Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Presentation "Beyond Borders: Global Learning in a Networked World" by Stephen Downes during UNBORDERING EDUCATION forum in Yerevan, Armenia, November 2014.
Grainne Conole and Terese Bird presented this in a webinar for Open Education Week 2014, on 14th March 2014. The webinar is an activity of the eMundus EU-funded project about virtual mobility and open educational partnerships.
This presentation will be presented at the STC 2013 Technical Communication Summit. The purpose is to provide an overview of MOOCs and garner interest in the upcoming STC Tech Comm MOOC.
Open and online: connections, community and reality Catherine Cronin
Slides for Open Education Week webinar by Catherine Cronin & Sheila McNeill, hosted by the University of Sussex.
Webinar recording available here: https://connectpro.sussex.ac.uk/p96542464/
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The Nordic Open Education Alliance at EDEN 2013Jan Pawlowski
The presentation shows the idea of creating a regional approach to collaborate around Open Educational Resources (OER) in the Nordic countries. Which are the main barriers and recommendations / actions to overcome those.
Creating the Morgridge International Reading Center; IRA 2009, PhoenixSusan Wegmann
This slide show will be presented at the International Reading Association's Annual Conference in Phoenix, AZ on Feb. 23, 2009. Anyone who would like to discuss the Morgridge Center may access our website: mirc.ucf.edu.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
Explores the idea that the openness approach has broken through to mainstream practice, but that the battle around the direction open education will take is just beginning.
A presentation given to the CTLT Institute (Centre for Teaching, Learning and Technology) at the University of British Columbia in May, 2013. In it I introduce open education, MOOCs, xMOOCs vs cMOOCs, and discuss ETMOOC--a cMOOC I participated in in 2013--as an example of a cMOOC to better explain what (some) cMOOCs are like.
Open educational resources: What are they and where do i find them?Amy Castillo
Presented at the Excellence in Teaching 2017 conference on February 10, 2017. Abstract: Have you ever considered using an open textbook in your class? How about open courses, quizzes, lab manuals, or other course materials? Open Educational Resources (OERs) are free and free to reuse resources or course materials that you can repurpose in your classes, including both written and multimedia content. There are OERs available for every subject matter and academic level. Tarleton librarians, Margie Maxfield Huth (Systems Librarian) and Amy Castillo (Periodicals & Electronic Resources Librarian) will discuss what OERs are, and how they can be used in the classroom. They will also show resources for identifying OERs that might be appropriate for use in your classes.
The Nordic Open Education Alliance at EDEN 2013Jan Pawlowski
The presentation shows the idea of creating a regional approach to collaborate around Open Educational Resources (OER) in the Nordic countries. Which are the main barriers and recommendations / actions to overcome those.
Creating the Morgridge International Reading Center; IRA 2009, PhoenixSusan Wegmann
This slide show will be presented at the International Reading Association's Annual Conference in Phoenix, AZ on Feb. 23, 2009. Anyone who would like to discuss the Morgridge Center may access our website: mirc.ucf.edu.
A presentation on various ways one might try to evaluate the effectiveness of cMOOCs, and some questions and concerns about each one, ending with a question: how best should we do this?
Slides for a short presentation on open leadership for OCLMOOC, an open, online course for educators in Alberta, Canada. Archive of this session on Blackboard Collaborate can be found here: http://oclmooc.wordpress.com/archives-of-oclmooc-sessions/
The Self as an Open Educational Resource #SelfOERSuzan Koseoglu
Presentation at #OER16 Edinburgh, first published here:
http://www.slideshare.net/edp05mab/self-as-oer-selfoer-oer16?ref=http://blog.mahabali.me/blog/whyopen/presenting-on-self-as-oer-with-suzankoseoglu-at-oer16-selfoer/
These slides accompanied the workshop delivered on #FOAMed at the AMEE conference in Prague 27 AUgust 2013 by Natalie Lafferty, Annalisa Manca, Dr Ellie Hothersall and Dr Laura Jane Smith.
The workshop provided an introduction to Free Open Access Medical Education and some examples of how this approach can be used in Medical Education.
Open Educational Resources and the School LibraryKaren Malbon
Open Educational Resources and the School Library. Presented at EduTech, Future Libraries Congress, Sydney, Australia, 7 June 2018. Teacher Librarians can play a vital role in finding, selecting, curating and promoting Open Educational Resources (OER) to their school communities. Gain an understanding of OER and the issues surrounding OER for K-12 teacher librarians and teachers. Discover a variety of OER and Open Access (OA) repositories and sources suited to K-12 education. Examine strategies and tools employed by teacher librarians to manage and encourage OER use.
ODLAA launch webinar 15 /16 June 2020
Distance Education 41(2) SI
https://doi.org/10.1080/01587919.2020.1775341
Full Issue:
https://www.tandfonline.com/toc/cdie20/current
Critical Questions for Open Educational Practices
Advancements in learning technologies are being driven from an increasing diversity of domains of practice and research. The “open” agenda – open architecture, open source, open standards, open access, open learning, open networks, open data, and open educational resources – is very much at the forefront of these advances for a growing international community of practice. While this agenda is valued highly in the education sector, openness is not the only driver of change or innovation with ICT. Social media continues to shape the nature of much engagement online and the late 20th century mantra that “content is king” is giving way to a fresh focus on so-called “21st century skills” and competencies where digital literacy is as important as critical thinking and problem solving. Meanwhile, discourses on sense-making and developments in knowledge management and knowledge-sharing infrastructures continue to inform the theory and practice of e-learning. This presentation acknowledges these trends and a broad range of narratives that track the evolution of e-learning as a means of contextualising a frontier ready for further technological innovation: the stimulation and support of questioning online. In particular, research into why-questioning is highlighted. Why? Because the semantics involved typically involve ambiguity, dialog or further inquiry. More specifically, investigation into why-questioning reveals that the object it seeks is explanatory content – and content that can be characterized as such presents a number of challenges for learning technology design.
The presentation shares the first results of the Open Educators Factory project, focussing on the relation between openness and networking and on the importance of keeping in mind different entrance points towards openness
Edu on Tour 2012: Action Research about Alternatives in EducationPhilippe Greier
Out of our experience in Austria a 1-week program Edu on Tour:2012 was coming out as a dynamic group learning process with concrete results and a social impact. In November 2012 12 social entrepreneurs and education activists from all around the world met up to a social media campaign for making alternatives in education visible.
The participants realized the tour within a self-organizing process from and met the first time in person at the start in Amsterdam.
Among those were also the responsible stuff and founders of Nuestra Escuela (Puerto Rico; Stated funded school with democratic principles; http://www.nuestraescuela.org/) that is one of the driving forces in the education transition in South America. During the Edu on Tour Styria we visited 5 alterna-tive education institutions.
A traveling report of the EoT2012 can be found at: http://www.knowmads.nl/the-educational-revolution/
• Knowmads Business School (Netherlands; Alternative Business School; 1 Year Full – Time Pro-gram) http://www.knowmads.nl/
• Neue Schule Hamburg (Germany; Democratic School) http://www.neue-schule-hamburg.org/, Kinder entscheiden total frei über Lerninhalte werden von Erwachsenen nur beraten) http://www.neue-schule-hamburg.org/
• D&F Academy (Germany; 1 Year Change Maker Program, 6 weeks fulltime) http://dfacademy.org/
• KaosPilots (Denmark; Business school; official Bachelor degree possible) http://www.kaospilot.dk/
• YIP - International Youth Program (Sweden; 1 year Change Maker Program, Social Entrepreneurship) http://yip.se/
• Nuestra Escuela (Regelschule mit demokratischen Prinzipien, Schüler entscheiden selbst über ihre persönliche Lernstrategie) http://www.nuestraescuela.org/
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!
George Veletsianos: Emerging Academic Practices in Open Online Learning Envi...Alexandra M. Pickett
The growing need for an educated workforce, changing student demographics, opportunities presented by new technologies, and increases in the cost of attending post-graduate educational institutions have led many educators, policymakers, and businesspeople to seek more affordable models of educating large numbers of students, such as open textbooks and Massive Open Online Courses (MOOCs). An uncertain job market, expanding opportunities to interact with diverse audiences in online settings, and the potential of online networks to increase citations and impact have also led many academics to engage in open scholarship and make use of such online social networks as Twitter and Academia.edu. Common to both these developments is an increasing advocacy for and engagement with open practices in teaching, learning, and scholarship. In this talk, I will describe a number of emerging online practices and share results from my research into these practices.
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The Digital Age Scholar: Building International Research Collaborations
1. The Digital Age Scholar:
Building International Research Collaborations
Professor Mark Brown
Director, National Institute for Digital Learning
29th
April, 2014
2. • Director of the new National Institute for Digital
Learning
Background…
4. • Previous Director of Distance Education and Learning
Futures Alliance (DELFA)
• Leadership role in supporting the implementation of a
university-wide Digital Learning Strategy
• Leadership role for New Zealand’s first enterprise wide
university-based MOOC initiative
• Past President New Zealand Association for Open, Flexible
and Distance Learning
• Director of the new National Institute for Digital
Learning
• Previously Director of the National Centre for
Teaching and Learning, Massey University, New
Zealand
Background…
8. 1. What is the openness movement?
1. What is the value of digital scholarship?
2. What are some of the key lessons for international
research collaborations?
Outline…
13. • changing our lives
Openness is…
1. What is the openness movement?
14. 1984 2014
Long ago people danced at concerts, now they
video, share, click and tweet!
Source: KPCB Internet Trends 2013
“Open Living”
1. What is the openness movement?
15. • changing our lives
• changing our institutions
Openness is…
1. What is the openness movement?
20. • Open access
• Open source
• Open learning
• Open courses
• Open resources
• Open research
Openness has many faces….
A lot of
Confusion
1. What is the openness movement?
21. • Open access
• Open source
• Open learning
• Open courses
• Open resources
• Open research
A lot of
Confusion
Open
Educational
Practices
1. What is the openness movement?
Openness has many faces….
40. 3. What are some of the key lessons
for international research collaborations?
41. • Openness is a mindset
• Your digital identity matters
• Who you know is really important
• Collaboration is about building relationships
• Networked practices enhance your research capital
3. What are some of the key lessons
for international research collaborations?
43. Digital scholarship is a bit like teenage sex.
Everybody says they're doing it but in reality very few
really are; and those who are doing it aren't doing it very
well.
Final comment
44. “A prudent question is one-half of wisdom.”
Francis Bacon
Questions…
http://www.slideshare.net/mbrownz
Editor's Notes
To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”
This observation brings me to the second point.
There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”
This observation brings me to the second point.
There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
To quote Shakespeare, “The web of our life is of a mingled yarn, good and ill together...”
This observation brings me to the second point.
There has been a basic failure to understand the character of pedagogical innovation and the complexities of the change process.
Networked practices enable different forms of identity, collaboration and knowledge exchange - knowledge and complexity exists in the network!