https://boffosocko.com/2015/04/03/machiavelli-in-hollywood-gavin-polones-textbook-on-the-entertainment-industry/

This is not uncommon. People use it as an argument for expanding broadband access, but they still recognize that online ed handicaps people who don't have good internet off campus.

We could consider open pedagogy an innovation too, and even a next step from OER.

https://manifold.umn.edu/projects/cut-copy-paste

Higher Education for Good Teaching and Learning Futures

note how open pedagogy is not necessarily tied to OER

Additional .pdf copy of this journal article with Hypothes.is annotations available by downloading: https://journals.sfu.ca/jalt/index.php/jalt/article/download/843/597

Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.

Annotation url: urn:x-pdf:bb16e6f65a326e4089ed46b15987c1e7

Search: https://jonudell.info/h/facet/?user=chrisaldrich&max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&url=urn%3Ax-pdf%3Abb16e6f65a326e4089ed46b15987c1e7

One day, "Request update" or "Revision control" will appear on this list too... https://boffosocko.com/2018/08/30/the-sixth-r-of-open-educational-resources-oer/

https://danallosso.substack.com/p/open-education

https://danallosso.substack.com/p/retrenchment-day-15

But if it requires extensive human intervention, does it remain ownership-free?

The variety of formats which OER resources are available in (.epub, .pdf, .html, and other formats, including future formats like audio and potentially video (.mp3, .mp4) are a form of accessibility.

Is anyone placing OER materials into online channels which center piracy as a means of advertising or distribution?

(Library Genesis, SciHub, Pirate Bay, et. al.)

OEG Live: Audiobook Versions of OER Textbooks (and AI Implications)

Host: Alan Levine<br /> Panelists: Brian Barrick (LA Harbor College), Delmar Larsen, Brenna, Jonathan, Amanda Grey (KPU), Steel Wagstaff (Pressbooks).

Find out more information and discuss this topic on OEG Connect: https://oeg.pub/439V1Bc

OpenStax American Government Audiobook

discussed in OEG Live: Audiobook Versions of OER Textbooks (and AI Implications)

https://www.reddit.com/r/ObsidianMD/comments/13khuxs/obsidian_for_teachers/

see also: https://github.com/biscotty666/OBSPKMEssentials

This is open education pedagogy if not OER.

Villarreal, Allegra, ed. An Open Companion to Early British Literature: An Anthology and Guide. Pressbooks, 2019. https://pressbooks.pub/earlybritishlit/.

annotations: https://jonudell.info/h/facet/?max=100&exactTagSearch=true&expanded=true&addQuoteContext=true&wildcard_uri=https%3A%2F%2Fpressbooks.pub%2Fearlybritishlit%2F*

Consider: What prevents the adoption and use of OER materials among current lecturers in your institution. Is the OER adoption pyramid” (Trotter & Cox, 2016) a suitable framework to use to categorize adoption factors in your institution? Please elaborate.

Consider: Table 1 lists a number of reasons for lack of OER adoption in the Global North and South. Which of these nine reasons, do you think applies best to your institution? See if you can identify the top three reasons (or add others).

What are the benefits of OER in the global south for students?

Students with devices, can access learning m materials (when they are suitably licensed or in the public domain) legally and at minimal cost. (Access)

Study materials (depending on the license) can be adapted and modified by lecturers and students (student centered)

These improved learning materials can become locally relevant. This ability to contextualize knowledge allows allows a lecturer to move away from depending on publisher's materials, usually intended for a global north context.. (collaboration)

Learning materials may be translated (depending on expertise) to vernacular languages. Thus addressing epistemological barriers. (improved learning)

https://minnstate.pressbooks.pub/ushistory1/

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Dan Allosso</span> in Welcome to US History & Primary Source Anthology, vol. 1 (<time class='dt-published'>08/21/2022 14:41:00</time>)</cite></small>

My Current OER Project by Dan Allosso

This is a digital and information literacy issue that gets addressed in a very authentic way through this process.

Answers issue noted above

It may be worth considering whether or not some students want to share their work, and if they feel pressured into it.

Recommended Resource:

I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.

Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51

A relevant excerpt from the article reveals the study results that show OEP enhances student learning:

"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"

Resources

Links and resources from the second half of the chat and Q&A:

• TAG Feedback Protocol via https://learninginhand.com/blog/feedbackchat
• Robin DeRosa's OER pedagogical endeavor
• Annotation Rubrics
• Faculty Focus Live - A Hyflex Course: Bridging the Gap Between Online and In-person Students
• Bringing Theories to Practice: Universal Design Principles and the Use of Social Annotation to Support Neurodiverse Students by Christian Aguiar, Fatma Elshobokshy, and Amanda Huron
• Compass Points rubric

Video

Watch on YouTube

DeRosa, Robin. Interdisciplinary Studies: A Connected Learning Approach. Rebus Communities, 2016. https://press.rebus.community/idsconnect/.

found via <br /> Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

On first blush it looks like I've read portions of some of these chapters as blogposts on the authors' original websites. Should be interesting to see how those are linked/credited.

Given the writing contained in the book it would be interesting to see Pressbooks and/or the Rebus Community allow support for having the lead of a project be credited as an "editor" on the front page rather than to default them as an "author".

Sheridan, Victoria. “A Pedagogical Endeavor.” Inside Higher Ed, August 9, 2017. https://www.insidehighered.com/digital-learning/article/2017/08/09/robin-derosas-oer-pedagogical-endeavor.

continuing from https://hypothes.is/a/ddn4qs8mEe2gkq_1T7i3_Q

Potential assignments:

Students could be tasked with finding new material or working off of a pre-existing list.

They could individually be responsible for indexing each individual sub-text within a corpus by: - providing a full bibliography; - identifying free areas of access for various versions (websites, Archive.org, Gutenberg, other OER corpora, etc.); Which is best, why? If not already digitized, then find a copy and create a digital version for inclusion into an appropriate repository. - summarizing the source in general and providing links to how it fits into the broader potential corpus for the class. - tagging it with relevant taxonomies to make it more easily searchable/selectable within its area of study - editing a definitive version of the text or providing better (digital/sharable) versions for archiving into OER repositories, Project Gutenberg, Archive.org, https://standardebooks.org/, etc. - identifying interesting/appropriate tangential texts which either support/refute their current text - annotating their specific text and providing links and cross references to other related texts either within their classes' choices or exterior to them for potential future uses by both students and teachers.

Some of this is already with DeRosa's framework, but emphasis could be on building additional runway and framing for helping professors and students to do this sort of work in the future. How might we create repositories that allow one a smörgåsbord of indexed data to relatively easily/quickly allow a classroom to pick and choose texts to make up their textbook in a first meeting and be able to modify it as they go? Or perhaps a teacher could create an outline of topics to cover along with a handful of required ones and then allow students to pick and choose from options in between along the way. This might also help students have options within a course to make the class more interesting and relevant to their own interests, lives, and futures.

Don't allow students to just "build their own major", but allow them to build their own textbooks and syllabi with some appropriate and reasonable scaffolding.

Perhaps of interest here, would not be a specific OER text, but an OER zettelkasten or card index that indexes a variety of potential public domain or open resources, articles, pieces, primary documents, or other short readings which could then be aggregated and tagged to allow for a teacher or student to create their own personalized OER text for a particular area of work.

If done well, a professor might then pick and choose from a wide variety of resources to build their own reader to highlight or supplement the material they're teaching. This could allow a wider variety of thinking and interlinking of ideas. With such a regiment, teachers are less likely to become bored with their material and might help to actively create new ideas and research lines as they teach.

Students could then be tasked with and guided to creating a level of cohesiveness to their readings as they progress rather than being served up a pre-prepared meal with a layer of preconceived notions and frameworks imposed upon the text by a single voice.

This could encourage students to develop their own voices as well as to look at materials more critically as they proceed rather than being spoon fed calcified ideas.

AMS Open Math Notes

Resources and inspiration for math instruction and learning

Welcome to AMS Open Math Notes, a repository of freely downloadable mathematical works hosted by the American Mathematical Society as a service to researchers, faculty and students. Open Math Notes includes: - Draft works including course notes, textbooks, and research expositions. These have not been published elsewhere and are subject to revision. - Items previously published in the Journal of Inquiry-Based Learning in Mathematics, a refereed journal - Refereed publications at the AMS

Visitors are encouraged to download and use any of these materials as teaching and research aids, and to send constructive comments and suggestions to the authors.

How I would prompt ChatGPT to help me write an Introduction to Psychology Textbook<br /> by Mark Grabe

Contemplating writing an introductory psychology textbook (OER) using ChatGPT.

reply to u/rl4215 at https://www.reddit.com/r/ObsidianMD/comments/10jhlr2/using_obsidian_in_academia_a_demotutorial_vault/

This is an awesome start.

Some additional resources I often recommend for folks: Obsidian has a discord with a chat room specific to #academia where folks can ask questions. https://discord.com/channels/686053708261228577/@home

Historian and professor u/DanAllosso has some great YouTube Videos on Obsidian with respect to both his own work as well as discussion on using it to teach: https://www.youtube.com/@MakingHistory2022/search?query=obsidian Because he's into Open Educational Resources, he's naturally got a great book on note taking and writing: https://boffosocko.com/2022/08/02/how-to-make-notes-and-write-a-handbook-by-dan-allosso-and-s-f-allosso/. His YouTube channel has a series of videos in which he reads the entire book making it an audio book of sorts as well. If you dig around you'll see that he's got a book club with a shared Obsidian vault that multiple can contribute to in a wiki-like manner.

Kathleen Fitzgerald, Director of Digital Humanities has a fairly significant Obsidian practice and has some fun material on task tracking: https://kfitz.info/tasks-matter/. It looks like you've got a good start on some of this in the example vault already.

Archaeologist Shawn Graham has a class he's teaching with Obsidian that has some great resources some may appreciate: https://mastodon.social/@electricarchaeo@scholar.social/109509678170907504. See also: https://shawngraham.github.io/hist1900/

I haven't run into anyone in the Library Carpentries space with Obsidian resources, but I suspect they'll show up sooner or later.

We definitely need more of these resources to share and learn from collectively.

Thanks again!

https://pressbooks.rampages.us/msw-research/

Note taking section, particularly here: https://pressbooks.rampages.us/msw-research/chapter/5-writing-your-literature-review/#chapter-285-section-2

I have thought long about the same issue and beyond. The triple (wiki, Hypothesis, donations) could be a working way to search for OER, form a social group processing them, and optionally support the creators.

I imagine that as follows: a person wants to learn about X. They can head to the wiki site about X and look into its Hypothesis annotations, where relevant OER with their preferred donation method can be linked. Also, study groups interested in the respective resource or topic can list virtual or live meetups there. The date of the meetups could be listed in a format that Hypothesis could search and display on a calendar.

Wiki is integral as it categorizes knowledge, is comprehensive, and strives to address biases. Hypothesis stitches websites together for the benefit of the site owners and the collective wisdom that emerges from the discussions. Donations support the creators so they can dedicate their time to creating high-quality resources.

Main inspirations:

Deschooling Society - Learning Webs

Building the Global Knowledge Graph

Schoolhouse calendar

Surprised by this, although we've seen similar data locally. Would a longer term study show more difference?

https://www.youtube.com/watch?v=LhH1BOdLKq4

linked notes:<br /> https://docdrop.org/video/LhH1BOdLKq4/

US History and Primary Source Anthology, volume 1<br /> https://minnstate.pressbooks.pub/ushistory1/

Thanks for this! I like the framing and general concept of the book.

It seems like its a good follow on to Dan Allosso's OER text How to Make Notes and Write https://minnstate.pressbooks.pub/write/ or Sönke Ahrens' How to Take Smart Notes https://amzn.to/3DwJVMz which includes some useful psychology and mental health perspective.

Other similar examples are Umberto Eco's How to Write a Thesis (MIT, 2015) or Gerald Weinberg's The Fieldstone Method https://amzn.to/3DCf6GA These may be some of what we're all missing.

I'm reminded of Mark Robertson's (@calhistorian) discussion of modeling his note taking practice and output in his classroom using Roam Research. https://hyp.is/QuB5NDa0Ee28hUP7ExvFuw/thatsthenorm.com/mark-robertson-history-socratic-dialogue/ Perhaps we need more of this?

Early examples of this sort of note taking can also be seen in the religious studies space with Melanchthon's handbook on commonplaces or Jonathan Edwards' Miscellanies, though missing are the process from notes to writings. https://www.logos.com/grow/jonathan-edwards-organizational-genius/

Other examples of these practices in the wild include @andy_matuschak's https://www.youtube.com/watch?v=DGcs4tyey18 and TheNonPoet's https://www.youtube.com/watch?v=_sdp0jo2Fe4 Though it may be better for students to see this in areas in which they're interested.

Hypothes.is as a potential means of modeling and allowing students to directly "see" this sort of work as it progresses using public/semi-public annotations may be helpful. Then one can separately model re-arranging them and writing a paper. https://web.hypothes.is/

Reply to: https://twitter.com/BenjaminVanDyne/status/1571171086171095042

Allosso, Dan, and S. F. Allosso. How to Make Notes and Write. Minnesota State Pressbooks, 2022. https://minnstate.pressbooks.pub/write/.

Annotatable .pdf copy for Hypothes.is: https://docdrop.org/pdf/How-to-Make-Notes-and-Write---Allosso-Dan-jzdq8.pdf/

Nota Bene:

These annotations are of a an early pre-release draft of the text. One ought to download the most recent revised/final/official draft at https://minnstate.pressbooks.pub/write/.

Allosso, Dan, and S. F. Allosso. How to Make Notes and Write. Minnesota State Pressbooks, 2022. https://minnstate.pressbooks.pub/write/.

https://danallosso.substack.com/p/welcome-to-us-history-and-primary

Fascinating!

For those curious about the idea of what students might do with the notes and annotations they're making in the margins of their texts using Hypothes.is, I would submit that Dan Allosso's OER handbook How to Make Notes and Write (Minnesota State Pressbooks, 2022) may be a very useful place to turn. https://minnstate.pressbooks.pub/write/

It provides some concrete advice on the topic of once you've highlighted and annotated various texts for a course, how might you then turn your new understanding, ideas, and extant thinking work into a blogpost, essay, term paper or thesis.

For a similar, but alternative take, the book How to Take Smart Notes: One Simple Technique to Boost Writing, Learning and Thinking by Sönke Ahrens (Create Space, 2017) may also be helpful as well. This text however requires purchase via Amazon and doesn't carry the Creative Commons Attribution NonCommercial ShareAlike (by-nc-sa 4.0) license that Dr. Allosso's does.

In addition to the online copy of the book, there's an annotatable .pdf copy available here: http://docdrop.org/pdf/How-to-Make-Notes-and-Write---Allosso-Dan-jzdq8.pdf/ though one can download .epub and .pdf copies directly from the Pressbooks site.

It is very important that Institutions at all levels, primary, secondary and higher levels should be trained/up-skilled to implement OERs, however, champions need to be identified to drive an action plan. There are so many opportunities created by the use of OERs that can only benefit us all.

http://www.americanyawp.com/

Apparently this is one of the most annotated texts within Hypothes.is. Interestingly, almost none of the annotations on it are public.

https://www.youtube.com/watch?v=bWkwOefBPZY

Some of the basic outline of this looks like OER (Open Educational Resources) and its "five Rs": Retain, Reuse, Revise, Remix and/or Redistribute content. (To which I've already suggested the sixth: Request update (or revision control).

Some of this is similar to:

The Read Write Web is no longer sufficient. I want the Read Fork Write Merge Web. #osb11 lunch table. #diso #indieweb [Tantek Çelik](http://tantek.com/2011/174/t1/read-fork-write-merge-web-osb110

Idea of collections of learning as collections or "playlists" or "readlists". Similar to the old tool Readlist which bundled articles into books relatively easily. See also: https://boffosocko.com/2022/03/26/indieweb-readlists-tools-and-brainstorming/

Use of Wiki version histories

Some of this has the form of a Wiki but with smaller nuggets of information (sort of like Tiddlywiki perhaps, which also allows for creating custom orderings of things which had specific URLs for displaying and sharing them.) The Zettelkasten idea has some of this embedded into it. Shared zettelkasten could be an interesting thing.

Data is the new soil. A way to reframe "data is the new oil" but as a part of the commons. This fits well into the gardens and streams metaphor.

Jerry, have you seen Matt Ridley's work on Ideas Have Sex? https://www.ted.com/talks/matt_ridley_when_ideas_have_sex Of course you have: https://app.thebrain.com/brains/3d80058c-14d8-5361-0b61-a061f89baf87/thoughts/3e2c5c75-fc49-0688-f455-6de58e4487f1/attachments/8aab91d4-5fc8-93fe-7850-d6fa828c10a9

I've heard Jerry mention the idea of "crystallization of knowledge" before. How can we concretely link this version with Cesar Hidalgo's work, esp. Why Information Grows.

Cross reference Jerry's Brain: https://app.thebrain.com/brains/3d80058c-14d8-5361-0b61-a061f89baf87/thoughts/4bfe6526-9884-4b6d-9548-23659da7811e/notes

https://intensecrypto.org/public/index.html

https://introtcs.org/public/index.html

Repository: https://github.com/boazbk/tcs

Educación Abierta: - Usar, Adaptar y Crear REA - Prácticas Colaborativas

Congratulations Nate! I'm sure Hypothes.is will miss you desperately, but Creative Commons will be all the better for your work and contribution.

https://creativecommons.org/2022/05/03/cc-welcomes-nate-angell/

https://read.bookcreator.com/

A digital book creation platform geared toward elementary students and teachers.

Unfortunately, like most NYT content, this article is behind a paywall. I'm partly reading this as I plan to develop a set of open education resources myself and the problem of how to manage dead/unavailable links looks like a key stumbling block.

I strongly believe in this method of teaching by presenting opportunities to access information, knowledge and education as freely as possible (my main reason is due to the severity of the socio-economic disparities in my learning environment in South Africa). It is important to provide opportunities for all to be able to move out of their circumstances and the best way to do this is through education (if education is accessible).

A couple of examples of OER are the BYOD4L open learning event (Bring Your Own Device 4 Learning). This 5-day program features a different theme and activities each day and is licensed CC BY SA https://byod4learning.wordpress.com/

Also multiple iterations of 23 Digital Things licensed CC BY and remixed by universities and libraries worldwide. One example is https://23things.cdu.edu.au/

And not only encouraging practices directly related to OER, but also other open educational practices that the use of OER can "open" up, such as renewable assignments, authentic assessment, ungrading, etc.

Maybe we should consider other policy-making levels too, as there are good examples of regional/provincial/state level OER policy, such as in Oregon. What are other examples/levels?

Une période-charnière pour les REL au Québec:

1. Pascale Blanc (Vitrine technologie-éducation)
2. Nicolas Boivin (MOOC Littératie financière – UQTR)
3. Isabelle Laplante (ÉDUQ)
4. Robert Gérin-Lajoie (EDUlib – UdeM)
5. Simon Villeneuve (Cégep de Chicoutimi)
6. Hugh McGuire (Librivox)

1. Capacity Building
2. Supportive policy
3. Inclusion, equity, quality, effectiveness
4. Sustainability
5. International cooperation

https://teach.kqed.org/

https://willtmonroe.com/microblog/hypothes-is-oer-and-smart-notes/

This passage reminds me of a conversation on 2021-11-16 at Liquid Margins with Will T. Monroe (@willtmonroe) about using Sönke Ahrens' book Smart Notes and Hypothes.is as a structure for getting groups of people (compared to Ahrens' focus on a single person) to do collection, curation, and creation of open education resources (OER).

Here Jeffrey Todd Knight sounds like he's looking at it from the perspective of one (or maybe two) creators in conjunction (curator and binder/publisher) while I'm thinking about expanding behond

This sort of pattern can also be seen in Mortimer J. Adler's group zettelkasten used to create The Great Books of the Western World series as well in larger wiki-based efforts like Wikipedia, so it's not new, but the question is how a teacher (or other leader) can help to better organize a community of creators around making larger works from smaller pieces. Robin DeRosa's example of using OER in the classroom is another example, but there, the process sounded much more difficult and manual.

This is the sort of piece that Vannevar Bush completely missed as a mode of creation and research in his conceptualization of the Memex. Perhaps we need the "Inventiex" as a mode of larger group means of "inventio" using these methods in a digital setting?

Made me think of the Indigenization Project at BCCampus, that works "to co-create open educational resources that support faculty and staff with the incorporation of Indigenous epistemologies into professional practice, enabling post-secondary institutions to continue to build the structures and processes by which Indigenous students experience their post-secondary education in resonance with their own lives, worldviews, and ambitions."

Are there other examples of projects focused on OER in indigenous languages? Love to hear about them in replies to this annotation.

https://www.poetryintranslation.com/index.php

Classic poetry and epics in various languages translated into English.

https://hypothesis.zoom.us/webinar/register/WN_vl5JoW1-RXKlENMtSny7pg

Inclusivirty makes students feel safe, and allows them to identify with the materials in a more robust way.

https://punctumbooks.com/

As @ThatPsychProf put it, it's pretty clear that BY-NC resources can work as OER. Some people disagree, which is fine. There are contexts in which the NC restriction is an important "crutch".

I like the idea of where Downes is going here in taking a book and turning it into a feed for a course.

Could professors create a syllabus at the start of the semester and then add things to a main class feed slowly over time in combination with feeds from various students to unroll the course over time?

This is roughly what I'd been thinking when reading Tonz' work on OPML recently as well. OPML could be used for quite a lot more and when paired with dumping things into a reader environment could be incredibly powerful.

example of a OER textbook with an embedded Jupyter Notebook. I've wanted to noodle around with this myself.

It can be important when opening content up, especially at higher corporate levels, to take into account future uses of material that might not have been forseen when they were created. This may be especially important with the use of algorithms.

Manifold – Building an Open Source Publishing Platform

Zach Davis and Matthew Gold

Re-watching after the conference.

Manifold

Use case of showing the process of making the book. The book as a start to finish project rather than just the end product.

They built the platform while eating their own cooking (or at least doing so with nearby communities).

Use for this as bookclubs. Embedable audio and video possibilities.

Use case where people have put journals on the platform and they've grown to add meta data and features to work for that.

They're allowing people to pull in social media pieces into the platform as well. Perhaps an opportunity to use Webmentions?

They support epub.

It can pull in Gutenberg texts.

Jim Groom talks about the idea of almost using Manifold as an LMS in and of itself. Centering the text as the thing around which we're gathering.

CUNY Editions of standard e-books with additional resources.Critical editions.

Using simple tools like Google Docs and then ingest them into Manifold using a YAML file.

TEI, LaTeX formats and strategies for pulling them in. (Are these actually supported? It wasn't clear.)

Reclaim Cloud has a container that will run Manifold.

Zach is a big believer in UX and design as the core of their product.

I love his image of a single open window on a major building with closed windows. And finished with more homey building with all open windows.

Something was. Then something changed. ---Erin Morgenstern in The Starless Sea p.363 (Apple books edition)

Ed's 5 Big NOTs of Teaching

• Knowledge is NOT simply content
• A textbook is NOT the only perspective
• A course is NOT an isolated context
• The teacher is NOT the sole authority
• Students are NOT empty vessels

Hegarty's 8 Attributes of Open Pedagogy (see reference below, which I'd like to read).

"OER requires an extra amount of effort and time." ---Ed Nagelhout

"It was you, me, and Mike Caulfield." - Jim Groom (Don't we all wish we could say this...)

I'd watched this live during the conference, but with morning duties, it was definitely worth watching again, especially for the student project diagrams at the end.

References:

• Brandt, D. (2011). Literacy as involvement: The acts of writers, readers, and texts. Carbondale, IL: Southern Illinois University Press.
• Cushman, E., Kintgen, E. R., Kroll, B., & Rose, M. (2001). Literacy: A critical sourcebook. Boston: Bedford/St. Martin’s.
• Hegarty, B. (2015). “Attributes of Open Pedagogy: A Model for Using Open Educational Resources.” Educational Technology, pp. 3-13. Available at: https://upload.wikimedia.org/wikipedia/commons/c/ca/Ed_Tech_Hegarty_2015_article_attributes_of_open_pedagogy.pdf
• Selber, S. A. (2004). Multiliteracies for a digital age. Carbondale, IL: Southern Illinois University Press.

The content of Elinich’s course on VR through UE and Unity is available on OER Commons.

What if UE4 and Unity assets were made available as OER?

Laura Gibbs' slides from OERxDomains 2021

Example Manifold projects mentioned during Manifold – Building an Open Source Publishing Platform.

Example Manifold project mentioned during Manifold – Building an Open Source Publishing Platform.

Example Manifold project mentioned during Manifold – Building an Open Source Publishing Platform.

Example Manifold project mentioned during Manifold – Building an Open Source Publishing Platform.

Example Manifold project mentioned during Manifold – Building an Open Source Publishing Platform.

Example Manifold project mentioned during Manifold – Building an Open Source Publishing Platform.

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Katharina Schulz</span> in domains21 (<time class='dt-published'>04/19/2021 18:33:31</time>)</cite></small>