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Examines various forms of distributed and open learning and related topics including its history and evolution. Explores the intersection of modality, pedagogy and access. Explores communities in online spaces and work with and across emerging forms of modality such as blended and multi-access learning. Introduces the concepts of open access licensing models, which have enabled open education, open research and open data.

Jun 6th Class Preparations

Required Reading

Required Reading Quiz

Slides to be Discussed

Usability Testing

Did you attend this class? Share your one-minute summary before midnight, the day of class.


Things to do by August 19

Make sure you have received feedback on your showcase post and contact me if you haven't.
Incorporate the feedback you received regarding your research post and...
Publish the final draft of your Research Post.

Research Blog Post - 1500 words - 50%

Your major project for EDCI339 is your Research Blog Post.

Your post should be about 1500 words and written in academic style, meaning that you must cite your sources according to APA or MLA, (or another academic style, as long as you use it consistently), and include a reference list at the end of your post. You do NOT need to worry about things like a title page and a running head on your blog. Plesae link to as many of your references as you can, and make sure you use headers to format your post in WordPress.

There are several suggested topics listed below, and you may use the topic that you addressed in your Showcase Post.

  • inclusive design and accessibility in online learning,
  • online Corporate Training,
  • open education,
  • state of MOOCs,
  • online training in your field,
  • K12 online learning,
  • specific open courses (DS106, ANTH101, Phonar),
  • open textbooks,
  • surveillance capitalism, data, and privacy,
  • open education resources (including textbooks),
  • social learning communities

Suggested Structure

I suggest that you follow the structure outlined below to compose your post.

  1. Introduction to the question or problem.
  2. Brief review of the literature. (3-5 scholarly articles)
  3. Discussion of the question or problem in light of the literature.
  4. Summary, conclusions, and recommendations.
  5. Finally, include a brief reflection (2-3 sentences) on the value of your Learning Pods and Partners in influencing your thinking.

Timeline

  1. First draft posted Monday, Auguest 12.
  2. Meet with your Learning Pod to present your post by August 17.
  3. Publish a summary of the feedback you received in a new post by August 17.
  4. Revise your post and incorporate the feedback you received and publish your final draft as a new post by August 19.

Send me an email with the names of your Learning Pod and get digital consent if naming them on your blog posts.

View all of Unit 8 - Research Post


Remember!

On Monday, August 12, we will be meeting with Jess Mitchell in BlueJeans (link is in the course site) at 12:00PM. Jess will be talking about Inclusion and Accessibility in Distributed and Open Learning. Please watch the first video on this page before Monday. Slides from the presentation are here.

For Unit 8, we are going to be considering the importance of Inclusive Design in distributed and open learning. The content of unit 8 will be in a recorded webinar presented by Jess Mitchell, and then we will have a conversation in BlueJeans at 12:00 noon Pacific time link to BlueJeans is in the course site.

Please take some time to view the recording before Monday and bring your questions to our live webinar on Monday afternoon.

Things to do by August 19

Make sure you have received feedback on your showcase post and contact me if you haven't.
Incorporate the feedback you received regarding your research post and...
Publish the final draft of your Research Post.

Tap here for 'Research Post'

View all of Unit 8 (August 10-12)


Mark your calendars!

On Monday, August 12, we will be meeting with Jess Mitchell in BlueJeans (link is in the course site) at 12:00PM. Jess will be talking about Inclusion and Accessibility in Distributed and Open Learning. I will follow up with a URL for you to view before Monday.

Did you see the reminder above? It's important.

Showcase Post (35%)

Your showcase post is your second graded assignment in EDCI 339 and is worth 35% of your final grade.

By now, you should have published four posts on your blog for each of the last four units. If you haven't completed these four posts, please do so now. These posts are required.

Your task for the Showcase Post is to choose one of those previous four posts to share with the class and with me for assessment. Before you do that, you need to make sure that it is polished and ready for publication, by addressing any grammatical or spelling errors, ensuring that you link to all sources (you don't need to use APA or MLA), and revising anything that was unclear.

Your showcase post should be published as a new post on your blog, and it should be linked to the original post.

Also, you should expand your post to be around 750 words by adding ideas you have encountered since you published the original, reflecting on how your thinking might have changed or how you might change your practice as an educator.

Before you publish your post, please add the tag Showcase in addition to the category Distributed & Open Learning.

Task Summary

Address grammatical and spelling errors.
Clarify explanations and ideas.
Link to all sources.
Reflect on how your thinking has changed.
Add the tag Showcase to your post in WordPress.

Things to do by Friday, August 9

Read and Annotate Tony Bates' post Back to the Future: open pedagogy, learning design, and ETUG’s 25th anniversary conference
Check that you have published on your blog all four required posts from previous units.
Connect with your Learning Pods and Partners to review and plan your Showcase Post.
Revise, update, expand, and polish one of your four posts and tag it with Showcase.
Think about your research post topic. Let me know if you have questions!
Support someone who needs help.

View all of Unit 7 Showcase Post


Mark your calendars!

On Monday, August 12, we will be meeting with Jess Mitchell in BlueJeans (link is in the course site) at 12:00PM. Jess will be talking about Inclusion and Accessibility in Distributed and Open Learning. I will follow up with a URL for you to view before Monday.

Things to do by Friday, August 9

Read and Annotate Tony Bates' post Back to the Future: open pedagogy, learning design, and ETUG’s 25th anniversary conference
Check that you have published on your blog all four required posts from previous units.
Connect with your Learning Pods and Partners to review and plan your Showcase Post.
Revise, update, expand, and polish one of your four posts and tag it with Showcase.
Think about your research post topic. Let me know if you have questions!
Support someone who needs help.

As we enter the final week of EDCI 339, you will be given opportunity to think more deeply about what we've been talking about so far, and to practice some of the open and public scholarship that can be enabled with modern web tools. We started the course in a very stereotypical way in Moodle with an objective quiz, and relatively tightly restricted forum post, but since then we have moved into WordPress, worked through some digital literacies required to register for and host a blog, introduced Hypothes.is as a tool for annotating the web, Slack as a backchannel for conversations around the course. I've offered to meet with anyone either through BlueJeans, but nobody has taken me up on that yet.

Here's a shameless plug...

Mark your calendars!

On Monday, August 12, we will be meeting with Jess Mitchell in BlueJeans (link is in the course site) at 12:00PM. Jess will be talking about Inclusion and Accessibility in Distributed and Open Learning. I will follow up with a URL for you to view before Monday.

A few of you have called me to talk about the course and plan around your summer schedules, and yesterday, while I was just finishing up a run and swim in Riverside Park in Kamloops (here's a picture to make you jealous), one of you called to talk about integrating some of these ideas into their practice as a teacher this fall!

And here's my run, if you're interested...

Afternoon Run - Colin Madland's 5.0 km run

Anyways for the next couple of days, we are going to have a conversation about the history and future of Educational Technology as related to distributed and open learning, according to Tony Bates.

The Educational Technology Users Group (eTUG) is a group of educational technologists and interested faculty in BC and has been meeting once or twice a year to talk and learn from each other about how to integrate technology into learning in higher ed in BC. This past June was the 25th anniversary of the eTUG conference and Tony Bates was there as one of the presenters. After the conference, he published a review of the conference as well as a bit about the history and future of EdTech in BC.

Annotating the Web

If you haven't already done so, please register for Hypothes.is and join the edci339-summer19 group by clicking on the invite link on this page.

Please remember that hypothes.is is hosted in the US and your data will be sent to servers there. You may choose to not register, or to sign up under a pseudonym.

For this activity, you are encouraged to post to 'Public', although you do have the option of posting to the edci339-summer19 group if you prefer more privacy. If you post to 'Public', please use the tag edci339 so everyone can find your comments.

As you read Tony's post, please make comments and ask questions as you go. As usual, you shouldn't summarize the post (there's no need as the post is right there!), but you should make connections to what we have talked about in the course, and what you find to be important. Make connections to your own experience.

Tap here for 'Showcase Post'


View all of Unit 7 (August 8-9)


Things to do by August 7

Skim Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3-13.
Read Textbooks, OER, and the need for open pedagogy.
Connect with your Learning Pod to review Post 3 and plan Post 4.
Publish Blog Post #4
Think about your research post topic. Let me know if you have questions!
Support someone who needs help.

There are two items for you to read in this unit.

Attributes of Open Pedagogy: A Model for Using Open Educational Resources.

EZProxy - Electronic Resource Login

You don't need to read Hegarty's article deeply. You can skim it, but please pay attention to the eight attributes in the following diagram.

Image: https://wordpress.viu.ca/enhancingpersonalizedlearning/2017/09/12/design-attributes-of-open-pedagogy-by-bronwyn-hegarty/

Textbooks, OER, and the Need for Open Pedagogy

An Urgency of Teachers

Tap here for Blog Post #4

View all of Unit 6 Readings


Things to do by August 7

Skim Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3-13.
Read Textbooks, OER, and the need for open pedagogy.
Connect with your Learning Pod to review Post 3 and plan Post 4.
Publish Blog Post #4
Think about your research post topic. Let me know if you have questions!
Support someone who needs help.

Blog Post #4

For your fourth blog post, please write about something you learned or want to learn about open education as presented in this unit. Use the readings for inspiration, but please do not summarize the readings. I want to know what you think!

Please consult with your Learning Pods and Partners if you need assistance identifying topics or questions. When you refer to others in your learning pod, make sure you link to their blog (either their home URL, or a specific post). If you paste the URL on its own line in WordPress, your theme should automatically embed a preview of their post or site.


View all of Unit 6 - Post #4


Things to do by August 7

Skim Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3-13.
Read Textbooks, OER, and the need for open pedagogy.
Connect with your Learning Pod to review Post 3 and plan Post 4.
Publish Blog Post #4
Think about your research post topic. Let me know if you have questions!
Support someone who needs help.

Open is a word with a multitude of different meanings depending on the context...as below.

open | Definition of open in English by Lexico Dictionaries

In an educational context, as in open education, the word Open has a more precise meaning, although there is certainly room for debate and discussion.

One of the definitions provided by Oxford (5.2) is

With no restrictions on those allowed to participate.
‘open discussion meetings’
‘each horse had won two open races’

This is the definition that most closely aligns with Irvine's Multi-Access Learning model that we discussed in Unit 3. Recall that the four tiers of access in that model are face-to-face synchronous, remote synchronous, remote asynchronous, and open. The open tier of access is for learners who join the course and participate in the activities, but are not formally registered for credit.

As you might imagine, however, it goes deeper than that. It might be helpful to think about open education being related to one or more of the following categories of openness.

Open Participation

This refers to tier four of the multi-access learning model, where barriers to participation are either lowered or removed altogether. Thompson Rivers University Open Learning is an example of a school that has lowered the barriers to participation by not requiring any prerequisites for the vast majority of their courses. They also offer some courses open on the web, like EDCI 339 is open on the web.

Open Permissions

This aspect of openness is related to the license on the materials that are used in a course. If you scroll to the bottom of Jesse Stommel's article, you will see that it is shared under a Creative Commons license. tapping on the link in the license will take you to the following page which details the freedoms that you may exercise in relation to the content.

Creative Commons - Attribution-NonCommercial 4.0 International - CC BY-NC 4.0

An open license allows end users (learners, faculty, anyone) to exercise five freedoms in relation to the content, known as the 5Rs. An end user is free to retain, reuse, revise, remix, and redistribute the material as long as they follow the specific guidelines of the license.

Read more about the 5Rs here.

Please follow the link below for more information about the specific licenses covered by Creative Commons.

Creative Commons licenses - Creative Commons

Read More - Traditional Knowledge (TK) Labels and Licenses

There are also more recently developed licenses and labels designed specifically for Indigenous traditional knowledge, as below. TK Licenses - Local Contexts

Open Pedagogy

When faculty use openly licensed materials, or they empower learners to produce openly licensed materials, often with an end goal of promoting social justice for marginalized people, they might be considered to be engaging in open pedagogy (Hegarty, 2015; Lambert, 2019). The assigned readings for this unit, talk specifically about open pedagogy.

Open Platforms

You may have noticed that Wiley's description of open content refers to the nature of the platform used to publish the material. If the platform is not open, or somehow prevents end users from exercising their 5R freedoms, then it is difficult to consider the material to be truly open. An example of an open platform would be Wikipedia, where anyone with access to a connection to the internet and sufficient bandwidth and computing power can edit and revise content. Compare this to a PDF document, which is very difficult to revise.

Open Policies

This final category of openness is related to institutional policies that encourage openness in one or more of the preceding categories. An example of this is Kwantlen Polytechnic University which has developed a set of policies that encourage faculty to use and produce open textbooks and other materials in their courses and programs. KPU (as of this writing) has identified six full credentials students may complete with zero textbook costs. They call these programs Z-Cred (pronounced 'zed-cred' because we are in Canada!) indicating that there are zero required textbook costs.

KPU classes - with $0 for textbooks!

Tap here for Unit 6 Readings

References

Hegarty, B. (2015). Attributes of Open Pedagogy: A Model for Using Open Educational Resources. Educational Technology, 55(4), 3–13. Retrieved from JSTOR.

Irvine, V., Code, J., & Richards, L. (2013). Realigning higher education for the 21st-century learner through multi-access learning. Journal of Online Learning and Teaching, 9(2). Retrieved from http://jolt.merlot.org/vol9no2/irvine_0613.htm

Lambert, S. R. (2018). Changing our (Dis)Course: A Distinctive Social Justice Aligned Definition of Open Education. Journal of Learning for Development - JL4D, 5(3). Retrieved from http://www.jl4d.org/index.php/ejl4d/article/view/290

View all of Unit 6 (August 6-7)