23 Matching Annotations
  1. Feb 2018
  2. Jan 2018
  3. Oct 2017
    1. There is only one context in which “open means the 5Rs”

      5Rs = open only when applied to a copyrightable noun

    1. OU Create has lent us the opportunity to talk about what does it mean to give students their data

      it's not until there is a choice that the choice becomes a focus

    2. So I’ll go ahead and say I see open as an end product less interesting. Open as a space that can produce open products: I find much more interesting.

      This is an absolutely critical distinction. The open education community's focus on OER has emphasized product-focused practices, when we should be focused on practices that are enabled by or produce open products as a byproduct of our interaction.

    1. Knowledge consumption and knowledge creation are not separate but parallel processes, as knowledge is co-constructed, contextualized, cumulative, iterative, and recursive.

      @clhendricksbc (above) is right that this is a key point. It brings out the Foucault in me, the way that discourse is a social process lodged in relationships of power. Maybe some of open's effect is to re/unbalance existing power relationships in the consumption and creation of knowledge.

    2. We hope that this chapter will inspire those of us in education to focus our critical and aspirational lenses on larger questions about the ideology embedded within our educational systems and the ways in which pedagogy impacts these systems. At the same time we hope to provide some tools and techniques to those who want to build a more empowering, collaborative, and just architecture for learning.

      I might reverse the priority of these: for me, OEP is first a worthy learning practice, and second a practice that can question and evolve ideology. Does the latter grow out of the former?

    3. “Open Pedagogy,” as we engage with it, is a site of praxis, a place where theories about learning, teaching, technology, and social justice enter into a conversation with each other and inform the development of educational practices and structures.

      defining open pedagogy

    4. Although providing a framing definition might be the obvious place to start, we want to resist that for just a moment to ask a set of related questions

      This is a best practice: before we define terms, let's clarify goals.

    5. Build OERs with your students. Though students may be beginners with most of the content in your course, they are often more adept than you at understanding what beginning students need in order to understand the material.

      Very happy to see this utopian dimension that comes from the #digped side. At my institution, discussions from admin side tend to focus on the $$ savings issue in isolation; therefore, it becomes limited to simply replacing the $100 ECON text with "free" (read: created with fac labor) replacements and often embedded in closed LMSs.

    6. How will they afford childcare on top of tuition fees? How will they focus on their homework if they haven’t had a square meal in two days or if they don’t know where they will be sleeping that night? How will their families pay rent if they cut back their work hours in order to attend classes? How much more student loan debt will they take on for each additional semester it takes to complete all of their required classes? How will they obtain the credit card they need to purchase an access code? How will they regularly access their free open textbook if they don’t own an expensive laptop or tablet?

      This is a crucial point for those of us, like me, who teach outside of elite SLACs and private Us. A CUNY colleague of mine, librarian Maura Smale, has done amazing ethnographic work on "student taskscapes"--the way students' education is lived. What stands out so powerfully is the "last mile" problem y'all eloquently speak to here: time and $$ budgets required to find paper, printers, tablets, electricity, free time, a couple ft. sq. of space, and so on. Forget about a room of one's own: a corner to squat in, 50 pp of copying @ $0.05 per, and enough Luna bars to get through the day.

    7. When we talk about OERs, we bring two things into focus: that access is critically important to conversations about academic success, and that faculty and other instructional staff can play a critical role in the process of making learning accessible. If a central gift that OERs bring to students is that they make college more affordable, one of the central gifts that they bring to faculty is that of agency, and how this can help us rethink our pedagogies in ways that center on access.

      Note that the second statement in each sentence here is more contingent: emphasis on the can. Free or cheaper is by (the broadest) definition the essence of OER. Whether open licensing in fact results in more open pedagogy is a possibility but not always the case.

    8. Recently, Wiley has revised his language to focus on “OER-Enabled Pedagogy”[8], with an explicit commitment to foregrounding the 5R permissions and the ways that they transform teaching and learning.

      At the #OpenEd17 session on "OER-Enabled Pedagogy," David Wiley suggested that Open Pedagogy, Open Educational Practices, and OER were a series of nesting circles and asked the group which was the biggest circle.

      Not sure I agree with the premise, but for me open pedagogy would be the biggest circle. I'm just not convinced that all OER use is a pedagogically open--especially when it doesn't fully meet the 5Rs test.

    1. All content used in the ATD OER degree pathways must have open license terms allowing unrestricted use, reuse, revision, and redistribution.

      All ATD OERDegrees course materials licensed for full 5R open access and use.

    2. Sixty-three percent of instructors said that developing a course with OER takes at least one and a half times as much time as a traditional course.

      63% instructors say developing OER course took 1.5x a traditional course. < This doesn't seem that high, given that a traditional course presumably uses an existing textbook or course materials. Is the level of effort less the second time the course is taught?

    3. Forty-two percent of instructors surveyed reported that they are very likely to promote use of OER to colleagues, while only a small percentage would not.

      42% instructors will promote OER further; few would not.

    4. More than half the instructors participating in the ATD initiative are new to OER, while 83% have experience teaching online and/or hybrid courses.

      50%+ instructors new to OER, but 83% taught online

    5. Launching OER Degree Pathways: An Early Snapshot of Achieving the Dream’s OER Degree Initiative and Emerging Lessons

      This is an early formal report on the findings of the ATD OER Degree program. I'm annotating as a part of the Open Education 2017 conference in Anaheim, where this snapshot was presented by Richard Sebastian and Rebecca Griffiths, and invite others to do the same. Im suing the opened17 tag, along with at tag related to this particular presentation there: opened17BXfW

    1. OER-Enabled Pedagogy is the set of teaching and learning practices only practical in the context of the 5R permissions characteristic of open educational resources. Some people – but not all – use the terms “open pedagogy” or “open educational practices” synonymously.

      OER-enabled pedagogy is the OEG's preferred name for what other's might call "open pedagogy" or "open educational practices". David Wiley blogs about this specific naming.