Difference between revisions of "Documentation:MEd/Meetings"
Jump to navigation
Jump to search
| (14 intermediate revisions by 2 users not shown) | |||
| Line 1: | Line 1: | ||
=Meeting Agendas and Notes= | =Meeting Agendas and Notes= | ||
| + | == Update Nov 23, 2015 with OpenUpTRU session == | ||
| + | * Longer term progressive framework increasing openness | ||
| + | * Categories or themes worked through open activities | ||
| + | * Reflect on progress, growth | ||
| + | * Non-disposable assignments - learners relate to own setting, situation, challenges (allows for wide learner base)- open design by learners | ||
| + | * Learners as designers? | ||
| + | * "How would you design for your own challenge?" | ||
| + | * Intercultural including indigenous perspectives - different ways of seeing "open" - crack dominant western perspectives/assumptions | ||
| + | * Critical explorations | ||
| + | * Open data analysis - tools and methods | ||
| + | * Hands-on technology experimentation and learning | ||
| + | * How to build a network of co-learners (outside The Boundary) | ||
| + | * Formal partners | ||
| + | * TPACK.ORG | ||
| + | http://wikieducator.org/GoOPEN | ||
| + | http://wikieducator.org/File:Open_Pedagogy_matrix.jpg | ||
==2015== | ==2015== | ||
| Line 10: | Line 26: | ||
Research informed practice | Research informed practice | ||
MEME: Apply or die | MEME: Apply or die | ||
| − | Goal is to graduate having graduated having developed an online course or similar thing | + | * Practitioner approach - bring in specific topics progressively and more deeply as learners work through the program |
| − | Pedagogical model - embodying open educational practices into the expectations and outcomes of every course. | + | * Develop individual threads |
| − | Wordpress and cloning tools | + | * Goal is to graduate having graduated having developed an online course or similar thing |
| − | Alan Levine - challenge bank, syndication, expand out to full program scale | + | * Pedagogical model - embodying open educational practices into the expectations and outcomes of every course. |
| − | Layers - practical/technical skills - pedagogical knowledge - research and evaluation - reflection and critical understanding | + | * Wordpress and cloning tools |
| − | Debunking mythology around technology - disruption, apocalypse, Internet law - privacy, copyright, EULAs, ToUs, Creative Commons, | + | * Alan Levine - challenge bank, syndication, expand out to full program scale |
| + | * Layers - practical/technical skills - pedagogical knowledge - research and evaluation - reflection and critical understanding | ||
| + | * Debunking mythology around technology - disruption, apocalypse, Internet law - privacy, copyright, EULAs, ToUs, Creative Commons, | ||
| + | * Bulleted list item | ||
Online identities | Online identities | ||
| Line 53: | Line 72: | ||
* Bates new book | * Bates new book | ||
* Handbook of Open/Distance | * Handbook of Open/Distance | ||
| + | * [http://pm4id.org/ Project management for Instructional Designers] | ||
| − | + | == Courses == | |
| + | == "Open/online research methods" == | ||
| + | * | ||
| + | === Connected learning theory or Theories of Open, Distance and Connected Learning === | ||
Topics | Topics | ||
| + | * History of open learning, distance education, convergence | ||
| + | * Context, use, meanings of openness in education | ||
| + | * International perspectives | ||
| + | * Regional, wider perspectives, | ||
* Classic Theories (behaviourism, cognitivsim, social-constructivism, connectivism) | * Classic Theories (behaviourism, cognitivsim, social-constructivism, connectivism) | ||
* Theories of Distance/Open | * Theories of Distance/Open | ||
| Line 61: | Line 88: | ||
* Dron and Anderson (2011) | * Dron and Anderson (2011) | ||
| − | + | === Openness in education or Open educational practices or Teaching and Learning in the Open or Open Educational Processes === | |
| − | + | Topics | |
| − | open practices - History of Unesco, PLAR, Open Source Software (where does this fit?) | + | * Introduce ideas, expand in other buckets (e.g. OER, MOOCs) |
| + | * (based on OERu microcourses) | ||
| + | * open practices - History of Unesco, PLAR, Open Source Software (where does this fit?) | ||
| + | Resources | ||
| + | Weller,M. (2014). The battle for open | ||
| − | + | === Designing open learning or Learning Design === | |
Resources | Resources | ||
| − | * Carvalho & Goodyear | + | * Carvalho, L., & Goodyear, P. (2014). The architecture of productive learning networks. New York: Routledge. |
* Wiley's book on Project Management for IDs | * Wiley's book on Project Management for IDs | ||
| − | + | === Critical approaches === | |
| + | * Work critical approach/reflection throughout program | ||
Topics | Topics | ||
* power, equity, access | * power, equity, access | ||
| Line 76: | Line 108: | ||
* critiquing notions of disruption | * critiquing notions of disruption | ||
* critiquing notions of open | * critiquing notions of open | ||
| + | |||
Resources | Resources | ||
* Veletsianos (2016) Emerging Technologies | * Veletsianos (2016) Emerging Technologies | ||
* Christianson | * Christianson | ||
| − | * Bayne, Knox | + | * Bayne, S., Knox, J., & Ross, J. (2015). Open education: the need for a critical approach. Learning, Media and Technology, 40(3), 247–250. http://doi.org/10.1080/17439884.2015.1065272 |
| − | BIG IDEA for this course (different model) | + | ===== BIG IDEA for this course (different model) ===== |
Reimagining the Educator in the 21st Century (based on Law course, Law in the 21st century) | Reimagining the Educator in the 21st Century (based on Law course, Law in the 21st century) | ||
Design your own...degree? network? policy? learning space? | Design your own...degree? network? policy? learning space? | ||
| − | + | === Learning Communities or Learning Communities & Networked Learning === | |
Topics: | Topics: | ||
* Lave & Wenger (situated, CoP, others) - emergent learning - Constellations (weak/strong ties Ryberg et al) | * Lave & Wenger (situated, CoP, others) - emergent learning - Constellations (weak/strong ties Ryberg et al) | ||
* Other ides: coherence vs networked/emergent (model by Mackness et al. ?) | * Other ides: coherence vs networked/emergent (model by Mackness et al. ?) | ||
| − | IDEAS for Braintsorm day: | + | === IDEAS for Braintsorm day: === |
5 buckets with the following boxes: | 5 buckets with the following boxes: | ||
| − | Topics | + | * Topics |
| − | Resources/tools | + | * Resources/tools |
| − | + | * Activities/challenges | |
| − | Projects? (ie for portfolio?) | + | * Projects? (ie for portfolio?) |
==2014== | ==2014== | ||
Latest revision as of 11:02, 20 December 2015
Meeting Agendas and Notes
Update Nov 23, 2015 with OpenUpTRU session
- Longer term progressive framework increasing openness
- Categories or themes worked through open activities
- Reflect on progress, growth
- Non-disposable assignments - learners relate to own setting, situation, challenges (allows for wide learner base)- open design by learners
- Learners as designers?
- "How would you design for your own challenge?"
- Intercultural including indigenous perspectives - different ways of seeing "open" - crack dominant western perspectives/assumptions
- Critical explorations
- Open data analysis - tools and methods
- Hands-on technology experimentation and learning
- How to build a network of co-learners (outside The Boundary)
- Formal partners
- TPACK.ORG
http://wikieducator.org/GoOPEN http://wikieducator.org/File:Open_Pedagogy_matrix.jpg
2015
Meeting - Michelle, Brian, Irwin
Notes
Buckets
Learning challenges Research informed practice MEME: Apply or die
- Practitioner approach - bring in specific topics progressively and more deeply as learners work through the program
- Develop individual threads
- Goal is to graduate having graduated having developed an online course or similar thing
- Pedagogical model - embodying open educational practices into the expectations and outcomes of every course.
- Wordpress and cloning tools
- Alan Levine - challenge bank, syndication, expand out to full program scale
- Layers - practical/technical skills - pedagogical knowledge - research and evaluation - reflection and critical understanding
- Debunking mythology around technology - disruption, apocalypse, Internet law - privacy, copyright, EULAs, ToUs, Creative Commons,
- Bulleted list item
Online identities
Special topic - creating open textbook or other thing Philosophy - add project - philosophy/sociology of technology in education Diversity -
Foundational skills in open and connected learning
- Should be mandatory first course or PLAR'd
- Orientation to program approach
- Create personal learning space and networks (tools and practices)
- Completed project at the end of each course
- Working in social networks
- Facilitating collaboration in online communities
- Creating, capturing, curating, sharing digital artifacts
- Open pedagogies
- Online research methods and issues
- The flipped classroom
- Finding and using OER
- Using digital tools for learning assessment
- Liberating structures
- Frameworks for creating collaborative activities
- Making short form videos and audio recordings
- Meme - animated gifs
- Personal archiving
- Online privacy
- Authentic learning principles and purposes - pedagogy
Digital literacies necessary to operate in open and connected learning environment Authentic learning Apply everything! Activities - 1-2 implementations per course
Question for group - not much focus on emerging technologies - should there be?
Resources
- Bates new book
- Handbook of Open/Distance
- Project management for Instructional Designers
Courses
"Open/online research methods"
Connected learning theory or Theories of Open, Distance and Connected Learning
Topics
- History of open learning, distance education, convergence
- Context, use, meanings of openness in education
- International perspectives
- Regional, wider perspectives,
- Classic Theories (behaviourism, cognitivsim, social-constructivism, connectivism)
- Theories of Distance/Open
Resources
- Dron and Anderson (2011)
Openness in education or Open educational practices or Teaching and Learning in the Open or Open Educational Processes
Topics
- Introduce ideas, expand in other buckets (e.g. OER, MOOCs)
- (based on OERu microcourses)
- open practices - History of Unesco, PLAR, Open Source Software (where does this fit?)
Resources Weller,M. (2014). The battle for open
Designing open learning or Learning Design
Resources
- Carvalho, L., & Goodyear, P. (2014). The architecture of productive learning networks. New York: Routledge.
- Wiley's book on Project Management for IDs
Critical approaches
- Work critical approach/reflection throughout program
Topics
- power, equity, access
- Global approaches
- critiquing notions of disruption
- critiquing notions of open
Resources
- Veletsianos (2016) Emerging Technologies
- Christianson
- Bayne, S., Knox, J., & Ross, J. (2015). Open education: the need for a critical approach. Learning, Media and Technology, 40(3), 247–250. http://doi.org/10.1080/17439884.2015.1065272
BIG IDEA for this course (different model)
Reimagining the Educator in the 21st Century (based on Law course, Law in the 21st century) Design your own...degree? network? policy? learning space?
Learning Communities or Learning Communities & Networked Learning
Topics:
- Lave & Wenger (situated, CoP, others) - emergent learning - Constellations (weak/strong ties Ryberg et al)
- Other ides: coherence vs networked/emergent (model by Mackness et al. ?)
IDEAS for Braintsorm day:
5 buckets with the following boxes:
- Topics
- Resources/tools
- Activities/challenges
- Projects? (ie for portfolio?)
2014
December 9 meeting
September 10 Program nomenclature
August 21 Program goals
August 18 - General program features
2012
These notes were transferred from the earlier documentation in the OL WikiSpaces account which is now closed. Oct 31 Notes.docx