90 Matching Annotations
  1. Jan 2022
    1. Students

      faculty - promotion/ tenure

    2. Who are Your Stakeholders?

      Consider integrating some Cdn examples

    1. Maintaining a Zero Textbook Cost Degree


    2. Considerations and Potential Challenges

      I will think about some possible additions to this chapter

    1. Type of Zero Textbook Cost Degree

      Maybe ask Michelle - about Mapping ZTC as example

    2. Identify the Zero Cost Textbook Courses to Transition

      We need more example of HOW to do this

    3. Zero Textbook Cost Degree Workplan

      I think we also need a whole chapter on templates and process - especially OER Adaption and Gap analysis?

    1. Working With the Campus Bookstore

      @Brenda - could we connect with our Bookstore for an update?

    1. Leveraging Library Resources and Expertise

      @Brenda - perhaps you could review and expand upon this one?

    1. Grant Programs to Create OER

      Expand on links to support Grant initiatives in BC/ Western Canada?

      Also consider the benefits for instructors (Tenure/ Promotion) ? Maybe this could go somewhere else?

    1. Just as using Open Educational Resources (OER) can provide tremendous cost savings for students as well as impact student success and completion rates, so can a Zero Textbook Cost (ZTC) Degree.

      Consider starting with a sharing and social justice narrative? Equity/ inclusion? Personalizing content to context/ institution?

    2. Why Create a Zero Textbook Cost Degree or Certificate?

      Rephrase to ZTC Course or Pathway? Distinguish between Instructor vs program led initiatives and give options?

    3. Zero Textbook Cost “Z-Degree”

      Can we make a video or add in a webi/ ppt presentation from Cdn context?

    1. E-Reserves Services in Canadian Libraries

      @Brenda can you update this section as well?

    2. Kwantlen Polytechnic University launches the First Canadian Zed Cred Degree

      Add in TRU as case study as well

  2. Apr 2020
    1. REB approval has been acquired (Seko & Lewis, 2017).

      Why can't participants choose to be identifiable? Might be easier for all? Participants choose what they share to be public or private?

    1. For this digital ethnographic research, I will apply a purposeful selection of participants from my known networks (Appendix D), and engage a snowballing technique to meet the optimal minimum number of fifteen (Creswell & Guetterman, 2019).

      Think you need to clearly establish if the participants are anonymous or not. What data collection is public vs private? This will help if a participant wants to stop mid way OR if a participant does not connect for a great interview - but has great things in public spaces or send you a reflection privately for example...Have multiple plans to collect data.

    2. Zoom technology

      They just restricted use of Zoom for interviews at my university (due to privacy concerns). May need backup in case.

    1. Gee's (2017) notion of "being" and "becoming" is brought forward to highlight this internal state of being, in this case being an open educator, and the transition an educator undergoes in becoming, through rights of passage involving doing (experiences), sense making (knowledge) and identities (being) (Gee, 2017) that are transformative, troublesome, and liminal (Tur et al., 2020).

      Could also bring in Cronin's stages of open readiness here

    1. For clarification, I differentiated between open education practices using OEPr, rather than the usually applied acronym OEP which is commonly applied to both open pedagogies and open practices.

      Can you also consider distinguishing from OEr enabled pedagogy?

    2. foundational to my research.

      Is it? Then you need to consider OER Enabled PEdagogy .. I did not see a reference? I made the assumption you were discussing open education from an OEP perspective which is quite different from OER ?Or maybe that's my take..

    1. transmedia literacies

      I mention the transliteracies as well - because in our current educational policy/ guidelines is reconciliation in Canada. When I integrated oral stories and Indigenous Ways of knowing into my K-12 classes (and MEd classes) I had no way of describing the connection between multi-literacies and the connection to Indigenous oral storytelling - other than transliteracy. It's a gift from our Indigenous elders... and connects the emerging trends in literacy with the past stories from around the campfire. Especially with video/podcasting - I think you might want to explore this a bit - in a Cdn context at least?

    2.    Surrounding these definitions of media and digital literacies

      The only thing i would also consider is transliteracies - Reccomend this article Developing a Transliteracies Framework for a Connected World Amy Stornaiuolo1, Anna Smith2, and Nathan C. Phillips3 Journal of Literacy Research 2017, Vol. 49(1) 68–91 © The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1086296X16683419 journals.sagepub.com/home/jlr

    1. I have a draft of a research proposal

      CAn you link to it? I am really excited and wanting to see it now

    2. conceptual framework

      Can you share it with us? What were you thinking here ?

    1. Academic Growth - Courses

      I could not enlarge any of the images in the timeline .. I could not see what you drew? I could download them though... but.I just wanted to enlarge them if possible?

    1. The Experts

      Did you notice all the male expertise (there are a few women...) I am wondering if this started to guide your exploration of #Femedtech ?Or Virtually Connecting (also led by amazing ladies)

    1. global scholarship endeavours. 

      What about the building of your PLN and informal learning support network?

    2. which I continue to maintain.

      Cool ! I didn;t know that!

    3. open digital spaces as a teacher and learner

      Testing - this appears to go to edit publicly and not in your private group?

  3. Mar 2020
    1. social steganography

      Examples, when I watch my teens Tic Toc videos and don't get it, Youtube Videos with key words, Texting with special coding

  4. Jan 2020
    1. A Framework for the Ethics of Open Education

      Here is the summary of the Framework itself...

    2. “the information society has been brought about by the fastest growing technology in history [...] No previous generation has ever been exposed to such an extraordinary acceleration of technical power over reality, with corresponding social changes and ethical responsibilities” (Floridi, 2011, p. 4)

      With power comes responsibility...

    3. When educational materials can be electronically copied and transferred around the world at almost no cost, we have a greater ethical obligation than ever before to increase the reach of opportunity. When people can connect with others nearby or in distant lands at almost no cost to ask questions, give answers, and exchange ideas, the moral imperative to meaningfully enable these opportunities weighs profoundly. We cannot in good conscience allow this poverty of educational opportunity to continue when educational provisions are so plentiful, and when their duplication and distribution costs so little.” (Caswell, Henson, Jensen & Wiley, 2008

      I think this quote really speaks to the whole concept of the Open learning movement. However, it also describes the power of the Internet, the fact that it was created as a space in which all people could access information and connect with people that was previously inconceivable. The "moral imperative" in this quote considers how can we safely and ethically support access to learning opportunities for all?

  5. Feb 2019
    1. Leander

      Here is Leander - my bad

    2. Thus, it is important for literacy scholars to consider what literacy means and represents, and how and for what purposes young people engage in literacy events in relation to out-of-school time and space

      I think the authors could have added Leander and Boldt as well to support this point: https://journals.sagepub.com/doi/pdf/10.1177/1086296x12468587

    3. More broadly, we hope these lessons will provide insights into the urgent need to equalize, or level, the educational playing field for Black youth in ways that take into serious consideration their rich nonschool literacy engagements.

      which is so appreciated by the students and needed! :)

    4. schools are under-funded and over-challenged” (p. 2).

      First Nations schools are federally funded and still receive lower funding than any other schools in Canada: https://www.cbc.ca/cbcdocspov/features/first-nations-schools-are-chronically-underfunded

    5. Education as a great equalizer for what? And, when they are discouraged from relying on their family and community histories, intellectual traditions, and cultural practices to make sense of academic require-ments, we must ask: Education as a great equalizer where and how

      This relates a lot to why in Canada we have federal policy to guide Reconciliation for Indigenous peoples. It is not usual for Canada to have any federal Educations policies (usually all Educational matters are provincial concerns) but having a national policy has really caught the attention of all of country. Each province is expected to rethink the way "equality" has been represented in our curriculum and teacher practice. Notes all these policies and changes have been made over the last few years due to the http://www.trc.ca/

      Curriculum: https://www.kairoscanada.org/wp-content/uploads/2015/10/AB-Media-Packet_Education-for-Reconciliation.pdf https://education.alberta.ca/first-nations-m%C3%A9tis-and-inuit-education/education-for-reconciliation/?searchMode=3

      Practice: https://education.alberta.ca/professional-practice-standards/teaching-quality-standard/?searchMode=3

      There are also changes to Leadership Quality Standards (Principals / Superintendents): https://education.alberta.ca/professional-practice-standards/leadership-quality-standard/?searchMode=3

    6. standardized tests

      Its' like my comment above knew this was coming in this paragraph... so i guess good foreshadowing on behalf of the authors - or maybe they are just stating the obvious?

    7. Additionally, we are also aware that public education has not lived up to its full potential—as a great equalizer, a leveler of the playing field—for the very people who need it the most.

      Agree that public education has not lived up to its potential - I think part of that is the idea of "Standardized education" Equal does not mean standardized

  6. Aug 2018
    1. There needs to be space because we do things in these very finite constructs, and it’s not just the limited environmental space of classroom, it’s also the timespan in which we expect people to grab on to what we’re providing. There needs to be space for that student who said it was rubbish to come to a deeper understanding and to express that through an open channel later

      Interesting description of expanded learning environments and " learning space" ...

    2. What I had missed was that the students were experiencing and enjoying really working together to learn something that was off the beaten track. It had huge relevance to their future work as musicians and teachers and was embedding cooperative listening skills, ensemble performance skills, group management, rehearsal discipline, and it was fun. I was looking for a polished, finished product and couldn’t see that this was the beginning of the process and it was valuable in itself. Waiting for a finished product might make it just like another essay that had to be created just to specific criteria instead of unfolding as a group experience.

      So essential to listen to what your students need/want in open learning

    3. I had prepared the coursework, and several other activities that began to plant seeds of collaboration, opening doors for future activities, and they didn’t get it.

      This is what happened with my original pilot as well.... lots of time spent discussing students not getting it

    4. Open Source Learning Foundation.

      What else can we learn about this initiative?

    5. I was being treated as an equal when I didn’t realise there was anything wrong before.

      Thinking about - what if you know it was wrong....

    6. Key point in developing Third space?


  7. Jul 2018
    1. What are the implications for teaching and learning?

      Chapter 38 (p.527) in this Handbook of K-12 Online/Blended learning discusses OEP in K-12 contexts.... https://figshare.com/articles/Handbook_of_Research_on_K-12_Online_and_Blended_Learning_Second_Edition_/6686813

  8. Apr 2017
    1. Research to determine how to locate, identify, store, and share OER would be beneficial.


    2. rewrite/update

    3. Online Protection to Promote Open Collaboration

      Needs to focus on practice not policy - Perhaps consider adding in Social learning ? Julian Stodd's work around social leadership? https://julianstodd.wordpress.com/2016/02/23/10-things-a-social-leader-does/

    4. A promising option for integrating theory with practice in K-12 open learning is the Tech-nological Pedagogical Content Knowledge framewor

      Knowledge Building and networked knowledge ecologies would be more updated and current examples of open learning?

      Scardamalia & BEreiter (2014) http://ikit.org/fulltext/2014-KBandKC-Published.pdf

      Knowledge ecology: http://citeseerx.ist.psu.edu/viewdoc/download;jsessionid=8D310E62BF5DC284DA14B5A6CE9F762E?doi=

    5. Another promising model for inclusion of technology and open learning into the K-12 class-room is the Online Research and Media Skills (ORMS) model described earlier. The ORMS model (McVerry, 2013; O’Byrne & McVerry, in press) focuses on literacy practices in online spaces. The purpose of the ORMS model is to prepare students for a digital and global econ-omy while also reinforcing reading, writing, speaking, listening, and viewing of content area knowledge. There are three cornerstones in the ORMS model which support lifelong reflective learning that empowers students through online inquiry, composition, and comprehension with the use of learning environments that utilize authentic, productive, and ethical use of applications required in today’s global economy:1.Online Collaborative Inquiry-A group of local or global learners who arrive at a common outcome via multiple pathways of knowledge;2.Online Reading Comprehension- The skills, strategies, practices, and dispositions students need to locate, evaluate, and synthesize information during problem based inquiry tasks; and3.Online Content Construction- A process by which students construct and redesign knowledge by actively encoding and decoding meaning through the use of ever-shifting multimodal tools

      this is more about open literacy - if that is a possible term???

    6. One instructional model that has been developed to address these interconnections between multi-literacies, multimodal design, and the web literacies is the Online Research and Media Skills (ORMS) model

      Is this the best model? Integrating SMAR or TAPCK might be more practical?

    7. Mozilla Web Literacy Map (https://wiki.mozilla.org/Webmaker/WebLiteracyMap).

      Chatting with Mozilla's current person in charge about open practice/pedagogy. We could quote her here

    8. Implications for practice

      This is where we could bring in Attributes and use to describe Implications ?

    9. integration

      spelling error - should be integrate

    10. The development and sharing of OER

      rewrite/ rethink this one?

    11. Additionally, there are unanswered questions about the ownership of intellectual property that is created within school districts (Levy, 2003; Wheeler, Yeomans, & Whieeier, 2008). In some districts, teacher-created intellectual property is considered to be school or district property, while in others it is considered the creator’s property

      actually, according to law in US and Canada, teacher created content belongs to a school district. Student created content, belongs to student. Perhaps bring in CC licensing here? Attribution? 5 R's of OER?

    12. At present


    13. With the emergence of MOOCs, game-based learning, OER, and other networked learning opportunities, researchers are ac

      rewrite/update - the point is still good

    14. cceptable Use Policy (AUP) th

      Open data - data collection - privacy? Acceptable use policy example? FOIP regulations? Servers in country? We could mention current Trump policies trying to track down all data ALSO include open policies around taking away open resources - examples of science articles around changes in climate being taken down - how do different opinions and facts stay in the open?

    15. STEM materials afford enhanced opportuni-ties for reuse and localization because of the number of graphical and animated instructional modules that are becoming available in an OER format. M

      Do we need this lengthy explanation - or could we just add in a chart with Policy Implications?

      My Michigan Virtual Research institute case studies has examples of educator empowerment through blended learning

    16. In the US, the Common Core Standards (http://www.corestandards.org/) provide teachers with the impetus, reason and common language needed to share resources across states. In Western Canada inter-provincial agreements were recently signed regarding the development and use of OER and open textbooks (Hylén, 2006), making OER sharing more attractive across the countr

      update - do we need this? Maybe we should include #GoOpen stuff here?

    17. Massive Open Online Classes

      Take out

    18. Open Digital Literacy

      Open Pedagogy as a focus instead? Use attributes (Hegarty) here?

    19. In the United


    20. The organization,


    21. Open Education Resources

      Rewrite/Update with Kristina

    22. Means et al.


    23. As open learning evolves


    24. Rice (2009)


    25. While research in higher e


    26. Couros (2006)

      Couros has a more recent article

    27. The open learning movement is based on a set of beliefs shared by a wide range of academics (Westera, 1999; Barianiu

      Still relevant - like this paragrpah

    28. With the proliferation of broadband, mobile devices with data capabilities, easy-to-use mo-bile applications, data storage, and applications that operate ‘in the cloud’ (

      This describes ubiquitous learning more than open learning - take it out?

    29. Today’s education system is constantly barraged with challenges to be innovative, build 21st Century skills for students, to be more personalized, flexible and adapt to individual learner’s needs with ‘no child left behind’. In public education these demands are situated amidst the turmoil of reduced public funding and constant calls for reform of public education. The very public that the education system is challenged to serve has become alienated, and the discourse created by this alienation deflects the focus from real change. Rhetoric has frozen the public system from its ability to change and adapt to the future world its students are now facing.

      Take out?

    30. A list of possible future research


    31. This chapter reviews emerging practices influencing open learning in K-12 online and blended environments by examining Open Educational Resources, Digital Literacy, and Massive Open Online Courses.

      What are our key topics - I'm thinking OER, informal knowledge building - professional learning, participatory networked learning and authentic development of digital literacies (of which we could name many)

    32. Open learning is described as learning that occurs in a shared and transparent manner in which others can reuse, revise, remix, and/or redistribute the evidence of learning with others (Wiley, 2009).

      Should we bring in the attributes here or later?

    33. This chapter is intended to connect current peer-reviewed research and emerging practice to provide a foundation for the creation of flexible educational policy in open learning

      Need to check if this is still the intention?