EDCI339 Section A03 Schedule

Things to do by July 28

Publish Individual Post #4
Read Wiley, D. & Hilton, J. (2018). Defining OER-enabled Pedagogy. International Review of Research in Open and Distance Learning, 19(4).
Revise and polish one of your four individual posts for inclusion in your portfolio. Prepare your portfolio for submission.
To ensure that I can find your portfolio, please create a menu item with the following sub-items:

  • top item should be a blank custom link (enter a # in the URL field) with the label Portfolio.
    • sub-item 1 should be your revised and polished post, including a link to the original post.
    • sub-item 2 should be a link to your pod project.
    • sub-item 3 should be your Final Reflection.

Writing Prompt for Individual Post #4

After completing the activities and readings for Topic 4, please create a new post on your own blog and respond to one or more of the following prompts, based on your exploration of Twitter as a tool for open education:

Whose voices are amplified?
Whose voices are suppressed?
What is being shared (articles, links, conversations...)?
How does an 'open' platform like Twitter help learners and educators? [Twitter is open in that it is free to access on the web. It is most emphatically not open in how it does business.]
How can Twitter harm learners and educators?
How can Twitter be used to increase access to education?
In what ways does Twitter support OER-Enabled Pedagogy?


Things to do by July 21

Read Chapter 1 of A Guide to Making Open Textbooks with Students .
Read Digital Redlining, Access, and Privacy .
Read Chapter 4 of Safe Learning Spaces. Youth, Literacy and New Media in Remote Indigenous Australia.
Individual Post #3 based on the Writing Prompt below.
The Digital Equity and Perspective is due Friday, July 17 Sunday, July 19 and is worth 40% of your final grade. This project should provide evidence that you have read and understood all of the readings to the end of Topic 3. Please let me know if you have questions!

Writing Prompt for Individual Post #3

After completing the readings for Topic 3, please create a new post on your own blog and respond to one or more of the following prompts:

What do you notice?
What do you think the authors got wrong?
What do you wonder?
What inspired you?
How can you apply what you have learned to your work in this course?
What do you want to get clarification on?


Things to do by July 15

Register for a WordPress site.
Copy Blog Post 1 from CourseSpaces and re-create it as a new post on your own blog.
Complete the Learning Pathways Survey.
Read Claire Howell Major. (2015). Teaching Online - A Guide to Theory, Research, and Practice. Retrieved from http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874 (pp. 88-105) Note: UVic login required.
Read Jordan, K., & Weller, M. (2017). Jordan, K. & Weller, M. (2017) Openness and Education: A beginners’ guide. Global OER Graduate Network.
Begin planning your Digital Equity and Perspective project with your Learning Pod

The Digital Equity and Perspective project is due Friday, July 17 and is worth 40% of your final grade.

Writing Prompt for Individual Post #2

After completing the readings for Topic 2, please create a new post on your own blog and respond to one or more of the following prompts:

What do you notice?
What do you think the authors got wrong?
What do you wonder?
How can you apply what you have learned to your work in this course?
What do you want to get clarification on?


Things to do by July 9

Read the syllabus!
Read the posts on FIPPA, Cloud Computing Guidelines, and Passphrases.
Complete the Learning Pathways Survey, accessible on the Social Spaces page
Complete the FIPPA Quiz. (available July 7-10) (10%)
Tell us about yourself in the Introductions forum.
Complete Individual Post #1 (details in CourseSpaces)
Sign up for a Learning Pod.
Sign up for a WordPress site.

NOTE: If you already have a site on opened.ca from another course, you are encouraged to use that site.

Topic 1 Readings

Stommel, J. (2018). An urgency of teachers: The work of critical digital pedagogy. Hybrid Pedagogy.
Vaughan, N. D., Garrison, D. R., & Cleveland-Innes, M. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. AU Press. [Chapter 1]
Regan, P., & Jesse, J. (2019). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21(3), 167-179. DOI: 10.1007/s10676-018-9492-2

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