A great line...

One of the moments in this work that gives me pause. Yes, and yet, the idea that greater beauty should bestow greater citizenship...

On the mystifying structures of value in capitalist society.

Woman as mirror.

Indeed, is anger generate by unjust power?

On how obvious the patriarchy is just in reading the news.

You can also follow Jenae on Twitter.

Yes! The overall goal is to empower students to have agency over their digital fluency, not just enable them to use this or that software or technique.

Yes! For example: practice in using spreadsheets in general, rather than just what to click on in a single product like MS Excel.

And maybe librarians, who along with IDs are well-placed to work across curricula and embed digital literacies practices strategically?

Yay! I love the plural form in all cases. There is always more than one "literacy".

Like with writing, digital literacies/skills/fluency should be incorporated across the curriculum.

Yes! If we expect students to do something, we should devote learning time to helping them learn how/advance their knowledge.

Another definition of digital literacy, recast as digital fluency.

A definition of digital literacy.

A key point: a lot of people might have technology, but that doesn't mean they have built up knowledge and skills about how it works or how to do things with it.

I think the Linux kernel analogy breaks down even more in considering "the other 93%" of educational content, which David has already identified here as more niche, less kernelesque, than content for core courses. Seems to me, the more specialized and rarely used something is — either in digital technology or in content — the less likely it is going to be the focus of widespread, shared activity.

If commercial publishers could rely on OER content for core classes and generate revenue from wrapping them in additional services (as David describes here), what is their incentive to devote any resources to labor-intensive, niche content that would have far lower revenue margins?

This is the part of the argument here I don't find convincing. I'm not sure we can liken content — yes even "traditional textbook content" — to OS kernels or roads as a kind of "boring" infrastructure. Content is an expression of knowledges/understandings right? If anything, content seems more like the "interesting" part that relies on the kernels/roads.

Yet I am interested in the idea of thinking of content as PUBLIC infrastructure, in the sense that like roads, we have common interests in securing public sources for the resources necessary to produce and maintain educational content.

OECD report on the science of learning.

Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"

This quote comes from a Wikipedia page on digital sociology.

You can jump directly to this quote in Mark Carigan's post "What Is Sociology?"

Tressie McMillan Cottom quotes this in her post "Why Is Digital Sociology?"

Ivanka's restatement of the Board's four goals, stated in more detail elsewhere.

Here's how Trump's now infamous possible misstatement has been transcribed, not as a mistake, nor with a slash ("to save time & words"), but with an em dash, suggesting that Trump was thanking both Tim, and his company Apple, together in shorthand.

Benefits of OKI for EDUs:

1. Wider access to info.
2. Reclaiming scholarly production.
3. Increased open info and technology creation.
4. Research ROI.
5. Greater openness -> stronger science.
6. Address unequal distribution of data/flows: expose "data shadows".
7. Lower scholcomm costs.

crises of discrimination in open projects

shift of power between knowledge makers and users

Data is crossing borders at a higher rate than people or goods. Wondering how this is measured as data, people, and goods are different types of entities.

Matt describes a detailed example of how such a self-mapped learning pathway might happen for real using a variety of practices and digital tools in his 28 March 2019 blog post: Creating a Self-Mapped Learning Pathway.

Fascinating exploration from Matt Crosslin about how #personalized — or maybe better — #heutagogical learning can be a complex journey, traversing both learner- and instructor-defined pathways.

Matt describes self-directed learning pathways in a site dedicated to them.

This article was included in the curriculum for the Open Pedagogy track led by Dave Cormier in the 2019 Digital Pedagogy Lab Toronto.

In a 19 March 2019 Virtually Connecting session, Dave explained that he uses the contract in this article as a negative example — not to be adopted uncritically, but as a starting place to think about how one might generate a better assessment model.

For an example of digital transformation in action, watch a 6-minute video about the University of Leicester's Dx project:

https://youtu.be/RYbC25dzek0

In thinking about the questions I’m raising in my presentation at OLC Innovate 2019, let's start by asking the question whether we think the "access hypothesis" is a significant component in measuring the impact of OER on student learning?

Or maybe even better: along three, negotiating curves, like Gramsci's idea of residual, dominant, and emergent cultures.

DXtera Institute is a non-profit, collaborative member-based consortium dedicated to transforming student and institutional outcomes in higher education. We specialize in helping higher education professionals drive more efficient access to information and insights for effective decision-making and realize long-term cost savings, by simplifying and removing barriers to systems integration and improving data aggregation and control.

With partners across the U.S. and Europe, our consortium includes some of the brightest minds in education and technology, all working together to solve critical higher education issues on a global scale.

Are there detractors? What are they saying?

And at the same time, OER’s lack of such ancillary materials is often blamed for its slow adoption.

Point taken. Maybe the lesson is not about the price of books, but who should pay for them. A lot of course materials are produced in factory-like conditions by underpaid creators who have no intellectual property rights in the works they produce.

I love the word for these types of anachronisms: skeumorph.

1. Design only the details that matter
2. Factor in the before and after
3. Involve users and employees

I'm going to forgive the automobilist metaphor because the point is just so dang right!

Amen! Even worse maybe in K12, where all the social issues we are not addressing elsewhere are expected to be solved in under-funded classrooms.

Great reading for answers to the question "yes, but does it scale?"

On "scaling-in" rather than "scaling-up".

Whoa! Thanks Robin! I don't remember what I might have contributed, but super-honored to be mentioned in such an awesome work!

I'm in strong support of an HTML-first approach for both humans and OER. Great stuff Greg! Love the offline, non-digital learning activities!

I don't really get this opinion, or how it pertains to Greg's otherwise important point about the format of OER. Seems like it ignores BOTH the great many tangible contributions folks have made in the field of OER AND the very important conversations that also take place around topics as or more important than technical formats, like pedagogy, and the socio-economic ecosystem in which OER participates.

Note that Flickr's new owner, SmugMug, promised to continue to host all CC-licensed images shared before 1 Nov 2018 for free.

Flickr's new owner SmugMug promises to continue to host all CC-licensed images shared before 1 Nov 2018.

David and Ian talk about the NGDLE in relation to open.

Tannis Morgan post on open infrastructure.

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I've started curating a HorizonReport2019 Twitter list of the folks involved in shaping the 2019 report. Join us in annotating the report preview. I'm adding a note to each name below about my effort to add them to the list. Check out the notes below or visit the list and let me know who is missing!

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YouTube's business interests are clearly rewarded by compulsive viewing. If it is even possible to distinguish "nicer" things, YouTube might have to go against its business interests if less-nice things DO lead to more compulsive viewing. Go even deeper, as Rob suggests below, and ask if viewing itself can shape both how (compulsive?) and what (nice or not-nice?) we view?

I'm so glad I read Dave's post after having just read Rob Horning's great post, "The Sea Was Not a Mask", also addressing algorithms and YouTube.

Great discussion of what questions to ask about artificial intelligence and learning from Dave Cormier.

I wonder if we need to think beyond digital tools to really address the achievement gap.

I've started curating a Twitter list of the folks involved in shaping the 2019 Horizon Report. Visit the list and let me know who is missing.

Also look at Open SUNY Course Quality Review OSCQR rubric.

Not to beat a dead horse, but just like we should maybe always think of digital literacies in the plural, we should also think about digital fluencies as there is certainly more than one type or kind of fluency.

This topic belongs here, but I would have liked to see an acknowledgement about privacy concerns related to measuring learning. How are we engaging students in the design of this work?

Read annotations on the 2019 Horizon Report Preview from EDUCAUSE. Sign up or log in above to add your own annotations and replies.

I see competency-based learning listed under authentic learning along with project-based learning and challenge-based learning. But most of the CBL implementations I've seen actually rely more on automated assessment and regurgitated reading. CBL could be authentic, but is it?

According to the #HorizonReport, by 2030 we should be working on #mixedreality and #robotics in EDU.

You can keep up on overall open access news from the University of California system online.

AMEN! It is such a part of the "Western POV" to generate universalities out of their (our) own situated experiences.

Human contact supports success.

OCSDNet identifies 7 values and principles at the core of more inclusive open science.

Reminds me of the call Juell Towns made at #OpenConCascadia19 made that full inclusion requires not just attention to physical appearances and cultural backgrounds, but also to different ways of knowing.

I'm concerned that this seems like a call for a technical solution to create a commons. In my experience, such technical solutions often perpetuate or generate new inequalities. I'm thinking instead of what human practices might need to be in place to make existing knowledge systems into more of a commons, inspired in part by Leslie Chan's #OpenConCascadia19 keynote.

Referenced during #OpenConCascadia19 in discussion about diversity, equity, inclusion and access.

Detailed standards and rubrics for competency-based education/learning programs.

As mentioned earlier in this article, experiences that incorporate private and public contexts can help people advance their understanding and facility in negotiating these different spaces.

You can learn more about Hypothesis annotation tools and practices on their website.

It doesn't look like the emphasis made it through.

Small typo: "contends"

Learn more about connectivism.

If you don't already know Remi Kalir, learn more about him on his website or as @RemiKalir on Twitter.

In case you don't know what heutagogy means (as I didn't), read its history.

Read Audrey Watters' essay online.

Visit this annotation to join the conversation on top of this article, Ethos and Practice of a Connected Learning Movement: Interpreting Virtually Connecting Through Alignment with Theory and Survey Results", by Maha Bali, Autumm Caines, Helen DeWaard, and Rebecca J. Hogue.

(Note that the article can’t be annotated at its default location in the OLJ website as the PDF reader there is not annotation enabled. You can download the PDF from OLJ and open in Chrome with the Hypothesis extension loaded to annotate locally; annotate the PDF hosted on docdrop.org; or at its hosted location on Terry Elliot’s RhetCompNow website.)

Read more about Francis Galton on his Wikipedia entry.

This paragraph is a core part of the main point I was trying to convey in this post. I was trying to celebrate respect for/comfort with/the value of ambiguity/messiness/"the other" in the term "open pedagogy" that the closed term "OER-enabled pedagogy" wasn't invented to support. As Maha Bali put it differently (better?) in part of a tweet about how truly open discourse might have: "Respect for the 'other' ... that does not reciprocate that respect. Comfort with ambiguity and messiness the 'other' does not have."

Read more about how I wasn't thinking about techno-determinism.

But no hard feelings.

David abandons debates about open practices/pedagogy.

Something everyone in the open education community might agree on.

All knowledge production is a remix.

The Rubric for E-Learning Tool Evaluation offers educators a framework, with criteria and levels of achievement, to assess the suitability of an e-learning tool for their learners' needs and for their own learning outcomes and classroom context.

Design is key to our collective liberation, but most design processes today reproduce inequalities structured by what Black feminist scholars call the matrix of domination. Intersecting inequalities are manifest at all levels of the design process. This paper builds upon the Design Justice Principles, developed by an emerging network of designers and community organizers, to propose a working definition of design justice: Design justice is a field of theory and practice that is concerned with how the design of objects and systems influences the distribution of risks, harms, and benefits among various groups of people. Design justice focuses on the ways that design reproduces, is reproduced by, and/or challenges the matrix of domination (white supremacy, heteropatriarchy, capitalism, and settler colonialism). Design justice is also a growing social movement that aims to ensure a more equitable distribution of design’s benefits and burdens; fair and meaningful participation in design decisions; and recognition of community based design traditions, knowledge, and practices.

Abstract: At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as “parity of participation”. Drawing on her concept of social justice, we suggest a slight modification of Fraser’s framework for critically analysing ways in which the adoption and impact of OER and their undergirding open educational practices (OEP) might be considered socially just. We then provide illustrative examples from the cross-regional Research on Open Educational Resources for Development (ROER4D) project (2014-2017) to show how this framework can assist in determining in what ways, if at all, the adoption of OER and enactment of OEP have responded to economic inequalities, cultural inequities and political exclusions in education. Furthermore, we employ Fraser’s (2005) concepts to identify whether these social changes are either “affirmative” (i.e., ameliorative) or “transformative” in their economic, cultural and political effects in the Global South education context.

As an erstwhile resident of Naturita, the idea of a luxury campground there cracks me up. There could be tours to the radioactive waste site in nearby Uravan!

If you have just started embarking your journey through the Design Thinking process, things might seem a little overwhelming. This is why we have prepared a useful overview of the Design Thinking process, as well as some of the popular Design Thinking frameworks commonly used by global design firms and national design agencies.

Wait, lice?

That’s why 130 institutions are joining together to increase college access, student, and postsecondary attainment. The initiative, called Powered by Publics: Scaling Student Success, represents the largest ever collaborative effort to improve college access, advance equity, and increase college degrees awarded.

Douglas Engelbart's 1962 summary report to the Air Force Office of Scientific Research, years before the famous "mother of all demos" in 1968.

Analysis and solutions to better convey the economic impact of rising textbook costs.

Describes Duke University's Duke Kunshan project as an "open source" educational "exchange" program, built on the model of open-source rather than competition or knowledge transfer.

Another point to make is how Amazon's "other" business, Amazon Web Services (AWS) provides a wide array of widely used web infrastructure. AWS commercial infrastructure (among others) increasingly provides the digital infrastructure used by both public and private systems.