Group items tagged

A terrific checklist for anyone looking to "build" a course: 1. Plan for 30 minutes 2. Develop content without technology (clarify goals, assumptions about students, objectives, assessments, learning outcome artifacts, sequencing, validation) 3. Implement your content using technology (inc prep to evaluate the efficacy of your course) 4. Pilot with your target audience

Goggle does more than offer search tools, maps, online docs or spreadsheets for collaborative writing and figuring - it can also offer online quizzes, map placemarking, embedding books in your blog, and more!

A 7th grade science student shows us her personal learning environment (PLN) created by Symbaloo tumblelog- including how she uses a variety of platforms in searching out experts and talking with them (e.g., Skype and Blogster) or practicing how to write a lab report (e.g., Google Docs).

Internet redefining citizenship in 21st century - Civic Information API, e.g., Kenya Elections Hub - Sunlight Foundation programs for open govt data - MySociety collaboration among developers esp open source code

Code by Luca de Alfaro and Michael Shavlovsky at the University of California Santa Cruz - hosted on Google AppEngine for security, availability, and data backup - see article: L. de Alfaro, M. Shavlovsky. CrowdGrader: Crowdsourcing the Evaluation of Homework Assignments. Technical report UCSC-SOE-13-11, August 2013. http://arxiv.org/abs/1308.5273

Openness as a literacy

See this HASTAC page for related content, "Badges for Learning Research" Workshop is scheduled for 12 August 2014 for more information: https://sites.google.com/site/obie2014ws

Creative Commons (CC) has received a small grant to create an "OER Policy Registry." The Open Education Resources (OER) Policy Registry will be a place for policy makers and open advocates to easily share and update OER legislation, OER institutional policies and supporting OER policy resources. We have begun to enter OER policies into the registry, but we need your help to make it a truly useful global resource. ... Will you please: (1) Contribute any OER policies you know about on this form. http://goo.gl/9TmUV We are collecting both legislative AND institutional (non- legislative) OER policies from around the world. Your form submissions will be added to this draft list of OER policies. (2) Review the draft list of OER policies. http://goo.gl/i6i9W If any entries need to be fixed, please email us at oer@creativecommons.org

The purpose of this document is two-fold: - to offer an online history of the development of the Massive Open Online Course (MOOC) - to use that history to describe major elements of a MOOC Each chapter of this guide looks at one of the first MOOCs and some early influences. It contains these parts: - a description of the MOOC, what it did, and what was learned - a description of the element of MOOC theory learned in the offering of the course - practical tools that can be used to develop that aspect of a MOOC - practical tips on how to be successful Contribute to this Book You are invited to contribute. If you participated in a MOOC, add a paragraph describing your experience (you can sign your name to it, so we know it's a personal story). If you know of resources or can add information about an element of MOOC theory, add to or edit the text that already exists. If you know of tools, provide a link to the tool, a short description, and your assessment of the tool. If you have a tip, add the tip. In order to participate, please email or message your contact details, and we'll you to the list of people who can edit pages. Send your request to stephen@downes.ca

Free, open course on "Personal Learning Environments for Inquiry in K12" - topics include orientation to open learning environments, processes and obstacles, and how to evaluate learning in PLEs and networks