Apple recently announced the iBooks 2 – an app that collaborates with major textbook publishers to release books on the apple device. See the YouTube video of someones excitement about this. The Huffington Post’s report suggest books will cost $15. How long do you think it will take for books to become available at the college level? Is this an initiative you will encourage in your schools or business? Do you think Apple will succeed in pushing traditional textbooks out of the market?
1. The final “R” of OER freedom is to “Redistribute.” Redistribution means sharing the original or derivative work. One important question to ask before deciding on a particular method of redistribution is whether you want to use an individual or third-party service. How would you like to offer your content up?
Let me first address the issue of redistribution. This is a very important question to me in a teaching context and in the context of this class project.
Long standing social media tools exist- and I am anxious to hear of more examples of use to redistribute information and ideas. I can imagine Diigo or the range of social bookmarking sites. Wikis exist to provide structure to aggregating ideas and/or information. What other social media tools can be used? And then there is blogging. Blogs can be converted into eBooks. But I have asked myself this question- If it is a blog, why does it need to be in an eBook form? The only answer I can think of came from my Department Head in a chat today. If the site went away, so would the information, a valid point. He raises another point. We ought to work with the tools in Blackboard- blog, wiki, create the aggregator within the course software to ensure access. Sounds like a valid point.
2. Let me turn to the second part of this assignment.
An interesting perspective to accessibility is the US’s America with disability Act Section 508. Is there as similar act in Canada? Do we need a similar act or are existing laws sufficient to address the disabled? What would these laws be? How does this apply to your own context.
I am most out of my space to comment on what should or should not be in Canadian law. Here is the US law in a nutshell:
“In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. Inaccessible technology interferes with an ability to obtain and use information quickly and easily. Section 508 was enacted to eliminate barriers in information technology, open new opportunities for people with disabilities, and encourage development of technologies that will help achieve these goals.”
I have never heard of the law but it sure does rightfully sound like a fairness issue.
I did not find examples of the implementation of the law online
Is the preponderance of different types of licenses making it easier to reuse resources, or is it adding another layer of complexity which in effect works to place a barrier on using OER? In other words, are all these divergent licenses actually restricting the ways in which resources can be reused? Would it be simpler if we just had copyrighted work, which had to be cleared and public domain work which was free to use. Post your reflections in your blog.
It is both making it easier and making a layer of complexity because for the average individual, this has become a mish mash of confusion, and confusion that is of minimal interest, unless you make you income in the publishing world or teaching world. I would put my money on public domain and copyright.
1. I have two items out on the net with Creative Commons Licenses. I believe in open resources. For my purposes one of the key features is that “licensees are granted the right to copy, distribute, display, digitally perform and make verbatim copies of the work into another format .” In addition I selected Non-commercial (NC) use- others are permitted to copy, distribute, display and perform the copyright work – and any derivative works based upon it – but for non-commercial purposes only. However, if I create a digital textbook for my class, this is a mute point as it is owned by the university, as I understand is the norm. I don’t have an issue with that as this is knowledge, primarily from somewhere else, that I would be packaging.
2. “Creativity and innovation always builds on the past. The past always tries to control the creativity that builds on it. Free societies enable the future by limiting the past.” (Lawrence Lessig, founder of Creative Commons and Professor of Law at Stanford Law School) As I am a tabula rasa when it comes to copyright history, all of his refrain was interesting to me- a massive system of lawyers regulating copies and derivatives, opaque creativity (codes we cant see) and controlling uses.
3. How culture builds upon culture in the information age. I believe culture always builds on what has gone before. We may not like the direction of the progression, but society is in constant flux. This is what the current “culture wars’ in the States is all about and interestingly, Can be tied into the current GOP mantra of freedom around government and copyright.
I agree that we should share our OERs. We are all taking different approaches. I settled on using Diigo to create an aggregation of sites offering ideas on the use of Twitter for instructional purposes. I was taken by the comment that we should strive to make the OER interactive and so I will upload a YouTube to the set and also add existing YouTubes. (And use Ben’s idea of time markers.) I think I could use Jonathan’s OER on career development in my class on Business Communication as we have a job search section.
I am most interested in the structures we have chosen to pull together our OERs. I am using Diigo. Vince is creating a wiki. We discussed topics. Let’s chat about organizing structures. What structures are others using?
Ben, my suggestion is that you keep all of these and share with the next class.
I intend to create an OER on the use of a particular social media in teaching online students and the topic is geared to the following target audience- Undergraduate virtual adjunct instructors, many of who are successful alumni teaching for my university. The portal will be through an open Diigo account. The links will be only for classroom methodology, no theory. (I am very open to another type of access point for the project.) I would like to limit the amount of material so as not to overwhelm.
While I can see myself creating a class OER as part of my own instructional activities, I think that beyond an initial introduction of social media and Diigo would stretch the limits of the target audience for an initial introduction to the topic.
To the assignment-
The OER Handbook for Educators provides 8 steps for OER integration. See my comment by each item:
- Assess the validity and reliability of the OER.
As I am creating the OER for a teaching purpose, the users would credit me with enough knowledge to make this a valid source of ideas.
- Determine placement within the curriculum, if not already done. Note that some OER integration may be abandoned at this point if the OER relates poorly to the rest of the curriculum.
This is a valid idea if I add it to my next course, but it does not impact this project.
- Check for license compatibility.
I will do so in development.
- Eliminate extraneous content within the OER (assuming the license permits.)
Yes, it could go off the mark due to “project creep.” (This is a common organizational issue.)
- Identify areas of localization.
A series of resources on Twitter might be the best to go as that tool cuts across courses and specializations.
- Remix with other educational materials, if applicable.
Only the Adjuncts can pass judgment. But often instructors are obsessed about not covering all the chapters!
- Determine the logistics of using the OER within the lesson. For example, you may need to print handouts for learners. In other cases special software may be needed.
This is not applicable to virtual classes.
- Devise a method of evaluation or whether the currently planned evaluation needs.
A simple feedback tool will provide insight into faculty usage.
The Assignment- Conduct a research of your own, search for the words “localization” and “internationalization”. How do these apply to OER? And how can you adapt your own OER content to address issues of local and foreign culture? Comment on you blog.
I am currently teaching a course called Business Communication 400- Global Business Communication. I have grabbed information available on You Tube (on Milton Bennett) and purposed it for a communicaton course. Why? It is (almost) always better to let students hear directly from the person under research, in this case, Bennett.
The following is from the syllabus, referring to the You Tube channel (leadchangeagent) created for my classes. I identify the title by the course number to keep it straignt
1. I used the favorite tab to build learning via open resources, my other and those created by others.
From the course syllabus
Milton Bennett’s Developmental Model of Intercultural Sensitivity
a. Google Milton Bennett’s Developmental Model of Intercultural Sensitivity
Start with this link
b. Watch the three videos on Bennett on our YouTube channel under my favorites
- What All interculturists Need to Know
- Bennett- Culture and Stereotype
- I can tell we’re going to be friends
2. I am building on the modes of delivery by supporting the channel with Slideshare.
In short I am creating a course OER via YouTube and Slideshare.
3. To me internationalization and localization ares what good teachers do- adapt a book, a chapter, a lesson to meet the needs and interests of students, now including culture. And this is within a business culture context as well as gender, age, and national. And these materials (and now OER sites) can be turned to propaganda purposes by extremist governments. (I recall working in East Berlin just after the wall came down and reviewing the government English language books.)
Last week I was at a symposium on Preservation of Reputation in Crisis with Social Media. This was designed for business and business communication leaders. I was the only academic in attendance. However, just as I saw a lot of inherent overlap with business communication, all teachers can see overlap see in similar fields, and can apply to their own specialization.
In his blog, Thinking Green Thinking OER? – Is the Future of Paper Textbooks in Danger?, classmate Jonathan Bauer writes
‘My initial search led me to an article written by Luis Alfonso Arguello Guzman entitled: University Students’ Digital Reading and Writing Migration. In this section Guzman states that students’ minds are not connected to the print culture and are instead connected to “surfing, searching and browsing networks (206).”
Here is my gem. I thought that the article would say just the opposite of the following.
“Books are still the point of reference from which young university students value reading processes. This indicates that, in spite of not having strong linear reading habits, students consider books as an immediate reference, associated with the processing of information that is not available in its entirety. Books are still the constituent axis of searching for information for study purposes.”
My take on the future is that it will not be uncommon for more extensive use of web based resources, much in the way the Emerging Technologies certification is delivered. When I suggested I could create a course with only web based materials, the faculty chair advised that, without books, many students would not consider it a true university level course. Hence, I think it will be a little of both.
To shift subjects, I too am struggling with an OER project topic. Like others I want to tie it to my work.
I have been mulling over OERs on the following as they both support my research and teaching. But how to limit the specific topic being examined to make it really useful?
- Resources for Adjunct Faculty
- Teaching with social media
The Course Assignment
“A number of tools have been presented in the reading text for this week. For instance, Audacity helps to create audio content, GIMP is useful for authoring image files, Joomla and Drupal are content management systems that can be used to host OER, you are already familiar with WordPress or Blogger for publishing your thoughts, Open Office and Google Docs are office applications, Blender helps with 3D content creation, and so on.
These tools are available online for free. How familiar are you with these tools? How can you use them to create and develop content for use in your own institution? What personal or general perceptions characterize your use of “free” open source applications in your institution for teaching, learning or working purposes (whichever applies)?”
I use WordPress for my blog. I have developed a YouTube Channel for my courses. I was not familiar with the tools mentioned and spent time this week exploring their use. Of courses, Introducton to emerging Technologies exposed us all to a great range of tools and sites.
I like how Tagxedo allows to form word clouds from tweets. (Thanks to Leah!) I found 101 Ways to Use Tagxedo very helpful to stir ideas. And I captured words from my Twitter account (leadchangeagent). I have create a tweet feed for a course #BCOM301Spring.
I have gotten a positive response for YouTube, and have seen students really engaged in creating video responses. I had to go to IT to figure out how to moderate the channel, and took three of us.
The challenge for me was how to best capture the sound, and I went with the headphone over time. And I am now aware that it can take over 45 minutes to upload a 3 minute video.
The Future is Now
In “The Future of Learning Institutions in a Digital Age” (The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning. Cathy Davidson and David Goldberg), the authors state “We advocate institutional change because we believe our current formal educational institutions are not taking enough advantage of the modes of digital and participatory learning available to students today.” The artifacts of collective, participatory learning is what appears to be missing or in small supply in university libraries.
However, this may be more in the purview of instructors rather than institutional libraries.
Artifacts as an OER
I agree with Leah when she asks, “For instance, wouldn’t it make sense that our final projects for this course be made part of U Manitoba’s repository of OERs? We have to create these, but it would be nice to have a wider audience find them to be useful.” In a similar vein, I am working with students in my Global Business Communication course to locate lings to the work of Milton Bennett and to place them in one Diigo account to share among themselves and to provide starting points for future learners.
Why don’t more instructors follow in the vein of collective knowledge sharing? Here are a few of the roadblocks.
- Lack of knowledge about sites such as Diigo
- Lack of interest as these tools may be considered off topic or distractions from covering the textbook
- The view that these tools are distracting from class lectures
Definition- A repository is a collection of instructional resources that is accessed via a gateway or referatory. Libraries are replete with any number of catalogs, databases, search engines and the like. Fort Hays state University has one called 360, which researches all types of materials simultaneously.
What should my OER be built around? My upcoming research. But in what area, and as an repository or referatory or both?
Online Adjunct Training Centers
Use of Social Media as Communication and Learning Tools at the University Level
Time will tell.
This is a blog as part of my assignment in my certification program in emerging technologies for learning from the University of Manitoba. The course is on Open Education Recourses. Our major assignment is to aggregate our individual resources. To that end I have created a Diigo site and have also left it open to others to join and add to.
Here is the site OERUofM
The Cape Town and Budapest declarations (funded by George Soros, which says it all! )are two initiatives that are allowing people to state their agreement with the principle of openly sharing resources.
Did you sign either of the initiatives? Why or why not? Were there any parts of either declaration that you questioned? Is there any point to these declarations?
In a global, flat society it is hard for me to disagree with the following from the Cape Town Declaration. It contains all the buzz words I personally accept- Global free internet resources for education, new pedagogy. Networking. Collaboration. “The power is in your network.”
“We are on the cusp of a global revolution in teaching and learning. Educators worldwide are developing a vast pool of educational resources on the Internet, open and free for all to use. These educators are creating a world where each and every person on earth can access and contribute to the sum of all human knowledge. They are also planting the seeds of a new pedagogy where educators and learners create, shape and evolve knowledge together, deepening their skills and understanding as they go.
The expanding global collection of open educational resources has created fertile ground for this effort. These resources include openly licensed course materials, lesson plans, textbooks, games, software and other materials that support teaching and learning. They contribute to making education more accessible, especially where money for learning materials is scarce. They also nourish the kind of participatory culture of learning, creating, sharing and cooperation that rapidly changing knowledge societies need.
However, open education is not limited to just open educational resources. It also draws upon open technologies that facilitate collaborative, flexible learning and the open sharing of teaching practices that empower educators to benefit from the best ideas of their colleagues. It may also grow to include new approaches to assessment, accreditation and collaborative learning. Understanding and embracing innovations like these is critical to the long term vision of this movement.”
As a strong believer in democracy and free enterprise and profit to pay the bills it is hardfor me accept the logic below.
“Open educational resources: We call on educators, authors, publishers and institutions to release theirresources openly. These open educational resources should be freely shared
through open licences which facilitate use, revision, translation, improvement and sharing by anyone. Resources should be published in formats that facilitate both use and editing, and that accommodate a diversity of technical platforms. Whenever possible, they should also be available in formats that are accessible to people with disabilities and people who do not yet have access to the Internet.
Open education policy: Governments, school boards, colleges and universities should make open education a high priority. Ideally, taxpayer-funded educational resources should be open educational resources. Accreditation and adoption processes should give preference to open educational resources. Educational resource repositories should actively include and highlight open educational resources within their collections.”
1. I have given away materials with a Creative Commons license: Create a Communication Buzz and Create a Safety Buzz http://www.change-leadershipllc.com/e-publications.html
2. According to the US Bureau of Labor Statistics the textbook publishing industry employ editors, designers , distributors right down to the sales floor. Indirectly, the industry employees
distributors, from knowledge workers to physical workers. Make no mistake about it, the OEC movement is a jobs killer.
3. I fully support networked, collaborative sharing of information, ideas, products and services. And I support the voluntary sharing of such.
4. Let the best of the status quo co-exisit- the network, collaborative mindsed and free enterprize.