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Jenni Parker

Rich sharing at Open Education Week webinars - 0 views

toucansproject.wordpress.com/...rich-sharing

sharing education OER open

shared by Jenni Parker on 11 Apr 12 - No Cached
  • Jenni Parker on 11 Apr 12
     
    TOUCANS Project Blog
Jenni Parker

Creating Learning Objects | Contact North - 1 views

www.contactnorth.ca/...creating-learning-objects

creating learning objects

shared by Jenni Parker on 18 Oct 12 - No Cached
  • Jenni Parker on 18 Oct 12
     
    Interesting resources shared by Rob Phillips - Thanks Rob
Jenni Parker

Top Resources for Blended Learning | Contact North - 1 views

www.contactnorth.ca/...top-resources-blended-learning

blended learning contact north

shared by Jenni Parker on 18 Oct 12 - No Cached
  • Jenni Parker on 18 Oct 12
     
    Interesting resource shared by Rob Phillips - Thanks Rob!
Jenni Parker

Openness as counter-narrative (#OMDE) | opendistanceteachingandlearning - 0 views

opendistanceteachingandlearning.wordpress.com/...ness-as-counter-narrative-omde

oer education open access research

shared by Jenni Parker on 10 Jul 12 - No Cached
  • Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist”
  • Exploring the complex “supersystem” of higher education, Wiley and Hilton (2009) state that there is an alarming disconnect between higher education and broader society or “supersystem”. The major six disconnections, according to Wiley and Hilton (2009, pp.1-5) are the move from analog to digital, the move from tethered to mobile, from isolated to connected, from generic to personal from consumers to creators and from closed to open
  • There is an increase in free sharing “on a scale never before seen” (Wiley & Hilton, 2009, p.3)
  • ...3 more annotations...
  • Despite the dramatic and pervasiveness of the impact of these changes; “higher education has largely ignored these changes in its supersystem” (Wiley & Hilton, 2009, 3). While higher education had the monopoly on knowledge production in eras past, it no longer does. Not only has higher education lost its monopoly in knowledge production, but higher education has also lost its monopoly on “access to teachers, tutors, and others who could answer student questions and support them academically in their learning” (Wiley & Hilton, 2009, p.6).
  • In the light of the above, Wiley and Hilton (2009, p.8) state that higher education’s only possible response is to increase connectedness, personalization, participation, and openness.
  • “Of these four, a significant increase in openness is the most pressing priority for higher education because a culture of openness is a prerequisite to affordable, large-scale progress in the other three areas”.
  • Jenni Parker on 10 Jul 12
     
    Rob, towards the end of this articles there are some good quotes about the need for Universities to become more open that might be useful for the white paper. I've highlighted a few sections.
macake

MOOCs will mean the death of universities? Not likely - 2 views

theconversation.edu.au/f-universities-not-likely-8830

moocs open access

shared by macake on 28 Aug 12 - No Cached
  • macake on 28 Aug 12
     
    I agree with most of this. Change doesn't need to be massive, just a shift in favour of short, high-quality 're-purposeable' objects, to stay at the forefront of the new wave.
  • Jenni Parker on 05 Sep 12
     
    Great article, thanks for sharing. I also agree with most of this. Having participated in a MOOC, I don't think this form of learning will takeover. I think there are a couple of very good quotes here that we should include in our white paper e.g., "A reputation for innovative teaching will be invaluable in the fight for domestic and international student dollars." and "Incentives at all our universities are based on research output, so academics have little incentive to embrace educational reform. The universities that succeed in transforming education will not be those that work on a top down approach. That cannot work. Rather, it is the universities that develop the incentives and motivation for "bottom up" academic-led reform who will be tomorrow's leaders in tertiary education."
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