Anderson (2009) suggests a number of activities that characterise the open scholars, including that they
create,
use and contribute open educational resources,
self-archive,
10More
Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views
-
From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
-
Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
- ...6 more annotations...
-
citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
-
-
This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
-
Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
-
Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
-
The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
8More
Stanford's open courses raise questions about true value of elite education | Inside Hi... - 4 views
-
Search form | Follow us: Get Daily E-mail Thursday, December 15, 2011 Home NewsAssessment and Accountability Health Professions Retirement Issues Students and Violence Surveys Technology Adjuncts Admissions Books and Publishing Community Colleges Diversity For-Profit Higher Ed International Religious Colleges Student Aid and Loans Teaching and Learning ViewsIntellectual Affairs The Devil's Workshop Technology Blog UAlma Mater College Ready Writing menu-3276 menu-path-taxonomy-term-835 od
-
This made Stanford the latest of a handful of elite American universities to pull back the curtain on their vaunted courses, joining the Massachusetts Institute of Technology’s OpenCourseWare project, Yale University’s Open Yale Courses and the University of California at Berkeley’s Webcast.Berkeley, among others. The difference with the Stanford experiment is that students are not only able to view the course materials and tune into recorded lectures for CS221: Introduction to Artificial Intelligence; they are also invited to take in-class quizzes, submit homework assignments, and gather for virtual office hours with the course’s two rock star instructors — Peter Norvig, a research executive at Google who used to build robots for NASA, and Sebastian Thrun, a professor of computer science at Stanford who also works for Google, designing cars that drive themselves. (M.I.T., Yale and Berkeley simply make the course materials freely available, without offering the opportunity to interact with the professors or submit assignments to be graded.)
- ...5 more annotations...
-
Based on the success of Norvig and Thrun’s experiment, the university’s computer science department is planning to broadcast eight additional courses for free in the spring, most focusing on high-level concepts that require participants already to have a pretty good command of math and science.
-
For one, the professors can only evaluate non-enrolled students via assessments that can be graded automatically.
-
With a player like Stanford doing something like this, they’re bringing attention to the possibilities of the Web for expanding open education
14More
On OER - Beyond Definitions | iterating toward openness - 1 views
-
From a grant or contract compliance standpoint, the operational definition of open educational resources is often collapsed to:Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain.
-
“In the public domain” means that, while the nature of the artifact qualifies it for copyright protection, the artifact is not subject to copyright restrictions.
- ...10 more annotations...
-
defining an “open educational resource” in terms of copyright status is that the definition implies that all OER belong to the universe of copyrightable things. This explicitly precludes ideas, concepts, methods, people, places, events, and other non-copyrightable entities from being OER. (This helps us avoid some of the nonsense that went on with “learning object” definitions.)
-
onsequently, every community, individual, or institution’s ideal OER will be different, and it is important that we pause and acknowledge this.
-
Below, I work from the position that “an ideal OER would help every person in the world attain all the education they desire.” In this specific context, I believe the ideal OER would have three characteristics. It would: 1. Be always, immediately, and freely accessible by every person in the world 2. Grant the user the legal permissions necessary to engage in each and every possible usage of the resource with no restrictions whatsoever 3. Effectively support the educational goals of the user
-
it is meaningless to talk about OER being “high quality” without simultaneous reference to the user
-
If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
-
Note, however, that a student with access to the high school library and enrolled in the class using the LMS still has access to these materials, so those copies of the resources simultaneously are OER to her while they are not an OER for others.
-
some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder.
4More
http://opencontent.org/definition/ - 1 views
-
The "open" in "open content" is a similarly continuous construct. In this context, "open" refers to granting of copyright permissions above and beyond those offered by standard copyright law
- ...1 more annotation...
-
Put simply, the fewer copyright restrictions are placed on the user of a piece of content, the more open the content is. The primary permissions or usage rights open content is concerned with are expressed in the "4Rs Framework:" Reuse - the right to reuse the content in its unaltered / verbatim form (e.g., make a backup copy of the content) Revise - the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language) Remix - the right to combine the original or revised content with other content to create something new (e.g., incorporate the content into a mashup) Redistribute - the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
10More
iterating toward openness - 2 views
-
One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
-
However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
-
We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
- ...6 more annotations...
-
The bolded items above really represent one version (and certainly not the only one) of the complete package – open content, open learning support, and open badges that help you demonstrate competence to an employer.
-
- An initial list of OER (e.g., OLI courses) and Q/A services (e.g., StackOverflow.com or OpenStudy) which will help individuals develop the skills necessary to obtain the badges
-
• Combine these and other business models to generate enough revenue so that (1) the marking service can be free in addition to all the badge related materials being openly licensed and (2) employers will respect and recognize the badges resulting from the process.
-
If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
-
The efficacy ideal is not realizable in practice. Intuitively we would want the ideal OER to support the educational goals of every user, and some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder. A resource considered very high quality by an English speaking undergraduate might be very low quality for an English speaking primary school student or a Spanish speaking undergraduate.
-
While everyone wants the OER they use to be high quality for them, it is meaningless to talk about OER being “high quality” without simultaneous reference to the user.
1More
2011 The Year of Open « Paul Stacey - 4 views
edtechfrontier.com/...2011-the-year-of-open
OER education MOOC Creative Commons OERU Open Pedagogies
shared by Maha Abdelmoneim on 22 Dec 11
- No Cached
2More
YouTube - David Wiley's Keynote on Open Education - 5 views
www.youtube.com/watch
education youtube david wiley OER resource Openness David_wiley opened openeducation
shared by markuos morley on 10 Oct 11
- Cached
28More
Digital, Networked and Open : The Digital Scholar: How Technology Is Transforming Schol... - 4 views
www.bloomsburyacademic.com/...-9781849666275-chapter-001.xml
martin weller digital scholarship book mooc change11
shared by markuos morley on 27 Sep 11
- No Cached
-
-
- ...22 more annotations...
-
Blogs are also the epitome of the type of technology that can lead to rapid innovation. They can be free to set up, are easy to use and because they are at the user's control, they represent a liberated form for expression. There is no word limit or publication schedule for a blog
-
Prior to the Internet, but particularly prior to social networks, this kind of network was limited to those with whom you interacted regularly.
-
Dunbar's (1992) research on friends and group size suggests that it has a capacity of around 150. It necessitates keeping in touch with a lot of people, often reinforcing that contact with physical interaction.
-
for those who have taken the step to establishing an online identity, these networks are undoubtedly of significant value in their everyday practice.
-
Tim O'Reilly (2004) calls ‘an architecture of participation’, an infrastructure and set of tools that allow anyone to contribute.
-
It is this democratisation and removal of previous filters that has characterised the tools which have formed the second wave of web popularity, such as YouTube, Wikipedia, Flickr, blogs, Facebook and Twitter.
-
Openness then refers not only to the technology but also to the practice of sharing content as a default.
-
-
Fast – technology that is easy to learn and quick to set up. The academic does not need to attend a training course to use it or submit a request to their central IT services to set it up. This means they can experiment quickly.
-
Cheap – tools that are usually free or at least have a freemium model so the individual can fund any extension themselves. This means that it is not necessary to gain authorisation to use them from a budget holder. It also means the user doesn't need to be concerned about the size of audience or return on investment, which is liberating.
-
Out of control – these technologies are outside of formal institutional control structures, so they have a more personal element and are more flexible. They are also democratised tools, so the control of them is as much in the hands of students as it is that of the educator.
-
Overall, this tends to encourage experimentation and innovation in terms of both what people produce for content services and the uses they put technology to in education.
-
This reflects a move away from expensive, sophisticated software and hardware to using tools which are easy to use, lightweight and which tie in with the digital, networked, open culture.
-
there seems to be such an anxiety about being labelled a ‘technological determinist’ that many people in education seek to deny the significance of technology in any discussion. ‘Technology isn't important’, ‘pedagogy comes first’, ‘we should be talking about learning, not the technology’ are all common refrains in conferences and workshops.
-
While there is undoubtedly some truth in these, the suggestion that technology isn't playing a significant role in how people are communicating, working, constructing knowledge and socialising is to ignore a major influencing factor in a complex equation.
-
entirely unpredicted, what is often termed ‘emergent use’, which arises from a community taking a system and using it for purposes the creators never envisaged.
6More
The Primary Challenge for the OER Movement | iterating toward openness - 4 views
-
some people in the field need to turn their attention to the creation of Open Assessment Resources (OAR).
- ...3 more annotations...
-
The work on the Open Badge Infrastructure is only slightly encouraging with regard to this challenge.
-
However, we can’t credential (responsibly) without assessments, and in the midst of all the excitement about badges I’ve yet to hear of any novel (or even uninteresting) work on the underlying assessments themselves
-
Given the OAR acronym, users of OER are literally up a creek without a paddle. And will be until we start making some progress on the OAR issue.
6More
A pedagogy of abundance or a pedagogy to support human beings? Participant support on m... - 10 views
-
Teaching presence is much harder to facilitate as learners do not necessarily have contact with the educator, but it is the teaching presence that heightens cognitive presence (Annand, 2011).
-
This research showed the importance of making connections between learners and fellow-learners and between learners and facilitators. Meaningful learning occurs if social and teaching presence forms the basis of design, facilitation, and direction of cognitive processes for the realization of personally meaningful and educationally worthwhile learning outcomes.
-
The type of support structure that would engage learners in critical learning on an open network should be based on the creation of a place or community where people feel comfortable, trusted, and valued, and where people can access and interact with resources and each other.
- ...3 more annotations...
-
The new roles that the teacher as facilitator needs to adopt in networked learning environments include aggregating, curating, amplifying, modelling, and persistently being present in coaching or mentoring.
-
Novices can best be supported through a series of activities that are structured on connectivist learning principles with a goal to enhance autonomy and the building of personal learning networks.
1More
https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf - 1 views
10More
Organizing a Massive Open Online Course (MOOC) - 4 views
-
Typically, a MOOC begins by setting up a simple registration website put together by your facilitators
-
Offering a MOOC is like putting on Woodstock. It will probably be chaotic, unruly, produce totally unexpected outcomes
- ...5 more annotations...
-
If your company is looking for ways to expand its client base and position itself as a thought leader, consider hosting a MOOC.
-
For our purposes, consider a MOOC to be a free, open-ended, online course involving potentially thousands of participants using all kinds of social tools like websites, blogs, Facebook, Twitter, discussion forums — you name it — to discuss and learn about a topic from every angle and generate a body of knowledge that all can share.
-
I usually ask clients what they can give away for free that will increase their brand recognition or status. A MOOC is a great example.
-
the necessary ingredients for a MOOC: Knowledge or the opposite of knowledge: a question to which you don’t have an answer, but that you’d like to have answered. People to serve as facilitators. A digital infrastructure.
-
Hosting a MOOC doesn’t require: A large budget for staff. The mandate to measure ROI. A significant input of time, since participants take much of the lead. Physical space, since MOOCs take place in the virtual world.
-
Not just for ed or other training, relevant to local development, PR, marketing, branding, etc.
-
the necessary ingredients for a MOOC: Knowledge or the opposite of knowledge: a question to which you don't have an answer, but that you'd like to have answered. People to serve as facilitators. A digital infrastructure.
Openness and the Future of Education - 4 views
www.slideshare.net/...ss-and-the-future-of-education
openness education david wiley slideshare presentation
shared by markuos morley on 10 Oct 11
- Cached
Open Access Week :: Athabasca University - 4 views
Opening Up Education - 3 views
www.scribd.com/...Opening-Up-Education
education open_access opensource open_knowledge opening excellent collaboration ebook openaccess oer mit technology research learning scribd #change11 change11 mooc
shared by markuos morley on 13 Oct 11
- Cached