Open educational social media content groups and networks within the arts, design & media education - see post used during presentation here. This case study presentation explores the creative and educational potential, challenges, limitations and benefits of use and reuse of open educational rich media content. The paper focuses on UAL’s experience of developing http://process.arts.ac.uk/ and its involvement and integration with the wider arts sector and the open movement through SCORE fellowship research, ALTO & ALTO UK (JISC UK OER programme) and the DIAL project (digital Integration into arts learning) part of the JISC UK Developing digital literacies programme. OER12: - http://cambridge2012.org/ 
Why would you want to share some of your learning resources with the world? Here are some reasons - can you think of any more?
Check out the UAL ALTO project to find out more about sharing http://alto.arts.ac., as you can see from the logo at the the top of the page Process.Arts is part of the ALTO family Becomes part of your portfolio of published work, as a teacher and as an art and design practitioner. Serves current students to support teaching and learning across the UAL[1] A showcase for individual students and staff at the UAL for promoting our work, networking and attracting new students[2] Helps students making well-informed application choices by providing windows into the world of the UAL = better retention and satisfaction rates Link with national and international communities of practice to create longer-term collaborations and partnerships[3] Support development of collaborative learning design skills by developing the staff skills base in course authoring and delivery[4] Freeing up time to concentrate on teaching rather than on the development and delivery of content. Reduce the repetitive parts of our work Sharing experiences - a positive professional development activity that helps in reflecting on our practice, which also facilitates accountability and aids in continuous improvement.[5] A growing and sustainable collection of learning resources and digital assets across both private and public spaces - constitutes a valuable form of institutional 'memory' Advances institutional recognition and reputation that builds a sense of shared identity and unity while enhancing the international public service reputation of the UAL Encourage cross college/disciplinary collaboration by engendering a culture of openness, transparency and integrity Passing on subject knowledge and teaching expertise A driver for cultural change that can also help develop policy (e.g. IPR, Employment, CPD) 
Student as Producer is about challenging the concept of higher education, changing how learning takes place, and how academics and students can work together. - http://studentasproducer.lincoln.ac.uk/
Student as Producer restates the meaning and purpose of higher education by reconnecting the core activities of universities, i.e., research and teaching, in a way that consolidates and substantiates the values of academic life. The core values of academic life are reflected in the quality of students that the University of Lincoln aims to produce. Student as Producer emphasises the role of the student as collaborators in the production of knowledge. The capacity for Student as Producer is grounded in the human attributes of creativity and desire, so that students can recognise themselves in a world of their own design. WHAT IS STUDENT AS PRODUCER?
Cinemetrics - film visualisation software
This amazing visualisation software (the code for which is openely available from the site) is the result of a graduate project by Frederic Brodbeck. With it, you are able to visually analyse the content and data of feature films, or any audiovisualmedia whcih you input; the colour, the movement, the pace. The software and the results are technically and artistically stunning: http://cinemetrics.fredericbrodbeck.de/ While at LeWeb last week, I was interviewed by Michelle Chmielewski to discuss on curation with Jean-Marie Hulot, Fotopedia's founder, a great iPad App that lets you browse great curated collections of beautiful photos (try it if you haven't yet!).
We tried to come back on the need for curation but also where it's going as a trend and the business models behind it. Via gdecugis, Jose H. Flores 
I've been dipping in and out of the JISC online conference this week. As usual, there has been a great mix of live presentations and asynchronous discussion. Two themes have risen to the top of my mind, (open) educational practice and (digital) literacy. I also recently attended the Mainstreaming Open Educational Practices Forum co-hosted by the OPAL and Concede projects and UNESCO. So this post is a sort of summary of my reaction and reflections to issues raised during both these events. Apologies, this maybe a bit of rambling rant!
OUCS advent calendar, 2011... 
ms and galleries. In Beuys’ work, the problem does not revolve so much around his spectacularization of criticism, but rather that he presented himself as having a singular insight into what issues deserved our attention, whether that was direct democracy or free education. Nonetheless, he did invite people to participate in his performances, with or without the agreement of institutions (educational, artistic, or otherwise), to co-create meaning and to address the issues he found pressing. In many ways, Beuys’ legitimization of collaboration and interaction as a means of making art is foundational to relational aesthetics.Fillip, a contemporary art magazine from Vancouver, Canada...
A few weeks ago we posed the question to our network "What are the key challenges for the OER movement?". This started an interesting conversation between several OER experts, which finally has brought to a revised list of Key Challenges for the OER movement that have been added to the Evidence Hub (http://ci.olnet.org)
In parallel we have automatically processed 125 major OER project reports with a NPL from XEROX (XIP the Xerox Incremental Parser) in order to automatically extract key OER challenges. In this way we have obtained a list of key challenges for the OER movement partly through consultation with OER experts, and partly through automatically processing major OER project reports. We now would like to launch a survey which aims at assessing the validity and relevance of the results of machine processing in complementing human analysis.
Please help us by filling in this simple survey Via OLnet Team I recently discovered Ideni.ca - a microblogging platform on which all posts (or tweets, in twitter terminology) are licensed CC-by. It's an interesting concept - it hadn't occurred to me that my tweets might be reusable. It raised all kinds of curious questions for me, such as: 1. Who would want to reuse anyone else's tweets anyway? (I mean, apart from retweeting. Or maybe for research purposes, like my colleague Terese Bird has been doing... But in that case, couldn't she use my tweets anonymously?) 2. If someone plagiarized a tweet word-for-word, would the tweeter want to sue them? Would they even know? And would a tweet plagiarism charge stand up in court, or would the judge rule that those 140 characters could have been replicated by sheer coincidence? 3. If someone plagiarized a tweet *and* changed a word or two (i.e. repurposed it - which would be allowed under Identi.ca but not under twitter), wouldn't that no longer count as plagiarism (under twitter), considering that a word or two out of 140 characters would probably constitute a substantial change to the original? 4. So... is the main advantage to tweeting under an open licence that at least you would be attributed for your gems of wisdom? (Although would you want to be, once someone else has repurposed them...?) Hmmm, maybe I'm missing the point. Please help if there's anyone out there who gets it. PS I have created an Ideni.ca account (under the name witthaus) and linked it to my twitter account. I'll be experimenting with it, but as with all social media, it will only work if a critical mass of people in my networks move over there. So I'm watching this space... Via Gabi Witthaus 
During this live webinar, the fifth in our series, we will discuss and answer questions about designing badges and badge systems. Via DML Competition 
Lots here. For a 'half an hour a day' blog post this is a lot of outpouring. Part I particularly liked was around OER as _more than_ network: 'Open Educational Resources are individually the words that we use in whatever vocabulary we’re using to conduct whatever activity it is that we’re doing or that we’re undertaking. They are the signals that we send to each other in our network..' Not sure ho many people that is true of. Food for thought as usual from Steven Downes, including a detour into LOLcats.
Plus a link to slides + audio for presentation: 'The Role of Open Educational Resources in Personal Learning'. Via ChrisPegler |
How we use technology as participatory tool in teaching and promoting the creative student
When and how should student’s set up their Professional Identity? What are the skill sets that employers are looking for from our students? What role is Web 2 technology playing in supporting them/this? How do lecturers who are also artist promote their own practice? 
Appafolio is the revolutionary service that allows anyone to create custom photo and video portfolios and presentations iPhone and iPad apps...
Question to the group: Could you tell us what you consider your most valuable learning resource? There was a mixed response to this question:
Self produced video documentation and resourcesOther staff and fellow colleagues were viewed as resources, individuals who are immersed in specialist subjects 'fonts of knowledge', it was mentioned that these specialist clusters tend to stay siloed specialist clusters and its difficult to expand share this specialism, OER and open practice/debate could be a good platform to open and share specialist knowledge.Process.arts.ac.uk and scoopit were tools identified as being useful to create specialist 'subject specific' knowledge clusters/communities, human aggregation and meta data (tags) use helps cluster knowledge and information together.Knowledge communities, staff and students sharing resources on one platform (related content)Students were seen as resources, this is very true for most. Staff can to learn from students as much the other way an equal partnership. (see Shreeve's (2008) Five categories of practice - http://emmacritchley.myblog.arts.ac.uk/files/2011/10/Shreeve-2008-Ch-41.pdf 
Artist David Mabb reflects on past projects and works, including his appropriation of patterns and designs by William Morris and a run-in with Mangum Photos.
Open Images is an open media platform that offers online access to audiovisual archive material to stimulate creative reuse. Footage from audiovisual collections can be downloaded and remixed into new works. Users of Open Images also have the opportunity to add their own material to the platform and thus expand the collection. Open Images also provides an API, making it easy to develop mashups. This presentation was given 7 December 2011 at the Open University, Milton Keynes, UK, as part of the OpenOpen eLc event. Via Terese Bird 
YouTube http://www.youtube.com/ has implemented a complete redesign of its site, it is engineered to integrate closeley with G+ and social media.As well as changes to the the look and feel suchas a soft grey background, there is a greater emphasis on channels and a recognises the growing importance of curation.
It will be interesting to see the reaction and how it will be used. Having looked at it briefly it is time to take a closer look. Via theo kuechel, Terese Bird 
Call for proposals: Digital Infrastructure to Support Open Content for Education £10,000 - £25,000 per project http://t.co/6jqV2Tk9... 
Art may be the subject of education, but education itself can be an art form, which has been called the Pedagogical Turn. This 'Trouble With' discussion panel of gallery and institute directors, academics and artists consider this relatively recent artistic medium in alternative educational projects lead by artists such as the Mountain School of Art, the Public School, Anton Vidokle’s Night School, The School of Pan-American Unrest, as well as more historic Institute of Contemporary Arts.Challenging the foundations of contemporary art...
Via @mstephens7 MOOC – Massive Open Online Course for Lifelong Learning « Tame The Web http://t.co/aPInqlol...
Via Mohsen Saadatmand 
Openness + Analytics: Khan Academy Follows CMU OLI Toward Next-Gen OER. Posted on November 14, 2011 by david ... Next generation OER, or whatever you want to call it, is not just about publication. It's about continuous quality ...
Via Terese Bird |
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