Group items tagged

The Web promised openness. Open access. Open knowledge. A wide open space for creativity. Collaboration. Distribution. Instead what we have today is a mass of information silos and content farms. What we have today, if we're honest with ourselves, are old hierarchies hard-coded onto new ones.

" The Open Learning Initiative offers online courses to anyone who wants to learn or teach. Our aim is to combine open, high-quality courses, continuous feedback, and research to improve learning and transform higher education.Learn More "

"I'd say the biggest observation I've come across in the last couple weeks, is that the online co-learning model breaks down the barriers of the traditional teacher/student relationship. Collaborating, sharing, and building ideas and understanding through open discuss instead bland lecture (here's the information, learn it, regurgitate it for a test). Creating the open platform to express ideas, and then expand upon them with easy reference to the information on the web (i.e., youtube videos, spotify, etc.). The responsibility then lies with each of us (student and teacher) to clearly express our meaning, intention, interpretation, and understanding of material, and back it up with an openness to build on criticism, and defend our viewpoint. And as we've discussed, they, the students, have full ownership of their work, so they may use it for future reference, when needed. In a way, it's like what Beethoven, Debussy, and punk rock have done with music. Each in their own right said, screw the "rules" I'm going to create the music I feel is necessary. The music inside me." h/t to Joyce

" In this course we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars' use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship."

"The bottom line? According to multiple, peer-reviewed studies, simply being in an open network instead of a closed one is the best predictor of career success. In the chart, the further to the right you go toward a closed network, the more you repeatedly hear the same ideas, which reaffirm what you already believe. The further left you go toward an open network, the more you're exposed to new ideas. People to the left are significantly more successful than those to the right. In fact, the study shows that half of the predicted difference in career success (i.e., promotion, compensation, industry recognition) is due to this one variable."

"If Freire Made a MOOC: Open Education as Resistance"

"The emerging digital media ecology is opening/will open indeterminate capacities for thought and action that will shift (again, in a non-determining way) practices of rhetoric/communication, social institutions, the production of knowledge, and our sense of what it means to be human." PONDER THAT FOR A MOMENT...

"the most excellent list of "Curated Readings" on open teaching and learning "

"The Open Syllabus Project (OSP) is an effort to create the first large-scale online database of university course syllabi as a platform for the development of new research, teaching, and administrative tools. "

"The following is a letter to my first- and second-year music theory and aural skills students at The University of Colorado-Boulder. This is my second semester at CU, and the music students and I are still getting to know each other. For some, this will be their first semester with me; others are still getting used to my pedagogical quirks. To help frame the semester, I will have them read and discuss this open letter."

"Field Notes for 21st Century Literacies: A Guide to New Theories, Methods, and Practices for Open Peer Teaching and Learning is intended to assist anyone embarking on open teaching. It offers foundational methods, examples, and explanatory theories for how to set up the practices of a class, how to determine guiding principles, how to theorize what you are doing in the classroom, how to design the class, how to include multimedia elements and approaches such as games, and how to ensure that you have designed a class for inclusion, not exclusion. Finally, the openness of the learning should continue even after the book is published/goes public, and the chapters in the "Invitations" section offer advice on how to extend your open practices to the world beyond the classroom. This is by no means the only way to set up peer-to-peer teaching, but it is an account of the way we have done it, with as much detail as possible to encourage others to try, in whatever way suits their community and purposes."

"At rOpenSci we are creating packages that allow access to data repositories through the R statistical programming environment that is already a familiar part of the workflow of many scientists. Our tools not only facilitate drawing data into an environment where it can readily be manipulated, but also one in which those analyses and methods can be easily shared, replicated, and extended by other researchers."

"Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodward, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning."

ds106 as gold standard for open...amazing...

"In this "nothing left to take away" version, the LMS becomes the smooth, brown, plastic oval of Mr. Potato Head. All of the traditional "features" of the LMS are independent, swappable components that plug in via LTI - the way Mr. Potato Head's happy eyes are swappable for his angry eyes. Or, if you prefer a more technical analogy, the LMS becomes an operating system like iOS (but hopefully WAY more open) and all previous system features become apps that you can install and uninstall as you will."

"The idea behind Open Lab Hours is simple: create a space for students interested in journalism and technology to gather and work on projects. All are welcome. Some students come with the most basic questions, like "What's the internet?", while more advanced students come to debug projects, or hack on interactive and data stories for student publications. The key has been to create a community for people who want to learn. With a safe space for beginners, rookies and advanced folks to work together, relationships are naturally formed between students with varying skill levels. These relationships help newbies learn while providing more advanced students with the capacity to teach and develop new project ideas."

What we're trying to do with Agora: "The idea behind Open Lab Hours is simple: create a space for students interested in journalism and technology to gather and work on projects. All are welcome. Some students come with the most basic questions, like "What's the internet?", while more advanced students come to debug projects, or hack on interactive and data stories for student publications. The key has been to create a community for people who want to learn. With a safe space for beginners, rookies and advanced folks to work together, relationships are naturally formed between students with varying skill levels. These relationships help newbies learn while providing more advanced students with the capacity to teach and develop new project ideas."