This document provides an overview of the EDUC E-107 Spring 2011 course. It includes logistics, expectations for student participation and collaboration, and a schedule of upcoming topics and guest speakers. Students introduced themselves and shared their interests in open education. Upcoming discussions will focus on the history of open education and defining its key aspects. The document outlines Assignment 2 which asks students to define open education and discuss characteristics of 21st century learning.
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Presentation of Anka Mulder at the OCWC Symposium on Open Education in Florianopolis, Brazil about the global trends in Open Education. Date: 30 October 2012
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Presentation shared during open education week 2016 to educational developers at Vancouver Island University. We cover openness in education, Creative Commons licenses, ways of engaging with open educational resources (OER) and the emergent open pedagogical practices associated with using open resources.
Flat Students - Flat Learning - Global UnderstandingJulie Lindsay
Many educators are now joining themselves, their students and schools to others across the globe. We all know that global collaboration, the sort that includes full connectivity and collaboration that leads to co-creation of artifacts and actions is not easy and takes time to plan, implement and manage. However, let’s think out of the box even further and start to promote and support independent student learning at the Middle and High School levels. Once the teacher is not the gateway (or the barrier) to global learning, then what?
The ‘flat’ student has a PLN and PLC’s to connect with at anytime. The ‘flat’ student can learn (connect, collaborate, co-create, take action) anywhere at anytime without constraints.
Join Julie as she explores this concept and practice of independent ‘flat’ student learning for global understanding and collaborative actions. Flat Connections projects will be featured as well as the new ‘Learning Collaboratives’ to start in 2015. If you want to take your global learning to a higher level, this is the session to attend!
“For most of the 20th century, lectures provided an efficient way to transfer knowledge, but in an era with a perfect video-delivery platform — one that serves up billions of YouTube views and millions of TED (technology, entertainment, design) Talks — why would anyone waste precious class time on a lecture?,” write Associate Medical School dean, Charles Prober and business professor, Chip Heath, in The New England Journal of Medicine.
Presentation of Anka Mulder at the OCWC Symposium on Open Education in Florianopolis, Brazil about the global trends in Open Education. Date: 30 October 2012
2nd Regional Symposium on Open Educational Resources:
Beyond Advocacy, Research and Policy
24 – 27 June 2014
Sub-theme 4: Innovation
Keynote: Spurring Open Educational Innovation for the Sustainable Advancement of Learning and Teaching
Toru Iiyoshi
Students and Open Education: From the What to the How and Why (and When Not)Christina Hendricks
A keynote given at the eCampus Ontario Technology-Enhanced Seminar and Showcase 2017. https://tess17.ecampusontario.ca/home
Slides are available in an editable (PPTX) format at the Open Science Framework: https://osf.io/fcz5x/
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
The findings, drawn from a larger study, are based on interviews with students. They were a mix of ages and most were working.
Most students said they took online courses because of the flexible schedule, and some older students said they preferred a virtual classroom because they didn’t have to interact with their younger classmates.
But most said they missed the personal back-and-forth of the classroom.
E107 Open Education Practice and Potential: Session 4Brandon Muramatsu
Session 4 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Slides for a 2-day workshop at Davidson College in North Carolina, USA. See the site I created for the workshop for more info and to download slides in power point format: https://chendricks.org/oep2018/
Here are the day 1 slides for this workshop: https://www.slideshare.net/clhendricksbc/open-educational-practices-davidson-college-day-1-109408680
Slides for a talk at Douglas College in the Vancouver area, British Columbia, Canada, during Open Access Week 2017. The talk was about what "open pedagogy" means, and whether and why the word "open" fits it.
These are not the latest versions of the slides, but SlideShare no longer allows replacing slides with a new file at the same URL, so I'm keeping these here because I shared this URL with others previously. Here is the URL for the final version of these slides: https://www.slideshare.net/clhendricksbc/whats-open-about-open-pedagogy-final-version
A brief overview on open Education, the emergence of Open Courses, lessons learnt from Free / Libre Open Source Software Communities & some recent projects in this field at which we are working on.
These are the final versions of slides for a talk I gave at Douglas College in the Vancouver, BC area for Open Access Week in October 2017 (an earlier version is also posted here on SlideShare because I gave that URL out before, and SlideShare no longer allows replacing old files with new ones at the same URL).
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Slides for a talk I gave at Douglas College in the Vancouver, BC (Canada) area, during open access week 2017. You can download the slides as power point on my blog: http://blogs.ubc.ca/chendricks/2017/11/11/presentation-whats-open-about-open-pedagogy/
The slides talk about what "open pedagogy" might be, showing how some people have defined it and then coming up with a list of six categories of things that are common to more than one definition of open pedagogy. They then ask what it is that these definitions share that relates to openness: what's "open" about open pedagogy?
Transforming Course Assessments with Backwards Design & Renewable AssignmentsChristina Hendricks
A workshop at the American Association of Philosophy Teachers' conference, July 2016. The first half is about how using backwards design and different types of learning goals as enumerated by Dee Fink can help one one rethink assignments in philosophy courses. The second is about "renewable assignments" according to David Wiley and how they might work in philosophy courses. Ideally one could come up with a new learning goal from the first half and then come up with a renewable assignment to fit it, from the second half of the workshop.
The findings, drawn from a larger study, are based on interviews with students. They were a mix of ages and most were working.
Most students said they took online courses because of the flexible schedule, and some older students said they preferred a virtual classroom because they didn’t have to interact with their younger classmates.
But most said they missed the personal back-and-forth of the classroom.
E107 Open Education Practice and Potential: Session 4Brandon Muramatsu
Session 4 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
Student readiness for college is of great concern at the local and national levels. Open access to high-quality educational materials will increase the number and diversity of adults who are prepared not only to enroll in college but also to be successful in pursuit of a degree, certificate, or professional certification and in chosen careers. Open Education: Bridge to Success, a Next Generation Learning Challenges grant project, features technology-based instructional innovations designed to increase access and enhance curricula in order to improve student preparedness and success. Adoption and adaptation strategies, dissemination and scalability initiatives, and the use of analytics will be showcased
Presented by Patrick McAndrew, Brandon Muramatsu and Jean Runyon at ELI 2012 Online on February 14 2012.
E107 Open Education Practice and Potential: Session 3Brandon Muramatsu
Session 3 for Education E-107, Open Education Practice and Potential, Spring 2011 (Harvard University Extension) taught by M.S. Vijay Kumar and Brandon Muramatsu.
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This is an update of an earlier presentation so is part repeat, but reflects my own growing in understanding of open scholarship over the last year or so.
Goldsmiths, Learning, Teaching and Web 2.0miravogel
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.
It's Not Just About the Money: Open Educational Resources and PracticesChristina Hendricks
Slides for a presentation at an event called Open Art Histories at Langara College in Vancouver, BC, Canada in January 2020. They are meant to explain the what, how and why of OER and OEP. Editable power point slides: https://osf.io/x9s5n/.
Why Adopt MOOCs? Defining Institutional DriversMark Brown
Presentation at Open Up Education: National MOOC Symposium, Dublin City University, Dublin, 1st May, 2015.
This event was supported through two European funded projects: the HOME Project, SCORE2020 Project
Beyond Cost Savings: The Value of OER and Open Pedagogy for Student LearningChristina Hendricks
Slides from a workshop at Mt. Royal University March 9, 2018, for Open Education Week. These slides discuss Open Educational Practices and Open Pedagogy, and examples of each.
These slides are downloadable in Power Point format on my Open Science Framework repository: https://osf.io/kctf3
Similar to E107 Open Education Practice and Potential: Session 2 (20)
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E107 Open Education Practice and Potential: Session 2
1. EDUC E-107
Spring 2011
Unless otherwise specified, Copyright 2011, Vijay Kumar and Brandon Muramatsu.
Unless otherwise specified this work is licensed under a Creative Commons Attribution 3.0 United
States License (creativecommons.org/licenses/by/3.0/us/).
Cite as: Kumar, V. & Muramatsu, B. (2011). Open Education” Practice and Potential.
1
2. Recap
◦ Logistics and expectations, news, glossary, new
student introductions, News
Review student interests (Assignment 0)
Continue discussing open education in a
historical context (and Assignment 1)
Next Week
◦ Assignment 2 and David Wiley
2
3. We’ve designed the course seminar-style
Participate in the discussions, in class, etc.
We want this to be an enjoyable experience
◦ Be professional, but keep it light
One of the aspects of open is the idea of
collaboration and sharing
◦ We’re trying to include your input into each class
◦ We’re going to try and improve what we do during the
course
◦ If you have any suggestions, please share them
◦ To help us improve the experience for everyone,
we’re moving up assignment due dates to Monday
11:59pm
3
4. Nearly finalized
2 In-Person Guest Speakers
◦ Steve Carson, MIT OpenCourseWare, 2/24
◦ Mike Smith, Public Policy, 3/31
Please consider joining us on 3/31 for Mike Smith
4
5. Success is when you have internalized
open education in a very personal way
…in what you do on a day-to-day basis
…in ways you want to make change, in
your job, your organization or the world-at-
large
5
6. Follow OpenEducationNews.org
Setup Google Alert for “Open Education”,
“Open Education Resources”,
OpenCourseWare
6
7. Historically, universities such as Columbia, Oxford, Yale,
Princeton and Stanford and the Massachusetts Institute
of Technology have defined their value by exclusivity as
much as by excellence. The institutions positioned
themselves as purveyors of an important public good —
a corps of graduates fit to run a nation — but the
classrooms and curriculums that ostensibly transform
talented high-schoolers into cardholding members of the
adult elite have been walled off from the general public.
“If you take away OCW completely,” said Ira Fuchs,
former vice president at the Andrew W. Mellon
Foundation, of MIT’s celebrated
OpenCourseWare project, “I’m not sure that higher
education would be noticeably different.” In that light,
free online courseware might seem little more than
noblesse oblige of a sort that is, not coincidentally, a
boon to elite universities’ overseas branding and
recruiting efforts.
Source: Kolowich, S. (2011, February 3). “Online Courseware’s Existential Moment.” Retrieved February 3, 2011 from Inside Higher Education website:
http://www.insidehighered.com/news/2011/02/03/book_examines_free_online_course_giveaways_at_elite_american_colleges_and_universities
7
8. OCW => OpenCourseWare
◦ Typically in the style of MIT OCW with published
courses
OER => Open Educational Resources
◦ Includes more types of resources
LMS => Learning Management System
◦ Typically technology to support course administration,
and dissemination of materials (they can be much
more but usually aren’t)
◦ Examples: iSites (which hosts the class website),
Blackboard, Moodle, Sakai
CC => Creative Commons
◦ Set of licenses that permit reuse, also a movement
8
9. Introduce yourselves
◦ What’s your background?
◦ What do you hope to get from the class? Is there
something you are specifically interested in?
◦ What’s one thing interesting thing about yourself
to help us get to know you better?
9
11. Building a new building
Implications for the publishing industry
Implications for science and math education
Access and quality
11
12. “How can I…improve my students’
experience today but to also prepare them
for college?”
“I hope to…[understand] the concepts and
pedagogical approaches to educational
delivery.”
◦ Guest speakers on designing Open
curriculum, courses and course materials
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 12
13. “…help design and improve educational
activities for outreach programs”
“I hope to…learn about…methods in which I
can apply it to science education.”
“…teaching practices that can make me
more effective as an educator”
◦ Midterm and final projects are designed to
develop personal action plans
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 13
14. “Does Open CourseWare promote learning
for the sake of learning?”
◦ Guest speaker from MIT OCW: Uses of MIT
OCW, and others
“Will people ever look at these courses as
being at par with formal degrees?”
◦ Guest speaker from P2PU (and others Kaplan,
Scholastic, Nixty)
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 14
15. “What [do] people mean when they talk
about the open education ‘movement.’”
◦ Guest speakers from K-12, higher education
and international perspectives
Source: E107 Students. (2011). Assignment 0 Responses.
Open Education Practice and Potential. Spring 2011. 15
17. Open Education is not new
◦ Primarily access to education opportunity
◦ “University without walls”, “Universities without
borders”
◦ Not just formal education at traditional colleges
and universities
17
18. Influences (supply side)
◦ The technology enables much: Internet/Web,
communications and networking, digital nature of
content
◦ Open Source Software movement
Problems/opportunities in education (demand
side)
◦ Old problems still persist: access, opportunity
◦ New problems: demography, domains of study
◦ Changing expectations
◦ Inadequacies of existing practice
Open education has become central to the
discourse on educational change
18
19. What has changed in…
◦ Technology
◦ Demographics
◦ social norms and expectations
…that gives a different flavor to Open
Education today?
19
20. Generation Y Perspectives
Source: ashwinl (Poster) (2008). Generation Y Perspectives. [Slides] Retrieved
from http://www.slideshare.net/ashwinl/nasa-geny-perspectives
20
21. Open Educational Resources Movement
Creative Commons
Consortia and National Movements
21
22. Many said that they now think of open
education more broadly
You identified…
◦ A number of difficult issues with how
organizations approach education and the
enablers and barriers to open education
◦ The competing agendas and issues
Open education is being seen as
synonymous with online education
Is open education about the content, or the
experience, or something else?
22
23. What are 3 characteristics of quality in
traditional education settings?
◦ Which of these are different when you think
about open education?
What are criteria that define Open
Education?
23
24. If you could pick one problem in education
today that open education could help
substantially address, what would it be?
24
26. Assignment 2 is a two-part assignment:
◦ “Open education is…”
Define open education in the context of your
interests or with respect to a big problem in
education
◦ What are three key characteristics of learning
and learners in the 21st century?
David Wiley is our guest speaker
◦ http://davidwiley.org/
26
27. 27
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