chocolate

Zara & Bunny Tell the Chocolate Easter Bunny Joke

23 Mar 2008 By Nate Angell Leave a Comment

7 Things You Should Know About Open Education: Practices

Open Education: Practices

The OEP companion piece to EDUCAUSE's earlier [7 Things You Should Know About Open Education: Content](https://hyp.is/mNdoAIgKEeiyXZuF1FfbIw/library.educause.edu/~/media/files/library/2018/6/eli7157.pdf) has arrived. While I think it does a good job of summarizing OEP, I'm disheartened to see the piece shaped so clearly from the perspective that OER is the necessary heart or foundation of OEP. From my POV, OER and open-licensing is a key infrastructural component, but is neither necessary nor sufficient in the larger and more important project to "reconceptualize and improve pedagogy and advance authentic, participatory, engaged learning" that this work rightly champions. Why must OEP always rest so heavily on OER? It's as if we have mistaken tactics for goals.

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7 Things You Should Know About Open Education: Practices

Embodying a commitment to learner-driven education, OEP involves students in “active, constructive engagement with [open] content, tools and services in the learning process” in ways designed to help promote learners’ self-management, cre-ativity, and ability to work in teams.

The editorial addition of "[open]" in this quote betrays what seems like an underlying bias in this work: that open educational PRACTICES require and are always based on open educational RESOURCES. Hence the move to changing OEP to "OER-enabled pedagogy" below. I would argue that yes, there is a deep connection between OEP and OER, that OEP benefits from using OER, but that OEP is possible without OER. And unlike, Abruzzi's story, one might just as easily start from an OEP experience and eventually come to use OER as a part of it.

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7 Things You Should Know About Open Education: Practices

OEP provide the architecture and philosophical underpin-ning for fulfilling the promise of using OER to expand collabora-tive, inclusive, accessible, and active learning and related pedagogy.

Again, this makes it seem like OEP is solely an outgrowth of OER, when I would argue that "expanding collaborative, inclusive, accessible, and active learning" is a primary goal that may or may not engage OER.

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7 Things You Should Know About Open Education: Practices

A key tenet is the positioning of the learner as a central, active player in the learning experience.

Agreed. And this tenet is far more important that the copyright status of the materials involved.

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7 Things You Should Know About Open Education: Practices

Going forward, practitioners and researchers envision that the focus around OEP will evolve from a relatively narrow emphasis on development, revising, and distribution of OER to further development of related practices, architectures, principles, and policies

This imagines that current OEP activities are more focused on OER than may in fact be the case.

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7 Things You Should Know About Open Education: Content

Open Education: Content

See also @EDUCAUSELI's companion post [7 Things You Should Know About Open Education: Practices](https://hyp.is/7rW6CIgIEeiyWtNQoWuChw/library.educause.edu/~/media/files/library/2018/7/eli7158.pdf).

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Twenty Years of Edtech

an institutional rather than a user focus

This is key: Desires to use portfolios in institutional/program assessment practices are part of what has made them cumbersome. Portfolio use in programs that emphasized their value for students and learning have always been the best examples in my opinion (eg, [Portland State](https://www.pdx.edu/unst/our-portfolios), [LaGuardia CC](http://www.eportfolio.lagcc.cuny.edu/), [Clemson](https://www.clemson.edu/academics/programs/eportfolio/)), even if they also use them in institutional/program assessment too.

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Twenty Years of Edtech

e-portfolios did not become the standard form of assessment as proposed

Agreed, and yet I still believe that portfolios are a powerful part of what some call "authentic" assessment practices.

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Twenty Years of Edtech

for many students owning their own domain and blog remains a better route to establishing a lifelong digital identity

DoOO is definitely a great goal, especially if it is viewed in part as a portfolio activity, so people use their domains to build up a lifelong portfolio. What seems key is having the right supports in place to help people and institutions reach such goals not only technically, but most importantly, as a set of practices integrated into their personal and institutional workflows.

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Twenty Years of Edtech

e-portfolios

FWIW, I think the eportfolio community coalesced around not using a hyphen or capital P in the term. Some prefer to just talk about "portfolios", reasoning that the "electronic" part was not a necessary ingredient and probably should be updated to "digital" regardless.

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Twenty Years of Edtech

What has changed, what remains the same, and what general patterns can be discerned from the past twenty years in the fast-changing field of edtech?

Join me in annotating [@mweller](https://twitter.com/mweller)'s thoughtful exercise at thinking through the last 20 years of edtech. Given Martin's acknowledgements of the caveats of such an exercise, how can we augment this list to tell an even richer story?

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Twenty Years of Edtech

2008: E-Portfolios

My first entry into edtech was in eportfolios, back in 2004 when I was at Portland State University. PSU was probably an early adopter of eportfolios, so 2008 may be the right year to put them in as a wider focus.

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adding missing words by xolotl · Pull Request #40 · LoupDesign/StoryEngine

StoryEngine is way to listen to, support, and create with the people who matter most to an organization or a cause. It can be used to do research, to monitor or evaluate a program, to generate learning, or facilitate grant reporting. StoryEngine is based in-depth interviews that get transformed into stories. These stories are assets — for communications, advocacy, and more — as well as data. Together the stories create larger dataset that can analyzed to surface insights and learning that inform decision-making.

StoryEngine qualitative methodology.

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Supporting Faculty Research with Information Technology

This report provides institutional leaders with a better understanding of the IT experiences and needs of their faculty who engage in research or seek to expand their research capabilities.

EDU research technology needs

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3 Strategies for Overcoming Faculty Resistance to Active Learning Techniques

3 Strategies for Overcoming Faculty Resistance to Active Learning Techniques

short list of good small and medium sized strategies to engage students in active learning

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Bit, Block, Sketch, Build: Bricolage and Educator Learning - Hybrid Pedagogy

Building Blocks

The four building blocks in "architecting educator learning": ignorance, partnerships, open infrastructure, boundary crossing.

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Annotation is now a web standard – Hypothesis

No highlighted text in this annotation.

Got it. Yes, no annotation directly on images yet. Hm, that’s a W3C graphic we repurposed. It must have a transparent background. I’ll see if I can fix that.

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Annotation is now a web standard – Hypothesis

No highlighted text in this annotation.

Sorry, I’m not sure which text you are referring to. Can you point me to where you see blue text on black?

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7 Things You Should Know About Open Education: Content

OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning opportunities for everyone.

Great to see my earlier comment led to a fix here: "opportunities" now replaces "materials" and it all makes more sense.

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7 Things You Should Know About Open Education: Content

No highlighted text in this annotation.

Thanks Cable! That's super good to know...it would have been less confusing if this plan were clear up front.

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