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I was acutely aware of the need for more research on all things open to further the work we all do, and the thought that we were seeing an opportunity slip away was eating at me. I’m quite looking forward to the week in Burnaby, and think this is going to be a massive teaching and learning event for our system. While it is being tagged with “Next Generation”, it is an idea that has been around for awhile now (see D’arcy’s eduglu post from a decade ago). If you know someone in the BC post-sec world who is using WordPress, please let them know about this opportunity. I hope that we can get a good mix of people from both the technology and the pedagogy sides of the house to come together and participate.

Feel free to copy and paste a case study for your own course notes. And one I bet that most educators use on a routine basis. I wonder what kind of answer you would get from faculty if you asked them if they have ever “remixed” content? But ask them if they have ever cut and paste content from one place and used it in another and the answer might be different.

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Very exciting and progressive program design. The new MALAT program at RRU is intriguing. Theoretical foundations for the program emphasize open pedagogy and network learning. I recently had the opportunity to attend a student showcase of Digital Humanities Growing Annuity Payment projects, put on by the Digital Pedagogy Network. The Digital Pedagogy Network is a collaborative project between the University of Victoria and Simon Fraser University. In 2015, Kyrgios insulted Stan Wawrinka with crude remarks during a match in Montreal.

Season 2 of Men on a Mission has 38 episodes. Season 1 of Men on a Mission has 20 episodes. Male celebs play make-believe as high schoolers, welcoming star transfer students every week and engaging in battles of witty humor and slapstick. But what makes a truly great chef, like a truly great educator, is passion. For me, what I’ve learned from my own experience that when I am teaching using content I have had a hand in creating and adapting based on what I am seeing happen in my classroom, I become a more passionate educator. I am doing the course the way that I think it should be done to meet the needs of my learners, and not the way that Pearson or McGraw-Hill think it should be done.

And while I didn’t find complete answers to these questions, I did come away with a better 10,000 foot view of learning analytics. In the era of the internet, ingress the peaceful world by listening to songs from your favorite artist whom you love to listen to every day. You can now connect with the new artists, albums, and songs of your choice effortlessly. Are you someone who loves listening to Mario Alberto Castelo Cantero? With Wynk, you can now access to all Mario Alberto Castelo Cantero’s songs, biography, and albums.

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I envision an edu section of the Sandstorm app store. It’s premature to be thinking this way, considering the relative newness of Sandstorm, but, this is why we experiment and play. One of the projects that I have begun sinking my teeth into post-opened conference has been the work done by Grant Potter, Brian Lamb, Tannis Morgan and Valerie Irvine, the former BCNet open education working group. Once BCNet announced the end of the group, Mary Burgess and I talked about how BCcampus could provide support for the open education work this group is doing, and I’m very happy that I’ve been given some time & resources to support this group. Yesterday BCcampus published a research report on how faculty at BC post-secondary institutions use open educational resources.

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I want others to be able to use the stuff I share to better understand their world. If a word I write, or a photo I take or a video I make helps someone somewhere understand something a bit better, then I am a happy man. The OER Research Hub has published a new study in OpenPraxis looking at the impact of OER on teaching & learning practice. Okay, that is likely just me heaping a lot of representational baggage on the poor old textbook.

Ever copied a photo off a webpage and used in a lecture presentation? You have taken something from one context and reused it in another (and I appreciate Adam’s point about the language we use to talk about this remix/adapt/translation behaviour that we are trying to enable). Post-course I went back to the original developer with the changes I had that I thought would make the course better.

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Gradually my enthusiasm for teaching his content his way waned. I wasn’t passionate about teaching someone else’s way with someone else’s content. And I wasn’t making much headway into changing that core book, although he did eventually relent and let me post a PDF version of the book online.

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If you have some interesting use cases about how analytics are being used, I’d love to hear them. But before we get to the point where we could have modular & remixable content, we need to focus and determine what are the really useful pedagogical features of a textbook that improves student learning. Once we can answer that, then we have some footing to proceed to the next step & build the technology to enable that.

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It helps create better learning experiences by empowering educators to connect deeply with their learning resources because they are creating those resources. They are connected to the “food” in the same way that a good chef is, picking https://1investing.in/ and choosing what they think the best ingredients are and then turning that into something delicious and wonderful. And along the way, by using their skills on a regular basis they are improving their skills and becoming better chefs.

Hit a button and you’ve got an Etherpad instance set up. Pick from a few different alternatives, install and share with students. And all the data stays on a locally hosted server under local control. No corporate data mining of students information.

But OER and open textbooks do represent one of the ways that higher education has responded to the new affordances of living in a digital, networked world where we can create, copy and distribute stuff with relative ease. And if it takes people using OER’s and open textbooks to help people see that the internet enables new ways of doing things, then that, for me, is progress. This is what brought me to open education. Open education is something the internet made possible. There is the tension around why we are even talking textbooks? Those static, information transmission devices of yesteryear.

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The course WAS the textbook, and, for him, the value of the course was the content . I taught the course for a couple of years and, despite the insistence on teaching from the book, I found ways to incorporate the things I wanted to do into the course. I could have rebuilt my own book from scratch, but there were really good pieces from his book that I wanted to use.

Then there is theWosk–McDonald Aldine Collection a digital preservation project being worked on by DH students and made available on the open web which celebrates the work of Aldus Manutius, “the Renaissance’s most innovative scholarly publisher”. This is the fundamental problem many in the open movement have with Coursera and Udacity – they are not open resources. But yet they are getting connected by association to the open resource movement. The other reasons I am trying to take this deconstructionist approach to analyzing features of a textbook is that we want to see if there are ways we can extend PressBooks to accommodate what we identify as the most useful pedagogical features. For example, in the user interface of PressBooks, Brad Payne has built some textbook specific buttons that insert specific types of content blocks into PressBooks . What we want to do is not only build buttons in the editing interface that inserts visible elements , but also inserts metadata that identifies that specific pedagogical feature as a chapter summary.

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If developing worlds end up relying on corporations like Coursera and Udacity who tightly control courses using copyright as their enforcement hammer, then developing worlds will end up with a corporate one size fits all educational model. Theoretically, if we create a button in the user interface to insert a case study into the textbook, it could also insert metadata that identifies that block of content as a case study. Once you have content identified, you could then build API’s that could extract the textbook specific content chunks. From a reuse and remixability perspective, this makes a textbook modular. Build an API that can, for example, extract just the practice questions in a book and you can create a separate practice question handbook with nothing but the practice questions from the book. In essence, we can make the book modular and with that modularity comes flexibility to potentially mix and match content in interesting and unique ways.

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