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.
Why Almost Everyone Is Wrong In The Way They Build Muscle Mass, Strength, And Power!
source: https://s3.amazonaws.com/prod_foundationapp/364221/lessons/35/1384378776-john-carlton-1.pdf
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?
How can we extend, revise, and remix our pedagogy based on these additional capabilities?
To me, and I may be short on imagination here, the bulk of the work is in connecting teaching and learning with bullets 3 and 4.
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!
"Wikity is social bookmarks, wikified." -- Mike Caulfield<br> http://rainystreets.wikity.cc/<br> https://github.com/michaelarthurcaulfield/wikity-zero/
as far as I can tell, Wikity is the simplest way to run a personal wiki on top of WordPress. But the focus is a hyperlinked bookmarking and notetaking system, because after a year of use and 2,000 cards logged, I can tell you that is where the unique value is.
Why should I adopt an open textbook?
From the privacy – and primacy – of LMS (specifically Canvas) discussion forums to the public “playground” afforded by Hypothesis; From the formality of pre-determined questions (which can privilege the scope and purpose of reading) to open-ended and less formal (re)action and exchange; and From an instructor’s authority to center and control textual discourse to a de-centering of power through a fracturing of attention, interest, and commitment.
So this first one is a technical distinction whereas the second and third are more pedagogical. But what occurred to me in reading this list of rationales was the way in which those pedagogical choices are effected by the tech we choose.
Examples of bad peer review and why it is damaging to researchers
Federally Funded Research Results Are Becoming More Open and Accessible
Pedagogy is leading people to a place where they can learn for themselves. It is about creating environments and situations where people can draw out from within themselves, and hone the abilities they already have, to create their own knowledge, interpret the world in their own unique ways, and ultimately realise their full potential as human beings.
Opening up Education: Innovative Teaching and Learning for All through New Technologies and Open Educational Resources
The resource-based economy goes like this: In the future robots will do all the jobs (including creating new robots and fixing broken one). Now, imagine the world is like a public library, where you can borrow any book you want but never own it. Fresco wants all enterprise like this, whether it’s groceries, new tech, gasoline, or alcohol. He wants everything free and eventually provided to us by robots, software, and automation.
I think this is achievable, if we emphasize specialized libraries and cooperative models around resources (i.e. tool/tech libraries, food banks/co-ops)
New Directions in Open Education
Democratizing science does not mean settling questions about Nature by plebiscite, any more than democratizing politics means setting the prime rate by referendum. What democratization does mean, in science as elsewhere, is creating institutions and practices that fully incorporate principles of accessibility, transparency, and accountability. It means considering the societal outcomes of research at least as attentively as the scientific and technological outputs. It means insisting that in addition to being rigorous, science be popular, relevant, and participatory.
Literacy Compared to What
Good questions. Is information literacy as ill-defined as the open in open ed?
(Crazy app uptake + riding data + math wizardry = many surprises in store.)
Like Waze for public transit? Way to merge official Open Data from municipal authorities with the power of crowdsourcing mass transportation.
Attendance Policies
Add a caption to the image
Higher education is moving away from its traditional emphasis on the instructor, however, replacing itwith a focus on learning and the learner.
Ashift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of conten
So interesting to see this "realization" included in the K-12 report but not in the HE report. Fostering curiousity, interest, creativity, and ownership. Short jump to an open pedagogy model but pretty unclear that's where this is coming from.
Smarter State Spending
Data sharing over open-source platforms can create ambiguous rules about data ownership and publication authorship, or raise concerns about data misuse by others, thus discouraging liberal sharing of data.
Surprising mention of “open-source platforms”, here. Doesn’t sound like these issues are absent from proprietary platforms. Maybe they mean non-institutional platforms (say, social media), where these issues are really pressing. But the wording is quite strange if that is the case.
The academic, economic and societal impacts of Open Access: an evidence-based review
There is a fruitful argument for the cost of these more “traditional” publishing houses, as they spend a good amount of time with editing, formatting, and distribution (often in paper form)
One of the complaints I hear more and more often from academics is that traditional publishing houses are actually no longer doing this work. Editing and formatting are increasingly outsourced to academics themselves (as are indexing etc.) and even marketing is something publishers ask authors to so themselves using their social media profiles and academic brands. This is one of the issues many scholar-led publishing initiatives are trying to address, by highlighting for example the various processes that go into creating a scholarly publication and giving these due recognition. Mattering Press is at the forefront of this:https://www.matteringpress.org/
Unpaid Labor
If this special issue of Ephemera ever comes out (I have been keeping an eye out for it but nothing as yet) it might be highly relevant for this discussion: http://www.ephemerajournal.org/content/labour-academia-0 Back issues of Ephemera do cover topics related to this discussion too though, so might be a relevant resource anyway (and OA!)
curate
The term may still sound somewhat misleading to those who work in, say, museums (where “curator” is a very specific job title). But the notion behind it is quite important, especially when it comes to Open Education. A big part of the job is to find resources and bring them together for further reuse, remix, and reappropriation. In French, we often talk about «veille technologique», which is basically about watching/monitoring relevant resources, especially online.
Where would you start?
Where would you start?
The point of replication isn't to shame researchers — it's to build better science
But those crying the loudest to stop the lock-out laws fail to provide an adequate alternative.
Response piece "No Surprise The Young Don't Support Lock-Out Laws" (31 Aug 2016) at Stony Roads mentions this statement.
There are some terrible personal opinions in this article that really push a tired and very under constructive rhetoric.
'Those crying the loudest to stop the lock-out laws fail to provide an adequate alternative'.
This quote alone shows a lack of research into Matt Barrie's 70 page submission, any consideration into the views of the people who went to the effort of writing 1 of the 1,856 submissions to State parliament, or simply the lack of effort to type in google, 'alternative solutions to lockout laws'.
The reference to "Matt Barrie's 70 page submission" can be supposed as that included in the article posted by Matt Barrie on LinkedIn, "The death of Sydney's nightlife and collapse of its night time economy" (03 April 2016), submission titled "A Detailed Submission to the Callinan Inquiry on Liquor Laws". That submission/article is mainly about the circumstances under which the lock-out laws were proposed and enacted, as well as the results of those laws so far (with considerable detail on political and statistical manipulations and misrepresentations), and not so much about providing alternatives, however it does suggest that the lock-out laws themselves are far from an adequate solution.
Note that Matt Barrie's submission was covered fairly well by the SMH in their own article, "Sydney lockout laws a dismal failure, Matt Barrie writes in 70-page submission" (04 April 2016). The article by Jennifer Duke this annotation is for is, by stark contrast, little more than anecdotal or purely "personal opinion".
The group named Keep Sydney Open is probably representative of "those crying the loudest", having organised public rallies attended by many thousands of people (estimates of 10,000 to 15,000). The Huffington Post interviewed spokesperson, Tyson Koh, for the article "Sydney Lockout Laws Have Had A 'Massive Effect' On Community, Jobs" (13 Feb 2016):
Koh pointed to a number of alternate strategies used in places like New York, Vancouver and Amsterdam to combat late-night violence.
Twenty four-hour public transport, more visible policing in nightlife precincts, staggered venue closing times and introducing later dining and retail hours all had merit, he said.
"There's a lot of things that are available to us that will improve safety and enable people to go out to all hours."
Hi there, I am using this open source tool to promote open science by make open annotations directly on the was as a platform for collaboration. You also can jot down your comments in the context where it belongs.
ever-growing
Not all types of blockchains, or more exactly not all types of technologies providing services similar to blockchains have to have an ever-growing database. It is the Bitcoin model and other models are possible (for the agnostic!). Let's call them the "unblocked chains" e.g. Swirlds
many visions for blockchain in education seem to advocate writing it all to the blockchain
This is obviously a mistake as it is sufficient to put the address (or its hash value) on the chain, the data (of any size) being stored on something like IPFS. Blockchains were initially designed to store transactions not content — the discussion about the size of the block was about the number of transactions that could go in a block... Things evolved with new systems like https://www.bigchaindb.com/ and the landscape of blockchain-like technologies will continue to grow and diversify...
“knowledge creation”.
The "business" of univeristy?
A couple of interesting large-scale approaches to making the transition are the Open Access Network and the recently-released Open Access 2020 Roadmap, both of which sketch out ways academic libraries can use their resources and values to make scholarship accessible for the public good.
Figure 3 illustrates at what age ceased ‘indie’ journals stopped publishing. Most journals survived the first 2–5 years period, whereas the mortality rate rose in the critical 6–9 years period. After that, the number of journals ceasing dropped sharply, indicating that the surviving journals had found stability.
Most critical period for journals is 6-9 years. After year ten, the number of journals that stop drops quickly
The development over time of active ‘indie’ OA journals before and after 2002 is shown in Figs. 1A and 1B. A journal was counted as ‘active’ in a particular year if it was still publishing articles in that year. Before 2002 the number of active journals grew very rapidly from a total of 76 journals in 1995 to 207 journals in 2002. The year 2002 was the cut-off year to be included in the studied cohort, meaning that no new journals were added to the data set after this point in time. After 2002, the number of journals in the cohort decreased steadily to the 127 that stayed active in 2014.
Interesting charts showing the rise and then decline of independent, scholar-published OA journals
The average number of articles published was 31 per year with 74% publishing 0–30 articles, and 9% 60 or more. The study also contains interesting data about the workload done, revenues etc.
Average numbers of articles in OJS journals: 31
“The key question for OA publishing is whether it can be scaled up from a single journal publishing model with relatively few articles published per year to a comprehensive major journal with of the order of 50–100 articles annually.” They further note: “The continuation of the journal relies very heavily on the personal involvement of the editor and is as such a risk to the model. Employing staff to handle, for example, management, layout and copyediting tasks, is a cost-increasing factor that also is a threat to the model.” Both questions are still highly relevant today.
Key issues facing scholar-published journals: can they ramp up; can they survive succession.
Earlier studies A number of previous studies, both snapshots and some with longitudinal elements, have shed light on different aspects of such type of journals, which for short we will call “indie” journals.
Bibliography of "independent journals"
Often the enthusiasm of the founders and their personal network can carry a volunteer-based journal for a few years. But at that same time this type of journal, which lack the support of employed staff and a professional publishing organization, are threatened by many dangers. The editor may change affiliation or retire, or the support of the university hosting the journal might be withdrawn. Authors may stop sending in good manuscripts and it may become more and more difficult to find motivated reviewers. Not being included in the Web of Science, and the impact factor that follows, may in the long run limit the number of submissions severely. On the positive side of the balance the emergence of open source software for publishing (i.e., Open Journals System) and cheap or free hosting services like Latin American Scielo have facilitated the technical parts of publishing.
Problems with Scholar-published journals
Most of the OA journals founded in the 1990s were of this variety, later many established subscription journals (particularly society ones) have made their digital versions freely available immediately or with a delay. This has been particularly noticeable in countries where cheap or free national or regional electronic portals have become available, like Scielo, Redalyc, and J-stage. Since around 2003 the OA market has become increasingly dominated by professionally published journals, which finance themselves by charging authors so-called article processing charges, APCs. At first such journals were being launched by open access publishers like BioMedCentral and PLOS, but in the last couple of years the major commercial and society publishers have increasingly started new OA journals and have also converted some subscription journals to APC-financed models.
History of OA journals. Initially scholar-published, non-APC, post 2003 mostly APC-publisher-led journals
Open Access (OA) is nowadays increasingly being used as a business model for the publishing of scholarly peer reviewed journals, both by specialized OA publishing companies and major, predominantly subscription-based publishers. However, in the early days of the web OA journals were mainly founded by independent academics, who were dissatisfied with the predominant print and subscription paradigm and wanted to test the opportunities offered by the new medium. There is still an on-going debate about how OA journals should be operated, and the volunteer model used by many such ‘indie’ journals has been proposed as a viable alternative to the model adopted by big professional publishers where publishing activities are funded by authors paying expensive article processing charges (APCs). Our longitudinal quantitative study of 250 ‘indie’ OA journals founded prior to 2002, showed that 51% of these journals were still in operation in 2014 and that the median number of articles published per year had risen from 11 to 18 among the survivors. Of these surviving journals, only 8% had started collecting APCs. A more detailed qualitative case study of five such journals provided insights into how such journals have tried to ensure the continuity and longevity of operations.
Abstract
A longitudinal study of independent scholar-published open access journals
Björk, Bo-Christer, Cenyu Shen, and Mikael Laakso. 2016. “A Longitudinal Study of Independent Scholar-Published Open Access Journals.” PeerJ 4 (May). peerj.com: e1990. doi:10.7717/peerj.1990.
create their own interactive learning tools
There is still much more emphasis in hyperbolic education discourse on pushing content rather than enabling connections between people
There is. But it might be shifting a bit. Or, at least, there are people around who are proposing another Sphere of Agency, one which relies much less on content and does a lot more with openness. As with Berkana, our job might be to connect these people who sing in a different voice. We might reach richer harmonies when we don’t expect unison.
a handful in a few major world languages
One might think that those other languages are well-represented. People connected with the Open Knowledge Foundation are currently tackling this very issue. Here, Open Education isn’t just about content.
The majority of content comes from Western, developed countries
expand access to some knowledge
xploratory grants for developing new pathways.
Like how about open education tools and app stores?
Colleges using data analytics have to make sure their students have “open futures” — that their programs create educational opportunities, not the other way around.
Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.
Decentralized Web Summit (June 8-9, 2016) Tim Berners-Lee, Vint Cerf, Brewster Kahle, Cory Doctorow
Mike Caulfield envisions OER production and utility being enhanced by "choral explanations" via websites similar to StackExchange or Quora.
disheartened that open education is still mainly focused on MOOCs and OERs, rather than on the broader concept of open textbooks, open research, and open data.
We often think of the hype cycle but two things this post reveals about MOOC hype: 1) There can be regional differences in the timing of those cycles. 2) We might be in a broad shift from MOOC as a thing to MOOC as a pretext for openness.
“Students chose how they were going to display how they were going to master those standards through projects,”
A big part of both Competency-Based Education and the open-ended side of Open Education.
The copyright for the materials in this collection is held by Universal Music Canada and their affiliates. These materials have been made available with their consent. Patrons may not download, reproduce, alter or transmit files/images without permission from the copyright holder(s). These files/images may not be used for commercial purposes but may be used under the fair dealing or educational exemptions outlined in the Canadian Copyright Act.
Being able to access these resources without any cost can lead to cool projects, but the fact that they maintain full copyright does restrict the type of learning which may happen through this. In other words, we’re far from Open Educational Resources. But it doesn’t mean these aren’t useful.
VIA EFF
Excellent report on the state of academic publishing— and why so much of it is still locked down.
NOTE
if we can Not access the works we fund, we can Neither annotate all knowledge.
And this case, it may pertain the most crucial body of all our knowledge — the knowledge upon what we are to found our own futures for us all. What is to be recognized as "the Human knowledge", whilst yet unknown by almost everyone us Humans ourselves.>
A history of open access academic publishing from the early 1990s to 2016.
Six Things Faculty Can Do to Promote Student Engagement
The web breaks us out of a product-centered publishing cycle and allows us to become part of an ongoing flow, in which knowledge is perpetually negotiated within networks.
Evolution of knowledge/content: process over product
educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies
This Systems or "factory farming" approach to education seems antithetical to (and virtually guaranteed to flummox) a community-based, engaged, serendipitous and spontaneous learning explosion in traditional Higher Ed. Where are some cracks and crevices where the System has failed to snuff out the accidental life of learning?
We need to enable and facilitate alternative development models if our vision of universal OER adoption is to become a reality.
While the open educationfieldtends to focus onthe development and scalability ofeducational resources and practices, networked learningtends to emphasizethe pedagogical experience of learning communities and interpersonal connections, and connected learning promotes instructional designs for holistic, participatorylearning.
three definitions
who are the gatekeepers in deciding what that looks like.
perhaps a transformation is necessary here. To many (too many), education means grades and scores and standardization. Capacity for self-directed learning is more important and difficult to quantify.
it can mean that students see themselves as actively building their learning
This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.
does “open” actually transform the way in which we do “school,” the way in which we teach and learn?
I think it can, but does higher ed want it to? Does anyone other than the open evangelists? The attempts at transformation in the 70s failed pretty hard. Maybe we need to transform teh public vision of what education looks like.
Free? Open access? Open enrollment? Open data? Openly-licensed materials, as in open educational resources or open source software? Open for discussion? Open for debate? Open to competition? Open for business? Open-ended intellectual exploration?
love the extended list, esp. "open for discussion/debate" Most definitions don't get past "free." "Open to competition" is an interesting thought. Open to cooperation would be more ideal. What would the competition be? For-profits?
Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.
Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?
ANCHOR INSTITUTIONS
Name names...
OER must have the right metadata
Could h provide that metadata?!
SUPPORTING ROBUST TECHNICAL and INSTITUTIONAL INFRASTRUCTURE
Possibly where h fits in...
the Foundation will provide enhanced support for grantee collaboration.
We're already working with grantees: OpenStax, Lumen, Rebus.
Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.
the technical basis for OER
robust and flexible infrastructure.
In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.
Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.
What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?
Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10
HUGE, especially the part about "meaningful learning experiences."
This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.
reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field
This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.
Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.
This stage of funding is focused on scale.
high-quality academic materials
Are tools "materials"?
I hired a bunch of undergrad students and recent alums, and paid them out of my own pocket to assist me.
I did not know this. And I already thought Robin was a bad-ass. There should be national, philanthropic funding for projects like this.
and any other tools, materials, or techniques used to support access to knowledge.
Tools are OERs.
and refreshed OER strategy.
This "refresh" was done December 2015.
The infrastructure
Hmm, I wonder if this is thinking inspired by the NGDLE movement (from Gates, EDUCAUSE)?
Develop innovative OER models
I suppose that would be us.
the frustration faculty members sometimes feel when searching for open content to include in their courses.
Annotation could help with this discovery, evaluation, and remixing process.
thinking more broadly about what ‘open’ means and how open connects to a variety of different areas
Yes!
Scaling Up OER
New Hampshire System Plans Open Education Push
“papers are the only scientific artifacts that are guaranteed to be preserved.”
Under the current mode of action.
Annotation can help us weave that web of linked data.
This pithy statement brings together all sorts of previous annotations. Would be neat to map them.
If the limitations are acknowledged and accounted for, there is no reason why open education should not offer genuine opportunities for promoting equity of access to higher education
addressed the way we treat student writing as the waste product of assessment.
If texts — content — are at the heart of a course, and content is now shaped into a process that depends on learner engagement in order to function fully, then OER propels us into truly student-centered territory.
from OER to OEP and open pedagogy
the learning-analytics industry still lacks the kinds of standards and protocols that would make it easy to extract, organize, and share such data among institutions for research purposes.
Sakai development is actually accelerating.
Preamble Share We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.
You can't get much better than this! https://www.youtube.com/watch?v=3GwjfUFyY6M
talking about open pedagogy as the “second power of open.”
There are clear signs that some move towards Open Pedagogy is in fact happening. At SALTISE, last week, @Downes made it quite clear that Open Education is about openness, not merely about cost.
talking about open pedagogy as the “second power of open.”
Open access: All human knowledge is there—so why can’t everybody access it?
the LMS’s institutionally friendly attributes have an important role in shaping our thinking about teaching and learning.
But should it?
In considering considerations, I think it’s important to begin with a thinking (or erasing?) exercise that asks you to forget everything you know or think you know about ed tech and start over.
Jessie Frazelle's advice on saying "no" to patch requests for open source projects.
Designing for Open Pedagogy with CCCOER
List of publications on open access research data
nice bibliography!
The essay competition will run until June 15th and will be judged by a committee of scientists, librarians, members of industry, and students based on the following criteria.
Which criteria are you referring to?
SSRN had one of the early freemium business models for an open access service.
that OER can provide benefits to some schools, but that commercial resources will continue to have value because of the tech-based enhancements, in analytics and adaptive learning and other areas, that they offer beyond academic content.
Why can't OERs have the equivalent?
Wiggins and McTighe’s solutions—backward design, sharing detailed rubrics with students, etc.—are certainly the right way to do teacher-centered, standards-driven education based on measurable outcomes.
I've been wondering for a long time about ID, UbD and the like as they fit in with open educational practices and open pedagogy. It seems like they're closed in a way, in that the the goals, the way they're defined and the means to getting there are all defined for the learner. But if we really want to help people grow and be all they can be, we have to cede control to the learners, so they can start to define their own goals, and find out how to set their own paths.
Input feed: lkfitz's bookmarks
5 billion reasons for open access
FLEXspace is a repository and open online education resource institutions can use to research and share information about successful learning space design.
To me, this is what OER for the web should start to reflect.
You mean it’s not just about the price of textbooks??
Open access is not fully realized without open peer review, which would provide opportunities for scholarly dialogue and critique throughout the writing process and beyond, argues Alex Mueller.
Work on exploitation arising from asymmetries of information is an important example.
What is being referred to when "asymmetries of information" is mentioned? Could the open access (to scholarly publishing) movement help to reshape this asymmetry to be more symmetric?
A public must allow for new members to join as the old fade away. A public must not die every semester.
Around 40% of Swiss research is open access
first MOOC was open in the sense articulated by the Open Education Consortium: knowledge, insights, and information were shared between students, and new knowledge, skills, ideas, and understanding built through sharing. This is perhaps the purest form of open education, in which the instructor is a facilitator, and the students collaborate to create a shared understanding.
in line with the Barth definition
Cape Town Open Education Declaration (n.d.) declares that the promise of open education is that “each and every person on earth can access and contribute to the sum of all human knowledge.
compare definition to Barth
Jenkins’ argument is that cultural progress is necessarily the result of freedom
that progress is a result of technical abilities (literacies) as well as permissions
material objects that may be patentable, rather than copyrightable, may be open. The Open Design Definition, for example, was developed in 2000 by the Open Design Foundation for the world of manufacturing design
open patent
My experimentation with open pedagogy – and my attempts to guide students’ learning with/in and across open platforms – was a social endeavor that invited reciprocal networking.
I can be in Egypt and in my home office at the same time. And because I can communicate with her at any moment, unexpectedly, I am always in Egypt and in my home office.
We saw this with Maha and Keegan via Twitter at OLC Innovate. Virtually Connecting added a dimension to the meeting, both bringing people together and challenging the pay to play standard of conferences.
Writing and submission. The process of compiling findings, writing accompanying narrative and making this available for public view and scrutiny can be simplified by the use of new improved software. These tools can help identify relevant papers through increasingly powerful learning algorithms (e.g. F1000Workspace, Mendeley, Readcube). They can also enable collaborative authoring (e.g. F1000Workspace, Overleaf, Google docs), and provide formatting tools to simplify the process of structuring an article to ensure all the necessary underlying information has been captured (e.g. F1000Workspace, EndNote). Submission for posting as a preprint, and/or for formal publication and peer review, should be as simple as a single click.
How can an "Open Science Platform" be built upon proprietary tools only? Maybe is meaning of "open" to define here?
After hundreds of emails with developers and peer-reviewers, his open-source book will be ready for use at UConn. Neth began planning for the second version of the book in January and the project has taken more than four months.
SocialBoost — is a tech NGO that promotes open data and coordinates the activities of more than 1,000 IT-enthusiasts, biggest IT-companies and government bodies in Ukraine through hackathons for socially meaningful IT-projects, related to e-government, e-services, data visualization and open government data. SocialBoost has developed dozens of public services, interactive maps, websites for niche communities, as well as state projects such as data.gov.ua, ogp.gov.ua. SocialBoost builds the bridge between civic activists, government and IT-industry through technology. Main goal is to make government more open by crowdsourcing the creation of innovative public services with the help of civic society.
I utilize some of the useful critiques OA has generated to inform the discussion of OER creation and practice.
Though there are major differences between Open Access and Open Educational Resources, the two approaches to openness share a lot. Advocates for both are likely to have a lot of values in common, including a distaste for inequalities.
Books can learn from the web how to be bounded, but open.The web can learn from books how to be open, but bounded.
Active OER: Beyond open licensing policies
“free vs. open”
Reasons Facebook, Twitter, and Instagram have dominated the Web over blogs and independent sites:
Let go of the idea of people reading your stuff on your site, and develop or support interfaces that put your readers in control of how they view the web instead of giving the control to the people with the servers.
Blogs tend towards conversational and quotative reuse, which is great for some subject areas, but not so great for others. Wiki feeds forward into a consensus process that provides a high level of remix and reuse, but at the expense of personal control and the preservation of divergent goals. Wikity takes lessons from federated wiki, combining the individual control of blogging with the permissionless improvement of wiki.
Mike Caulfield introduces http://wikity.cc, a personal wiki platform in which editing is blog-like (it runs on WordPress), but pages can be easily copied and remixed.
I am particularly excited about ways it might be used to help faculty and students to collaborate on OER across institutions.
Do we mean free open access?
Yes; this isn't hard. That is what all well-established (over a decade old) definitions of "open access" mean.
The comparison to inter-library loan both is and isn't helpful. It is helpful because it shows that libraries have never been purely competitive spaces. It is less helpful because the digital environment fundamentally alters the way we disseminate material and shifts the vast majority of costs to labour-to-first-copy, rather than in the dissemination phase.
the hyperlink provided a diversity and decentralisation that the real world lacked
We’re also losing the organic and open shape of the web. It’s becoming something much more rigid and more hierarchical.
The hyperlink was a way to abandon centralization — all the links, lines and hierarchies — and replace them with something more distributed, a system of nodes and networks.
Open Education Resources and Repositories
OER Repository
"connected copies" - multiple copies of pages and other files stored across the Web, accessed by name rather than just a single address.
Some examples already exist: git, torrents, federated wiki, various named data networking projects, and the Interplanetary File System.
Distributed copies fight link rot and reduce Internet traffic congestion. More importantly, if the files are freely licensed, easy to copy, and easy to edit, the concept reaches toward the full peer-to-peer potential of the Web.
OER Data Report
what we sell in the Open Textbook movement is not just reduced cost.
And it's not just equality of access to "required" materials (though that's important too). It's more about the pedagogical process.
Those students that bought the cheap version of the text back in 1991? They were pill-splitters. And they failed at pill-splitting (and maybe at the course). Do we own that failure? What we’ve learned over the past five years or so in OER is that what we sell in the Open Textbook movement is not just reduced cost. It’s the simplicity that you can get when you’re not working with an industry trying to milk every last dollar out of students. It’s every student having their materials on day one, for as long as they like, without having to navigate “simple” questions of what to buy, what to rent, and when-is-the-book-on-the-syllabus-that’s-required-not-really-required.
Asking What Students Spend on Textbooks Is the Wrong Question
Cost of textbooks and what students are able to spend.
Pedagogy in Public: Open Education Unbound
Is it possible to add information to a resource without touching it?
That’s something we’ve been doing, yes.
The University of New Hampshire Open Educational Resources Ambassador Pilot
To maximize its utility
The unusual data released strategy involving crowdsourcing on twitter, is discussed in more detail in this blog http://blogs.biomedcentral.com/gigablog/2011/08/03/notes-from-an-e-coli-tweenome-lessons-learned-from-our-first-data-doi/
“In the last 15 years, we’ve seen a massive transition in the way academic publishing is being done,” said Jules Blais, an environmental scientist at the University of Ottawa and editor of FACETS.
Students Should Demand Their Colleges Produce Free Open Textbooks to End the Textbook Racket
To date 5'-cytosine methylation (5mC) has not been reported in Caenorhabditis elegans, and using ultra-performance liquid chromatography/tandem mass spectrometry (UPLC-MS/MS) the existence of DNA methylation in T. spiralis was detected, making it the first 5mC reported in any species of nematode.
As a novel and potentially controversial finding, the huge amounts of supporting data are depositedhere to assist others to follow on and reproduce the results. This won the BMC Open Data Prize, as the judges were impressed by the numerous extra steps taken by the authors in optimizing the openness and easy accessibility of this data, and were keen to emphasize that the value of open data for such breakthrough science lies not only in providing a resource, but also in conferring transparency to unexpected conclusions that others will naturally wish to challenge. You can see more in the blog posting and interview with the authors here: http://blogs.biomedcentral.com/gigablog/2013/10/02/open-data-for-the-win/
Giga Science Database
For more about GigaDB, see the paper in Database Journal: http://database.oxfordjournals.org/content/2014/bau018.full