This document summarizes a presentation by Dr. Alec Couros on social media and open education. The presentation discusses how open tools can transform research, teaching and service if academics build online presences. It also covers knowledge and learning, collaboration, openness, digital identities, and examples of educators leveraging networks. The conclusion suggests that 21st century learning requires rethinking traditional classrooms given new opportunities for anytime, anywhere learning.
My keynote presentation for the CNIE 2010 conference in Saint John, New Brunswick on May 18, 2010.
The presentation was titled "Knock Down the Walls: Designing for Open/Networked Learning"
My keynote presentation for the CNIE 2010 conference in Saint John, New Brunswick on May 18, 2010.
The presentation was titled "Knock Down the Walls: Designing for Open/Networked Learning"
Mashup of several of my presentations regarding network literacy. This is for EDST499k, a social media seminar I am facilitating in Kelowna - UBC-Okanagan.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Mashup of several of my presentations regarding network literacy. This is for EDST499k, a social media seminar I am facilitating in Kelowna - UBC-Okanagan.
Slides from my Keynote at ALT-C in Manchester, UK Sept. 2009. Two major topics - Jon Dron and my Taxonomy of the Many (review) and a new slides on Open Scholarship. CC but attribution requested
Keynote presentation from the SVEA Next Generation Learning Conference, Brussels, 23rd Nov 2011
Links to YouTube videos are available on the slides, and in the speaker notes underneath each slide.
Slides used to facilitated the Introduction to Connected Learning session in #etmooc (http://etmooc.org). Supporting resources found at: http://bit.ly/Xv3R3P
Slides by Jon Dron and myself to a small group at the Media Zoo at the Univ of Leicester.
Adobe Connect vido available at http://tinyurl.com/anderson-elgg
Navigating the Marvellous: Openness in Education - #altc 2014Catherine Cronin
Keynote presentation for #ALTC 2014. A fuller link to video & a summary of the keynote is here: http://catherinecronin.wordpress.com/2014/09/09/navigating-marvellous/
Abstract: Inspired by a Seamus Heaney poem (Lightenings viii), I’ll explore “navigating the marvellous”, the challenge of embracing open practices, of being open, in higher education, from the perspective of educators and students, citizens and policy makers. To be in higher education is to learn in two worlds: the open world of informal learning and networked connections, and the predominantly closed world of the institution. As higher education moves slowly, warily, and unevenly towards openness, students deal daily with the dissonance between these two worlds; navigating their own paths between them, and developing different skills, practices, and identities in the various learning spaces which they visit and inhabit. Educators also make daily choices about the extent to which they teach, share their work, and interact, with students and others, in bounded and open spaces. How might we construct and navigate Third Spaces of learning, not formal or informal but combined spaces where connections are made between students and educators (across all sectors), scholars, thinkers, and citizens — and where a range of identities and literacy practices are welcomed? And if, as Joi Ito has said, openness is a survival trait for the future, how do we facilitate this process of “opening education”? The task is one not just of changing practices but of culture change; we can learn much from other movements for justice, equality and social change.
Exploring digital literacies with our students means that we must we willing to reflect on our own digital practices and digital identity/identities. This presentation describes how an undergraduate module for IT students was designed and structured so that students could explore, develop and reflect on digital literacies, digital identity and related issues such as privacy and authenticity in networked publics.
Digital Citizenship Symposium - Slide CompilationAlec Couros
Compilation of all slides (10 presentations) for the Digital Citizenship Symposium in Calgary Alberta, September 23-24, 2010 by Dean Shareski and Alec Couros.
Slides for my keynote presentation at YRDSB Quest in Richmond Hill, Ontario, November 17, 2010.
Full video of the recording is found here: http://www.rogerstv.com/page.aspx?lid=237&rid=17&sid=3867&gid=73758
Crowdsourced slides from our unKeynote at PLE 2010 in Barcelona. Some video and audio in slides did not translate in uploading to Slideshare.
Also see the individual skrbl boards for our 8 questions at:
Q1: http://moourl.com/ple1
Q2: http://moourl.com/ple2
Q3: http://moourl.com/ple3
Q4: http://moourl.com/ple4
Q5: http://moourl.com/ple5
Q6: http://moourl.com/ple6
Q7: http://moourl.com/ple7
Q8: http://moourl.com/ple8
Harnessing the Power of Social Networks in Teaching & LearningAlec Couros
A keynote presentation given at the University of Delaware for the Summer Faculty Institute. More information about the event can be found here: http://www.udel.edu/udaily/2009/may/sfi051309.html
The source slides for the presentation are available for download in Keynote format. Please contact alec.couros@uregina.ca for the link.
See full video of the presentation here: http://educationaltechnology.ca/couros/1611
Identity, Networks, and Connected LearningAlec Couros
Slides from my keynote presentation at the DesireToLearn Fusion conference in Boston, MA, on July 17, 2013. You can download the .key (Keynote) file at https://www.dropbox.com/s/tzmw3pccuugu7aq/D2L.key ... feel free to reuse/remix under the CC-NC/ATT/SA license.
A video of this presentation is available at: http://www.youtube.com/watch?v=tF2Xj48iRhw
How Informal Learning Networks Can Transform EducationAlec Couros
Keynote presentation for ASI 2010, York University, Toronto, Ontario - August 2010.
Mashup of several presentations. More info available at http://couros.wikispaces.com/asi2010
Taking on the Challenge of 21st Century Teaching & LearningAlec Couros
Keynote presentation for the North East School Division (Saskatchewan) Annual Convention held August 28, 2012. Resources for this presentation available at: http://couros.ca/x/nesd
The slides were used to support the conversations with grades 4-9 at Calgary Girl's School for their Digital Citizenship Symposium. This was facilitated on January 20th, in Calgary Alberta
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
12. “Web 2.0 tools exist that might allow academics to reflect
and reimagine what they do as scholars. Such tools might
positively affect -- even transform - research, teaching, and
service responsibilities - only if scholars choose to build
serious academic lives online, presenting semi-public
selves and becoming invested in and connected to the
work of their peers and students.”
(Greenhow, Robelia, & Hughes, 2009)
15. knowledge
• what is k?
• how is k acquired?
• how do we know what
we know?
• why do we know what
we know?
• what do humans know?
• who controls k?
• how is k controlled?
16. human thought/ideas
human language
source code
high-level language
(e.g. C++, Java, PERL)
low-level language
(assembly language)
code irretrievable
machine code
(binary)
21. “A key to transformation is for the
teaching profession to establish
innovation networks that capture
the spirit and culture of hackers -
the passion, the can-do, collective
sharing.”
~ Hargreaves, 2003
25. “Open Education is the simple and
powerful idea that the world’s knowledge
is a public good and that technology in
general and the Worldwide Web in
particular provide an extraordinary
opportunity for everyone to share, use,
and reuse knowledge.”
(William & Flora Hewlett Foundation)
26. open(ness)
(short version)
open education
free software
open source software
open educational resources
open content
open access publication
open access courses
open teaching
open scholarship
open accreditation
27. • pedagogical affordance.
• knowledge exchange,
curation, sensemaking,
wayfinding, collaboration,
connected(ness) crowdsourcing, remixing,
(short version)
problem solving ...
• facilitated through personal
learning networks/
environments (PLNs/PLEs)
28. Free/Open Content
“describes any kind of creative work in a
format that explicitly allows copying and
modifying of its information by anyone, not
exclusively by a closed organization, firm, or
individual.” (Wikipedia)
29.
30. Why Do Students Go to University?
Content Degrees
Social Life Support Services
(Wiley, 2010)
31. Why Do Students Go to University?
PLoS
GCT
Wikipedia MCSE
Google Scholar ACT
OCW
Content Degrees
Flatworld K arXiv.org CNE
CCNA
Open Courses
Facebook Twitter
Skype
Social Life Support Services
MySpace Yahoo! Answers
MMOGs
Quora
ChaCha
(Wiley, 2010)
32. early lessons
• knowledge needs to be free.
• relationships trump content.
• transparency & openness are powerful
conditions for knowledge sharing.
• distributed, weak-tie communities can help
to solve complex problems.
• education can greatly benefit from the
experiences of open (source) communities
(i.e., networked communities of practice).
35. media stats (2010)
• 107 trillion emails (89% spam), from 1.04 billion users.
• 255 million websites
• 1.97 billion Internet users
• 152 millions blogs
• 600 million Facebook users (sharing 30 billion pieces of
content per month)
• 2 billion videos watched on Youtube daily
• 5 billion photos hosted on Flickr
Stats as of January 2011 via Royal Pingdom
39. “The average digital birth of children
happens at about 6 months.”
“In Canada, US, UK, France Italy,
Germany & Spain ... 81% of children
under the age of two have some kind
of digital profile or footprint.”
40.
41. Easily Copied Instantly Shared
Easily Edited Viewable by Millions
46. On Digital Video
• “Ten years ago, not one student in
a hundred, nay, one in a thousand,
could have produced videos like
this. It’s a whole new skill, a vital
and important skill, and one
utterly necessary not simply from
the perspective of creating but
also of comprehending video
Stephen Downes communication today.
63. “To answer your question, I did use
Youtube to learn how to dance. I
consider it my ‘main’ teacher.”
“10 years ago, street dance was very
exclusive, especially rare dances like popping
(the one I teach and do). You either had to
learn it from a friend that knew it or get VHS
tapes which were hard to get. Now with
Youtube, anyone, anywhere in the world can
learn previously ‘exclusive’ dance styles.”
64.
65.
66. additional lessons
• growing modes of access and the
ability to publish & disseminate to wide
audiences are key affordances.
• (digital) citizenship & (digital) identity
are emerging content areas that
heavily implicate emerging
pedagogies.
• crowdsourcing & social curation of
content will prove transformational for
learning environments.
94. 21st Century Learning
• “What happens to
traditional concepts of
classrooms and teaching
when we can now learn
anything, anywhere,
anytime?”
Will Richardson