Month: September 2013

This is an archive of the 2013 version of ocTEL.

jimjamyahauk: @BLE1 talked about her role as a lead author in #octel easier as a tutor than a student? #altc2013

@BLE1 talked about her role as a lead author in #octel easier as a tutor than a student? #altc2013— James Little (@jimjamyahauk) September 12, 2013

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jimjamyahauk: Is time an excuse to drop out. Is it not motivation? Or is it because its done in your spare time? #octel #altc2013

Is time an excuse to drop out. Is it not motivation? Or is it because its done in your spare time? #octel #altc2013— James Little (@jimjamyahauk) September 12, 2013

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jimjamyahauk: Discussions on why people disengaged from #octel graded levels or engagement possible? #altc2013

Discussions on why people disengaged from #octel graded levels or engagement possible? #altc2013— James Little (@jimjamyahauk) September 12, 2013

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jimjamyahauk: How to contact and understand #octel participants who disengaged? Time slots changing? Personal reasons? Reasons #altc2013

How to contact and understand #octel participants who disengaged? Time slots changing? Personal reasons? Reasons #altc2013— James Little (@jimjamyahauk) September 12, 2013

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romieh: Hearing from #octel participants – including 'dropouts' – do #moocs have dropouts? #altc2013

Hearing from #octel participants – including ‘dropouts’ – do #moocs have dropouts? #altc2013

— Rose Heaney (@romieh) September 12, 2013

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Open Educational Resources (OER)

In reviewing the materials for session 1 of the Open Content Licensing for Educators (OCL4ED) mOOC (micro Open Online Course) I was immediately taken back to a brief exercise I put together for another MOOC, the Open Course in Technology Enhanced Learning (ocTEL) hosted by ALT.  I use two blog posts to demonstrate open and proprietary, or closed, resources.

See http://online-learning-online.blogspot.com/2013/05/open.html and http://online-learning-online.blogspot.com/2013/05/closed.html

I thought, at the time, it was a simple way to show some fundamental differences between OER and proprietary systems.
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The commitment to using OER requires checking and verification.  The commitment to creating OER is even greater, checking and verifying against known copyrighted works, and then re-creating or rewriting as necessary.  Consider the following from (Brown, Holding, Howell, Rodway-Dyer, 2010):

“Checking for potential copyright infringements hasproved to be a resource hungry activity. Contributing academics are asked to mark up their material, indicating what they know is their own authorship, what is third party (and whether they have permission to use it), and any content whose provenance they areuncertain about. The material is then forwarded toprofessional support colleagues who check more forensically, including passing text through plagiarism detector software. Disturbingly, their observations are that awareness of copyright issues by academics is low, interest probably lower but non-compliance at a worryingly high level! Much discussion then ensued with the academics in seeking e.g.infringement-free replacements or re-writing some portions of text. In such negotiations, inevitably the initial goodwill became strained and the academic’s enthusiasm considerably dimmed. There is an unanticipated call upon academic’s time and OER is unlikely to be anywhere near the top of their agenda.”

Creating OER is a massive commitment with (currently) little recognition. It is a labor of love, of belief in humanity, and in belief that a free and open body of knowledge can exist in our consumer society.
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Reference

Browne, T., Holding, R., Howell, A., & Rodway-Dyer, S. (2010). The challenges of OER to Academic Practice. Journal Of Interactive Media In Education, 1-15. 

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ALTC2013 – Registration and Day One

ALTC 2013 – Registration and Day One Storify by James Little Tue, Sep 10 2013 15:47:19 0 0 ALTC 2013 – Registration and Day One Share on Facebook Share on Twitter Share on Google+ Share on Linkedin Share by email David Kernohan@dkernohan OK, UK Ed Tech people. @downes is in …

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"Improving Student Engagement in Large Survey Courses" by Perry Samson, University of Michigan – YouTube

Comments:Perry Samson is presenting at ALT-C 2013. He is aiming to move classroom teaching on beyond use of clickers to more sophisticated (and also remote) forms of interaction – David JenningsTags: ocTEL, PotentialResource, clickers, classroomby: Dav…

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My last hoorah on the #ocTEL course via storify

celar martina

Tue, 10 Sep 2013 13:07:09 GMT
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My last hoorah on the #ocTEL course via storify

Reflection on the final week of Open Course in Technology Enhanced Learning (#octel)

altc2013 building new connections: Notes on integrating Conferencer, BuddyPress, FeedWordPress and MailPress for a conference platform

I’m not entirely sure what this post is. I started writing it on the train down to altc2013 and think it lost its focus between York and Sheffield. Essentially I wanted to write this to highlight some of the benefits of using BuddyPress as a way to capture user activity streams but at the same time some of the challenges of achieving an integrated experience using WordPress. I’ll let you decide it’s value and please feel free to comment (the ‘dirty code’ post will be a lot better).

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