127 Matching Annotations
  1. Last 7 days
  2. Jun 2018
  3. May 2018
  4. Apr 2018
    1. The eight distinct sub-topics within open education over the past four decades were identified as open access, OER, MOOCs, open educational practice, social media, e-learning, open education in schools and distance learning.

      What I notice is missing from here is open pedagogy which, as Tannis Morgan noted, has historical roots in the late 70's in Quebec. However, it may be that because this is a historical look at open education, and open pedagogy is a relatively recent (despite the work Tannis has discovered) area of interest for open educators, there may just be a lack of formalized research supporting the idea of open pedagogy.

    2. Open education does not constitute a discipline, in the manner of a hard science for example, so there is no agreed canon of research that all researchers will be familiar with. It is also an area that practitioners tend to move into from other fields, often because of an interest in applying aspects of openness to their foundational discipline. This can be seen as an advantage, in that different perspectives are brought into the domain, and it evolves rapidly. However, it also results in an absence of shared knowledge, with the consequence that existing knowledge is often ‘rediscovered’ or not built upon.

      In order for open education to be more than a movement, it feels like we should be consciously moving in this direction - to define a canonical set of resources that are foundational to the field in order to help orient others and further define ourselves as a field/discipline. Because, as we have seen with MOOC's, if we do not do it, then others will do it for us.

  5. Mar 2018
  6. Dec 2017
  7. Nov 2017
    1. An institution has implemented a learning management system (LMS). The LMS contains a learning object repository (LOR) that in some aspects is populated by all users across the world  who use the same LMS.  Each user is able to align his/her learning objects to the academic standards appropriate to that jurisdiction. Using CASE 1.0, the LMS is able to present the same learning objects to users in other jurisdictions while displaying the academic standards alignment for the other jurisdictions (associations).

      Sounds like part of the problem Vitrine technologie-éducation has been tackling with Ceres, a Learning Object Repository with a Semantic core.

  8. Jun 2017
  9. Apr 2017
    1. I think the locking down of open is dangerous. I think it draws lines where they need not be, and it reconsolidates power for those who define it. More than that, the power around open has been pretty focused on a few people for too long, and I count myself amongst them.


    1. Informal and open education has been largely overlooked, probably due to social and cultural stigmas attached to learning from places besides traditional campuses. Our education system ends where autodidactism (self-learning) commences: we are content with spoon-feeding our students from textbooks, with no focus on extensive learning. Students learn from topics, as opposed to problems (problem-based learning). It cannot be emphasised enough that research stems from problem-solving buttressed by necessary instruction.

    2. difines education dually, as the process of giving and receiving systematic instruction (education) and as an enlightening experience (‘an’ education). Enlightening-giving greater understanding.

  10. Mar 2017
  11. www.openbookpublishers.com www.openbookpublishers.com
    1. What Does It Mean to Open Education? Perspectives on Using Open Educational Resources at a US Public University1
  12. Feb 2017
    1. the goal posts must be placed further than simply cheaper textbooks.

      Yes. Because publishers will always be able to beat OER on price as they mine new business models. Not hard to image where the content becomes the loss leader for the publishers in order to get faculty buy-in into tools that have the real gold - data.

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

      These are new example of open pedagogy for me.

  13. Nov 2016
    1. "Wikity is social bookmarks, wikified." -- Mike Caulfield<br> http://rainystreets.wikity.cc/<br> https://github.com/michaelarthurcaulfield/wikity-zero/

      as far as I can tell, Wikity is the simplest way to run a personal wiki on top of WordPress. But the focus is a hyperlinked bookmarking and notetaking system, because after a year of use and 2,000 cards logged, I can tell you that is where the unique value is.

    1. 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.

      So this first one is a technical distinction whereas the second and third are more pedagogical. But what occurred to me in reading this list of rationales was the way in which those pedagogical choices are effected by the tech we choose.

  14. Oct 2016
  15. Sep 2016
    1. curate

      The term may still sound somewhat misleading to those who work in, say, museums (where “curator” is a very specific job title). But the notion behind it is quite important, especially when it comes to Open Education. A big part of the job is to find resources and bring them together for further reuse, remix, and reappropriation. In French, we often talk about «veille technologique», which is basically about watching/monitoring relevant resources, especially online.

    2. Where would you start?
  16. Jul 2016
    1. There is still much more emphasis in hyperbolic education discourse on pushing content rather than enabling connections between people

      There is. But it might be shifting a bit. Or, at least, there are people around who are proposing another Sphere of Agency, one which relies much less on content and does a lot more with openness. As with Berkana, our job might be to connect these people who sing in a different voice. We might reach richer harmonies when we don’t expect unison.

    2. a handful in a few major world languages

      One might think that those other languages are well-represented. People connected with the Open Knowledge Foundation are currently tackling this very issue. Here, Open Education isn’t just about content.

    1. Colleges using data analytics have to make sure their students have “open futures” — that their programs create educational opportunities, not the other way around.

      Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.

    1. disheartened that open education is still mainly focused on MOOCs and OERs, rather than on the broader concept of open textbooks, open research, and open data.

      We often think of the hype cycle but two things this post reveals about MOOC hype: 1) There can be regional differences in the timing of those cycles. 2) We might be in a broad shift from MOOC as a thing to MOOC as a pretext for openness.

    1. “Students chose how they were going to display how they were going to master those standards through projects,”

      A big part of both Competency-Based Education and the open-ended side of Open Education.

  17. Jun 2016
    1. We need to enable and facilitate alternative development models if our vision of universal OER adoption is to become a reality.
  18. www.networkedlearningconference.org.uk www.networkedlearningconference.org.uk
    1. While the open educationfieldtends to focus onthe development and scalability ofeducational resources and practices, networked learningtends to emphasizethe pedagogical experience of learning communities and interpersonal connections, and connected learning promotes instructional designs for holistic, participatorylearning.

      three definitions

    1. who are the gatekeepers in deciding what that looks like.

      perhaps a transformation is necessary here. To many (too many), education means grades and scores and standardization. Capacity for self-directed learning is more important and difficult to quantify.

    2. it can mean that students see themselves as actively building their learning

      This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.

    3. does “open” actually transform the way in which we do “school,” the way in which we teach and learn?

      I think it can, but does higher ed want it to? Does anyone other than the open evangelists? The attempts at transformation in the 70s failed pretty hard. Maybe we need to transform teh public vision of what education looks like.

    4. Free? Open access? Open enrollment? Open data? Openly-licensed materials, as in open educational resources or open source software? Open for discussion? Open for debate? Open to competition? Open for business? Open-ended intellectual exploration?

      love the extended list, esp. "open for discussion/debate" Most definitions don't get past "free." "Open to competition" is an interesting thought. Open to cooperation would be more ideal. What would the competition be? For-profits?

    1. Look for existing networks for collaboration that could be adapted to fit the strategy if formal networks are desired.

      Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?


      Name names...

    3. OER must have the right metadata

      Could h provide that metadata?!


      Possibly where h fits in...

    5. the Foundation will provide enhanced support for grantee collaboration.

      We're already working with grantees: OpenStax, Lumen, Rebus.

      Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.

    6. the technical basis for OER
    7. robust and flexible infrastructure.

      In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.

    8. Moreover, ZTC degrees ensure that the benefits of open materials follow students from enrollment to graduation, allowing for a pathway of personalized courses that guide students toward completing their degrees.

      What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?

    9. Open materials can empower faculty with the aca-demic freedom to tailor their courses to their students’ needs and even engage students in meaningful learning experiences through adaptation and improvement of the open content itself.10

      HUGE, especially the part about "meaningful learning experiences."

      This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.

    10. reserve part of its portfolio to con-tinue funding the infrastructure necessary to support the field

      This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.

    11. Therefore, we refreshed our OER strategy to focus on our goal of using grants to help OER reach mainstream adoption.

      This stage of funding is focused on scale.

    12. high-quality academic materials

      Are tools "materials"?

    1. I hired a bunch of undergrad students and recent alums, and paid them out of my own pocket to assist me.

      I did not know this. And I already thought Robin was a bad-ass. There should be national, philanthropic funding for projects like this.

    1. and any other tools, materials, or techniques used to support access to knowledge.

      Tools are OERs.

    2. and refreshed OER strategy.

      This "refresh" was done December 2015.

    3. The infrastructure

      Hmm, I wonder if this is thinking inspired by the NGDLE movement (from Gates, EDUCAUSE)?

    4. Develop innovative OER models

      I suppose that would be us.

    1. the frustration faculty members sometimes feel when searching for open content to include in their courses.

      Annotation could help with this discovery, evaluation, and remixing process.

    2. thinking more broadly about what ‘open’ means and how open connects to a variety of different areas


    3. Scaling Up OER
    1. If the limitations are acknowledged and accounted for, there is no reason why open education should not offer genuine opportunities for promoting equity of access to higher education
    1. educators and students alike have found themselves more and more flummoxed by a system that values assessment over engagement, learning management over discovery, content over community, outcomes over epiphanies

      This Systems or "factory farming" approach to education seems antithetical to (and virtually guaranteed to flummox) a community-based, engaged, serendipitous and spontaneous learning explosion in traditional Higher Ed. Where are some cracks and crevices where the System has failed to snuff out the accidental life of learning?

    1. talking about open pedagogy as the “second power of open.”

      There are clear signs that some move towards Open Pedagogy is in fact happening. At SALTISE, last week, @Downes made it quite clear that Open Education is about openness, not merely about cost.

    2. talking about open pedagogy as the “second power of open.”
  19. May 2016
    1. that OER can provide benefits to some schools, but that commercial resources will continue to have value because of the tech-based enhancements, in analytics and adaptive learning and other areas, that they offer beyond academic content.

      Why can't OERs have the equivalent?

    1. My experimentation with open pedagogy – and my attempts to guide students’ learning with/in and across open platforms – was a social endeavor that invited reciprocal networking.
  20. Apr 2016
    1. Blogs tend towards conversational and quotative reuse, which is great for some subject areas, but not so great for others. Wiki feeds forward into a consensus process that provides a high level of remix and reuse, but at the expense of personal control and the preservation of divergent goals. Wikity takes lessons from federated wiki, combining the individual control of blogging with the permissionless improvement of wiki.

      Mike Caulfield introduces http://wikity.cc, a personal wiki platform in which editing is blog-like (it runs on WordPress), but pages can be easily copied and remixed.

      I am particularly excited about ways it might be used to help faculty and students to collaborate on OER across institutions.

  21. Mar 2016
    1. Open data

      Sadly, there may not be much work on opening up data in Higher Education. For instance, there was only one panel at last year’s international Open Data Conference. https://www.youtube.com/watch?v=NUtQBC4SqTU

      Looking at the interoperability of competency profiles, been wondering if it could be enhanced through use of Linked Open Data.

    1. open – that is, to make public, transparent, and participatory

      Neat definition of “open”, very contextual, it sounds like.

    1. open annotation.

      I'd like to hear discussion around the term "open" here. How exactly are you using it @remiholden? To mean public as opposed to private?

      For me, open has specific infrastructural connotations: it's about a variety of annotation clients like hypothes.is conforming to certain wider standards so that web annotation--like the web itself--is an interoperable system.

      But I'm curious the degree to which that matters to teachers and learners. And why? We're using hypothes.is, which promises to conform to standards being developed by the w3c, but could DIIGO do the trick even though they're system (for now) is closed?

  22. Feb 2016
    1. We don’t know if content will be interoperable – that is, usable beyond the Amazon (Kindle) ecosystem – or if there’ll be integration with other software systems.

      If not then it really wouldn't be truly "open."

  23. Jan 2016
    1. massive advances in Open Educational Resources

      Some may be surprised to hear about OERs in a post about proprietary technology, especially since this was before iBooks Author allowed the creation of ePUB3 books.

  24. Dec 2015
    1. What’s the role of standards? Interoperability means that annotations created by one client can be viewed by another, and that they can be stored on any compatible backend server. Standards help ensure that solution and service providers compete, and that users win.
    1. In open education we have generally focused on the rights that individuals have to remix content, while not providing or using publishing tools that make it easy to fork content in ways that make sense to non-programming communities. Wikity attempts to apply the tools and logic of forking to WordPress, the world's most popular web content platform. Content published in Wikity is easily forked to new sites while maintaining an attribution trail and keeping track of past versions.

      Mike Caulfield is working on WordPress software to make Federated Wiki concepts accessible to a wider audience. http://wikity.cc/ is the most recent result.

    1. The goal of education is for the educator to become less and less needed for learners to learn.

      The reverse of the typical “goal displacement”. Instead of focusing on ensuring our continued employment as “instructors”, we want to make sure learning happens. Deep down, we know we’ll find ways to work, no matter what happens. The comparison with health can be interesting. If doctors had an incentive to keep people sick, society wouldn’t benefit much. Allegedly, Chinese healthcare provides incentives for doctors to help people stay healthy. Sounds like it’d make sense, somehow. Yet education and health are both treated like industries. We produce graduates, future employees, etc. Doctors produce people who fit a pattern of what it means to be healthy in a given social context. There’s even a factory-chain metaphor used when some people apply “lean management” to hospitals or colleges. Not that the problem is with the management philosophy itself. But focusing so much on resource allocation blinds us from a deep reality: as we are getting healthier and more “learned”, roles are shifting.

    1. Among the most useful summaries I have found for Linked Data, generally, and in relationship to libraries, specifically. After first reading it, got to hear of the acronym LODLAM: “Linked Open Data for Libraries, Archives, and Museums”. Been finding uses for this tag, in no small part because it gets people to think about the connections between diverse knowledge-focused institutions, places where knowledge is constructed. Somewhat surprised academia, universities, colleges, institutes, or educational organisations like schools aren’t explicitly tied to those others. In fact, it’s quite remarkable that education tends to drive much development in #OpenData, as opposed to municipal or federal governments, for instance. But it’s still very interesting to think about Libraries and Museums as moving from a focus on (a Web of) documents to a focus on (a Web of) data.

  25. Nov 2015
    1. Encouraging students to curate their own content

      Learners already create and curate a lot of “content”. Let’s encourage them to do more with it, even if they keep it somewhat closed. Much of it doesn’t have to be so high-minded, as even forum posts can do a lot to the learning process. “Open Education” isn’t merely about content and a lot of work in the 5Rs can be done in learning communities.

    2. if free textbooks or OER offer learners free access to good quality knowledge

      Big “if”. And it’s one of those cases where defining those terms (“access”, “knowledge”, “free”, “good quality”, even “learners”…) is important but risky. We don’t want sterile debates, but we need to acknowledge that we may not be talking about the same things.

    1. Some practitioners of open education have been dismayed at the recent emphasis on "free textbooks", which implies that cost-cutting is the main goal of openness. But it should not be forgotten that for many teachers and students, open textbooks provide an introduction to broader open practices.

    1. open access

      Not really what we tend to mean by “open access” in academia, but closer to “open education” than one might assume. It can be less about the cost of textbooks than about inclusion. And diversity.

    1. creation of an OER culture among faculty

      Pretty much what we’re trying to enable. Culture change is organic, but there are ways to empower those actors who are pushing things in an appropriate direction, in terms of Open Education.

  26. Oct 2015
    1. Technology is the only way to dramatically expand access to knowledge. Why should students be limited to a textbook that was printed two years ago, and maybe designed 10 years ago, when they could have access to the world's best and most up-to-date textbook?

      Can serve well as an OER quote.

    1. He gave the example of digital textbooks which can be updated as an example of how online technology could be better than traditional methods.

      Great argument for OERs, no? And Open Annotations, for that matter.

  27. Sep 2015
  28. Aug 2015
    1. The Training and Learning Architecture (TLA) encompasses a set of standardized Web service specifications and Open Source Software (OSS) designed to create a rich environment for connected training and learning.