an exercising of their rights and perfectly in keeping with the ethos of Open Pedagogy.
Good point. this, along with the last sentence of the paragraph, that open is not the opposite of private, help us to focus on the idea of open as access and agency--students having the agency to contribute to public knowledge, but also the agency to decide not to if they wish.
Open Referral : faciliter l’accès aux services sociaux pour les personnes dans le besoinLa rencontre a permis aussi de s’intéresser à des standards plus « grassroots », élaborés par la société civile en fonction de ses besoins. C’est le cas d’Open Referral, un standard élaboré aux Etats-Unis par Greg Bloom pour répondre à un problème essentiel : les personnes dans le besoin ont le plus grand mal à trouver les informations sur les services sociaux à leur disposition. A l’heure actuelle, tous les services d’aides sociales constituent leurs propres bases de données et se plaignent de leur incomplétude. Pour y répondre, Open Referral propose un standard de données pour déterminer : quel organisme propose quel service social ? Où, quand et comment y accéder ? Plutôt que de proposer une application qui répond à ces questions, Open Referral tente de développer un écosystème autour de ses données pour que les personnes dans le besoin trouvent l’information, quel que soit le service dans lequel elles cherchent. A Chicago, Open Referral a permis le lancement de plusieurs services autour des données ouvertes par Purple Binder, un annuaire des services sociaux. Le standard en est à ses débuts mais, pour Open Referral, l’incertitude porte sur le modèle économique : comment générer des revenus tout en augmentant l’impact social par l’ouverture des données ?
The word 'open' signals a broad, de-centralized constellation of practices that skirt the institutional structures and roles by which formal learning has been organized for generations
Love this point. Open has been trying to skirt the formal structures and roles for generations as well.
How can we minimize the cost of textbooks?
Of the five important questions listed here, this is the low-hanging fruit. Cost is a major barrier to access, so it makes sense that it's Q1. But the other Qs point to things that are so much more beneficial and empowering.
How library collections budgets work By Library Loon 27 October 2017 Library as organization, Scholarly communication 3 Comments “Why can’t open-access initiatives get some of that sweet, sweet library budget money?” the Loon was asked (well, entitledly whinged at, but it comes to much the same thing). Short answer: The librarians in charge of allocating collections money have no incentive to support open access, and the librarians (supposedly) in charge of changing scholarly communication have either zero budget or strictly-earmarked budgets that do not permit this use. QED.
This is a great article on the structure of library budgets. I think one of the most interesting reflections is that the creation of buying consortia is a response to the structure of scholarly publishing, so the two kind of fit hand in glove. Moving away from that structure is going to be very challenging.
Butherethesharingofgovernmentdataisalsodirectedatcommercialbodiestowardsstimulatingamarketofapplications,platforms,andanalyticsaswellastoinnovateservices,contributetoaworldwidegovernmentdatamarket,andstimulategreaterprivate-sectorprovisionofpublicservices
And they invite faculty to ask questions about how we can impact access in ways that go beyond textbook costs
Interesting point. Once we start talking about access through textbook costs, we open the door to faculty thinking about access in the other ways listed above too.
the five R's are a set of activities
The key point to me here is that open is about what you can do, not what you can get. Open resources matter because they enable open practices and open pedagogy.
Our work, said Campbell, is not to graduate more students, but to enable students to graduate themselves
take charge of their education
Call for Papers: Special Technology Enhanced Learning (TEL) edition
Here I have highlighted the title of the Compass Journal. I can add my notes here and also links like this to the Clipper Blog.
I can also insert images like this
The Chan Zuckerberg Initiative’s investments in Meta and bioRxiv are also said to carry with them a strong preference for open source solutions.
Respect.
We’re delighted to announce that the California Digital Library has been awarded a 2-year NSF EAGER grant to support active, machine-actionable data management plans (DMPs).
Sci-Hub has made nearly all articles freely available using a black open access model, leaving green and gold models in its dust
Yup
Proprietary and open forms of technology provision
Trend 4 shaping skills
© 2016 Thienemann-Esslinger VerlagTranslated excerptSebastian MeschenmoserRotkäppchen hat keine Lust
Hier kannst du gern 3 Dinge tun!
für dich interessante Vokabeln markieren und eine einfache Erklärung hinzufügen
Auf die Fragen reagieren
eigene Fragen stellen
Filtering obligations -Undermining the foundations of Open Access7.The provisions of Article 13 threaten the accessibility of scientific articles, publications and research data made available through over 1250 repositoriesmanaged byEuropean non-profit institutions and academiccommunities. These repositories, which are essential for Open Access and Science in Europe, are likely to face significant additional operational costs associated with implementing new filtering technologyandthe legal costs of managing the risks of intermediary liability. The additional administrative burdens of policing this contentwould add to these costs. Such repositories, run on a not-for-profit basis, are not equipped to take onsuch responsibilities, and may face closure. This would be a significant blow, creating new risks forimplementing funder, research council and other EU Open Access policies.
Civic hackathons are spaces where the technological imagination and civic imagination collide and jostle as people collectively envision future technologies. Finally, I suggest three lessons drawn from civic hackathons to demonstrate the contradictory and even treacherous ways civic innovation produces ideas. In the conclusion I consider how we might read civic hackathons alongside other modern political formations. After all, civic hackathons are just one part in a larger formation of “open government” that prioritizes direct participation and institutional collaboration as a pathway to reform.
Springer Nature is pleased to present the subscription price list.
Richardson argues that “open design” in the maker movement encourages diversity and collective participation in the production process. Being “pre-hacked” provides an alternative way to think about participation in technological produc-tion. The maker movement tenuously embraces open design, even if they have less success in considering how these practices might scale.
Esto me recuerda los cargadores de celular, que se pierden todo el tiempo y cómo no se pueden abrir o reparar, por diseño.
.Theopendatadefinitionthatemergedfocusedoneightqualitiesofdata:completeness,pri-macy,timeliness,easeofphysicalandelectronicaccess,machinereadability,non-discrimination,useofcommonlyownedstandards,licensing,permanence,andusagecosts.
a particularly influential one published in Nature in 1970 by Ulrich Laemelli, on a new method of electrophoresis revealing as yet unknown proteins in a bacteriophage (unfortunately, if you don’t have a subscription, you’ll need to pay to read the whole paper…)
To ask the author of this major sciencific paper, the OpenAccessButton enables to ask the author to upload a preprint/postprint version of his/her work in an open archive.
Open data, like open information before it, promised fixes for bureaucratic problems and leveling power asymmetries (Fenster, 2012). Municipal governments strapped for funds and in dire need of more efficient frameworks have, of course, welcomed the message that open government data can alleviate time-consuming FOIA requests, make services easier for residents to use, and drive hack-athons as a form of public outreach.
Interesante ver cómo CfA ha permitido el tránsito del sector ONG al público (ver párrafo anterior).
The open data definition drafted at Sebastopol describes data’s completeness, primacy, timeliness, ease of physical and electronic access, machine readability, non-discrimination, use of commonly owned standards, licensing, permanence, and usage costs. This description made it clear what the proper-ties of data were, even as outcomes, fitting with an open-source model, were more
[...] ambitious
His stance was not cyberlibertarian (Barbrook and Cameron, 1996). As his successive refutation of transparency in this shift toward open data indicates (Lessig, 2009), he was quite concerned about efforts with software becoming distanced from tangible outcomes. Lessig might regarded as a hacker in the mold of Tim Jordan (2008), taking a progressive perspective on how we might regulate technologies—alongside laws, norms, and markets—that affect behavior.
Guzzella: Der Closed Access kann ja wohl nicht die Alternative sein. Da gibt man gewissen Firmen oder Verlagen die Möglichkeit, massiv Profit damit zu machen. Die Forschung wurde ja von der Öffentlichkeit finanziert – also soll die Gesellschaft als Ganzes profitieren.
Doch zunehmend gewinnt man den Eindruck, dass auch Bibliotheken mehr und mehr tangiert werden von aktuellen politischen Umwälzungen und Ereignissen, denen sie sich nicht mehr verschliessen können und dürfen. Da ist zum Beispiel das Thema «Open Access», das deutlich mehr ist als eine weitere Spielart der Literaturversorgung. Es ist vielmehr eine politische und wirtschaftliche Problematik, die bis in die Führung von Staaten reicht und auf der gleichen Ebene wie Wirtschaftssubventionen oder Marktinterventio-nen abgehandelt wird. Denn die Konsequenzen sind so ge-waltig und grundlegend, dass viele Akteure sie nicht mehr zu überschauen scheinen und das Thema mit einem blossen Aktionismus mit ungewissem Ausgang vorantreiben.Gerade hier ist es wichtig, dass sich Bibliotheken ihrer Jahrhunderte alten Tradition als Kultur- und Gedächtnis-institution erinnern und neuen Trends – zumal wenn sie irreversible Konsequenzen haben – mit dem notwendigen Sachverstand und der gebotenen Tiefe nähern und die be-teiligten Akteure mit validen Informationen und Statements unterstützen. Die ETH-Bibliothek ist gerade bei diesem Thema im besten Sinne des Wortes professionell mit dabei: Qualifiziert, durchdacht, konstruktiv, aber ohne Schnell-schüsse.
Ja, kein Schnellschuss.
Sind wir denn nie schön genug
Wie gefällt euch der Song? Klickt auf das Video und hört ihn auch mal an. Ihr könnt dann gern auch den Songtext lesen.
SCHÖN GENUG
Lies den Songtext. Was denkt ihr darüber?
Philipp Dittberner
OPEN German - Selektives Leseverstehen üben Bitte lest den Wikipedia-Eintrag und beantwortet folgende Fragen:
Perhaps we should only use open as a modifier for other pedagogies,
I feel like this is where consensus between the parties divided above might come in. I don't know the right -ism, but aren't there many fundamental and shared pedagogical principles between open web and open resource advocates when it comes to how these things effect teaching and learning?
In the United States, before 1989 no creative work was protected by copyright unless the creator opted in to protection by reigstering. Open (free + permissions) was the default. It was only in 1989, when the US joined the Berne Convention, that protection of all creative works became automatic and closed became the new default, requiring people to opt-in to sharing.
Wow, I did not know about this historical shift.
Attributes of Open Pedagogy: A Model for Using Open Educational Resources
URL to this article: Attributes of Open Pedagogy: A Model for Using Open Educational Resources Educational Technology July-August 2015. Robert Schuwer
The focus is not so much on what we are learning but on how we are learning.5
People need the ability to understand how to learn, NOT the just the ability to learn stuff.
I continue to believe that every time we use the word “textbook” to describe the work we’re doing with OER we paint ourselves a little further into the corner of traditional thinking about teaching and learning resources.
generate fake FCC filings, or advance their big government agenda.
Most evidence I've seen online indicates that there's been a fair amount of fake filings from everyone, with the majority of spam likely coming from the "against" side.
This is (one of the reasons) why it's better to do controlled studies rather than asking people to voluntarily submit their own opinions. Most of the studies I have seen suggest that both Republicans and Democrats broadly support a data agnostic Internet.
Under these regulations, government bureaucrats can decide what websites they can prioritize or punish and what broadband infrastructure investments are worth.
That is quite literally the opposite of what Network Neutrality does. A common carrier, by definition, does not prioritize or punish any content.
Net Neutrality advocates want the exact same thing you do - an Internet where no one, even the government, can arbitrarily decide that one website or service gets an artificial competitive advantage over another.
“bizarre” “triple-pay” system, in which “the state funds most research, pays the salaries of most of those checking the quality of research, and then buys most of the published product”.
In the early '90s, so-called open access journals started to make scientific research free to anyone with working WiFi by shifting costs to scientists, who pay an upfront fee to cover editing.
Why say "so called" open access journals?
Vivien’s research profile
The history of Open Education – a timeline and bibliography
Open Syllabus Project (OSP), a research project organizing data gathered from over a million syllabuses.
Great project!
Publications
Textbooks by Subject
Boshi San: Reicher Mann [ooo]
VÖ: 26.5.2017
protected platform whereby many expert reviewers could read and comment on submissions, as well as on fellow reviewers’ comments
Conduct prepeer review during the manuscript development on a web platform. That is what is happening in Therapoid.net.
intelligent crowd reviewing
Crowdsourcing review? Prepeer review as precursor to preprint server.
What is clear, is that data are increasingly conceptualized as inherently valuable products of scientific research, rather than as components of the research process
Data is beginning to be seen as valuable rather than a left-hand component of the research process.
the vast majority of scientific data generated in the 20th century have only been accessed by small groups of experts; and few of those data, selected in relation to the inferences made, have been made publicly available in scientific journal
The vast majority of data is accessed only by the investigators
The real prize for society is not simply producing open data but facilitating open innovation. Open data enables a situation where the collective genius of thousands of researchers produces insights and analyses, inventions and understanding beyond what isolated individuals with their silos of data could produce.
Shadbolt on what open data means
Today, it would be hard to imagine the world without Wikipedia or Linux, and, yet, society has not recognized those as economic contributions.
As a person who loves Microsoft, but uses open-source software including the ones mentioned, the ability to be rewarded for doing the right thing is an universal appeal.
60% thought they should be allowed to upload their articles regardless of publisher or journal policies
Faudra-t-il attendre des décrets d’application pour que la loi devienne applicable ? Non. L’adoption de décrets va en effet être nécessaire pour d’autres parties de la loi République numérique (notamment celle relatives à l’Open Data et à l’exception en faveur du Text et Data Mining). Néanmoins, l’article 30 ne mentionne nullement la nécessité d’adopter des décrets et il sera donc directement applicable à la date d’entrée en vigueur de la loi (c’est-à-dire le 9 octobre 2016).
a tax plan
Simplify the tax code.
Evolve public accounting/finance into a more real-time, open, and interactive public service. Transaction-level financial data should be available internally and externally.
Participatory budgeting and other forms of public input should be well-factored into the public-planning process. 21st century government participation can be simplified and enriched at the same time.
Interesting things are happening over at Mastodon. If you have had your ears tuned to the hacker grapevines, you will most likely have heard that Mastodon is an open source federated social network that works very much like Twitter but is, in fact, not Twitter, and thus poses a challenge to the venerable bird site.
Commons search results display text that has been extracted from PDFs to show search terms in context. If preprints are displayed, they can be displayed as PDFs. All pages are tagged with schema.org meta tags to ensure that content is discoverable.
To augment collaborative human and ecosystem capacity to perceive and to wisely address complex local and global issues. In all deliberations, consider onto the 7th generation.
The TopicQuests Mission
ne critical element in the effectiveness of these networks is “working in the open.” This includes a number of simple practices commonly associated with open source software: making curriculum and tools easy for others to discover; publishing using an editable format that allows others to freely use and adapt them; using an open license like Creative Commons. It also includes a set of work practices that make it easy for people to collaborate across organizations and locations: collaborative writing in shared online documents; shared public plans on wiki or other editable documents; progress reports and insights shared in real time and posted on blogs. These simple practices are the grease that lubricates the network, allowing ideas to flow and innovations to spread. More importantly, they make it possible for people to genuinely build things together—and learn along the way. This point cannot be emphasized strongly enough: when people build things together they tend to own them emotionally and want to roll them out after they are created. If the people building together are from different institutions, then the innovations spread more quickly to more institutions.
These are all important aspects of open pedagogy, imo. Transparent, network practices that connect, but also create space and opportunities for particiaption by those on the edges. Working in the open is an invitation to particiaption to others.
Closing comments because you don’t want to engage in conversations?
I wonder if she would close comments on her site if all were constructive? From my read, it wasn't that she didn't want to engage in conversation.
Samson-Steinbach Delphine, Legeai Fabrice, Karsenty Emmanuelle et al. (2003) GénoPlante-Info (GPI): a collection of databases and bioinformatics resources for plant genomics. Nucleic Acids Res., 31, 179–182.
Lien vers l'article: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC165507/
(open access)
Mozilla Web Literacy Map (https://wiki.mozilla.org/Webmaker/WebLiteracyMap).
Chatting with Mozilla's current person in charge about open practice/pedagogy. We could quote her here
Implications for practice
This is where we could bring in Attributes and use to describe Implications ?
Open Digital Literacy
Open Pedagogy as a focus instead? Use attributes (Hegarty) here?
has been said by many that monographs are, fundamentally, books that cannot make their own way in the market, but which are worth publishing anyway
I would rephrase: "They are books that have difficulty recouping the costs of their publication and availability, but must be published and must be available."
Tohaveopeneducationmeansthatapersonisabletochoosethecourseoftheirownlearning
good - not limited to OER - open to learner input and control
We need to start with a good term — could we call this vision one of “connected open”?
I like this idea. Opens ways to connect info lit
fundamentally redefine open education and once and for all decide that it cannot just equal open educational resources
This is where history is important. OER has only been a part of open ed relatively recently. The broader vision of open ed has been around for at least 45 years.
It is a change related to creativity, collaboration and innovation, seen as non-political processes.
I tend to talk about it in entirely political terms, highlighting the difference between the purpose of copyright as written in the US Constitution and the purpose as practiced today.
Polish publishers used this term to show us in negative terms
interesting to hear about how this is framed in other cultures. People here take similar tactics, but the cultural resonance is different.
À la fin des années 1990, c’est au nom de ce réalisme capitaliste, que les promoteurs de l’Open Source Initiative avaient compris l’importance de maintenir des codes sources ouverts pour faciliter un terreau commun permettant d’entretenir le marché. Ils voyaient un frein à l’innovation dans les contraintes des licences du logiciel libre tel que le proposaient Richard Stallman et la Free Software Foundation (par exemple, l’obligation de diffuser les améliorations d’un logiciel libre sous la même licence, comme l’exige la licence GNU GPL – General Public License). Pour eux, l’ouverture du code est une opportunité de création et d’innovation, ce qui n’implique pas forcément de placer dans le bien commun les résultats produits grâce à cette ouverture. Pas de fair play : on pioche dans le bien commun mais on ne redistribue pas, du moins, pas obligatoirement.
Voilà la différence fondamentale (et originelle) entre libre et open source !
I think the locking down of open is dangerous. I think it draws lines where they need not be, and it reconsolidates power for those who define it. More than that, the power around open has been pretty focused on a few people for too long, and I count myself amongst them.
amen.
Informal and open education has been largely overlooked, probably due to social and cultural stigmas attached to learning from places besides traditional campuses. Our education system ends where autodidactism (self-learning) commences: we are content with spoon-feeding our students from textbooks, with no focus on extensive learning. Students learn from topics, as opposed to problems (problem-based learning). It cannot be emphasised enough that research stems from problem-solving buttressed by necessary instruction.
difines education dually, as the process of giving and receiving systematic instruction (education) and as an enlightening experience (‘an’ education). Enlightening-giving greater understanding.
Back in the 1960s and '70s, that debate led to a brand new school design: Small classrooms were out. Wide-open spaces were in. The Open Education movement was born.
Independence High School in Columbus, OH was like this!
How Is Open Pedagogy Different?
Turning open education into a social movement
an invaluable resource for getting started in understanding what “open” is, as well as how it has been applied and practiced across multiple types of institutions, disciplines, and educational settings.
Introduction to Open Education
I arrived in class to find our partner librarians ready to teach our students.
Colleagues. connection. mutualisation.
In response to a social action movement led by students concerned about both the cost and relevance of learning resources
By "open access" to this literature, we mean its free availability on the public internet, permitting any users to read, download, copy, distribute, print, search, or link to the full texts of these articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose, without financial, legal, or technical barriers other than those inseparable from gaining access to the internet itself. The only constraint on reproduction and distribution, and the only role for copyright in this domain, should be to give authors control over the integrity of their work and the right to be properly acknowledged and cited.
Open Access definition.
Why Openness in Education
Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education
Students’ No. 1 Higher Education Obstacle May Surprise You
Open: The Philosophy and Practices that are Revolutionizing Education and Science
A New Model for OER: Anthologies Instead of Textbooks?
What I do know is that I get the very distinct feeling that certain systems I use are not convivial. Google+, Facebook, WordPress, Twitter while full of humans, feel closed, feel like templates to be filled in not spaces to be lived in. Hence, the need for outsiders more than ever to raise the question especially in this week of connected courses where we are talking about the why of why.
Absolutely.
Very much depends from which perspective we are looking.
This is absolutely key.
My idea of the consummate outsider is architect
If he is an architect he is not really an outsider but he can be an outsider within a group - a possible point of connection to other groups....
I decided that I would respond to Terry's bravery and speak to the world 'ad hoc' in my turn and have faith in whatever came out of my mouth accompanied by a picture on the wall.
vulnerability open improvisation emotion
Reaching out.
witness open
I noted other Spacemen, Arthur, Ronald perhaps who had been listening in to our conversations, unknown to us while we were travelling through space connected by some virtual, umbilical tube.
Open Audience
Meanwhile Teresa Mackinnon has been able to represent our rhizomatically evolving project in the UK and elsewhere got it accepted as a case study by a European Project.
recognition
In August 2013, with my colleagues Christine Rodrigues and now Marcin Kleban we presented again at Eurocall in Portugal a study, Telecollaboration in Historical Spaces, looking at the barriers and openings to widening connected learning among teachers and learners.
open recognition community
research mentor Christine Rodrigues, she trusted me (I didn't know how some of you guys do research stuff) (I didn't know how to use the library) I was able to get a presentation, a study on social networks of language learners online, entitled Building Bridges, accepted at Eurocall in Sweden. We still have to find the time to write the article.
mentoring
With only an hour face-to-face meeting with my friend Claude Tregoat we set up connections for 500 students in a project which would become to be known as CLAVIER.
Taking the risk to be open.
Feeling of being uncomfortable when first confronted with explaining a potential project - that reminds me of conversations with Maritta and Leena.
It was thanks to his blog that I learnt that I could comment safely, the perhaps that I might even blog. I felt as many do I had nothing to say. I could never contribute anything. I still lived with the words of an ex-boss in PR,
mentoring
I wrote about this experience here in Swings and Roundabouts.
Learning the power of open.
I came out in the open.
Being in the open - one can be fearful but we can share that fear with others who have momentarily found courage.
Rounders, the ball comes my way, I give it a big wallop and then run round, sort of.
Responsibilty to be a witness to my context.
Here's a sort of wallop:
Act of being witness
The accompanying portfolio/website would be Taches de Sens
Start of open websited journey.
Seven years....
I started a blog. This would be this Touches of Sense I didn't really know why or if I would ever write more than one post. To boldy go represents the first. It will also represent the last.
Here I am almost 400 posts later.
I think some of the most promising work in the future is having students explore that explanation space, and coming face-to-face with their own ignorance, as we all must do.
garden vs. stream
OEP and open pedagogy: #OEGlobal reflections
Open Textbook Summit 2017, May 24-25, 2017
Authoring Open Textbooks
How inclusive is the “Openness” of Open Education?
Open Pedagogy Library
Mike Caulfield Web Literacy for Student Fact-Checkers
massive, open, online course
use this as a timeline event?
Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning;Integration of free and open content and media in teaching and learning;Promotion of copyleft content licenses for student content production and publication;Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright);Facilitation and scaffolding of student personal learning networks for collaborative and sustained learning;Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and,Advocacy for the participation and development of collaborative gift cultures in education and society.
Couros model of open pedagogy
Nomadic Learners: The nthLearners
interesting metaphor for open here
For two decades or more, we have experienced a steady, global Kerosion of appropriated state support. In the 1970s, state general revenue appropriations covered 85% of the core academic costs (faculty salaries, operating costs of academic units, core adminis-tration). Today, they cover about a third, and the share falls every year. There have been huge rises in tuition and fees, with no
cite this for the failing social compact and the importance of open
Establishing a New Compact
Can open be the new compact?
Over time, these qualities drove American society to redefine the goal of higher education, which became, in Kerr’s words, “to serve less the perpetuation of an elite class and more the creation of a relatively classless society, with the doors of opportunity open to all through education.
open was the original goal of land grant institutions.
Permeable Boundaries
permeable boundaries and identities. Is permutation an important metaphor?
Open education is the combination of open licensing and web-based social media. It brings some fundamental challenges to the way we think about higher education and the institutional arrangements in which it is organized (Katz, 2008; Liyoshi & Kumar, 2008).1
This seems to be one of the oldest defintions I could find
The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems
John Seely Brown suggested open pedagogy would emerge.
open planning open products open post-hoc
woodward describng #thoughtvectors
Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.
Tom Woodward defintion
aul Stacey (2013) makes th
Be as open as poissble, use modern online learnign pedagogies Use OER peer tp peer over self study use social learning leverage massive participation
his ongoing efforts show that it is possible to have a satisfying and safe user experience while using federated alternatives, this is only possible because, unlike any other XMPP client developers, he is in the position of working on this project full time. The problem has not been solved but shifted. If economically sustainable XMPP federation were to scale to the point of being as successful as the centralised solution offered by Signal, it would have to face the consequences of doing so in the context of a free market driven by competition. In that situation, each XMMP client's economic viability would depend heavily on its capacity to capture enough users that can provide income for their developers. The problem therefore is not so much a problem of the technical or economical sustainability of federation, but more a problem of the economic sustainability of open standards and protocols in a world saturated with solutionist business models
The inconvenient reality of open source: hungry devs.
79.4%ofOERusersadaptresourcestofittheirneed
Remix is part of open pedagogy
ThemoreeducatorsuseOER,themoretheyarewi
There is an insight here with pedagogy. Not sure what. As we use open pedagogy we oursleves become more open. Maybe part of the them that open is really a journey and state of mind.
40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud
Open pedagogy may have positive results for learners.
unmeasurable outcome
I think this has more to do with the domian rather than the nature of open learning. I coudl have open learning in basic physics where mroe traditional models of measurement coul;d track progress.
open = creativity
Is this a benifit or a quality. Chick and egg?
open = expansion
maybe networked , rather than expansion. I find students need many scaffolds of community to start.
open = agency
A key principle is agency. Though could be combined with choice.
Open’ course designs
Yes we can (and shoudld) openly license our course work but what in our couse design must shitf when working in the open?
Open education can take a number of forms:
All of the descritpions of open pedagogy seem to put the openness on the content and artifacts and not in the learner.
only possible in the context of the free access and 4R permissions
This sets up a binary. You can not be "open"unless you are fully open? What does that mean when I draft a document on Google Docs? I have granualr control over permissions but someone own's my data. Is it open? Must learning occur on on a FOSS (free and open source software) to be considered part of open pedagogy?
focus on what is likely to be true rather than what is likely to sell
Capitalism, like state socialism and Fascism, seeks to enclose our thinking into a manageable political system. Institutions like religion, the military and education have evolved to this end. Capitalists often impose rents to limit ideas. Liberty is the opposite of this history.
largest cause of misunderstanding is lack of familiarity
This may well be, but there are numerous structural impediments built into educational institutions, their faculties and relationships with publishers. As Upton Sinclair famously said; "It is difficult to get a man to understand something, when his salary depends upon his not understanding it!"
What Does It Mean to Open Education? Perspectives on Using Open Educational Resources at a US Public University1
Open Educational Resources and Institutional Repositories
Eve Marder, a neurobiologist at Brandeis University and a deputy editor at eLife, says that around one third of reviewers under her purview sign their reviews.
Perhaps these could routinely become page notes?
If Kriegeskorte is invited by a journal to write a review, first he decides whether he’s interested enough to review it. If so, he checks whether there’s a preprint available—basically a final draft of the manuscript posted publicly online on one of several preprint servers like arxiv and biorxiv. This is crucial. Writing about a manuscript that he’s received in confidence from a journal editor would break confidentiality—talking about a paper before the authors are ready. If there’s a preprint, great. He reviews the paper, posts to his blog, and also sends the review to the journal editor.
Interesting workflow and within his rights.
The tweet linked to the blog of a neuroscientist named Niko Kriegeskorte, a cognitive neuroscientist at the Medical Research Council in the UK who, since December 2015, has performed all of his peer review openly.
Interesting...
Open Access policy adopted by IU Bloomington faculty
Quick Thoughts on Open Pedagogy
Why Open Education Matters
Why Open Education Matters
we are diving back into annotation
Another big thank you! As I've mentioned on Twitter, your course's "re/turn" to a previous Marginal Syllabus conversation (from October) is what Joe, Jeremy, and I hoped would happen over time - that educators would find conversations and texts that resonate with their interests and courses, and then join the text-based conversation via ongoing annotation. This turns the text-as-conversation into an open educational resource (OER), and - like you - we hope other educators and courses revisit these conversations to support their own learning.
a significant jump-start to that sense of belonging to a community, both within the course and beyond it.
I've had students say similar things about using Hypothesis to read together. I'd like to explore the relationship between open/collaborative web annotation and community-building... many questions to consider...
their reflections that week posted to their own blogs were filled with connections they made between Dewey’s work, John Seely Brown’s, and the research report/agenda for Connected Learning
Awesome. Is it possible to connect with some of these posts and perspectives?
scaffolding between the texts and supportive approaches
This is important, and in my teaching I've been careful to include web annotation in both private (group) and public modes so that learners find comfort with different approaches and can come to appreciate some of the scaffolding that you describe.
Amazing
You're very welcome, and we're appreciative of your willingness to merge formal course activities with the more open-ended and interest-driven approach to educator learning via Marginal Syllabus.
to highlight things they noticed and that raised questions for them
A publicly visible and annotated syllabus is a great practice, and something I'll incorporate into courses - great idea!
about the power of annotation
This is quickly going to become a bit meta... :)
Crucially, adopting OEP requires more of a shift of mindset than does adopting OER, more critical reflection about the roles of the instructor and the student when education continues to be based on content consumption rather than critical digital literacy despite information (and misinformation) being abundant.
I think there are already plenty of examples of OEP in the wild, just not identified as OEP. It may go under the name Digital Pedagogy, Student as Producer, Network Learning, Networks of Practice, Service Learning, Public Sphere Pedagogy.
‘what else can I do because of these permissions?’, we’ve come within striking distance of realizing the full power of open.”
With full respect to David, I might phrase this as "we've come within striking distance of realizing the full power of open educational resources."
the goal posts must be placed further than simply cheaper textbooks.
Yes. Because publishers will always be able to beat OER on price as they mine new business models. Not hard to image where the content becomes the loss leader for the publishers in order to get faculty buy-in into tools that have the real gold - data.
Framing OER as free, digital versions of expense, print textbooks also risks playing directly into the hands of commercial textbook publishers who are in the midst of a pivot away from a business model based on selling “new editions” of print textbooks every three years to one based on leasing 180-day access to digital content delivery platforms.
Exactly, although part of me wonders if OER hasn't had a hand in this pivot. If there were no OER's or open textbooks, would the industry be pivoting? Or are the pivoting as a response to the rising use of open textbooks and OER?
This begs a broader question: If open educational practices are a game changer, why are OER advocates playing by the rules of the commercial textbook industry?
This is a wonderful question. In part, I think it is to make it as palatable as possible to bring on board new faculty. If you make it like it old, but slightly different (incremental change) it may be easier for some to come around and on board. The problem with this is then OER no longer become truly innovative - it is reactive to the rules of the textbook industry. And that industry is going away.
After nine years as a senior writer, I was forced to trade in my private office for a seat at a long, shared table.
So startling...
Helpful resources for using OER
Teaching Build
An Open Education Reader
If we want to better understand when and how we lost our way with educational technology, we must go back to the early days of the Internet.
...and a time when higher education WAS the internet
Open access advocates might be concerned about some of these directions, but my sense is that many of these scientists and librarians remain largely focused on trying to compete with, or at least influence, scientific publishing.
Yes.
Using peer assessment for improving student work Involving students in self-assessment of their work and classroom performanc
These are new example of open pedagogy for me.
can include
Like that Kevin has framed the activities as "can"
Open textbooks are a fantastic start.
Love that he frames open textbooks as a start. This is the beginning. Where can we go next?
OER Stories
Does Open Pedagogy require OER?
Centre for Integrative Neuroscience and Neurodynamics
This is the most awesomest research Centre ever!!
Open Pedagogy Conference
Archived webinar: Open Practices
Request permission
but you will have to pay in order to read the results.
Except if you are working in science + in a university + which pays the subscription to this journal.
Hence, a huge percentage of concerned people won't read more that these lines – full of jargon.
AbstractThe main objective of this prospective longitudinal study was to investigate bidirectional associations between adolescent cannabis use (CU) and neurocognitive performance in a community sample of 294 young men from ages 13 to 20 years.
The result of this study is of main interest for:
as faculty mature in their understanding of OER they will have a greater desire to engage in these and other open pedagogy practices
disagree that it's a faculty maturity issue - if it gets easier to do (less time) more of them will. But not if the results are not openly shared.
Virginia’s Faculty Collaboratives Project
Five Days That Changed My Life Forever!
The approach you're probably using to train with could be improved by nearly 70%!
Five Days That Changed My Life Forever! I was moving along, quite content making a six-figure income, having clients waiting in line to see me, and building championship lifters, bodybuilders, and, sports teams.
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Montreal Neurological Institute
sharing all data associated with its research; no patents for 5 yrs (see video) - first major research institute of it's kind - check if this is really true?
European Union, Japan and the United States
Find out specifically which of these are "open" and if they are all focused on neuroscience?
wasn’t a text in any strict sense,
Indeed. And neither is the Web.
competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties.
These all feel very product driven from my perspective. Perhaps it's a necessarily administrative position. Of course, David himself has written about this elsewhere, but what about the process, what about pedagogy?
the assignment is impossible without the permissions granted by open licenses.
To me, this is a limited definition of "open." What exactly are we opening? Just the resource itself? Just the price or access to the resource? What about it's composition? Does opening the composition or interpretation of a close resource count as open pedagogy?
remixing
How does this happen exactly?
create a small tutorial
Students creating wikis can function similarly.
to teach
Students as teachers, as experts, as knowledge producers.
disposable assignments.”
I've been think lately about an idea I'll now call "disposable tools": tools introduced in formal education that aren't really used outside the classroom.
It's true that the skills gained by using such education technology can be carried out of the classroom. And it's true that we need the safety of the walled garden some such platforms provide in some learning contexts. But what if professors and administrators started thinking about what tech to use in the classroom based on the sustainability of those tools? Asking, will this be useful to students beyond graduation?
Defining OEP Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation. In their summary of the UKOER project, for example, Beetham, et al. (2012) explicitly define the project’s interpretation of OEP as practices which included the creation, use and reuse of OER as well as open learning, open/public pedagogies, open access publishing, and the use of open technologies. Ehlers (2011) defines OEP as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths.”
by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).
Premium on teacher feedback.
There’s something to be said about making the text your own in this manner: my students took ownership of the content and (literally) left their mark on it!
Indeed!