Big oer v little oer; a comparison of the 'granularity' of open education resources
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Comparison of big and little open education resources; identifies benefits and drawbacks of each. Based on ideas by Martin Weller.
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Improving technology, changing students, challenging finances, and alternative credentialing sources have all combined to create an online learning boom in higher education. For liberal arts colleges, online learning promises to enhance the curriculum by moving some tasks online to allow for more active learning face-to-face, increasing student time on task, connecting study abroad or internship students back to campus, adding curricular resources, or expanding access to liberal education. Whatever the motivation for considering online learning, liberal arts colleges are forging new ground in bringing the liberal arts educational model--highly interactive, close work between students and faculty--into an online context. This seminar will explore a variety of models for using technology to fulfill the essential learning outcomes of liberal education and suggest ways faculty might enhance their courses with online teaching.
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2012 aejmc presentation (freberg)
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Center of Digital Learning Workshop (November 2013) - Blogging in Higher Educ...
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Using Open Scholarship to Leapfrog Traditional Educational Barriers
Mostly re-used slides for my keynote at African Council for Distance Education in Victoria Falls, Zimbabwe.
Demystifying OER and Bridge to Success
Open Educational Resources (OERs) have received much attention in the past few years both nationally and internationally—as the innovation du jour for teaching and learning. The presenters will offer an overview of the OER landscape and participants will learn how to find and implement OERs in eLearning courses. The presenters will also discuss opportunities to participate in a Next Gen grant, "Bridge to Success (B2S)" which they received from the Bill & Melinda Gates Foundation.
Presented by Brandon Muramatsu, Patrick McAndrew, Jean Runyon, Shelley Hintz, and Kathy Warner to the Instructional Technology Council Webinar on September 20, 2011.
Hitting the moving target: The transformation of information literacy instruc...
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This document discusses how information literacy instruction for first-year undergraduate students has transformed over the past decade in response to changes in the learning landscape. It describes the instruction approach in 2004, which involved linear, lecture-based teaching. Key changes since then include the rise of personal online content, emphasis on online identity, collaboration, acceptance of Wikipedia, and rise of visual learning media. The author adapted instruction by incorporating blended learning, collaborative projects, social media tools, and a focus on evaluating digital information. Student feedback indicated the new approach helped independent and collaborative learning.Goldsmiths, Learning, Teaching and Web 2.0
With the arrival of the social, participative web often referred to as Web 2.0 came talk of Learning 2.0. Learning 2.0 can be summarised as collaborative, project-based, self-directed, boundary-busting and above all connected. We discuss some national horizon scanning, and the ways Goldsmiths learners and teachers are using what the Web has to offer. We then discuss some of the challenges this poses for learners and academic teachers across higher education institutions, including issues of authority, credit, assessment, facilitation, intellectual property, data protection and support.
E107 Open Education Practice and Potential: Session 2
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Big oer v little oer; a comparison of the 'granularity' of open education resources
- 2. • Institutionally generated • MIT Open Courseware • OpenLearn • USU Open Courseware • Rice Connexions
- 3. High Quality Explicit teaching aims Meet specific learning aims Uniformed Structured Large choice of content
- 4. Cost Not suitable for repurposing Discourages creativity Discourages social interaction Discourages innovation
- 5. • Individually produced • “Frictionless by-product” • Blog posts • Articles • Presentations
- 6. Low cost Bottom-up production Supports sharing Supports staff development Supports creativity & innovation Supports participation Transferrable to different contexts
- 7. Low quality No explicit aim Unpredictable use and audience No framework for dissemination Greater effort
- 8. Weller, M. (2011b) „Public engagement as collateral damage‟ in The Digital Scholar, London, Bloomsbury Academic. Also available online at http://www.bloomsburyacademic.com/ view/ DigitalScholar_9781849666275/ chapter-ba-9781849666275-chapter-007.xmll Weller, M. (2012) „The openness–creativity cycle in education‟, Special issue on Open Educational Resources, JIME, Spring 2012 [online]. Available at http://jime.open.ac.uk/ jime/ article/ view/ 2012-02