particularly how we meet the needs of both the content creators and the consumers.
This is the eternal condendrum. The music industry has responded somehow effectively to it.
11 Matching Annotations
- Aug 2021
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books.openedition.org books.openedition.org
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he OAR system will support a wide range of assessment applications, from quizzes and tests to virtual performance assessments and game-based learning, focused on promoting deeper learning. The concept of “assessment activity” expresses the idea that authentic assessment is fundamental to educative activity, and the concept of “item bank” implies reusability, modularity and automated assembly and presentation of assessment items.
It makes sense for Unicaf.
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books.openedition.org books.openedition.org
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Finally, open education is designed for experience, or at least it can be, when educators and systems focus on making content and technology appealing and user-friendly. Kahle (2008, p. 42) argues that “design for experience recognizes that all participants, particularly busy educators and students, quickly form opinions as to what resources are interesting, helpful, and worth their investment of time. Design for experience is a form of human-centered design”. Insofar as creators of content and technologies recognize this important principle, open education can appeal to a broader audience than students and educators, thus amplifying access, agency, ownership and participation to anyone with a desire to learn.
This is the approach I am interested in, considers stakeholders different that academics when they say "Educators", i.e Pracademics and other animals and the agency contract with senior students who might have a saying about the resources they can access. Which is worth their time. I guess this poses complications in relation to the assessment of their work. In this sense, what we do with the LMGE course when we permit students to choose their topic, is a way of openness.
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www.ubiquitypress.com www.ubiquitypress.com
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Critical to the adoption of open practices by academics and the transmission of open scholarship to students.
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Open scholarship and the identity of academics.
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What is Coursera´s business model?
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What is the impact of a concious approach to openness in teaching and more importantly how does it benefit students?
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There is an interesting reflection by Welles, why do I not consider openness as the default and then contemplate closed systems? In this way I can see the benefits and cons of openness. But I do not need to assess them as I can see them.
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I am surprised I have not encountered them before. Perhaps only because it is all around us.
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- Mar 2021
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humanmooc.pressbooks.com humanmooc.pressbooks.com
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I worked with two different Ph.D. supervisors. One of them was well able to convey his feedback clearly and supportively via text, whereas the other was much better able to express his feedback constructively in person, on the phone, or via Skype. As soon as we realized that we worked better together synchronously, we scheduled synchronous meetings after each piece of writing of mine was reviewed by him. Some faculty offer students asynchronous audio feedback which they feel is more personal and holistic than written feedback.
Interesting approach, so you can adapt to the personality and traits of the supervisor.
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asynchronous learning promotes deeper reflection, provides opportunities for learners to conduct and contribute research, and creates almost unlimited space for every individual to participate (as opposed to the more limited time available for synchronous interaction where inevitably some will participate more than others).
How could these benefits be contested? They provide obvious value.
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