MOOC Cartography - Presentation for Sloan-C International Conference on Onlin...Rolin Moe
Presentation of dissertation literature review encompassing multiple historical and theoretical backgrounds to define the MOOC not as a learning model but as an educational phenomenon.
Media and information literacy (mil), contextual approach to a still young co...Raúl Olmedo Burgos
This document discusses the evolution of the concept of Media and Information Literacy (MIL). It describes how MIL has developed over time through the contributions of various actors and institutions. MIL is now generally understood as an approach that combines elements of media literacy, information literacy, and digital literacy to help citizens engage critically with media and develop important lifelong learning skills. The document also examines ongoing efforts to establish common definitions, frameworks, and indicators to assess MIL competencies on an international level.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.
This document discusses the concept of learner control in networked personal learning environments. It examines how networked learning has transformed learning by placing the learner at the center and questioning the role of educational institutions. The paper reviews literature on self-directed learning from the 1970s to present, discussing perspectives that view it as a process, personality trait, and environmental phenomenon. It argues that with networked environments, learners now have unprecedented control over their learning objectives and processes.
MOOC Cartography - Presentation for Sloan-C International Conference on Onlin...Rolin Moe
Presentation of dissertation literature review encompassing multiple historical and theoretical backgrounds to define the MOOC not as a learning model but as an educational phenomenon.
Media and information literacy (mil), contextual approach to a still young co...Raúl Olmedo Burgos
This document discusses the evolution of the concept of Media and Information Literacy (MIL). It describes how MIL has developed over time through the contributions of various actors and institutions. MIL is now generally understood as an approach that combines elements of media literacy, information literacy, and digital literacy to help citizens engage critically with media and develop important lifelong learning skills. The document also examines ongoing efforts to establish common definitions, frameworks, and indicators to assess MIL competencies on an international level.
This document provides a historical overview of theories of learning from the 20th century. It discusses early theories that viewed learning as an individual cognitive process (behaviorism, constructivism). It then outlines how later theorists emphasized the social context of learning, including social learning theory, Vygotsky's work on the zone of proximal development, and situated learning theory which views learning as participation within a community. The document traces how views have evolved from seeing learning as an internal individual process to recognizing the importance of social and cultural influences.
Earning formal academic credit through a citizen’s viral and OER learning (Id...Merilyn Childs
Earning formal academic credit through a citizen’s viral and OER learning
What are the implications for mobile, hybrid and online learning? Ideas paper presented at: eLmL 2013, The Fifth International Conference on Mobile, Hybrid, and Online Learning, February 24th to March 1st, 2013, Nice, France.
This talk introduced staff at University College Borås to an approach for teaching social media literacies that I was piloting with a group at the IT Technics University, Gothenburg, Sweden.
Quezon City Librarians Association Inc sponsored forum on information literacy. Forum speaker is Ms. Elvie B. Lapuz of University of the Philippines Diliman Library.
This document discusses the concept of learner control in networked personal learning environments. It examines how networked learning has transformed learning by placing the learner at the center and questioning the role of educational institutions. The paper reviews literature on self-directed learning from the 1970s to present, discussing perspectives that view it as a process, personality trait, and environmental phenomenon. It argues that with networked environments, learners now have unprecedented control over their learning objectives and processes.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Establishing the Actual Costs of Textbooks: Data from Virginia's Community Co...Jamison Miller
This study examined the actual costs of textbooks for full-time community college students in Virginia intending to transfer to a four-year institution. Researchers developed a standardized first-year course schedule and collected textbook cost data from the bookstores of 23 community colleges. For fall 2016, the average minimum textbook costs was $413 while the average maximum was $637. Preliminary data for the full first-year schedule found an average minimum of $869 and average maximum of $1,351. The study aims to complete spring 2017 data and report findings to help understand real textbook costs for community college students.
Research methods for CDA of open policy in VirginiaJamison Miller
These slides are from my presentation in a research seminar course where I am designing a study that will be part of my PhD dissertation. I outline my theoretical framework in critical theory and semiotics, the approach of critical discourse analysis (CDA), data collection and data analysis.
This is an overview of my application of Erik Olen Wright's "Real Utopias" framework as a way ground open education. I included the references in the final two slides that weren't in the original conference presentation.
Open education has the potential to transform existing educational institutions into more equitable and democratic forms. However, open education lacks a unified theoretical framework. Erik Olin Wright's framework of "real utopias" provides a way to theorize open education through four tasks: 1) specifying moral principles like equality and democracy, 2) critiquing current systems, 3) developing accounts of open education as a viable alternative, and 4) proposing strategies for transformation. A theory of open education as a real utopia could help sustainably guide its development and prevent cooptation.
This document discusses Jamison Miller's proposed dissertation research on teaching and learning with open educational resources (OER). Miller plans to examine how students use OER in their coursework and learning, and how instructors implement OER in their instruction and whether this influences their pedagogical practices. The research will use case studies of OER programs at community colleges in Virginia. It will apply the theoretical frameworks of sociocultural theory, cognitive information processing, and emotions/interest/flow to analyze the relationships between OER use and pedagogy. The goal is to explore whether OER enables a shift from pedagogies of scarcity to those of abundance.
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.
Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos
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.
1) The document summarizes updates from the GO-GN.net organization, which supports open education research and PhD students.
2) Key updates include a new website, membership application process, surveys of members, webinar series, and funding secured for three more years.
3) The goals are to establish GO-GN as a global community for OER research, have PhD students at the heart of it, and develop resources to increase publications, students, alumni, and ongoing researchers in open education.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
This document summarizes key points from a presentation about a PhD study exploring how educators conceptualize and make decisions about openness. The study uses interviews and surveys to examine why educators use online tools for teaching and learning and how students and educators interact and negotiate their identities in open online spaces. Emerging themes include varying levels of digital engagement, perceptions of digital literacies and identities, concerns around openness, anxiety, copyright and privacy. The study aims to better understand uneven adoption of open educational practices and the influence of job precarity and lack of institutional policy on educators' approaches to openness.
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
The GO-GN network was initiated in 2012 by UNESCO chairs at the Open University of the Netherlands and Athabasca University to support PhD researchers focusing on open education. It has 42 PhD researchers registered from 15 countries working on topics related to openness in education across different fields and sectors. The network holds monthly webinars and an annual seminar to allow PhD candidates to share their work, get feedback, and explore doing open research. It aims to support PhD researchers and raise the profile of open education research.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
This document summarizes key ideas from a presentation on digital identities and networked participatory scholarship. It discusses how people construct identities online through social networks and shares. It also explores how academics can engage in online networks to collaborate, critique and improve scholarship. The presentation argues that education is shifting from centralized instruction to establishing oneself as a node within distributed networks of creativity.
This document summarizes a critical discourse analysis of open education policies in Virginia. It begins with an introduction that outlines the context and research questions. The methodology section explains that the analysis uses critical discourse analysis to illuminate the ideologies and power structures embedded in policy texts. The findings section presents examples of language from the policies that frame open education through requirements, compliance, and faculty responsibility. The discussion concludes that while the policies open some opportunities, they also explicitly constrain open education with mandatory rules.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
Choosing Open (#OEGlobal) - Openness and praxis: Using OEP in HECatherine Cronin
Presentation for Open Education Global Conference (#OEGlobal) in Cape Town, South Africa, 8th March - "Openness and praxis: Using open educational practices in higher education"
The role of educational developers in supporting open educational practicesMichael Paskevicius
While open educational resources (OER) increase in availability, sophistication, quality and adoption around the world there remains a gap in the utilization and contribution to open educational practices, amongst faculty. While an official definition for open educational practices is still emerging, we align ourselves with the following articulation which suggests nascent practices enabled by the affordances of OER and open technology infrastructure allowing for the transformation of learning (Camilleri & Ehlers, 2011) which invites students contribution, engagement, and ownership of knowledge resources thereby flattening the balance of power in student/teacher relationships (McGill, Falconer, Dempster, Littlejohn, & Beetham, 2013).
Arguments have been made at various levels to engage and support faculty in using open educational practices – at the institutional level to support strategic advantage through lower cost access to OER textbooks and educational materials (Mulder, 2011; Carey, Davis, Ferreras, & Porter, 2015); through incentives which support faculty engagement with instructional designers in the co-creation of reusable high-impact courseware (Conole & Weller, 2008; DeVries & Harrison, 2016); through the experimentation and adoption of the practice of teaching-in-the-open (Veletsianos, 2013); and in the forming of learning communities across institutions (Petrides, Jimes, Middleton‐Detzner, Walling, & Weiss, 2011).
This session will focus on the stakeholder role of the educational developer, often situated within teaching and learning centres, whose responsibility may include support of more open practices in higher education, to meet various institutional goals and objectives. Teaching and learning centres are well positioned to support change, review program and course objectives and quality, support professional development in the context of “open”, and support teaching and learning at the departmental, program, and course level. Open educational practices can be situated as a tool to support these change initiatives and provide new conceptualizations of teaching and learning (Bossu, & Fountain, 2015).
Establishing the Actual Costs of Textbooks: Data from Virginia's Community Co...Jamison Miller
This study examined the actual costs of textbooks for full-time community college students in Virginia intending to transfer to a four-year institution. Researchers developed a standardized first-year course schedule and collected textbook cost data from the bookstores of 23 community colleges. For fall 2016, the average minimum textbook costs was $413 while the average maximum was $637. Preliminary data for the full first-year schedule found an average minimum of $869 and average maximum of $1,351. The study aims to complete spring 2017 data and report findings to help understand real textbook costs for community college students.
Research methods for CDA of open policy in VirginiaJamison Miller
These slides are from my presentation in a research seminar course where I am designing a study that will be part of my PhD dissertation. I outline my theoretical framework in critical theory and semiotics, the approach of critical discourse analysis (CDA), data collection and data analysis.
This is an overview of my application of Erik Olen Wright's "Real Utopias" framework as a way ground open education. I included the references in the final two slides that weren't in the original conference presentation.
Open education has the potential to transform existing educational institutions into more equitable and democratic forms. However, open education lacks a unified theoretical framework. Erik Olin Wright's framework of "real utopias" provides a way to theorize open education through four tasks: 1) specifying moral principles like equality and democracy, 2) critiquing current systems, 3) developing accounts of open education as a viable alternative, and 4) proposing strategies for transformation. A theory of open education as a real utopia could help sustainably guide its development and prevent cooptation.
This document discusses Jamison Miller's proposed dissertation research on teaching and learning with open educational resources (OER). Miller plans to examine how students use OER in their coursework and learning, and how instructors implement OER in their instruction and whether this influences their pedagogical practices. The research will use case studies of OER programs at community colleges in Virginia. It will apply the theoretical frameworks of sociocultural theory, cognitive information processing, and emotions/interest/flow to analyze the relationships between OER use and pedagogy. The goal is to explore whether OER enables a shift from pedagogies of scarcity to those of abundance.
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.
Global OER Graduate Network: Raising the Profile of Research into Open Educat...BdelosArcos
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.
1) The document summarizes updates from the GO-GN.net organization, which supports open education research and PhD students.
2) Key updates include a new website, membership application process, surveys of members, webinar series, and funding secured for three more years.
3) The goals are to establish GO-GN as a global community for OER research, have PhD students at the heart of it, and develop resources to increase publications, students, alumni, and ongoing researchers in open education.
How inclusive is the "Openness" of Open Education?Sarah Lambert
This document provides an overview of a PhD student's research on how open education programs can be used by Australian higher education institutions to promote student equity and social inclusion. The research aims to critically examine whether open education truly benefits underprivileged groups or exacerbates existing inequities. The student's literature review identified some programs that successfully supported equity cohorts using open online courses, though more targeted interventions may be needed. Her research will analyze case studies of programs combining open technologies with physical and social supports. The goal is to understand how open education can be designed and implemented inclusively for different student populations and circumstances.
This document summarizes key points from a presentation about a PhD study exploring how educators conceptualize and make decisions about openness. The study uses interviews and surveys to examine why educators use online tools for teaching and learning and how students and educators interact and negotiate their identities in open online spaces. Emerging themes include varying levels of digital engagement, perceptions of digital literacies and identities, concerns around openness, anxiety, copyright and privacy. The study aims to better understand uneven adoption of open educational practices and the influence of job precarity and lack of institutional policy on educators' approaches to openness.
Presentation for EdTech14 Conference, Dublin, 30th May 2014. The presentation was prepared by Catherine Cronin and Thom Cochrane, describing and reflecting on the iCollab project 2011-14. Other iCollab partners include: Helen Keegan, Mar Camacho, Ilona Buchem, Averill Gordon, Bernie Goldbach and Sarah Howard. See icollab.wordpress.com for further information.
The GO-GN network was initiated in 2012 by UNESCO chairs at the Open University of the Netherlands and Athabasca University to support PhD researchers focusing on open education. It has 42 PhD researchers registered from 15 countries working on topics related to openness in education across different fields and sectors. The network holds monthly webinars and an annual seminar to allow PhD candidates to share their work, get feedback, and explore doing open research. It aims to support PhD researchers and raise the profile of open education research.
Global Open Education Graduate Network Research Presentation - Cape Town, Sou...Michael Paskevicius
A brief overview of research journey into open educational practices so far. I am exploring how open educational practices (OEP) are evolving and being actualized in formal higher education. As an educational developer, I am interested in how to support faculty in moving to OEP, understanding the experience of faculty currently innovating with OEP, as well as the student experience of being engaged with OEP.
"Openness and praxis: Exploring the use of open educational practices (OEP) in higher education" - presentation for Digital Learning research symposium #NextGenDL, Dublin, 01-Nov-2016
This document summarizes key ideas from a presentation on digital identities and networked participatory scholarship. It discusses how people construct identities online through social networks and shares. It also explores how academics can engage in online networks to collaborate, critique and improve scholarship. The presentation argues that education is shifting from centralized instruction to establishing oneself as a node within distributed networks of creativity.
This document summarizes a critical discourse analysis of open education policies in Virginia. It begins with an introduction that outlines the context and research questions. The methodology section explains that the analysis uses critical discourse analysis to illuminate the ideologies and power structures embedded in policy texts. The findings section presents examples of language from the policies that frame open education through requirements, compliance, and faculty responsibility. The discussion concludes that while the policies open some opportunities, they also explicitly constrain open education with mandatory rules.
This document discusses using transformative learning theory and self-directed blended learning to develop education for socio-economic sustainability. It proposes a framework with three pillars: student autonomy through self-directed learning, information consumption from formal and informal sources, and formal teacher support through blended learning. The document presents examples of applying this approach to a senior high school course on culture, society and politics in Davao City, Philippines. It identifies potentials and questions for further research on measuring outcomes and promoting transformative learning through self-directed blended design.
Choosing Open (#GO_GN) - Openness and praxis: Using OEP in HECatherine Cronin
This summary provides the key points from the document in 3 sentences:
The document discusses open educational practices (OEP) in higher education. It explores how academic staff use OEP, their reasons for using or not using OEP, and identifies 4 dimensions shared by academic staff who do use OEP - balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The document concludes that use of OEP is a complex, personal, and contextual issue that higher education institutions should support by building academic staff capacity in digital literacies, navigating privacy and openness, and reflecting on educator roles.
The document summarizes a study on open educational practices (OEP) in higher education. It finds that while some academic staff use OEP, many perceive risks that discourage use. Open educators share four dimensions: balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. Higher education institutions should support staff capacity building in these areas through open education strategies and policies that consider individual needs alongside institutional benefits.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented
Classroom Communication And Ict Integration: Public High School Teachers' Not...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
CLASSROOM COMMUNICATION AND ICT INTEGRATION: PUBLIC HIGH SCHOOL TEACHERS’ NOT...IJITE
As part of the 21st Century skills, the integration of Information and Communication Technology is
inevitable in classroom communication. This descriptive qualitative research covered all 60 teachers in five
selected public high schools in Capiz, Philippines. Semi-structured interviews, informal interviews, and
observations were done to gather data. The data were analyzed using General Inductive Approach and
thematic analysis to unearth and cull emerging notions and themes. Participants viewed classroom
communication as a process, tool, context, interaction, and strategy. ICT for them was a driver for change,
a conduit for learning, a modern technology, and an instrument for effective teaching and learning. ICT
integration in classroom communication was interpreted to have helped teaching, to be a new medium of
instruction, and a marriage or partnership between classroom communication and ICTs. It is
recommended that best practices in integrating ICTs in classroom communication should be explored and
documented.
Developing information literacy through Web 2.0: a research proposal about t...Florent Michelot
Presented at Canada International Conference on Education 2017 at University of Toronto Mississauga.
This research project aims to test the connectivist pedagogical approach in order to develop learners’ Metaliteracy (i.e. information literacy), specifically with regard to information evaluation skills. To this end, the aim is to develop a mixed methodology, framed by a social cognitive learning epistemology in the context of which critical thinking is interpreted as a cognitive self-regulation strategy.
John Cook Research Profile For D4DL SIG visit to & talks with the DCRC/REACT hub @ Pervasive Media Studio, Watershed, May 22nd 2013: http://cloudworks.ac.uk/cloud/view/8427
This document presents the concept of Learner Generated Contexts (LGC) as a potential framework to support more effective use of technology in learning. LGC views context as defined by a learner's interactions across physical and virtual spaces over time, rather than being confined to a single location. It proposes that learners can now take greater agency in creating their own learning contexts through technologies that enable sharing information and collaborating online. The document discusses shortcomings of current educational models and argues that a context-based model organized around learner-generated contexts could offer more participatory and democratic learning experiences.
This document summarizes a case study on a reform initiative called the Training, Infrastructure and Empowerment System (TIES) that was implemented at a Canadian research university in the late 1990s to promote the adoption of instructional technology. The study interviewed 12 participants involved in TIES to understand their perspectives. Key themes that emerged included the university's vision for instructional technology, challenges adopting new technologies and alternative delivery systems, barriers to adopting innovations, general challenges to reform efforts, and lessons learned. The study provides insights into implementing reform based on an innovation diffusion theory framework.
Academics in Social Media: Acts of Personal Defiance and Sharing ( at AECT 2013)George Veletsianos
The ways that emerging technologies and social media are used and experienced by researchers and educators are poorly understood and inadequately researched. The goal of this study was to examine the online practices of individual scholars using ethnographic data collection and qualitative data analysis methods. In this presentation I report two findings: Academics' social media use to (a) defy and circumvent academic publishing, and (b) share intimate details of one’s life.
The document discusses research into models for increasing adoption of open educational resources (OERs) in higher education institutions. It presents two theoretical frameworks - Davis' Arena model for understanding technological change within an educational system, and Cox and Trotter's OER adoption pyramid for identifying factors that influence OER engagement. The methodology section indicates the research involves a case study analysis of an OER course design process through these theoretical lenses.
Students Voice: Continuum of Choice for the future of educationAlana James
How much and to what extent should we consider trust and student voice as we redesign education? This is the first year report of findings from the Future(s) of Education project (www.futureofeducationproject.net)
This document summarizes Catherine Cronin's presentation on open educational practices (OEP). The presentation defines OEP as using, reusing, and creating open educational resources (OER) and employing collaborative, learner-centered practices using social and participatory technologies. It discusses Cronin's PhD research on why some educators do and do not use OEP when it is not required. The research found that open educators tended to value balancing privacy and openness, developing digital literacies, valuing social learning, and challenging traditional teaching roles. The presentation concludes by emphasizing that practicing openness is complex and continually negotiated.
Slides of the OpenMed Webinar "Open Educational Practices" delivered on December 5, 2017 by Catherine Cronin, Centre for Excellence in Learning & Teaching (CELT), National University of Ireland, Galway
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter 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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
GO_GN Seminar 2017
1. TRANSFORMATIVE POTENTIALS
OF OPEN EDUCATION
IN THEORY, POLICY, AND
PRACTICE
JAMISON R. MILLER | THE COLLEGE OF WILLIAM AND MARY
@MILLERJAMISON | JRMILLER@WM.EDU
2. ● BA & MA in urban and cultural geography
● Start PhD in educational policy + planning
in 2013
● Didn’t discover “open” until 2014 with
OpenVA
● GO-GN member since 2015
ABOUT ME:
Image: Public Domain | Une classe by Pieter van de Heyden, 1557
3. ● Introduction to the 3-paper approach and
overview of my dissertation
● The three projects
○ THEORY
○ POLICY
○ PRACTICE
● A synthesis
FORMAT:
Image: Public Domain | Une classe by Pieter van de Heyden, 1557
4. Open education has the
potential to sustainably
transform existing
educational institutions
into more equitable and
democratic forms.
Public Domain Image: The subscription room at Lloyd's of London in the early 19th century
5. OPEN EDUCATION IN
1) THEORY
Open Education as a Real Utopia
2) POLICY
The Constraints of Policy: A Critical Discourse
Analysis of Open Education Policies in Virginia
3) PRACTICE
From EDUPUNK to Open Policy: Critical
Technology Praxis in Higher Education
Image CC (BY-NC) Jonathan Cohen
6. OPEN EDUCATION
AS A REAL UTOPIA
JAMISON R. MILLER | THE COLLEGE OF WILLIAM & MARY
JRMILLER@WM.EDU | @MILLERJAMISON
Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
7. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
OPEN EDUCATION IS
“UNDER-THEORIZED”
Bayne, Knox, & Ross, 2015
Deiman & Farrow, 2013
Edwards, 2015
Knox, 2013
Moe, 2015
Nyberg, 1975
8. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
WHY THEORY?
● Without it, open education is vulnerable
to dilution and cooptation
● Not just a lens, but also as a keel
9. REAL UTOPIAS
Sociologist Erik Olin Wright has built a theoretical framework for a
critical and emancipatory approach in social science most
comprehensively presented in Envisioning Real Utopias (2010).
“Real utopias” aims to contribute a “normatively grounded sociology of
the possible, not just the actual” (2012, p. 2).
Image: DV Ltd. / Sigtryggur Ari
10. REAL UTOPIAS
Image: DV Ltd. / Sigtryggur Ari
A contradictory term?
UTOPIAS are fantasies, morally inspired designs unconstrained by
feasibility
REALists eschew such fantasies, condemning them as wasted time and
effort
Wright proposes embracing the tensions between dreams and practice.
What is pragmatically possible is not independent of our imaginations, but
11. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
FOUNDATIONS
1) Many forms of human suffering and many deficits in
human flourishing are the result of existing institutional
and social structures.
2) Transforming existing institutional and social structures
in the right way has the potential to substantially reduce
human suffering and expand the possibilities for human
flourishing.
(Wright, 2012, p. 2)
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FOUR TASKS
1) Specifying moral principles
2) Diagnosis and critique of existing institutions
3) Developing an account of viable alternatives
4) Proposing a theory of transformation
13. THE CONSTRAINTS
OF POLICY
A CRITICAL DISCOURSE ANALYSIS OF OPEN
EDUCATION POLICIES IN VIRGINIA
JAMISON R. MILLER | THE COLLEGE OF WILLIAM & MARY
JRMILLER@WM.EDU | @MILLERJAMISON
Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
14. Two research questions guide this analysis.
● First, how is open education discursively
framed within institutional policies?
● Second, do discursive framings in policies
support open education and OER as
transformational for education, and if so,
how?
Image CC (BY-SA) Véronique Debord-Lazaro
15. THEORETICAL
FRAMEWORK
∎ Tkacz (2015), Wikipedia and the Politics of Openness
∎ Critical Theory (Horkheimer, 1947;1972) and
∎ Critical Approaches to Open Education (Bayne, Knox, and
Ross, 2015; Deimann and Farrow, 2013; Hall, 2011; and
Knox, 2013)
Image: Warwick University
16. Fairclough (1993, 1995)
Texts present ideologies,
beliefs, messages, and
meanings.
CDA proposes to illuminate
these messages, how they
are framed, and how they can
be resisted and usurped.
Gee (1999)
Language is not merely a
means of communication, but
also orders social activity.
CDA is concerned with how
text presents discursive
practices- the ways in which
we are in the world.
Martínez-Alemán (2015)
Has been applying CDA in
higher education policy
analysis.
Identifies its primary
purposes as 1) to reveal
ideological foundations of
discourse, and 2) to provide
evidence (data) to support
corrective action
Critical Discourse Analysis (CDA)
18. DATA ANALYSIS
Image CC (BY) Angie Garrett
Following Martínez-Alemán (2015), CDA is derived from an array of social science techniques
and not a singular method:
Establishing context(s)
● Identification of connections between aspects that construct and restrict discourse
○ CULTURE, SOCIAL IDENTITY, and LANGUAGE
● Identification of linkages between TEXT, STRUCTURAL POWER, and CONTEXT
Framing the text (McGregor, 2004)
● Power relations: who is depicted in power, who has agency, who does not?
● Omission of information, nominalization (converting verbs to nouns), passive verbs
● Presuppositions, what is assumed by the author?
● Insinuations and connotations
● Tone of certainty and authority
● Register, do the words spoken ring true?
19. DATA ANALYSIS
Image CC (BY) Angie Garrett
“improve student success through increased access and affordability, and
improve teaching efficiency and effectiveness through the ability to
focus, analyze, augment, and evolve course materials directly aligned to
course learning outcomes. Faculty will be supported in their use of OER to
achieve both of the stated outcomes.”
(TCC, 2014, p. 1-2)
20. DATA ANALYSIS
Image CC (BY) Angie Garrett
Faculty who incorporate OER materials into their courses shall assume all
responsibility for maintaining the integrity of the course content as
related to copyright and scholarly merit. In order for a course to carry a Z
designation within TCC’s Student Information System, faculty must
follow the procedures contained in this policy. (TCC, 2014, p. 2, emphasis
added)
21. DATA ANALYSIS
Image CC (BY) Angie Garrett
Faculty are to use only materials that are published under a Creative
Commons License or exist in the Public Domain. (TCC, 2014, p. 3, emphasis
added)
It is the faculty member’s responsibility to ensure that such content is
eligible for and meets the standards for a CC-BY license. As such, no
portion of such work may be claimed by others in whole, in part, or as a
derivative work. This requirement is mandatory for Z courses and
strongly encouraged for OER courses. (TCC, 2014, p. 3, emphasis added)
22. ASSUMPTIONS
● Built on the assumptions that language is more than the mechanics
of communication; it orders social practices and expresses ideology
and thus holds impact on actions
DELIMITATIONS
● Focused on institutional and state-level higher education policies
from Virginia from 2007-2016
LIMITATIONS
● As open education policies are only just emerging, there are relatively
few examples from which to draw
● This study will not be analyzing the impact of evident discourses
Image CC (BY-SA) Edith Soto
23. FROM EDUPUNK
TO OPEN POLICY
CRITICAL TECHNOLOGY PRAXIS
IN HIGHER EDUCATION
JAMISON R. MILLER | THE COLLEGE OF WILLIAM & MARY
JRMILLER@WM.EDU | @MILLERJAMISON
Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
24. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
BUILD A BRIDGE BETWEEN
CRITICAL PEDAGOGICAL
THEORY AND PRACTICES
AND
MY DISCIPLINARY HOME OF
HUMAN GEOGRAPHY.
25. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
CONTEXT
The neoliberalizing university
(Giroux, 2014; Newfield 2010; 2016)
26. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
THEORETICAL
FRAMEWORKS
● Dewey, Freire, hooks, Montessori
● Connected learning, Networked learning, and
open education
27. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
1. EDUPUNK
a. DS106
b.A domain of one’s own
2.OER & Z-Degrees
3. OpenVA & Open Policy
EMPIRICS
28. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
Implications for a critical
technology praxis in higher
education, geography in
particular
29. OPEN EDUCATION IN
1) THEORY
Open Education as a Real Utopia
2) POLICY
The Constraints of Policy: A Critical Discourse
Analysis of Open Education Policies in Virginia
3) PRACTICE
From EDUPUNK to Open Policy: Critical
Technology Praxis in Higher Education
Image CC (BY-NC) Jonathan Cohen
30. TRANSFORMATIVE POTENTIALS
OF OPEN EDUCATION
IN THEORY, POLICY, AND
PRACTICE
JAMISON R. MILLER | THE COLLEGE OF WILLIAM AND MARY
@MILLERJAMISON | JRMILLER@WM.EDU
31. Public Domain Image: N°. 2 – Les utopies de la navigation aérienne au siècle dernier
REFERENCES
Benkler, Y. (2006). The wealth of networks. New Haven, CT: Yale University Press.
Castells, M. (2010). The rise of the network society. In The information age: Economy,
society,
and culture (2nd ed., Vol 1). West Sussex, UK: Wiley-Blackwell.
Castells, M. (2013). Communication power. London, UK: Oxford University Press.
Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education.
New York: Macmillan.
Floridi, L. (2011). The philosophy of information. Oxford, UK: Oxford University Press.
Freire, P. (2000 [1970]). Pedagogy of the oppressed. New York: Continuum.
Giroux, H. A. (2014). Neoliberalism's war on higher education. Chicago, IL: Haymarket Books.
Goldrick-Rab, S. (2016). Paying the price: College costs, financial aid, and the betrayal of the
American dream. Chicago, IL: University of Chicago Press.
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REFERENCES
hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York:
Routledge.
McMillan-Cottom, T. 2017. Lower ed: The troubling rise of for-profits. New York, NY: The New
Press.
Newfield, C. (2008). Unmaking the public university: The forty-year assault on the middle
class. Cambridge, MA: Harvard University Press.
Newfield, C. (2016). The great mistake: How we wrecked public universities and how we can
fix them. Baltimore, MD: Johns Hopkins University Press.
Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets,
state, and higher education. Baltimore: Johns Hopkins University Press.
Wright, E. O. (2010). Envisioning real utopias. London, UK: Verso.
Wright, E. O. (2012). Transforming capitalism through real utopias. American Sociological
Review, 78(1), 1-25. doi: 10.1177/0003122412468882