Good open content is a vital part of creating a vital open education apparatus… Content is just one piece of the open education mosaic that is worth a lot less on its own than in concert with practices, context, artifacts.
Content IS Infrastructure (Welcome to the club, Chris) at iterating toward openness - 0 views
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Creating and sharing content is certainly not the sexiest part of the open education movement. But the open education movement is going nowhere fast without open content. And while infrastructure / content work generally doesn’t excite anyone, the results of innovation in the infrastructure space do excite people. What would you say if I told you that “fiber to the curb” internet service was going to be available at your house/apt in January!”? Probably the same thing you would say if I told you that “content complete, interactive courses - including assessments with feedback - will be available from BYU’s Open Learning pilot in January!”
Engage Your Audience | Text The Mob - 0 views
Please switch on your mobiles | Education | The Guardian - 0 views
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Texting to and from students' mobile phones is the other major application for mobile technology. A lecture theatre packed with several hundred students is an intimidating environment to ask questions, so Mount interrupts his lecture to invite students to text questions from their mobiles.
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Two-way communication makes students feel more engaged as well as giving college administrators feedback on students in danger of dropping out
CITE Journal Article: If We Didn't Have the Schools We Have Today, Would We Create the... - 0 views
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chools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky. Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
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This is just what many teachers and faculty members are saying, “We don’t have time for this. We are good teachers, and we can continue to serve our students well with the instructional strategies we have always used. Besides, with the time demands on us, we don’t have time to learn this new technology. As good teachers, we are doing well with our students and we don’t need to go through this transition.”
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The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
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Digitally Speaking / Social Bookmarking and Annotating - 1 views
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Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together. The results can be disastrous. Motivation wanes when groups using new services fail to meet reasonable standards of performance. "Why did I bother to plug my students in for this project?" teachers wonder. "They could have done better work with a piece of paper and a pencil!"
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With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see. Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together. That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
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intellectual philanthropy and collective intelligence
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Web 2.0 fails to excite today's researchers - PUBLISHING 2.0 - Research Information - 0 views
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The open data movement is about sharing as much of the data as possible, while the open notebook science movement is about sharing as much of the whole primary record as possible. Both of these are focused on enabling others to use the mass of information behind a journal article to inform further research. The web also offers new opportunities for more open peer review, widening the opportunity for those who want to provide and receive feedback on research.
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