use a variety of indicators when selecting OER Support Informal learners develop their own forms of study support Transition OER support informal learners in moving to formal study Policy OER use encourages institutions to change their policies Assessment Informal assessments motivate learners using OER
- 11. Kari’s photo Photo: CC BY OERRHub
- 12. © Jon Bergmann All Rights Reserved
- 14. “This course has been fully developed from scratch without [copyright restrictions] and is released free on the web for any teacher or student to use or remix. As a result, I do not treat this curriculum as mine –it belongs to the class and to the world.” https://sites.google.com/a/byron.k12.mn.us/stats4g/home/syllabus
- 15. “Two weeks ago, I had the chance to help out one of our teachers as she worked with some 4th graders on math. Instead of “teaching” the students, she had each student design a lesson they could teach to the world. They designed their presentation and used a screen capture program (…) to record their session. We then posted the video to YouTube and now these 10 year olds are teaching the world math lessons. It has been motivating for these students to see how many people watch their videos. It has also helped them to understand the topic that they presented on”. http://jonbergmann.com/students-as-creators-of-content/
- 20. “I’m not so much the all-knowing Oz behind the curtain that we grew up with… teachers were the holders of all knowledge and we were students, lucky to be in their presence. My students are able to see the fact that I’m a learner alongside of them and we can learn from each other (…) I by no means profess that I’m the only one that has this knowledge, I’m the only one they can learn from, the only one who knows the right answers”
- 23. Photo CC BY-NC 2.0 ryancr https://flic.kr/p/dA7Vg
- 24. • I’ve never seen it 33.3% • I’ve seen it but don’t know what it means 16% • I’ve seen it and know what it means 50.6% What do you know about this logo?
- 25. How important is CC licensing to you?
- 26. • I’ve created resources 95% • I’ve created resources and published them online 44% • I’ve created resources and published them online under a CC license 5%
- 30. Photo: CC BY-ND 2.0 by Christian Weidinger, https://flic.kr/p/iqbQsV
- 31. Thank you for listening b.de-los-arcos@open.ac.uk @celTatis Photo CC BY-SA 2.0 Michael Mandiberg https://flic.kr/p/62NbiE
- 32. in service of The Open University
Editor's Notes
- http://loro.open.ac.uk
- Relationship, content, curiosity
- http://mrsbush5thgrade.weebly.com
- oerresearchhub.org
- http://creativecommons.org/choose/
- http://schoolofopen.org