- Stop Press
- Virtual Tours
- Learning Environments
- Open Access
- Social Media
- A Welcome
- Slideshare Presentations
- Peer Review
- Augmented Reality
- Website Lists
- Digital Objects
- Creative Commons
- Semantic Web
- Digital Journalism
- Screen Tools
- Linked Data
Learning in an Open World (100105) "From January 2010 Grainne Conole will be heading up a new research programme at the Open University, entitled 'Learning in an Open World'. The aim of the programme is to build on and develop our existing portfolio of research work and to develop this in new directions in the future. The 'programme' label works a little like JISC programmes, providing an overarching umbrella to synthesis individual project work and to help make connection with related reseach activities. So in the spirit of 'openness' Grianne has set up a cloud in Cloudworks as a forum to foster some debate around the development of this research programme. Please have a look and contribute your thoughts on how this should be taken forward and/or any thoughts on the initial vision statements. There will also be a workshop around this subject in January."
The Open Education Debate, Ideology and Boundary Objects (100105) "Continuing this mini series on Open Education. I think the current debate is useful if for no other reason than it is beginning to look outside the sometimes somewhat closed perspective of educational technology, and consider the relationship of education to society as a whole and then the role technology plays, particularly in change processes. And that, of course, opens up yet wider questions as to the role of ideology in education. It has led me to read more widely than for some time (and I think the debate reinforces the continuing value of blogs as a means of exchanging and debating more substantial ideas)."
Charter School breaks ground in open education (100105) "The Open High School of Utah is believed to be the first secondary school in the nation (perhaps the world) to use learning materials and textbooks that are freely available for anyone's use, remixing and redistribution. Because the materials aren't produced by commercial publishers, they can be tailored to meet students' educational needs, free of copyright or licensing restraints."
College From Scratch (100104) "If you were going to create a college from scratch, what would you do?"
Open Access in 2009 (100104) "2009 was Open Access Year in the Netherlands, but it might have been Open Access Year worldwide. The growth on every front was extraordinary. In this review of the highlights, I won't cover individual new OA journals, repositories, or databases; and like last year, the volume has forced me to omit most new developments in open education, public-sector information (PSI), and wikis. Last year I had a special section on OA to humanities research, but this year I cut that as well to make room for a section on the recession. As always, apologies to the many projects I had to omit."
A radical definition of Open Education (100102) "If Open Education is to mean anything, it has to address the question of social divisions including class, gender and race. I am unconvinced this can be done from inside the existing educational institutions, although of course is will need the support of those working in those organisations. Instead I think we need to use the power of the internet to provide opportunities for education and learning outside the present system and to embed those learning activities in wider communities than the present institutions address."
in education 15 (2) published (091231) "in education is a peer-reviewed, open access journal based at the University of Regina, in Saskatchewan, Canada. The journal has been in existence since 1993, but published its first issue as an online journal in December of 2009." (Call in this post. 091231)
David Wiley responds to George Siemens's post calling for more radicalism for open education. "It's a moderate response, reminding people to heed to the goals of education, and not the means. In this I agree - open education is not an end in itself, but part of the means by which we reach our goals of an education for all in a just and sharing society. And he argues that, therefore, "the ideal [of openness] needs to mean specific things in specific contexts in order for it to be applied usefully in those contexts." This is true as well - at the margins. But the examples cited by Siemens - Twitter, Blackboard, Facebook - aren't marginal cases, and claims that they are somehow 'open' in a way that is conducive to a free education in a just and sharing society somehow ring hollow." (091231) See also Stephen Downes' conversation transcript (100101) (and this post (100101)).