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Ted Curran

Lecture Capture Project - 0 views

blogs.uiowa.edu/lecturecapture

lecture capture guidelines best practices

shared by Ted Curran on 29 Sep 10 - No Cached
  • Ted Curran on 29 Sep 10
     
    A great description of best practices with regards to lecture capture.
Ted Curran

Moodle at Wesleyan » Moodle Decision: FAQ - 0 views

moodle.blogs.wesleyan.edu/home

shared by Ted Curran on 27 Oct 10 - No Cached
  • Ted Curran on 27 Oct 10
     
    great letter from academic tech department to school community explaining a switch to Moodle.
Ted Curran

Exam Questions: Outsourcing vs. Crowdsourcing - ProfHacker - The Chronicle of Higher Ed... - 0 views

chronicle.com/...28911

wiki exam web2.0

shared by Ted Curran on 29 Nov 10 - No Cached
  • Ted Curran on 29 Nov 10
     
    This outlines how (and why) to let students create the final exam questions using wikis as a constructivist learning activity.
Ted Curran

Wiki-style finals - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...22867

wiki finals style education edtech web2.0 teaching learning

shared by Ted Curran on 29 Nov 10 - No Cached
  • Ted Curran on 29 Nov 10
     
    Let the students write the test, wiki-style. A great discussion of this constructivist learning activity. 
Ted Curran

Johansen Dissertation on Sustainability of OCW Available « iterating toward o... - 0 views

opencontent.org/...1231

shared by Ted Curran on 17 Feb 10 - Cached
  • This dissertation is the first piece of empirical work I am aware of that demonstrates clearly that a distance learning program can simultaneously (1) provide a significant public good by publishing opencourseware and (2) be revenue positive while doing it.
  • In other words, Justin’s study not only demonstrates that it is possible to publish opencourseware without requesting donations from users or foundations, it goes further and demonstrates that it is possible to make money publishing opencourseware.
  • Ted Curran on 17 Feb 10
     
    an actual study of the economic sustainability of open courseware distance learning efforts
Ted Curran

Radical trust - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Radical_Trust

shared by Ted Curran on 26 Feb 10 - Cached
  • Ted Curran on 26 Feb 10
     
    A description of the concept of "Radical Trust". "the confidence that any structured organization, including government, library, business, religion and museum, has in collaboration and empowerment within online communities. Specifically, it pertains to the use of blogs, wiki and online social networking platforms by organizations to cultivate relationships with an online community that then can provide feedback and direction for the organization's interest. The organization 'trusts' and uses that input in its management."
Ted Curran

To Share or Not to Share: Is That the Question? (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...209321

share faculty opensource open copyright opencourseware to

shared by Ted Curran on 11 Mar 11 - Cached
  • The use of open materials by faculty is something of a continuum, with those who closely guard their intellectual property and privacy on one end, with faculty who seek out and use open content and technologies in the middle, and with those who actively contribute to open content on the other end.
  • All the faculty I spoke to could think of at least a few contexts in which they would not be willing and/or able to share or participate openly.
  • For example, few faculty are willing to embark on large, time-intensive projects, such as writing textbooks, without some guarantee that they will be compensated for their personal investment (time
  • ...15 more annotations...
  • Research faculty may need to closely guard patentable research under the terms of their institutional contracts, even if their inclination drives them to share openly
  • Science faculty, for example, often publish their research with multiple authors and may be more used to a collaborative model, whereas humanities faculty write for publications that favor a single-author model.
  • Commonly, faculty will lock down some content (research or texts) under intellectual property laws but feel morally obligated to share in another aspect of their field.
  • Two factors delineate a faculty member's attitude toward openness: a nature influence and a nurture influence.
  • the strength of a person's inclination toward sharing
  • On the one end are the keepers, faculty who ask themselves: "Why would anyone outside my course want to know what I think?" At the other extreme are the sharers, faculty who believe that their contribution to the conversation, content, and/or community is invaluable.
  • The second factor that influences attitude toward openness is how strongly the person feels a moral responsibility to share freely with his or her community.
  • Many said something to the effect that they felt it was their duty as an educator to share
  • that everyone in education should share
  • Open faculty see sharing their ideas and expertise as a way to quickly validate or refute ideas, to promote important academic programs, and/or to mentor those instructors with less experience or to be mentored by those with greater experience or more creative ideas. Open faculty value the ideas and content shared by others in their networks and feel an obligation to share alike. This sense of moral responsibility to share is so strong in some faculty that it bothers them when ideas and content are closely guarded. They see this as an affront to their values.
  • In the category of faculty who are strong sharers and strongly open, we find project leaders and thought leaders.
  • What's the difference between those faculty who share with colleagues locally and those who share on the web? Technology skills.
  • Open faculty are learning some of these technology skills from formal workshops and professional training, but many spoke of learning technology skills from other open faculty (or even students) during on-the-fly informal learning sessions.
  • Many of the faculty I spoke to suggested (strongly) that participation in open digital activities (e.g., blogging, writing open-source software, being a curator of open-source materials) should count toward tenure and promotion.
  • Naturally, administrators worry about open digital faculty. What if they say something the institutional leaders don't agree with? What if their work with students on the web creates a liability? Administrators can do three simple things to minimize these issues: If a faculty member writes or shares content openly on the web, using space provided by the college, the inclusion of a simple disclosure statement can provide some separation between the individual and the institution (for example, "These views/materials are my own and do not necessarily reflect the views of my institution"). To guard against liability, administrators can make sure that open faculty receive training on copyright issues with materials used, privacy issues with students, and security issues with web technologies. These days, most campus activities involve the potential for liability. All administrators can do is make a good-faith effort to protect the institution by ensuring that faculty have a solid grounding in the potential risks. Today's students live much of their lives in the digital world. Faculty have the potential to model and promote good Internet behavior to future workers and leaders. Administrators can support open digital faculty by making an effort to understand what the faculty do: read some of what they write; take them to lunch and discuss their latest projects; try to understand that these faculty are public ambassadors of the institution and stealth faculty developers on campus. In gaining the trust of open digital faculty, administrators will more likely be seen as advisors than as adversaries.
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