Tool: Knoster Model for Managing Complex Change

Can Education Keep Up with Technology?

More recently, Brad and University of Michigan's Dean of Libraries James Hilton codified what they consider to be the contrasts between open source and Community Source in their essay "The Marketecture of Community," and which Brad elaborates on in his piece "Speeding Up On Curves." They represent different models of procuring software in a two-by-two matrix, where the dimensions are "authority" and "influence":

Lastly, professors need to fight for a post-LMS world that allows all faculty to make a living wage. I can’t help but suspect that at least some of the administrative fondness for learning management systems stems from a desire to systematize teaching and deskill professors as part of that process. When everything about teaching online is systematized and deskilled, it becomes easier to train anyone, anywhere to teach our courses.

Success through Collaboration: Establishing a Stakeholder-Driven Governance Process

Do we need an Open Science coalition?

One concrete example of combining constructionism and openness into OER-enabled pedagogy is Wiley's (2013) notion of "renewable assignments," which he contrasts with "disposable assignments."

We define OER-enabled pedagogy as the set of teaching and learning practices that are only possible or practical in the context of the 5R permissions which are characteristic of OER.

Digital Transformation: What Is It?

Advancement occurs as a reward for connectedness and usefulness, not for elite recognition.

Open knowledge institutions of higher learning foreground and prioritise the constituent communities that their students, alumni, faculty, staff, administrators, partners and collaborators both comprise and promote.

I believe a model where commercial providers develop and maintain open scholarly communications infrastructure requires four basic principles of openness: Open Source, Open Data, Open Integrations, and Open Contracts.

The plan, which was initiated by Robert Jan Smits, the Open Access Envoy of the European Commission, outlines 10 principles, which can be distilled into four essential actions:

Stakeholder FAQs

Open education resources and perceptions of financial value

The College of Social Sciences and Humanities is a leader in the experiential liberal arts.

The Promise of the Experiential Liberal Arts

Between publishers' higher costs of textbooks and students' struggle with large amounts of reading materials, getting students to both access and engage more deeply with texts is a challenge.

most of all, re-establishes education as a force for equity and social mobility — and I think open licensing is a crucial piece of that equation.I’m not content, though, with open licensing being the extent of our vision, and I hope many others feel the same way.

Administrators who are charged with the development of open education policy may not fully understand the opportunities inherent in OER and OEP, partic-ularly for learners.

Open Education: Policies

Open Education: Practices

Open Education: Content

7 Things You Should Know About Open Education: Policies

7 Things You Should Know About Open Education: Content

7 Things You Should Know About Open Education: Practices

The Practice of Change Joi's Keio University Graduate School of Media and Governance PhD Dissertation.

Teaching Tech Together

The Committee on Coherence at Scale, sponsored by CLIR, analyzes emerging national-scale digital projects and their potential to help transform higher education in terms of scholarly productivity, teaching, cost-efficiency, and sustainability.

Embodying a commitment to learner-driven education, OEP involves students in “active, constructive engagement with [open] content, tools and services in the learning process” in ways designed to help promote learners’ self-management, cre-ativity, and ability to work in teams.

OEP provide the architecture and philosophical underpin-ning for fulfilling the promise of using OER to expand collabora-tive, inclusive, accessible, and active learning and related pedagogy.

A key tenet is the positioning of the learner as a central, active player in the learning experience.

Going forward, practitioners and researchers envision that the focus around OEP will evolve from a relatively narrow emphasis on development, revising, and distribution of OER to further development of related practices, architectures, principles, and policies

StoryEngine is way to listen to, support, and create with the people who matter most to an organization or a cause. It can be used to do research, to monitor or evaluate a program, to generate learning, or facilitate grant reporting. StoryEngine is based in-depth interviews that get transformed into stories. These stories are assets — for communications, advocacy, and more — as well as data. Together the stories create larger dataset that can analyzed to surface insights and learning that inform decision-making.

This report provides institutional leaders with a better understanding of the IT experiences and needs of their faculty who engage in research or seek to expand their research capabilities.

3 Strategies for Overcoming Faculty Resistance to Active Learning Techniques

Building Blocks

Digital and Information Literacy Framework

The Open Revolution Rewriting the rules of the information age

Transparency agendas are being used to legislate against consortial open-access models even though it has good cost outcomes

The Students at the Center Hub is a resource for educators, families, students and communities wanting to learn more about research, best practices, supportive policies, and how to talk about student-centered approaches to learning.

The survey results are most clear in defining how the ORFG should approach openinfrastructure issues, and less clear as to what specific opportunities should be our focus. Asan organization, there is some enthusiasm for concentrating on projects that (1) are notredundant in the landscape, (2) have some track record, (3) require a finite (as opposed toongoing) commitment; and (4) are straightforward to pitch to internal funder stakeholders andgrantees.

Keith Webster and David Scherer

Developing the Scholarly Communication Ecosystem [podcast]

Harvesting Academic Innovation for Learners

higher education has always existed in the complex domain because it is a human system rather than a mechanical one

George Siemens suggests that the Cynefin framework may be the "best guidance . . . on how to function in our current context."

Although we graduate students into the larger economy, we educate them not to serve it but to shape it.

The Open Education Tools Symposium, hosted by Hypothes.is in January 2017—with the support of the HewlettFoundation—for the express purpose of identifying the gaps and needs in OER technical infrastructure foundthat “even with the close focus on OER technical infrastructure, the conversations over the two-day event were wide ranging and often lingered on broader questions facing the OER movement: who exactly are we building for; is it really working?....no complete picture of the gaps in OER tooling became apparent during the symposium...”.

Big ‘Open’ Educational Resources Provider Joins Forces With Microsoft

An Open Approach to Scholarly Reading and Knowledge Management

See how the results of the latest ELI Key Issues in Teaching and Learning Survey stack up against responses from years past.

Key Issues in Teaching and Learning

Digital and Information Literacies

Digital Literacy

Digital Literacyin Higher Education, Part II

Policy Recommendations on Open Education in Europe (OpenEdu Policies)

Antigonish 2.0: A Way for Higher Ed to Help Save the Web

FROM GOOD INTENTIONS TO REAL OUTCOMESEquity by DEsign in LEarning tEchnoLogiEs

Require and support K-12 attack skills for complexity

Require and support entrepreneurship training and experience

Where possible, build work and earn ladders linked to family wage employment with growth potential.

Don’t encourage college without supporting the development of a plan and a sense of purpose.

Encourage students to develop a digital portfolio of personal bests and LinkedIn profile with posts, connections and references.

Support at least two extended challenges with public products in high school.

Support at least two successful performing arts experiences in high school.

Support at least two successful workplace experiences in high school.

Give every family access to a free accelerated AA degree

Make dual enrollment credits transferable to every state HigherEd institution

Encourage at least two college credits in high school

Regions with higher education levels will win in the automation economy

12 New Rules: Accelerated Learning for an Exponential World

COLLABORATION: Connected teachers work collaboratively. CURIOSITY: Connected teachers bring an inquiry mindset to classroom practice. COURAGE: Connected teachers give up some of their control over the learning experience. CIVIC ENGAGEMENT: Connected teachers engage their students in public life. CARE: Connected teachers share their interests and learning with their students.

give students the opportunity to become critical and engaged citizens who have the knowledge and courage to struggle in order to make desolation and cynicism unconvincing and hope practical

developing a discourse of both critique and possibility, or what I have called a discourse of educated hope

the need to translate private troubles into broader public issues

educators need to enable students to develop a comprehensive vision of society that extends beyond single issues

engage in an ongoing struggle for the right of students to be given a free formidable and critical education not dominated by corporate values

What is often lost by many educators and progressives is that popular culture is a powerful form of education for many young people, and yet it is rarely addressed as a serious source of knowledge

developing alternative public spheres

They must also learn how to be cultural producers

educators need to develop a comprehensive educational program that would include teaching students how to live in a world marked by multiple overlapping modes of literacy extending from print to visual culture and screen cultures

educators need to consider defining pedagogy, if not education itself, as central to producing those democratic public spheres that foster an informed citizenry

a revival of the social imagination and the defense of the public good, especially in regard to higher education

a discourse of both critique and possibility

connect reading the word with reading the world

Education is never innocent: It is always implicated in relations of power and specific visions of the present and future.

any pedagogical practice presupposes some notion of the future, prioritizes some forms of identification over others and values some modes of knowing over others

create those public spaces for students to address how knowledge is related to the power of both self-definition and social agency. In part, this suggests providing students with the skills, ideas, values and authority necessary for them not only to be well-informed and knowledgeable across a number of traditions and disciplines, but also to be able to invest in the reality of a substantive democracy

Examples of such violence can be seen in the forms of an audit culture and empirically-driven teaching that dominates higher education. These educational projects amount to pedagogies of repression and serve primarily to numb the mind and produce what might be called dead zones of the imagination. These are pedagogies that are largely disciplinary and have little regard for contexts, history, making knowledge meaningful, or expanding what it means for students to be critically engaged agents.

viewing public and higher education as democratic public spheres necessitates rejecting the notion that they should be reduced to sites for training students for the workforce

audit culture (a culture characterized by a call to be objective and an unbridled emphasis on empiricism)

what Gary Olson and Lynn Worsham describe as "that very moment in which identities are being produced and groups are being constituted, or objects are being created

pedagogy is always political because it is connected to the acquisition of agency

All the while, these forces are undercutting public faith in the defining institutions of democracy.

Far more than a teaching method, education is a moral and political practice actively involved not only in the production of knowledge, skills and values but also in the construction of identities, modes of identification, and forms of individual and social agency.

civic literacy

Thinking dangerously is not only the cornerstone of critical agency and engaged citizenship, it's also the foundation for a working democracy.

Critical and dangerous thinking is the precondition for nurturing the ethical imagination that enables engaged citizens to learn how to govern rather than be governed.

In the present moment, it becomes particularly important for educators and concerned citizens all over the world to protect and enlarge the critical formative educational cultures and public spheres that make democracy possible.

What is the objective, what is the definition of success, as academia and its libraries engage in issues of scholarly communication? Answering this question crisply and with a clear sense of priority may allow libraries to evaluate their investments, and to organize, staff, and run their operations, with greater focus.

Red Light, Green Light Aligning the Library to Support Licensing

Reflections on “Elsevier Acquires bepress”

A Brief History of Domain of One’s Own, Part 1

Documenting a Domain of One’s Own

Influencing unfolding realities may be less about electing different leaders and policies than about learning how to change ourselves

The commons has also provided a language and ethic for thinking and acting like a commoner—collaborative, socially minded, embedded in nature, concerned with stewardship and long-term, respectful of the pluriverse that makes up our planet.

the commons is at once a paradigm, a discourse, a set of social practices, and an ethic

using open digital networks to try to create “catchment areas,”

structural capacities for individual agency

Even social democrats and liberals, the traditional foes of free-market dogma, seem locked into an archaic worldview and set of political strategies that makes their advocacy sound tinny. Their familiar progress-narrative—that economic growth, augmented by government interventions and redistribution, can in fact work and make society more stable and fair—is no longer persuasive.

As open educators with a commons vision, some questions might include

Through teaching Open, can we model the value of knowledge as commons in a way that shifts our thinking and practices towards the sharing and maintenance of all commons such as water, forests, soil, air and seeds?

He writes “The commons, briefly put, is about self-organized social systems for managing shared wealth.”

All the OER, open pedagogy, open practices, teaching, learning, critical digital pedagogy, diversity, inclusion, etc. discussions all come back to this.

The most important role of a university is to prepare citizens.

Or maybe it’s how we are defining ‘citizen’ these days. Has that word been co-opted to mean “worker”?

We need to teach so that our students learn how to think dangerously.

The distinction between assessment and surveillance seems really blurry to me.

As I find the conversation in the OpenEd community start to concentrate around platforms–specifically OER textbook platforms–I want to ask to what standards are we holding these platforms accountable?

“Unless the mass of workers are to be blind cogs and pinions in the apparatus they employ, they must have some understanding of the physical and social facts behind and ahead of the material and appliances with which they are dealing.”