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Value, Cognitive Authority, and Digital Badges

Value, Cognitive Authority, and Digital Badges | OER & Open Education News | Scoop.it

The major question that I have had since I’ve started exploring new hosting opportunities for our ORMS badges involves aspects of value, credibility, and “sincerity” of design involved in our badging infrastructure. Put simply, I believe that people will make judgments about the believability, credibility, and relevance of the digital badges based on elements of the metadata, the images used, and where the badge is hosted.

 


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An argument for the view that "people will make judgments about the believability, credibility, and relevance [of] digital badges based on elements of the metadata, the images used, and where the badge is hosted" -  likely to have relevance for the #oerrhub hypotheses on informal assessment methods and informal support for learning.

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OER & Open Education News
A place for OER news and resources curated for oerresearchhub.org
Curated by Robert Farrow
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OER Impact Map

OER Impact Map | OER & Open Education News | Scoop.it

This website gathers and publishes evidence about the impact of open educational resources (OER). It is maintained by the OER Research Hub project. The purpose is to help people understand the impact of OER.

 

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New issue: IRRODL 15(3)

New issue: IRRODL 15(3) | OER & Open Education News | Scoop.it
The International Review of Research in Open and Distance Learning (www.irrodl.org) is a refereed e-journal that aims to advance research, theory and best practice in open and distance education research.

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Alberto Cardoso's curator insight, July 10, 1:38 AM

 

" This issue features several pieces that highlight the business of successful teaching, faculty-learner and learner-learner interaction. From Serbia, Raspopovic, Jankulovic, Runic, and Lucic examine, in a case study, success factors in e-learning, from the perspective of a developing country in transition from traditional modes of learning to technology-enhanced modes of learning."

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MOOC completion rates DO matter - The Ed Techie

MOOC completion rates DO matter - The Ed Techie | OER & Open Education News | Scoop.it
It has become accepted practice amongst those who know about MOOCs to sniff at completion rates. Focusing on them (hell, even mentioning them) demonstrates just how constrained you are by the old ways of thinking daddio. I find this particularly...

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Jim Goodell: Open Education Resources (OER) Digital Ecosystem

Jim Goodell: Open Education Resources (OER) Digital Ecosystem | OER & Open Education News | Scoop.it

"At the event I worked with a break-out group to map the OER Digital Ecosystem. The following infographic is the QIP visualization of the "ecosystem" derived from a picture of the whiteboard and Felix Tscheulin's gliffy diagram of the same... "


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Simon Lancaster's curator insight, July 7, 7:11 AM

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Global OER Graduate Network (GO-GN) Workshop, Ljubljana 2014

Global OER Graduate Network (GO-GN) Workshop, Ljubljana 2014 | OER & Open Education News | Scoop.it
GO-GN stands for Global OER Graduate Network which is a worldwide network of OER PhD researchers and their supervisors. It has been initiated in 2012 and is coordinated by the UNESCO Chair in OER at the Open Universiteit in the Netherlands. Currently GO-GN embraces more than 20 OER PhD researchers from different parts of the world.

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DS106: Enabling Open, Public, Participatory Learning | Connected Learning

DS106: Enabling Open, Public, Participatory Learning | Connected Learning | OER & Open Education News | Scoop.it
Digital Storytelling 106--better known as "ds106"--sprouted in 2010 as a computer science class on digital storytelling at University of Mary Washington in Fredericksburg, Virginia. Founded by Jim Groom, educational technology consultant Alan Levine, and instructional technologists Martha Burtis & Tom Woodard, ds106 has evolved into a model for all instructors and students who aspire to experience, explore, and extend connected learning.
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Four things I wish I'd known about the flipped classroom

Four things I wish I'd known about the flipped classroom | OER & Open Education News | Scoop.it
Robert Talbert reflects on his experiences
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Models paid to act as students in MOOC classroom videos

Models paid to act as students in MOOC classroom videos | OER & Open Education News | Scoop.it

Professor Christensen did something “truly disruptive” in 2011, when he found himself in a room with a panoramic view of Boston Harbor. About to begin his lecture, he noticed something about the students before him. They were beautiful, he later recalled. Really beautiful.

“Oh, we’re not students,” one of them explained. “We’re models.” 

 

They were there to look as if they were learning: to appear slightly puzzled when Professor Christensen introduced a complex concept, to nod when he clarified it, or to look fascinated if he grew a tad boring. The cameras in the classroom — actually, a rented space downtown — would capture it all for the real audience: roughly 130,000 business students at the University of Phoenix, which hired Professor Christensen to deliver lectures online.


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Gabi Witthaus's curator insight, June 8, 1:41 AM

Apart from the intriguing snippet about the Hollywood-isation of MOOCs, this NY Times article demonstrates that yet again, there is a fundamental lack of understanding of distance education by the leaders of traditionally campus-based institutions. Will someone please tell Harvard Business School that "social" forms of distance education have been around for more than a decade - and that MOOCs are not the best place to look for models (no pun intended) of good distance education?  

 

On the bright side, MOOCs are apparently having the positive effect of making traditional universities value good teaching at least as much as research, thanks to the rise of "star professors" on the Internet. Institutions that rely on student fees are having to up their teaching game in order to compete.

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WSSU | Computer Science OER Portal: Collections

Computer Science OER Content/Resources


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A collection of OER for computer science

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Anthony Beal: Digital Literacies, Open Educational Resources (OER) & Open Badges

Talk to: Information Futures, Post Graduate Students at Manchester Metropolitan University, 26 March 2014

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Marta Torán's curator insight, June 2, 4:05 AM

Muy buena presentación sobre alfabetización digital, recursos educativos abiertos y insignias abiertas

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Glimpse into WCET Leadership Summit: Designing Alternative Pathways to Credentials

Glimpse into WCET Leadership Summit: Designing Alternative Pathways to Credentials | OER & Open Education News | Scoop.it
May 7th & 8th, 2014 Salt Lake City was again host to a bevy of WCET'ers, gathered to discuss how we in higher education can adopt, adapt and administer high quality credentials in new ways util...
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Open Textbooks - experiences from BCcampus in Canada

Open Textbooks - experiences from BCcampus in Canada | OER & Open Education News | Scoop.it

The goal of the Open Textbook Project is to provide flexible and affordable access to higher education resources in B.C. by making open textbooks available for use by B.C. faculty, and digital versions of the texts free of charge to faculty and students. Printed copies are also available on demand for a low cost. 

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OU Professor awarded global role in Open Educational Resources

OU Professor awarded global role in Open Educational Resources | OER & Open Education News | Scoop.it

The Open University’s Professor Martin Weller has been appointed chair of the International Council for Open and Distance Education (ICDE), part of a global network of Open Educational Resources (OER) Chairs, from UNESCO, Commonwealth of Learning and ICDE.

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Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case study

Coping with the challenges of open online education in Chinese societies in the mobile era: NTHU OCW as a case study | OER & Open Education News | Scoop.it

In an era witnessing the rapid development of information technology, mobile devices have brought revolutionary changes to learning. A single conventional media platform is not enough for the various mobile devices. Technology-enriched educational environments supported by different devices are important research issues nowadays. To capture the rapid growth of mobile users in Chinese societies, OpenCourseWare (OCW) needs to move their learning models toward the mobile sphere. Therefore, this study reports the three years of empirical experience in implementing the upgraded National Tsing Hua University OCW platform and analyzes how users access the platform with various devices. The results indicate a responsive web design and cloud-computing provide great accessibility to meet the diversity of various mobile devices from Chinese users throughout the world, including 466,429 visits with 264 different mobile devices from 146 territories. Moreover, the proposed solutions make the workflow of OCW production more efficient. The study further discussed the importance of both tablets and smartphones. Moreover, to expand the reach of open educational resources (OER) in Chinese societies, the critical issues of fair use and sustainability of OER should be of concern. The findings of the study provide valuable references for web engineers and educators to explore cross-device online learning using PCs and mobile devices.

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Martin Weller: The iceberg model of OER engagement

Open education in general, and OERs specifically, form a basis from which many other practices benefit, but often practitioners in those areas are unaware of OERs explicitly. It is likely that these secondary and tertiary levels of OER awareness represent a far greater audience, than the primary “OER-aware” one, so one can view the sizes of these audiences like the metaphorical iceberg, with increasing size as we push into these unseen areas.


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Simon Lancaster's curator insight, July 7, 7:09 AM

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Jude Barback: Open education: possible future or utopian idea? | New Zealand Education Review

Jude Barback considers the debates around open access and open educational resources.


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MOOC vs. OER: has evolution killed the revolution?

MOOC vs. OER: has evolution killed the revolution? | OER & Open Education News | Scoop.it
Yesterday I attended a mini conference dedicated to Open Educational Resources (OER). I found it to be quite interesting as there aren’t many events completely dedicated to OER these days. In fact,

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Nature - Online education: MOOCs taken by educated few

Massive open online courses (MOOCs) have been hailed as an educational revolution that has the potential to override borders, race, gender, class and income (see go.nature.com/hanoau). However, a survey of active MOOC users in more than 200 countries and territories has revealed that most students on these courses are already…

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Beyond the Boycott: Q&A with Timothy Gowers | SPARC

Beyond the Boycott: Q&A with Timothy Gowers | SPARC | OER & Open Education News | Scoop.it

In a recent blog post, Timothy Gowers discussed the state of Open Access two years after the Cost of Knowledge launched its boycott of Elsevier. The British mathematician and open access champion was initially buoyed by the response, but notes that the main problems, journal bundling and exorbitant prices, continue. As evidence, he points out that in 2013, Elsevier’s profit margin reached 39 percent.

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Institutional Open Education and OER Policies - a free webinar w. Paul Bacsich & Teresa Bird, 23 Jun 2014 12:30 PM

Institutional Open Education and OER Policies - a free webinar w. Paul Bacsich & Teresa Bird, 23 Jun 2014 12:30 PM | OER & Open Education News | Scoop.it

This webinar will provide two perspectives on OER policies and seek to answer some of the key questions related to Open Education and OER policies. The questions below will drive the session delivered by our presenters and form the basis of the discussion which follows.
- Why have a policy?
- What are the problems in developing a policy?
- How do you get your teaching staff on board?
- Did it require extra staff (as with MOOCs in some cases)?
- What are the main elements of your policy? For example, is there was a minimum/maximum amount of OER that could be used e.g. only 50% could be made up from OER.
- Have you had feedback from students about the policy?
- Has there been feedback (good/bad) from students as a result?'
- What have been the key benefits of developing and having a policy?


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Resignations threat over Taylor & Francis ‘censorship’

Resignations threat over Taylor & Francis ‘censorship’ | OER & Open Education News | Scoop.it
Editorial board of journal could quit after debate on publishing suffers delay
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Trinidad / Coursera Online Learning

Trinidad / Coursera Online Learning | OER & Open Education News | Scoop.it

Coursera, one of the biggest online university course providers, is forming a partnership with the government to provide a network of online learning materials across the Caribbean country.

Minister of Tertiary Education, Fazal Karim, said it would raise the skills needed for the country to compete.

 

Mr Karim said it would open up a "world of opportunity" for Trinidad.

Coursera is a major provider of so-called Moocs - massive open online courses - that offer online university courses free. The US-based company now has almost eight million students registered.

But this project in Trinidad will be the first time that a Mooc system will have been designed for an entire country, described as a "national knowledge network". 

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Deb Baff's curator insight, June 4, 3:45 AM

MOOCs in the Caribbean - a national knowledge network ? 

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Paul Stacey: A Systems Approach to Open

Paul Stacey: A Systems Approach to Open | OER & Open Education News | Scoop.it

"In the 1990′s I worked for Hughes Aircraft of Canada developing large scale air traffic control systems for international customers around the world. Air traffic control systems are large, complex, mission critical systems. After extensive requirements gathering and analysis an overall architecture for the air traffic control system was defined including complete hardware and software requirements. Development of something so large required the overall architecture to be broken down into subsystem components which were then distributed to different teams for development. The lead systems engineering team had the responsibility of integrating developed subsystems into the final air traffic control system and ensuring that the overall architecture design and requirements were met."


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Open Education Group: Publications

Below is a list of articles and book chapters published by OEG members. If you have questions about any of these publications, please contact David Wiley. Many of these publications are based on our COUP Research Framework. Hilton, J., Robinson […]
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Camilleri et al. (2014) State of the Art Review of Quality Issues related to Open Educational Resources (OER)


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Robert Schuwer's curator insight, May 23, 11:01 PM

From the Executive Summary:

 

"This report provides an overview of definitions of quality for OER, suggests a conceptual mapping and reviews the major issues related to the quality for OER. It also identifies recommendations for policymakers at European and Member State level on quality assurance and OER with a view to supporting the further development and use of OER in Europe. The outcomes of the report can be outlined as follows: 

- First, when reviewing a set of definitions of OER we find that they all:
 cover both use and reuse, repurposing, and modification of resources,
- include free use of these resources for educational purposes by teachers and learners,
- encompass all types of digital media.

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Sharing and dissemination of research data : Some useful methods and tools

Sharing and dissemination of research data : Some useful methods and tools | OER & Open Education News | Scoop.it

What are some of the useful ways of sharing and dissemination of research data that has been painstakingly collected as part of the research process? Is it enough to share and disseminate research reports or should we be sharing datasets too? What are some of the desirable practices of licensing reports and data openly such that others can reuse and build upon them? How do we archive and store data for long term preservation? How do we make more of data, graphs and charts as tools for research communication?

 

As we reach the completion of research projects as part of ‘Exploring the Impacts of Open Data in Developing Countries’ (ODDC), these were some of the interesting questions that were reflected upon, in a monthly web meeting hosted by the Web foundation along with the research partners on 15th April 2014. Melanie Brunet (Research Librarian at IDRC) and Barbara Porrett (IM Systems Analyst, IDRC) talked about sharing and archiving research findings and reports in the IDRC system through the IDRC Digital Library (IDL). Lars Holm Nielsen (CERN) gave a very useful presentation on Zenodo, a research data archive to store and share research data.

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