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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).

The University of Kentucky Libraries is committed to launching this repository in addition to maintaining the Kentuckiana Digital Library, leasing space in other repositories such as ArtStore or helping with homegrown repositories important to specific colleges, e.g., MDID for College of Design and College of Fine Arts .... Question: how does the KY Learning Depot initiative fit here? or an international LOs community with a vibrant peer-review process like MERLOT?

Article by Marc Parry on Unlocking the Gates (Princeton University Press), a new book by Taylor Walsh, is a research analyst with Ithaka S+R, the research division of the nonprofit Ithaka consulting group, which supported the project together with the William and Flora Hewlett Foundation.

Great approach to helping instructors understand some basic issues of student privacy and the role of social media. This kind of argument might encourage people to assign the use of (and contribution to) open educational resources. "FERPA was never intended to place students into the box of a physical or online classroom to prevent them from learning from the public."

"social teaching" initiative with peer reviewers to identify the best teachers for any concept who then put their instruction for that concept online as "learning packets" for use by anyone free of charge - universities will be able to privatize parts of it to attach to student IDs and track progress for a fee - Capella Education has invested in this initiative also, http://chronicle.com/blogs/wiredcampus/social-teaching-company-gets-buy-in-from-capella-education/29466?sid=wc&utm_source=wc&utm_medium=en

…national or institutional policies, rules, and practices that encourage or inhibit the development of learning objects and repositories…

This tutorial includes info on Creative Commons licensing

vs. Pearson, Cengage Learning, and Macmillan Higher Ed

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

The MOOC Business Plan- With millions of students taking high-quality MOOCs for free, schools and course providers are searching for a viable business model. Editorial: MOOC Shake- MOOCs will change higher education radically, but not in the way we expect right now. Assessment Tools for MOOCs- As MOOCs are made available for credit, scalable assessment options are essential. Building a Sense of Community in MOOCs- Massive class sizes can breed feelings of isolation, but they also enable more student interaction. Blended MOOCs: The Best of Both Worlds?- Combining in-class instruction with high-quality MOOCs may resolve some of the hurdles facing xMOOCs, but questions about cost and the impact on faculty remain unanswered. Watch video: Catheryn Cheal, AVP and senior academic technology officer at San Jose State, discusses how the school adapted a course for use in a blended MOOC. The Rise of MOOCs… What does it mean for higher education? Watch video: Cathy Sandeen, VP of education attainment and innovation at ACE, talks about the potential of MOOCs to increase the number of Americans gaining a post-secondary degree. cMOOCs: Putting Collaboration First- Alternative MOOC models are fostering creativity and collaboration with peers. How to Convert a Class Into a MOOC- The sheer size and diversity of the student body in a MOOC require a new approach to teaching. C-Level- The role of MOOCs in learner-initiated learning. MOOC News & Analysis- Georgia Tech's MOOC Degree

Ashton Anderson and Jure Leskovec (Stanford) Daniel Huttenlocher and Jon Kleinberg (Cornell) re Coursera students' activities/user rates: "engagement taxonomy" 5 different categories based on student interactions with the platform (http://www.openeducationeuropa.eu/en/news/mooc-study-creates-new-taxonomy-engagement): Bystanders are registered for the course, but their total activity is below a very low threshold. Collectors primarily download lectures, but don't participate much. Viewers watch lectures, handing in few if any assignments Solvers hand in assignments for a grade, viewing few if any lectures All-Rounders balance the watching of lectures with the handing in of assignments QUESTION: what about the way-finders - those who help create signposts for others to follow as learners navigate the course? or the web-makers - assisters/facilitators who help craft communities among learners?

Collection of free textbooks created for the Florida schools and universities.

Overview of Diigo as bookmark/notetaking app and community connections through sharing bookmarks publically and recommending ideas/knowledge to others.

Drama in the Delta, Digitally Reenacting Civil Rights Performances at Arkansas' Wartime Camps for Japanese Americans 3D digital role-playing game reconstructing the 2 US concentration camps for Japanese Americans during World War II - players navigate two levels of racial segregation to experience rebellious performances from judo combat and blues music to kabuki plays and drag shows Project Directors: Dr. Emily Roxworthy (Theatre and Dance, University of California, San Diego) and Amit Chourasia (Head of Visualization Services Group, San Diego Supercomputer Center) Other universities involved: undergraduates from MIT and UC-SanDiego graduate students from UC-SanDiego historians from U Cincinnati, UVa, King's College (London), U Arkansas-LittleRock, UC-SanDiego

Interesting look at using private class blogging as a means for learning about IP and copyright.

This study will investigate the impact of Open Educational Resources (OER) use on teaching and learning. To achieve this, the project team will review current research in the area; survey, interview and run workshops with suitable participants to collect data; and will produce an accessible report on the study findings. The report will consider the use of OER from both an individual and institutional perspective looking at the benefits OER can offer each and identifying the pedagogic, attitudinal, logistical and strategic factors conducive to uptake and sustained use of OER, as well as the associated issues and challenges.

Social networking to prioritize curriculum development from open content and chosen by community (student generated content such as notes and internet-based resources while instructor-based content can be course notes), and new groups of students/faculty can build on the work oand experiences of previous students ("start where others left off") - instructors can use learner analytics to encourage deeper learning - currently being used for English composition by Stanford, CA Polytech, USC, Babson, Sacramento State and San Luis Obispo

Includes video from UNESCO where Dr. Pongi asks planners of the OER university to find sustainable and scalable solutions to these key questions: - How can OER be best harnessed to train the millions of teachers needed? - What partnerships and interventions are necessary to support OER quality assurance and acceptance? - What specific types of OER content should we prioritise? - A wealth of content exists. How can an effective "clearing house" function that supports quality, cataloguing, information dissemination and other key tasks be operationalised? also Sir John Daniel, President and Chief Executive Officer of the Commonwealth, highlights two strategic questions for the planning of the OER university: - How can the "OER university" give students every element of possibility to draw on the rich environment of knowledge in their learning? -How can the "OER university" provide routes to credible certification so that learners and society can have confidence in the robustness in their knowledge and skills?

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