Difference between revisions of "User:Idevries/notepad"

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Majority of use by educators is in PD -
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Kahn Academy videos replicated inArabic
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== Test 2 == WikiSpaces --> WikiText export --> WinRar zip -->paste
Affordance of media simplifies reuse - e.g. new soundtrack over video
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ession: Alan Levine
OERu model
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Collect resources - learn - do PLAR or challenge - or use basis to get upper level entries
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**Openness - playful, should be having fun**
Rather than creating courses, create resources
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(Liveshare)
Open assessement and student adminstration as parts of the model
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Requires open attitudes
Incentives for involvement in OERs and use of them:
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Shrinking of distance between students and experts
- framework tied to the literature (from fluidproject.org)
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Various ways of following a course without not necessarily participating in a full curriculum (e.g. Grant Potter's radio station)
- much reuse within own organization (UBC)
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Faculty comfortable with traditional model
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**Session: Open videos**
Access Copyright is a catalyst
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//Open content//
Context - people have a hard time clicking edit on a Wiki
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Open educators - access to experts' educating processes
Much knowledge building needs to be done
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Open learning - deconstructs knowledge as a moving target - knowledge as negotiated -takes away hierarchy of right and truth - gives us all power in knowledge
Look up Brian Lamb's ->how to keep things open
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Need success stories before cultural shift happens
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//Blogging with students//
Ethnographic research required as well - to understand the workflow
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Where he does most of his learning
Use librarians to find OERs?
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Where he meaningfully connects to other educators
freelearning.ca code (can find open materials)
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Personal learning space not PLN
Copyright
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E.g Da Vinci project - blog became their notebook and got to share it
Fair use-US concept stronger than Canadian
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Learn more by sharing than by searching
Demand letters--e.g Getty images - scouring Internet and getting letters with invoices
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Learn with each other and help each other learn
UBC using CC materials for many applications - set up web page for fee educational events - asserted
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Keeps everyone connected even outside of school
that UBC was not non commercial enterprise (def of non commercial in CC not as clear as it used to be) -
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Students taking over learning in the school
also didn't like the attribution (used Flickr user name rather than real name for attribution)
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We often are confined by the laws in our classrooms - we "thin the walls" (Couros)
Share and share alike is seen by artists and creators as being used by like organizations - even blogs that
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"How can you use blogs to enhance your own learning?"
carry advertising may be seen as a commercial use - many people making money on the Internet - artists
 
troubled by lack of engagement from users of images
 
Archive.org has repertoire in public domain
 
Difficulties - ok in classroom but not at a conference or classroom setting
 
In Canada - research, private study, criticism, comment, news reporting
 
Limited body of cases in Canada - legal advisors tend to be conservative
 
Fair dealing is a fairness test - subjective
 
-purpose, character, a
 
mount, alternatives, nature, effect on the work
 
Open Universities
 
Open source software - benefits
 
Possible to design university infrastructure using open source software?
 
All faculty staff students actively contributing to OSS community
 
EG not just using but also enhancing
 
Open Scholar concept as well
 
- transparent, maximize social learning, contribute OERs, open research and publishing
 
- Open Access publication
 
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- two roads
 
-- golden road - open journal or green road -self publish
 
AU Press
 
directory of open access journals www.doaj.org (why not have faculty look for open resources?)
 
- Open gov - make government information more available publicly
 
Learning analytics another form of potential open data
 
Move toward datasets toward students - let them see where they're going and receive advice on
 
achievement of their learning outcomes
 
What data is being gathered about students - how available is it to them? Who owns that data?
 
OERs - 4 Rs
 
Open textbooks
 
Open pedagogies - digital storytelling, es106 mooc - PLENK2010 - courses visible to anyone - students
 
as co creators, Open scholar
 
Michael Strangelove -
 
Peer to Peer Univ
 
Univ of the People
 
OER university - based on work of Wayne McIntosh
 
Design activity - software, resources, pedagogies
 
Ideas from University of Catelonia - new concepts of LMS
 
Not enough just to use - also to contribute
 
What learner support is also necessary?
 
What business model
 
"Open pedagogies" Moodlemoot
 
Teaching technologies - faculty
 
Handling teacher expectations in terms of support
 
Technologist supporting faculty for one semester
 
Challenge - deliver as much support to as many courses as possible
 
Assigned to work with instructors on blog project
 
Instructor wanted to know latest technologies and tools to use
 
Weekly posts aggregated into final posts
 
Worked as collaboration with Ed Tech and instructor/or help out with the dirty work (2 different views)
 
How the solution is framed at the beginning and a clear message is important
 
(IDEA - let instructor and support negotiate own learning goals)
 
Q - solution in search of a problem - support often wants to know how to use tech without identifying
 
need
 
A - anti-technology workshops - don't use tech unless it makes your life easier or supports learning
 
A - doesn't have to be a problem that technology is going to fix (need time to play with it)
 
A - let people play but they have to share some of what they learned in Wiki
 
Sense of play is important - need safe place to try things out
 
Open attitude is important
 
Some faculty commit to technology too early and then need help in middle of course when it's not the
 
right technology
 
Q - How many use parameters before letting people use tech?
 
A - Some are just wide open
 
A - We need a framework for innovation and adoption of technology
 
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A - Collaborative process - but also need to be pedagogical guide - sometimes you have to be the voice to
 
speak to them
 
A - No one right answer - depends on individual needs
 
A - Need technology innovation framework
 
A - Use Twitter or other "IM" tool for faculty and techs/IDs to use
 
A - Use social network to help
 
A - Need to build human connection - to make good things happen - can't always force good ideas on
 
others
 
A - Works better to bring disciplines
 
A few summary points from the group
 
- ask questions
 
- play
 
- peer support
 
- know your audience
 
- share things that work
 
- allow needs and goals to emerge
 
- culture is important
 
- this is a "meta profession" - need to apply many different sets of skills
 
- please engage your IT department early in the process
 
Facilitating - Social networking - Sylvie Currie and Cindy Xin
 
Facilitation = moderating functions - communcative acts - cognitive and communicative - support
 
interaction - keep conversation alive - involves both teachers and students - critique of community of
 
inquiry model - get Cindy's paper - cognitive, social, teaching and collaborative presence -
 
- highly context dependent - not just process but process and content
 
- facilitating in the open is quite different - overwhelmed with information and updates (i.e. MOOC)
 
- meaning of open - examples:
 
-- formal, informal
 
--discussion forum for online courses - could be credit course with others invited in or able to view while
 
not officially enrolled
 
--credit students but also audit students
 
--discussion forum is open in that it exposes the thinking of all students in an online course
 
--disagree - online discussion not open because it's limited to the course and it's hard to be aware of those
 
who are in the course but not engaged in the discussion
 
--also need time for private and public times in a course
 
--sometimes being closed is important as well
 
--blogs (e.g. Stephen Downes' blog) or "my amazing stories"
 
--some courses open to wider discussion - invite K-12 students to bring in their families
 
--ephemeral hashtag discussions on Twitter
 
--Open = not prescribed people participating
 
--Hegel - freedom is recognition of necessity - thus need to understand need to participate in open
 
activities
 
Activity - Generating cases of open types of activities - gravitate to the one that interests you - take one
 
question from each
 
TWITTER CHATS
 
- unstructured place - not much moderation, can't do much to keep people from crashing the party - give
 
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people sense of what the unexpected might be in case people "crash the tag"
 
- eg DS106 radio - in open range of expression modes is more flexible - can have sense of fun
 
- people who try to own a Twitter tag don't get the ephemeral nature of the medium - hashtags are a way
 
to facilitate discussion but by nature ephemeral - that's the nature of it
 
ONLINE DISCUSSIONS
 
- how to handle volume - (came up in the MOOC sense)
 
- not possible to respond to everything
 
- how to manage a discussion forum in terms of its size - what is optimal size? depends on task inside
 
discussion forum
 
- some expectations (wrong) that we need to respond to every post)
 
- not only facilitator but tap others on the shoulder to take on particular role - e.g. synthesizing and
 
summarizing then cast forward - like traffic control
 
- need guidelines around protocols - e.g. respect toward others
 
- whether there should be time frame (permanently open or start and end date)
 
- allow them to breathe - allow time to grow
 
- having all the past discussions available gets them a sense of the culture that has developed
 
MOOCS
 
- how MOOC might be inclusive - see the profiles and presence of everyone
 
- how do we know if participants are satisfied - follow backchannels
 
- have them create learning path and objectives
 
Turning Social Media to Enterprise
 
UBC wiki - university wide - accessible to anyone (CWL required)
 
not course based
 
year long Beta - > 3000 users
 
3.8 M page views
 
Q - how to keep Wiki organized (e.g. object findable)
 
bottom up rather than top down grown community gathering
 
policies grown from user base
 
ORGANIZATION
 
Wiki divided - no single minded purpose but a space for collaboration and resource development-
 
Spaces:
 
1. Main Space
 
information about UBC - "encyclopedia"
 
central page with lists of resources (e.g. pubs on campus, lists of pubs
 
2. Course spaces - LMS - LOs into the Wiki
 
eg Math course - whole course portal including homework pages, discussions, decided not to use Vista
 
Poli sci - use for forum (Liquid Threads add on for discussions)
 
3. Documentation
 
can be constantly updated
 
eg eportfolio, ETC courses, etc. all is available on the web
 
4. Sandbox
 
anyone can go in and do what they want - no rules
 
don't index it formally
 
eg student in library education - did project on Wiki rather than turning it in
 
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Q - why choose Media Wiki? main criteria - mature active developer community
 
Q - naming protocol for pages - namespace:UBC nomenclature of course codes - not always used but
 
mostly ok - is you use course namespaces it will update index automatically
 
Q - concept of Wiki gardener?
 
Problem with Wiki this size is it isn't seen as community but more as a tool
 
Trying to use best practices in terms of policies
 
Wiki is just now starting to gel together as a community space
 
Don't just service Wiki but also communicate with users
 
Not all content needs to be on Wiki
 
Library uses Wiki as CMS - content then goes out to library website
 
Page in Wiki for library branch hours - then gets pulled into library website
 
also goes into other locations - one person updates and gets updated across the various locations
 
Q - how has it been publicized
 
A - growth has been organic - mainly word of mouth
 
CMS - course content pulled from Wiki - if they have WP plugin or embed code
 
Information is available for wider distribution - all available from Wordpress.org
 
Can develop content as formatted book then download as PDF
 
URLs handled as footnotes
 
Also credits content providers
 
- BLOG
 
BuddyPress in the front end
 
Very few support requests with over 7k users
 
Can set up groups, friend and unfriend
 
Will have privacy control at page level
 
Dynamic platform - getting publishing every few seconds in busy times
 
Every student should have a blog to use as eportfolio
 
Is also available for alumni - in perpetuity
 
Wikiembed - can make course notes available in Wiki and blog and then load into LMS
 
Can push open as far as you want
 
Javascript - wikiembed - refresh based on frequency desired (configure)
 
plug in like Twitter - PulsePress theme (control panel behind to configure - refrehses as you go - can use
 
for students to ask questions etc.
 
Can develop new website based on template - WP panel
 
Now over 350 websites in develop
 
Remove technology overhead from faculties and schools who use it (like Google menu - can expand
 
services available)
 
Three layers - tech, support units, users
 
Q - can provide comments on entries?
 
A - yes
 
Q - University invested in Vista - how can you justify resources put into this?
 
A - Addresses needs where open is required or desired
 
Saves costs of individual websites - one central platform that's aways up to date
 
Didn't mandate - just made available for everyone
 
Q - isn't UBC looking at LMS - was this considered in the deliberation?
 
A - this is a bit of a leap of the imagination - don't have basic things like automatic enrolment - would like
 
to see more people doing it - viable and superior alternatives to LMSs
 
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Revision as of 16:31, 6 March 2014

Test page converting WikiSpaces -> PDF export -> copy/past to Kumu. Results format gone.

etug-spring-11 Table Of Contents home .............................................................. 2 page 1 / 8 etug-spring-11 home Session: Alan Levine Openness - playful, should be having fun (Liveshare) Requires open attitudes Shrinking of distance between students and experts Various ways of following a course without not necessarily participating in a full curriculum (e.g. Grant Potter's radio station) Session: Open videos Open content Open educators - access to experts' educating processes Open learning - deconstructs knowledge as a moving target - knowledge as negotiated -takes away hierarchy of right and truth - gives us all power in knowledge Blogging with students Where he does most of his learning Where he meaningfully connects to other educators Personal learning space not PLN E.g Da Vinci project - blog became their notebook and got to share it Learn more by sharing than by searching Learn with each other and help each other learn Keeps everyone connected even outside of school Students taking over learning in the school We often are confined by the laws in our classrooms - we "thin the walls" (Couros) "How can you use blogs to enhance your own learning?" "Flexibility of purpose" Open to developing communities Session - Open Educational Resource Use Scott Leslie, Peter Arthur, David Porter OE supply side but not much use Future for recycled learning resources in higher ed? BC Campus $9 million in OERs so far Mostly don't know what happens after the fact "OER s have many different goals but one of them was specifically to enable frictionless sharing Wiley 4 R model - right to reuse, revise, remix, redistribute - CC licenses CC enables these 4 rights Questions - why are reuse and remis of OER not more common as an instructional development practice Learners - more informal learning 9% users are educators - rest is public More in NA than in developing countries page 2 / 8 etug-spring-11 home

== Test 2 == WikiSpaces --> WikiText export --> WinRar zip -->paste ession: Alan Levine

    • Openness - playful, should be having fun**

(Liveshare) Requires open attitudes Shrinking of distance between students and experts Various ways of following a course without not necessarily participating in a full curriculum (e.g. Grant Potter's radio station)

    • Session: Open videos**

//Open content// Open educators - access to experts' educating processes Open learning - deconstructs knowledge as a moving target - knowledge as negotiated -takes away hierarchy of right and truth - gives us all power in knowledge

//Blogging with students// Where he does most of his learning Where he meaningfully connects to other educators Personal learning space not PLN E.g Da Vinci project - blog became their notebook and got to share it Learn more by sharing than by searching Learn with each other and help each other learn Keeps everyone connected even outside of school Students taking over learning in the school We often are confined by the laws in our classrooms - we "thin the walls" (Couros) "How can you use blogs to enhance your own learning?"