13 Matching Annotations
  1. Jul 2015
  2. www.irrodl.org www.irrodl.org
    Open Educational Resources: New Possibilities for Change and Sustainability
    1
    1. jgmac1106 28 Jul 2015
      He discussed a form of knowledge that would involve learners thinking about and confronting themselves with the uncertainties and dilemmas in their own lives. Learning is at the heart of personal change and transformation, and the learner needs to take risks and deal with changing situations in his or her environment.

      Does this have to be another dichotomy? Knowledge and skills need to be part of pedagogy. Hated to have a plumber who spent who whole education thinking about how the o-ring really feels.

      tcj15
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    irrodl.org/index.php/irrodl/article/view/7708
  3. May 2015
  4. www.irrodl.org www.irrodl.org
    Open Educational Resources: New Possibilities for Change and Sustainability
    11
    1. Suzan 12 May 2015
      Assumptions and Challenges of Open Scholarship

      In this paper, we will use the term open scholarship to refer to teaching and research practices that espouse openness and we will refer to those scholars who participate in such practices as being part of the open scholarship movement. (p. 1)

      A broad definition of open scholarship.

      #tcj15
    2. Suzan 12 May 2015

      ...as we see individuals, institutions, and organizations embrace openness, we have observed a parallel lack of critique of open educational practices. We find that such critiques are largely absent from the educational technology field, as members of the field tend to focus on the promises of educational technologies, rarely pausing to critique its assumptions. Selwyn (2011b, pp. 713) even charges that our field’s inherent positivity “limits the validity and credibility of the field as a site of serious academic endeavour.” (p. 1)

      The reference to Selwyn (2011) is important. In the introduction to his article S argues that educational tech "has become a closed field of academic study—populated by people who consider themselves to be in the somehow more informed position of truly understanding the educational potential of digital technology" (p. 713). Are we doing the same thing when it comes to using Twitter for learning?

      Screenshot of the intro

      #tcj15
    3. Suzan 12 May 2015
      (1) open access and open publishing, (2) open education, including open educational resources and open teaching, and (3) networked participation. In our previous work, we have discussed networked participatory scholarship

      Three forms of open scholarship... I'm thinking that networked participation can be a form of open teaching.

      #tcj15
    4. Suzan 12 May 2015
      Boyer’s (1990) framework of scholarship is often used as a starting point for defining scholarly practices in the digital age, and a number of authors have sought to update Boyer’s model

      What is Boyer's model? Are they going to talk about this?

      #tcj15
    5. Suzan 12 May 2015
      Similarly, proponents of the open scholarship movement have argued that by participating with emerging technologies, scholars can help to democratize knowledge production and dissemination via public online venues such as blogs and social networking sites.

      This is interesting especially after reading V's comment on his blog about the contextual nature of "emergence"

      ...what makes technologies and practices emerging are not specific technologies or practices, but the environments in which a particular technology or practice operate...George's blog

      #tcj15
    6. Suzan 12 May 2015
      Use of these digital spaces may reflect an interest in having debate platforms for scholars who seek to live as public intellectuals

      Desire to live as public intellectual: also valid for for non-scholars (is that the right word?)

      #tcj15
    8. Suzan 12 May 2015
      found significant cost reductions that were accompanied by no significant changes in learning outcomes as measured by standardized test scores.

      Question to #tjc15: But why should there be a difference in the learning outcomes? Students are required to get a textbook one way or another. Does open mean "modifiable" here?

      #tcj15
    10. Suzan 12 May 2015
      Education is a matter of sharing, and … [open practices] enable extremely efficient and affordable sharing

      Question for #tjc15: Education is sharing (Wiley, 2009). Yes, but sharing what and for what purpose?

      #tcj15
    11. Suzan 12 May 2015
      Hall (2011, ¶11), “in order to understand our present position, and to develop alternatives that matter, we need stories and metaphors and critiques of where we are.”

      Hall, R. (2011). Triple crunch and the politics of educational technology. DMU Learning Exchanges blog. Retrieved from I checked the original source but couldn't find this quote, looks like it was first posted elsewhere? (The link in the reference was broken).

      #tcj15
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  5. Mar 2015
  6. justywk.blogspot.com justywk.blogspot.com
    K-Logptto13 generated by WOWSlider.com
    1
    1. jgmac1106 13 Mar 2015
      How long would my intrinsic motivation sustain me if the process of constantly negotiating in the zone of change/discomfort/liminality

      I have been thinking if #ccourses can work with fresh fish. We had a great time but many of new how to co-exist in open learning spaces.

      Be interesting to compare #ccourses engagement with other connected courses such as #youshow15 and #walkmyworld that are full of n00bs.

      I wonder how active folks will be next semester, next year?

      tcj15 walkmyworld ccourses
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