Business Communication For Everyone was created by Arley Cruthers. Several chapters were written from scratch, while others were adapted and remixed from other open textbooks

[reveal-answer q=”641412″]Show Answer[/reveal-answer] [hidden-answer a=”641412″]D[/hidden-answer]

References

within a higher education

Elizabeth Childs, Jo Axe, George Veletsianos, Keith Webster

please leave a comment using Hypothesis

Notably, several of the catalysts identified by participants were not directly related to an awareness of OER or open textbooks. Several of these catalysts are related to innovation, learner empowerment, and increasing access to knowledge more generally. While these individuals identified as open education practitioners, they did not necessarily cite OER as their starting point for integrating openness in teaching and learning.

There is a growing need to establish literacies around open education, copyright, social media and networked learning as a foundational skill.

Thomas further commented “it’s openness in what we bring into the classroom, openness in what we take out of the classroom, and an openness between what happens between the students and myself and the students and each other in how we organise the classroom.”

Alice noted her feeling that the use and sharing of OER were one of the “less threatening” components of OEP.

Supporting Personalised Learning Frequently mentioned throughout the interviews was the goal of allowing learners to explore their personal interests, culture and social context through assessment. Several participants sought to design assessment that allowed learners to tap into these aspects of their personal lives. Where learners could exercise choice and pursue projects of personal interest, a greater sense of ownership was observed. James commented that “they love the idea that they are in control of what they do”, when given more choice around assessment. Other participants suggested it was possible to have learners working on projects that could benefit their personal lives or professional trajectories as part of formal coursework. In her final assignment, Olivia provides the learners “absolute free reign in terms of what kind of a thing they produced.” Learners use their creative interests to develop resources for the course, as Olivia reflects “some opted for essays still, but other students created digital timelines, infographics, podcasts, comic books, videos.” Personalisation of assessment was suggested to allow learners to represent and situate themselves authentically and creatively through their work.

“students will write differently, you know, if they know it’s not just going to their professor.

moderating discussion forums

It is possible to simultaneously acknowledge that these systems are capable of dramatically improving student learning AND ask incisive questions about what happens to the data that result from student use of these systems. It’s possible to acknowledge the benefits these systems can offer while being thoughtful and critical about where there might be problems.

On the contrary, more people in the OER community seem to be hostile toward online systems that provide practice and feedback than are interested in finding a way to integrate them with OER.

I also strongly support the public annotation, archiving and active curation of artifacts (papers, reports, student projects, annotated list of resources, slideshows etc.) that are produced within the COI so as to provide resources for other and subsequent COIs located around the globe (Tibbo, 2015; Ungerer, 2016).

Instead of viewing a 'digital' version of literacy as a pinnacle to be achieved or surmounted, the focus would be upon Flow. When dealing with digital 'texts' (widely defined) this would result in Digital Flow depending upon literacy. Literacy becomes a staging-post on the journey instead of the destination itself

Alas, the researchers probably did not ask why the students were multitasking. So, I repeat: was it because they were bored? Was it because they had an important test they were cramming for in another class? Was it because the professor said something they didn't understand (in the classroom or in a video) and they wanted to look it up? I look things up constantly. I hope my students do the same. All occasions of multitasking are not the same.

And, brace yourselves, taking notes during a lecture is also multitasking. A pen and notebook might not seem like the dangerous distractors

"Online and face-to-face are delivery modes; they are not course designs," she wrote. "To say that online courses are alike because they are online is like saying that rocky road ice cream and tater tots are the same because you find them in the freezer section.

Saudi Arabia’s massive $45 billion check to SoftBank’s Vision Fund, the largest venture fund of all time, means Saudi money will likely be part of the biggest pool of venture money for years to come. The Vision Fund has made at least 26 investments including into Slack, WeWork, GM Cruise, and other brand names.

What social media did was to transform discovery into a passive rather than an active process.

In some cases, the patients’ drawings looked just like scribbles. But how good – or bad – the drawings were didn’t seem to matter. In fact, in most of the experiments, the researchers assessed their participants’ ability to create vivid images and also their experience at drawing, and neither was correlated with memory performance. Even people who struggle to create a stick figure should, then, get memory benefits from drawing.

MLA or APA styling takes time; in my opinion, it's simply not necessary in online discussions.

In addition to the literature review, we have collaborated with Dr. David Gaertner, instructor in the First Nations and Indigenous Studies Program at the University of British Columbia, on a Wikipedia gap analysis assignment in FNIS 220: Representation and Indigenous Cultural Politics. The gap analysis assignment focuses on how knowledge systems like Wikipedia support or fail to provide a space for inclusive representation of Indigenous culture and identity. We offered a workshop in the FNIS 220 class that focused on how knowledge is constructed in traditional (e.g. library) and open knowledge (e.g. Wikipedia) systems, how to critically analyze who is creating information, the context of the creation process, and how information is made accessible in these spaces. In a second workshop, students took those analyses and worked in small groups to edit Wikipedia to improve Indigenous articles.

At its core, open pedagogy is teaching practices that facilitate the collaborative and transparent construction of knowledge made openly available through online communities.

At the same time, a large share of YouTube users say the site is important for helping them figure out how to do things they haven’t done before. Fully 87% of users say the site is important for this reason, with 51% saying it is very important. And the ability to learn how to do new things is important to users from a wide range of age groups. Roughly half (53%) of users ages 18 to 29 say the site is very important to them for this reason, and that view is shared by 41% of users ages 65 and older. In some cases, users’ responses to these questions show substantial variation based on how frequently they visit the site. Most notably, people who use the site regularly place an especially high level of importance on YouTube for learning about world events. Some 32% of users who visit the site several times a day – and 19% of those who visit once a day – say it is very important for helping them understand things that are happening in the world. That compares with 10% of users who visit less often.

OER matters not because textbooks matter. OER matters because it highlights an example of how something central to our public missions, the transfer of our foundational disciplinary knowledge from one generation of scholars to the next, has been co-opted by private profit. And OER is not a solution, but a systemic shift from private to public architecture in how we deliver learning.

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.

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.

Data Re-Use. Contractor agrees that any and all Institutional Data exchanged shall be used expressly and solely for the purposes enumerated in the Agreement. UH Institutional Data shall not be distributed, repurposed or shared across other applications, environments, or business units of the Contractor. The Contractor further agrees that no Institutional Data of any kind shall be revealed, transmitted, exchanged or otherwise passed to other vendors or interested parties except on a case-by-case basis as specifically agreed to in writing by a University officer with designated data, security, or signature authority.

argument from authority (e.g., President Richard Nixon should be re-elected because he has a secret plan to end the war in Southeast Asia — but because it was secret, there was no way for the electorate to evaluate it on its merits; the argument amounted to trusting him because he was President: a mistake, as it turned out)

the growing tendency to see educational development as an integral component in helping colleges and universities effect change in multiple areas.

They now stand out as the only one in the class (or, if they’re lucky, one of two) who gets to use a device while other students wonder just why they get to use one. I have seen a couple of students on social media say that as soon as they see a “no devices” policy on a syllabus they drop the class because of this concern.

personalized learning is not a one-size-fits-all method.

to edtech skeptics that fear computers will replace teachers

On Instagram, the candid is crafted and the stillness is staged. What appears to be intimate is always public, and it has a purpose.

In other words, all the evidence of a changing industry, open access, hundreds of millions on licensing, and transactional licenses do not matter. What matters to the trial judge is that Access Copyright, one of many intermediaries for authors, is generating less revenue. That conclusion is a striking rejection of the Supreme Court’s careful approach to economic evidence in fair dealing cases.

The judge engaged in no such analysis of the Access Copyright repertoire, which is suspect given the recent Copyright Board of Canada decision that questioned the repertoire

Access Copyright pointed out that textbook sales had shrunk over 30 percent in 20 years.  However, as noted by the Coalition, there was no evidence that this decline was linked to photocopying done by teachers.  Moreover, it noted that there were several other factors that were likely to have contributed to the decline in sales, such as the adoption of semester teaching, a decrease in registrations, the longer lifespan of textbooks, increased use of the Internet and other electronic tools, and more resource-based learning...

despite admitting that the data provided by both sides in the case was unreliable

But the goal of the dealing was also, from York’s perspective, to keep enrolment up by keeping student costs down and to use whatever savings there may be in other parts of the university’s operation.

If any of the six factors should have been a slam dunk for York, it is the purpose of the dealing.

The one aspect of institutional culture that needs to be changed is the propensity to “discuss” things to death with no resolution and no one accountable for actually implementing directives that have been agreed upon. How about we deliver on some promises and let this prove to government that we are worth funding.

Major changes in course design, educational technology, student support and administration, marketing and PR are urgently needed to bring AU into advanced 21st century practice in online and distance learning. I fear that while there are visionary faculty and staff at AU who understand this, there is still too much resistance from traditionalists and those who see change as undermining academic excellence or threatening their comfort zone.

The Board of Governors, senior administration, faculty, staff and students still need to develop together a clear and shared vision for the future of the institution that presents a strong enough value proposition to the government to justify the increased operational and investment funding that is needed.

A key factor in keeping your team on the right track is transparency.

Team members have a clear understanding of where they can best serve the team’s needs, and everyone is highly motivated to get to the same goal.

people feel comfortable to exchange ideas and challenge the status quo without fear of misplaced judgement or rejection.

Trust, group identity, and a sense of group efficacy.

Teams that perform are constantly working out things like communication preferences, recognition of achievements, and workflows.

The key value to emphasize in the team is positive intent. This is to say that, even when things aren’t going smoothly, each person should assume that their “challenger” is coming from a good place and is trying to act in the best interest of the team.

Fair warning to team members (and leaders) who don’t like conflict — things will get awkward. But if teams can’t identify the issues, communicate constructively, and work to resolve them, they will get stuck at this stage.

The other part is building emotional connections.

What everyone needs most is a clear understanding of their part in the journey.

Part of this is leading them to realize that their new team members are bringing skills to the table that help everyone to succeed in a way they couldn’t do by themselves. Setting goals together puts these skills and interests into the open.

Learning Outcomes Explain how CC works with copyright Understand license scope and intent of licenses List what content licenses can/should be used for Determine when/how CC interacts with fair use Explain when licenses don’t apply Understand irrevocable nature No extra conditions Will license expire?

4.0

Licensed under a Creative Commons Attribution-ShareAlike license (CC BY-SA) version 4.0.

Application of learning through creation of a toolkit, engaging in the Creative Commons community, and applied practice.

CC Certificates aim to engage you in direct application of learning for personal and / or professional use. Toward that end the following learning activities aim to help you you use and apply basic knowledge in ways directly relevant to you. Learning activities are structured around 1. Creation of a personal learner toolkit. 2 Active participation in CC’s community, and 3. Applied practice.

The Commons module has four units of learning that provide a grounding in the commons and Creative Commons role in stewarding and supporting it.

All Too True – make a case for keeping works in the public domain by writing a letter to your government representatives.

Following step costs

Can you come up with an example that might enjoy two forms of protection simultaneously? How about an example that might enjoy all three forms of protection?

CC Certificate social forum

Learner Toolkit

What is Protected?.

purpose of copyright

Trace basic history of copyright

Understand copyright is automatic

final summit quest

Creative Commons licenses do not replace copyright, they built on top of it.

Did the writer engage with anyone who disagrees? Did they call a senator whose legislation bugs them? Did they try to grasp what the president-elect was doing, or merely repeat one of his more outrageous statements? If it's a broadcast interview, was the guest presented with genuine opposing views and challenged to answer? Those who wrestle with opposing arguments do you a service and often improve their own arguments.

But let's properly define the problem. History and experience tell me it's not a post-truth era: Facts have always been hard to separate from falsehoods, and political partisans have always made it harder. It's better to call this a post-trust era.

#NotAllEdTech can be a tactic that derails and deflects from discussions of educational technology as a practice that needs deep questioning. #NotAllEdTech could, perhaps inadvertently, redirect attention on the optimism surrounding educational technology, ignoring the broader landscape around which educational technology operates. It might also create a false binary: the heroes and good guys of EdTech vis-à-vis the bad ones (e.g., for-profits, large companies, and so on). Most importantly, such a binary might imply that those on the good side are somehow shielded by outside forces (some of which, such as pressures to rethink our practices, might in fact be very useful).

#NotAllEdTech posits that not all educational technology is malevolent and not all educational technology represents an insidious attempt at privatizing and automating education. The #NotAllEdTech argument notes that there are many good people in our field. People who care. Entrepreneurs, researchers, and colleagues of many vocations – instructors, instructional designers, directors of digital learning  – who are working, in their own way, to improve teaching and learning with technology. Not all educational technology is sinister, atheoretical, ahistorical, and driven by unsavory desires. #NotAllEdTech.

The use of outsourcing for course design is rare.

Another 18 percent expect faculty to develop their online courses independently.

The research found that for "larger" programs, four in 10 require the use of instructional design support, three in 10 use a team approach for online course design and one in 10 outsources the work. Overall, some 80 percent of larger programs use instructional design expertise. The advantage is that those programs tend to show "greater consistency and quality of design" and do a better job of institutional branding for their online programs.

The asynchronous nature of this kind of education may explain why threaded discussions turned up as the most commonly named teaching and learning technique, mentioned by 27.4 percent of respondents, closely followed by practice-based learning, listed by 27.3 percent of survey participants.

Does the punishment for online mistakes far outweigh the mistakes themselves?

few of us talk to our students about social media on a philosophical and critical level.

In our classrooms, we urge our students to express a range of opinions, to disagree, to become critical thinkers. Online is a different matter. On their Facebook and Instagram feeds, they are learning to conform and be uniformly agreeable, because opinion and difference can come with a high price. Vulnerability, sadness, failure, and nonconformity are not to be owned publicly, lest they reflect negatively on their brands. Could this have an effect on how they handle vulnerability, sadness, failure, and nonconformity offline?

The problem with the self-as-brand social media is the dissonance it breeds. We’ve taught our kids to hide the whole truth of who they are online — even as we’ve instilled in them the importance of "being yourself" growing up. Thus the self-branding mind-set that defines social-media use among the young doesn’t make them happy. It mostly just makes them stressed.

The model I'm interested in was developed nearly a hundred years ago, on the North Atlantic coast of North America, in a landscape populated with fishing villages and hard-luck mining towns. Called "The Antigonish Movement,"8 this renowned adult education experiment of the 1920s–1940s based in Antigonish, Nova Scotia, led to the development of local credit unions that still dot the landscape around Maritime Canada. Its vision was as education-focused as it was economic, with an emphasis on building literacy as an avenue toward civic participation. The Antigonish Movement addressed people's poverty and lack of agency by creating collaborative capacity for pushing back on the structures of their disenfranchisement.

Rather, the same higher education institutions whose hierarchy and gatekeeping the web was supposed to open up and democratize7 are increasingly necessary partners in building any kind of democratic future for society, full stop.

ne critical element in the effectiveness of these networks is “working in the open.” This includes a number of simple practices commonly associated with open source software: making curriculum and tools easy for others to discover; publishing using an editable format that allows others to freely use and adapt them; using an open license like Creative Commons. It also includes a set of work practices that make it easy for people to collaborate across organizations and locations: collaborative writing in shared online documents; shared public plans on wiki or other editable documents; progress reports and insights shared in real time and posted on blogs. These simple practices are the grease that lubricates the network, allowing ideas to flow and innovations to spread. More importantly, they make it possible for people to genuinely build things together—and learn along the way. This point cannot be emphasized strongly enough: when people build things together they tend to own them emotionally and want to roll them out after they are created. If the people building together are from different institutions, then the innovations spread more quickly to more institutions.

Rather than selecting a single organization to lead the network, consider a spoke-and-hub or constellation model that empowers teams of organizations to act as “network hubs” for different sectors of the network. The best candidates for these hubs are intermediary organizations that act in the best interests of the network, allowing other network members to focus on their core mission and programmatic activities. Hub organizations play several roles. As conveners, they bring people together and build the field. As catalysts, they invest money and resources to get new ideas off the ground or help exciting projects to develop. As communicators, hub organizations enhance networks members’ ability to tell their story effectively and efficiently, internally and externally. As champions, hubs lift up the accomplishments of network actors, regionally, nationally, and internationally. And, as coordinators, hub organizations connect the dots, recommend priorities for the network, and connect those priorities to national resources.

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.

Of course, this is far from an exhaustive list of strategic possibilities and only aims to illustrate the mechanics of an integrative approach.

OE movement

an integrated approach that is sensitive to the diversity across and within the audiences whom we seek to serve

Outlined like this, it is easy to recognize the merits of both strategies. Indeed, idealists would do well to recognize that open textbook adoption tangibly benefits students in material and educational terms that are not insignificant. On the other hand, pragmatists might recognize that the idealistic approach is appealing to those for whom the construct of a traditional textbook is a dinosaur best served by a meteor strike (and can therefore can be pragmatic).

Whereas idealists work through collaborative networks such as faculty learning communities, pragmatists work to create grant programs for individual faculty to create, adapt, or adopt OER.

eight-stage theory of psychosocial development

‘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?

At the same time, this narrow focus on cost savings is immediately less relevant in countries where faculty are less reliant on expensive textbooks

For me this willingness has always been about meeting faculty where they are and just getting them moving – no matter how small the first step may be.

In this light, rather than a static framing like “what kind of advocate should I be?,” I think a more useful framing would be dynamic, like “as I’m advocating for open with this specific faculty member, should I advocate for an evolutionary approach to open (knowing that it will be a longer road to revolution for this person), or should my advocacy go straight to revolution?” My goal as an advocate is to get faculty to revolution as quickly as possible. For some, that means going straight to revolution. But for many of them – for most of them – the path to revolution will start with evolution and “evolve” from there. For these faculty, an unyielding “let’s have a revolution” conversation will be the last conversation they ever have about open. Because if you equate open with revolution, and they’re unable to go straight to revolution, then they’re done with open. (Yes, I’ve done this in the past; and no, you don’t ever want to experience it.) And that’s the most #epicfail you can have as an advocate – not only are you unpersuasive in that moment, but you poison the well for future conversations, too.

This is all great, but here's the annoying thing: it should be totally unnecessary. These are digitizations of public domain works, and there's no reasonable basis for granting them any copyright protection that would need to be divested with a CC0 mark in the first place. They are not creative transformative works, and in fact they are the opposite: attempts to capture the original as faithfully and accurately as possible, with no detectable changes in the transfer from one medium to another. It might take a lot of work, but sweat of the brow does not establish copyright, and allowing such images to be re-copyrighted (in some cases hundreds or even thousands of years after their original creation) would be pointless and disastrous.

simply incorporating a technological tool without reflecting upon pedagogical change isn’t digital pedagogy

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.

These are positive, incremental improvements in the quality and flexibility of our classrooms, but are nowhere near being transformational (Laurillard, 2007). This is not the use of technology that I’m interested in

Next time Silicon Valley comes up with a new way to “disrupt” education, let’s see if we faculty can invest more time and effort in getting our bosses to listen to common sense.

Here, incubation becomes a method to develop a mindset for engaging with the world.

There is an unsettling gap between our pedagogical goals and the structural rewards of university. Students fear that taking chances in an assignment might mean a lower grade. Taking a class outside their main discipline might prove a stretch and lower their GPA. This produces risk-averse behaviour rather than bold, fearless action. We need opportunities to better align the learning goals we say we aspire to teach and the learning outcomes we get.

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.

If you strive to see behavior change in your participants and are willing to drop the more comfortable role of constantly “telling”, and  these guidelines will help. Ask questions. Plan and integrate questions that will spur not-so-easy thinking and feeling. Be provocative. Be willing to name dynamics, factions, or hidden assumptions in the group…with the positive intention of causing disequilibrium and curiosity. Encourage experimentation. Balance your “Telling” role with opportunities for participants to explore, create, and make mistakes.

They could also be the only way workers and Internet users can become masters—and owners—of powerful artificial intelligence systems that can’t be built without data we all produce.

But perhaps the most important takeaway from last year’s Platform Cooperatives Consortium organizing meeting was the message it conveyed not to despair or lose hope.

We’re talking about nurturing a return to a more humane form of capitalism

When asked how this new paradigm might impact the role of the CIO and the IT department, Brown said, "I think there is a huge role. I don't see that role changing. IT is still going to be in charge of the infrastructure, but also, given their technical expertise, they are the most informed about what is plausible to connect and what is not, and to encourage open standards," he said. Procurement is another important factor, he added, because an institution can say, "We are looking to buy x, but one of the requirements for x is that it needs to adopt open standards." Brown said no one understands the strategic importance of technology better than the IT folks. "Their role is not diminished in this, because there is a lot we need to figure out."

"We are using Canvas for collecting material from the students, and the faculty are using its SpeedGrader app," he explained. "We are using Canvas as a thin layer and laying apps on top of it. For instance, we needed a better way to record video, so we developed an app to record video on an iPhone or iPad. Once you upload it, it automatically gets bounced into your Canvas account. We are using Canvas as the core glue to hold together a bunch of other things."

The LMS would still have a role to play, Brown insisted. "You could still have the LMS as the sun of your environment around which all the planets orbit," he said. "You could have it partially obscured, so the user interface is largely through the LMS, but augmented by side applications." Or the other applications could form the basis of the user experience, and those applications could hook into the LMS as a hub for them.

He noted that the Unizin collaboration is seeking to innovate precisely in this manner. "You can have a confederation, a looser association of various components," he said. That gives its members the freedom to plug things in and pull them out again, and allow their environment to evolve with open standards.

started using metaphors such as Legos

There is an increasingly diverse student population in today's colleges and universities, and a wide variety of modalities and course models. "Try to imagine a single application like an LMS that could possibly do justice to the wide range of needs," Brown said,

Asking questions via social media that are intentionally designed to elicit responses can provide a plethora of useful responses. Why wait until an end-of-year survey to find out about an issue when you can poll/question students throughout the year via social media?

It’s a deal with the Soviets. We approach them on this basis: We both recognize the nonproliferation treaty’s not working, that half a dozen countries are on the brink of getting a bomb. Which can only cause trouble for the two of us. The deterrence of mutual assured destruction that prevents the United States and the USSR from nuking each other won’t work on the level of an India-Pakistan nuclear exchange. Or a madman dictator with a briefcase-bomb team. The only answer is for the Big Two to make a deal now to step in and prevent the next generation of nations about to go nuclear from doing so. By whatever means necessary. “Most of those [pre-nuclear] countries are in one form or another dominated by the U.S. and the Soviet Union,” Trump says. “Between those two nations you have the power to dominate any of those countries. So we should use our power of economic retaliation and they use their powers of retaliation and between the two of us we will prevent the problem from happening. It would have been better having done something five years ago,” he says. “But I believe even a country such as Pakistan would have to do something now. Five years from now they’ll laugh.”

“I’ll tell you why,” Trump says. “People just don’t believe the inevitable.

Hair-trigger. Trump foresees a situation soon when such hair-trigger heads of state will have their hands on multiple nuclear triggers. And it drives him crazy that nobody in the White House senses the danger.

Pearson still intends to have Ernst and Young audit the efficacy of all their products.

This is not easy. Well-designed educational technology has often lacked a learning sciences base, and many research-based education products have lacked a compelling user-centered design. How can world-class user experience (UX) design— grounded in a fail-fast culture—and educational research— grounded in rigor—peacefully coexist?

Instead, the committee recommends increases in postal rates, muses about expanding Canada Post's mandate to provide cellular services or broadband Internet, including email services or "the basis for a Canadian social network," and suggests the corporation partner with e-commerce companies to increase revenues.

Any professors who claim they introduced a new digital tool in the classroom without some kind of friction are probably lying. What makes me luckier than some other faculty members across higher education is that I’ve been given the freedom to fail. My recent department chairs, my dean, and especially the upper administration at my university have created an environment that not only tolerates but actively rewards pedagogical experimentation.

I am a student and I would like to understand a concept. I look for other versions of the same book that may explain a concept to me in a way that helps me understand.

to my own copy of the book

A similar interface is proposed in Figure 1.3.

Table 1.1 — Current status of collaborative elements in Pressbooks, Mediawiki and Github.

In this type of system, clues/hints/traces of previous work are left for individual agents to decide for themselves which tasks should be prioritized. The self-organization approach to task division affords the most autonomy, drives independent, parallel work and is in line with a stigmergic approach to collaboration.

Pressbooks

transparent

While open source developers and wiki authors may be very comfortable with an open and transparent publishing process, the level of comfort academics have with it is an unknown at this point.

Asking that academic publishers use these tools or put aside the time to gain a comprehensive understanding of existing developer tools risks alienating users.

An idea of community around Pressbooks content is limited to a community of readers, who are a community by chance, are not cognizant of themselves in a community nor of other people in that community.

As a result, Pressbooks design continues to be concerned with presentation of content in multiple formats.

At the very least, establishing a relationship between how knowledge gets created and the tools we use speaks to the importance of system design.

not always appropriate for an academic text

Potential contributors need to seek permission from other people with greater authority than them.

An academic tech evangelist, Bowen says that “machine-composed textbooks might be the least interesting option to consider in the next five years. Assessment is an area ripe for transformation from new technologies. We could even have entire learning spaces that adapt to suit the specific needs of faculty or students. The possibilities are in some ways beyond our current comprehension.”

(like the one you will see on this post

browser first shipped

Mosaic

Hypothesis on my blog now

Never let it be said that I don’t state the obvious.