The Extended Argument for Openness in Education: Introduction to Openness in Education - 0 views
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three principal influences of openness on education: open educational resources, open access, and open teaching.
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Many struggle to understand why there are those who would take the time and effort to craft educational materials only to give them away without capturing any monetary value from their work.
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Education Is Sharing Education is, first and foremost, an enterprise of sharing. In fact, sharing is the sole means by which education is effected. If an instructor is not sharing what he or she knows with students, there is no education happening.
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An Open Future for Higher Education (EDUCAUSE Quarterly) | EDUCAUSE.edu - 2 views
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splitting up the functions of content, support, assessment, and accreditation.
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open approach is likely to encourage the crossing of boundaries between inside and outside the classroom, games and tools for learning, and the amateur and the expert.
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new attitude toward research and scholarship is needed
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Dump the Drone: Livelier Elearning - 0 views
The Case for a Campus Makerspace - 0 views
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And so I ask, what would it look like to have "making across the curriculum"? The opportunities for hands-on learning are so few in modern-day education. Few and getting fewer. Our education system has forgotten -- or ignored, perhaps is a better word -- John Dewey and his argument that we "learn by doing." At the K-12 level, woodshop, metal shop, sewing, cooking, art, heck even science labs -- they're going away to save money and to make more time in the school year for "college prep" and for standardized testing.
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Learn by doing. Learn by making. Not learn by clicking. Makerspaces give students -- all students -- an opportunity for hands-on experimentation, prototyping. problem-solving, and design-thinking.
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By letting students make -- whether they're digital artifacts or physical artifacts -- we can support them in gaining these critical skills. By making a pinball machine for a physics class, for example. Making paper or binding a book for a literature class. Building an app for a political science class. 3D modeling for an archeology class. 3D printing for a nursing class. Blacksmithing for history class. The possibilities for projects are endless. And the costs for creating makerspaces needn't be that high.
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UDOL accessibility toolkit - 2 views
Australian Flexible Learning Framework - 0 views
Diffusion of Innovation - 0 views
ERIC - EJ1087824 - Supporting Online Faculty through Communities of Practice: Finding t... - 0 views
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Faculty development efforts for supporting online instructors represent a growing concern for higher education administrators. Providing online faculty with enriching experiences designed to improve practice, combat isolation, and share knowledge and resources is a challenge. This review examines the use of a community of practice (CoP) approach for online faculty support. The literature was reviewed with a focus on finding the faculty voice by extracting results from research studies on the use of professional development CoPs. Six themes of faculty perception of benefit emerged from the review and are discussed along with the pros and cons of three delivery methods for CoPs. The research supports the idea that collaborative faculty groups provide fertile ground for processing ideas and co-creating new knowledge, where productive conversations between eLearning faculty help improve teaching by identifying strengths, discussing challenges and finding solutions.
EXAMINING LEARNERS' INTERACTION IN AN OPEN ONLINE COURSE THROUGH THE COMMUNITY OF INQUI... - 0 views
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Open online courses are becoming more prevalent at local level and for and professional development objectives. Proper instructional design combined with use of online tools can promote learner interaction in online environments. Using the Community of Inquiry (CoI) framework, this study aimed at examining learners' interaction and their perceptions of teaching presence, social presence, and cognitive presence in an open online course offered for professional development in three Swedish universities
Evaluation of evidence-based practices in online learning: A meta-analysis and review o... - 0 views
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A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to meta-analysis.
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