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And this is certainly not the way scholars and teachers constructively build their learning communities.

Lacking the presentation of additional and concrete feedback from the Program Committee, it is only possible for me to speculate as to the nature of the concern over my Twitter activity during last year’s conference.

However, I have to ensure that this year you 1) calibrate your voice on twitter to meet the tone of COLTT as to not upset others and 2) ensure that you adhere to the content proposed for your sessions.

I cannot and will not silence myself, trade diversity of thought for a few CV lines, and gag opinion because my expression might upset an abstract group of “others.”

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The work of scholarship should be the work of imagination.

Where in a traditional classroom, the instructor holds the keys to knowledge, and they can lock it away whenever and in whatever portions they deem fit, digital culture hangs its hat on the ideal of openness and access: anyone who wants it can have whatever knowledge simply by keying in a search, or pointing to a specific URL.

It’s regular human communication astride a new medium.

Right now, the digital is relevant, present, and is that thing that seems to provide the most interesting possibilities and the most contentious challenges in the scholarship and practice of teaching and learning.

Assimilating concepts often requires engaging multiple perspectives on the same information — multiple theories about the same musical concept, multiple ways to perform the same kind of passage, etc.

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The open licenses are a necessary condition, if you will, for bringing education into the Internet Age, but they’re just the starting ground for rethinking “who owns” and “who controls” teaching and learning.

Education is, first and foremost, an enterprise of sharing. In fact, sharing is the sole means by which education is effected. If an instructor is not sharing what he or she knows with students, there is no education happening.

"a picture drawn by a first-grader, a lesson plan developed by a teacher or an app created by a teen would belong to the school system, not the individual.”

“Open education” needs to be about more than adopting products that have “open” on the label. It means building on the affordances of open-licenses. But it means examining, more broadly, which elements of our beliefs and practices around teaching and learning are “open” or “closed” and who are the gatekeepers in deciding what that looks like.

As my article on “Who Owns School Work” suggests, open licenses are important in pushing back on assumptions of “ownership” around educational content and data — that is, thinking about copyright and Creative Commons can prompt an important discussion about what happens to the content and data created by teachers and students alike.

No doubt, this battle involves the ongoing struggle to define “what is open” in education.

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In other words, annotate this text right here with your creative media!

annotate this text right here with your creative media!

In other words, annotate this text right here with your creative media!