Robin DeRosa - Beyond OER: The Promises, Pitfalls, and Potential of Open Education

Students’ No. 1 Higher Education Obstacle May Surprise You

A New Model for OER: Anthologies Instead of Textbooks?

What I do know is that I get the very distinct feeling that certain systems I use are not convivial. Google+, Facebook, WordPress, Twitter while full of humans, feel closed, feel like templates to be filled in not spaces to be lived in. Hence, the need for outsiders more than ever to raise the question especially in this week of connected courses where we are talking about the why of why.

My idea of the consummate outsider is architect

I decided that I would respond to Terry's bravery and speak to the world 'ad hoc' in my turn and have faith in whatever came out of my mouth accompanied by a picture on the wall.

Reaching out.

I noted other Spacemen, Arthur, Ronald perhaps who had been listening in to our conversations, unknown to us while we were travelling through space connected by some virtual, umbilical tube.

Meanwhile Teresa Mackinnon has been able to represent our rhizomatically evolving project in the UK and elsewhere got it accepted as a case study by a European Project.

In August 2013, with my colleagues Christine Rodrigues and now Marcin Kleban we presented again at Eurocall in Portugal a study, Telecollaboration in Historical Spaces, looking at the barriers and openings  to widening connected learning among teachers and learners.

research mentor Christine Rodrigues, she trusted me (I didn't know how some of you guys do research stuff) (I didn't know how to use the library) I was able to get a presentation, a study on social networks of language learners online, entitled Building Bridges, accepted at Eurocall in Sweden. We still have to find the time to write the article.

With only an hour face-to-face meeting with my friend Claude Tregoat we set up connections for 500 students in a project which would become to be known as CLAVIER.

It was thanks to his blog that I learnt that I could comment safely, the perhaps that I might even blog. I felt as many do I had nothing to say. I could never contribute anything. I still lived with the words of an ex-boss in PR,

I wrote about this experience here in Swings and Roundabouts.

I came out in the open.

Rounders, the ball comes my way, I give it a big wallop and then run round, sort of.

Here's a sort of wallop:

The accompanying portfolio/website would be Taches de Sens

I started a blog. This would be this  Touches of Sense I didn't really know why or if I would ever write more than one post. To boldy go represents the first. It will also represent the last.

I think some of the most promising work in the future is having students explore that explanation space, and coming face-to-face with their own ignorance, as we all must do.

OEP and open pedagogy: #OEGlobal reflections

Open Textbook Summit 2017, May 24-25, 2017

Authoring Open Textbooks

How inclusive is the “Openness” of Open Education?

Open Pedagogy Library

massive, open, online course

Advocacy and use of free and/or open source tools and software wherever possible and beneficial to student learning;Integration of free and open content and media in teaching and learning;Promotion of copyleft content licenses for student content production and publication;Facilitation of student understanding regarding copyright law (e.g., fair use/fair dealing, copyleft/copyright);Facilitation and scaffolding of student personal learning networks for collaborative and sustained learning;Development of learning environments that are reflective, responsive, student-centred, and that incorporate a diverse array of instructional and learning strategies;Modeling of openness, transparency, connectedness, and responsible copyright/copyleft use and licensing; and,Advocacy for the participation and development of collaborative gift cultures in education and society.

Nomadic Learners: The nthLearners

For two decades or more, we have experienced a steady, global Kerosion of appropriated state support. In the 1970s, state general revenue appropriations covered 85% of the core academic costs (faculty salaries, operating costs of academic units, core adminis-tration). Today, they cover about a third, and the share falls every year. There have been huge rises in tuition and fees, with no

Establishing a New Compact

Over time, these qualities drove American society to redefine the goal of higher education, which became, in Kerr’s words, “to serve less the perpetuation of an elite class and more the creation of a relatively classless society, with the doors of opportunity open to all through education.

Permeable Boundaries

Open education is the combination of open licensing and web-based social media. It brings some fundamental challenges to the way we think about higher education and the institutional arrangements in which it is organized (Katz, 2008; Liyoshi & Kumar, 2008).1

The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems

Open pedagogy could be considered as a blend of strategies, technologies, and networked communities that make the process and products of education more transparent, understandable, and available to all the people involved.

aul Stacey (2013) makes th

his ongoing efforts show that it is possible to have a satisfying and safe user experience while using federated alternatives, this is only possible because, unlike any other XMPP client developers, he is in the position of working on this project full time. The problem has not been solved but shifted. If economically sustainable XMPP federation were to scale to the point of being as successful as the centralised solution offered by Signal, it would have to face the consequences of doing so in the context of a free market driven by competition. In that situation, each XMMP client's economic viability would depend heavily on its capacity to capture enough users that can provide income for their developers. The problem therefore is not so much a problem of the technical or economical sustainability of federation, but more a problem of the economic sustainability of open standards and protocols in a world saturated with solutionist business models

79.4%ofOERusersadaptresourcestofittheirneed

ThemoreeducatorsuseOER,themoretheyarewi

40.9%ofallformallearnersinoursampleconsiderthatOERhaveapositiveimpact in helping them complete their course of stud

unmeasurable outcome

open = creativity

open = expansion

open = agency

Open’ course designs

Open education can take a number of forms:

only possible in the context of the free access and 4R permissions

focus on what is likely to be true rather than what is likely to sell

largest cause of misunderstanding is lack of familiarity

What Does It Mean to Open Education? Perspectives on Using Open Educational Resources at a US Public University1

Open Educational Resources and Institutional Repositories

Eve Marder, a neurobiologist at Brandeis University and a deputy editor at eLife, says that around one third of reviewers under her purview sign their reviews.

If Kriegeskorte is invited by a journal to write a review, first he decides whether he’s interested enough to review it. If so, he checks whether there’s a preprint available—basically a final draft of the manuscript posted publicly online on one of several preprint servers like arxiv and biorxiv. This is crucial. Writing about a manuscript that he’s received in confidence from a journal editor would break confidentiality—talking about a paper before the authors are ready. If there’s a preprint, great. He reviews the paper, posts to his blog, and also sends the review to the journal editor.

The tweet linked to the blog of a neuroscientist named Niko Kriegeskorte, a cognitive neuroscientist at the Medical Research Council in the UK who, since December 2015, has performed all of his peer review openly.

Open Access policy adopted by IU Bloomington faculty

Quick Thoughts on Open Pedagogy

Why Open Education Matters

Why Open Education Matters

we are diving back into annotation

a significant jump-start to that sense of belonging to a community, both within the course and beyond it.

their reflections that week posted to their own blogs were filled with connections they made between Dewey’s work, John Seely Brown’s, and the research report/agenda for Connected Learning

scaffolding between the texts and supportive approaches

Amazing

to highlight things they noticed and that raised questions for them

about the power of annotation

Crucially, adopting OEP requires more of a shift of mindset than does adopting OER, more critical reflection about the roles of the instructor and the student when education continues to be based on content consumption rather than critical digital literacy despite information (and misinformation) being abundant.

‘what else can I do because of these permissions?’, we’ve come within striking distance of realizing the full power of open.”

the goal posts must be placed further than simply cheaper textbooks.

Framing OER as free, digital versions of expense, print textbooks also risks playing directly into the hands of commercial textbook publishers who are in the midst of a pivot away from a business model based on selling “new editions” of print textbooks every three years to one based on leasing 180-day access to digital content delivery platforms.

This begs a broader question: If open educational practices are a game changer, why are OER advocates playing by the rules of the commercial textbook industry?

After nine years as a senior writer, I was forced to trade in my private office for a seat at a long, shared table.

Helpful resources for using OER

Teaching Build

An Open Education Reader

If we want to better understand when and how we lost our way with educational technology, we must go back to the early days of the Internet.

Open access advocates might be concerned about some of these directions, but my sense is that many of these scientists and librarians remain largely focused on trying to compete with, or at least influence, scientific publishing.

Using peer assessment for improving student work Involving students in self-assessment of their work and classroom performanc

can include

Open textbooks are a fantastic start.

OER Stories

Does Open Pedagogy require OER?

Centre for Integrative Neuroscience and Neurodynamics

Open Pedagogy Conference

Archived webinar: Open Practices

Request permission

AbstractThe main objective of this prospective longitudinal study was to investigate bidirectional associations between adolescent cannabis use (CU) and neurocognitive performance in a community sample of 294 young men from ages 13 to 20 years.

as faculty mature in their understanding of OER they will have a greater desire to engage in these and other open pedagogy practices

Virginia’s Faculty Collaboratives Project

Five Days That Changed My Life Forever!

The approach you're probably using to train with could be improved by nearly 70%!

Five Days That Changed My Life Forever! I was moving along, quite content making a six-figure income, having clients waiting in line to see me, and building championship lifters, bodybuilders, and, sports teams.

Why Almost Everyone Is Wrong In The Way They Build Muscle Mass, Strength, And Power!

Montreal Neurological Institute

European Union, Japan and the United States

wasn’t a text in any strict sense,

competencies or learning outcomes, educational resources that support the achievement of those outcomes, assessments by which learners can demonstrate their achievement of those outcomes, and credentials that certify their mastery of those outcomes to third parties.

the assignment is impossible without the permissions granted by open licenses.

remixing

create a small tutorial

to teach

disposable assignments.”

How can we extend, revise, and remix our pedagogy based on these additional capabilities?

Defining OEP Overall, open education practitioners and researchers describe OEP as moving beyond a content-centred approach to openness, shifting the focus from resources to practices, with learners and teachers sharing the processes of knowledge creation. In their summary of the UKOER project, for example, Beetham, et al. (2012) explicitly define the project’s interpretation of OEP as practices which included the creation, use and reuse of OER as well as open learning, open/public pedagogies, open access publishing, and the use of open technologies. Ehlers (2011) defines OEP as “practices which support the (re)use and production of OER through institutional policies, promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning paths.”

by inserting comments in the audio recordings they’d submit to me (as opposed to worrying about whether or not it was ok to correct their French in class in front of their peers… something I had always been hesitant to do in spite of – or perhaps because of – what had been done to me!) or by recording an audio walkthrough of suggestions and corrections to the first drafts of their compositions (instead of handing back a blood-red “fixed” version of a composition in class).

There’s something to be said about making the text your own in this manner: my students took ownership of the content and (literally) left their mark on it!

Why should I adopt an open textbook?

From the privacy – and primacy – of LMS (specifically Canvas) discussion forums to the public “playground” afforded by Hypothesis; From the formality of pre-determined questions (which can privilege the scope and purpose of reading) to open-ended and less formal (re)action and exchange; and From an instructor’s authority to center and control textual discourse to a de-centering of power through a fracturing of attention, interest, and commitment.

Examples of bad peer review and why it is damaging to researchers

Federally Funded Research Results Are Becoming More Open and Accessible

Pedagogy is leading people to a place where they can learn for themselves. It is about creating environments and situations where people can draw out from within themselves, and hone the abilities they already have, to create their own knowledge, interpret the world in their own unique ways, and ultimately realise their full potential as human beings.

Opening up Education: Innovative Teaching and Learning for All through New Technologies and Open Educational Resources

The resource-based economy goes like this: In the future robots will do all the jobs (including creating new robots and fixing broken one). Now, imagine the world is like a public library, where you can borrow any book you want but never own it. Fresco wants all enterprise like this, whether it’s groceries, new tech, gasoline, or alcohol. He wants everything free and eventually provided to us by robots, software, and automation.

New Directions in Open Education

Democratizing science does not mean settling questions about Nature by plebiscite, any more than democratizing politics means setting the prime rate by referendum. What democratization does mean, in science as elsewhere, is creating institutions and practices that fully incorporate principles of accessibility, transparency, and accountability. It means considering the societal outcomes of research at least as attentively as the scientific and technological outputs. It means insisting that in addition to being rigorous, science be popular, relevant, and participatory.

Literacy Compared to What

(Crazy app uptake + riding data + math wizardry = many surprises in store.)

Attendance Policies

Higher education is moving away from its traditional emphasis on the instructor, however, replacing itwith a focus on learning and the learner.

Ashift is taking place in schools all over the world as learners are exploring subject matter through the act of creation rather than the consumption of conten

Smarter State Spending

Data sharing over open-source platforms can create ambiguous rules about data ownership and publication authorship, or raise concerns about data misuse by others, thus discouraging liberal sharing of data.

The academic, economic and societal impacts of Open Access: an evidence-based review

There is a fruitful argument for the cost of these more “traditional” publishing houses, as they spend a good amount of time with editing, formatting, and distribution (often in paper form)

Unpaid Labor

curate

Where would you start?

Where would you start?

The point of replication isn't to shame researchers — it's to build better science

But those crying the loudest to stop the lock-out laws fail to provide an adequate alternative.

ever-growing

many visions for blockchain in education seem to advocate writing it all to the blockchain

“knowledge creation”.