- RT @sguilana: the web doesn’t forget, an article at NY times magazine worth reading: http://is.gd/dHIl9 #
- RT @wesleylynch: Awesome – need this on a t shirt – RT @jacquesmillard: the periodic table of irrational nonsense http://ow.ly/2gbQb. #
- Podcast with George Siemens on Social Learning Networks: from theory to practice http://bit.ly/9fCUQa #
- Teaching for Transformative Learning http://tinyurl.com/32tyqnu #
- Be like the bamboo: 7 lessons from the Japanese forest http://tinyurl.com/2b8nvta #
- What if they threw a party and none of us came? Thoughts on open access and academic publishing models http://tinyurl.com/2wqob9a #
- @PaulaBarAsh Great to meet up with you at #saahe Hope we can arrange to do some cross-institutional work with students. Keep in touch 🙂 in reply to PaulaBarAsh #
- Just arrived at ORT, have a few hours to kill before home to CPT. #saahe conf went well, I learned a lot, thank you organisers #
- @ileducprof I’m sorry but this is not productive. Good bye in reply to ileducprof #
- @cristinacost Sometimes doing nothing is the most useful thing you can do… in reply to cristinacost #
- RT @jay_swan: Think illegal immigrants are taking US jobs? Take one back, I dare you. http://ow.ly/1qJZPm (brilliant) #
- @PaulaBarAsh It’s a pleasure. Finishing presentation up now and will put on slideshare before bedtime. Are you staying for rest of #saahe in reply to PaulaBarAsh #
- RT @PLE_SOU: It’s official: @PLE_BCN is now @PLE_SOU . See you in Southampton next year! #PLE2011 #PLE_BCN #PLE_SOU #
- @ileducprof Why make flippant comments in public spaces about deep, complex social issues? We’re trying to fix them but it’s a hard problem in reply to ileducprof #
- @journalproject Yes, seriously. The comment was neither informative nor constructive, so why bother? in reply to journalproject #
- @ileducprof Why South Africa specifically? There’s plenty of global inequity to feel bad about. Why not Brazil, or India, or even America? in reply to ileducprof #
- RT @rvidal: Android apps on the way! We will be seeing some cool stuff show up soon using the Mendeley Open API! 🙂 #
- RT @mendeley_com: People already developing Android Apps against our API; we’re also looking to hire iOS/Android developers! Awesomeness 🙂 in reply to mendeley_com #
- Mendeley: 1st iPhone app available. Gr8, research going mobile, but no mention of Android version = sadness 🙁 http://tinyurl.com/2wxq42g #
- Less Than 1 Year Until The Internet Runs Out of Addresses. Post re. IPv4 & IPv6 http://tinyurl.com/39btg86 #
- BlindType: Touchscreen Typing for the Maladroit. Interesting keyboard interface http://tinyurl.com/25jbgef #
- Sit Back and Watch the World Tweet By: 5 Cool Twitter Visualizations http://tinyurl.com/2arewr2 #
- The eXtended Web and the Personal Learning Environment http://tinyurl.com/2wgu5ja #
- xWeb – Siemens weighs in on the conversation http://tinyurl.com/259eudp #
- xWeb – short comment from Downes on the eXtended web. This looks like an interesting direction http://tinyurl.com/3yzrdpr #
- @carlcrisostomo thank you 🙂 in reply to carlcrisostomo #
- RT @wollepb: looks like commenting and liking will play a major role in education in the next years #fsln10 #
- RT @SpectrumAcademy: When should a scientist’s data be liberated for all to see? (source: Scientific American) http://bit.ly/9hKDdm #
- Just finished workshop on curricular alignment, feeling quite drained but have new insights for ethics module & assessment #saahe #
- @sywot Where can I find out more about the interactive PDF? Sounds very cool in reply to sywot #
- @cristinacost Never mind to previous question, I see that #ECE11 is in July, might just be possible 🙂 in reply to cristinacost #
- @PaulaBarAsh More research type tweeple: @janedavis13, @sywot, @torrest, @lindacq in reply to PaulaBarAsh #
- Getting ready for last workshop of the day, by Debbie Murdoch-Eaton: Curricular alignment, what does it mean? #saahe #
- Insightful talk by Francois Cilliers on pre-assessment effects of summative assessment in clinical settings #saahe #
- @cristinacost not sure if I can fit in #ECE though 🙁 will have to keep checking dates, funding, time available, etc in reply to cristinacost #
- @cristinacost PLE conf is a priority for me, as is #AMEE Oz conf dependant on funding, but would be good for my #phd in reply to cristinacost #
- Great presentation by Herman von Rossum: integrating clinical events into curriculum devel. but no attempt to address community engagement #
- PLE2010 Conference – what did we achieve http://tinyurl.com/328hkyv #
- My supervisor & I r planning to attend this Australian conference on blended and distance learning http://tinyurl.com/35nfv5w #
- Debbie Murdoch-Eaton: what grad attributes are important, how they are relevant to med ed & how to integrate into the curriculum #saahe #
- Great presentation by Bill Burdick on aligning health education with the health needs of local populations #saahe #
- All about Personal Learning Environments (Part 2) http://tinyurl.com/36py5hp #
- MySpace and Facebook: How Racist Language Frames Social Media (and Why You Should Care) http://tinyurl.com/2f8rmjl #
- Knowledge sharing, one at a time http://tinyurl.com/26bxjcw #
- A Thought from Rick’s Presentation. Interesting short post from David Wiley http://opencontent.org/blog/archives/1546 #
- Getting ready for day 2 of #saahe Interesting keynotes ahead, will try to update #
- Just shared a draft systematic review with my 2 supervisors on Docs. Now to sit back & relax before the pain begins #phd #research #
- @PaulaBarAsh Some tweeple for u @cristinacost, @thesiswhisper, @pgsimoes, @antoesp, @courosa, @gsiemens, @amcunningham, @mpaskevi, @czernie #
- RT @Tuism: When all evidence points to the contrary, it’s difficult, if not stupid, to keep the faith on what you’re told. #fb #
- First day of #SAAHE over, will blog notes and reflection in a little bit #
- @weblearning Thanks for coffee and the chat 🙂 in reply to weblearning #
- Just met the only other tweeter at #SAAHE conference. Hi @paulabarash 🙂 #
- @techczech sounds great, am at a conference without dedicated access for next few days…what/when did you have in mind? in reply to techczech #
- @techczech Different dynamic with clinicians & educators in health. Clinicians slow 2 implement new research findings, little communication in reply to techczech #
- #Scribefire just crashed & I lost all my notes from the conference so far. Silly not to have a “Save” feature to store content locally? #
- @techczech what sort of practitioners? I think that in health, clinicians are more interested in outcome than process in reply to techczech #
- @ryantracey I think the point is that just because you have access doesn’t necessarily mean you can participate in reply to ryantracey #
- @techczech Love the idea that funders get more insight into research process. More holistic than final research products in reply to techczech #
- Comparing apples with oranges: online vs face-to-face learning in community colleges http://tinyurl.com/38mdmsz #
- it seems its not JUST the connectivity divide http://tinyurl.com/2us4ypo #
- blogging your research http://tinyurl.com/34nm94h #
- Technology not isolating us??? http://tinyurl.com/y89cfjk #
- Skin Whitening, Tanning, and Vaseline’s Controversial Facebook Ad Campaign http://tinyurl.com/3693pjh #
- Just arrived in Jo’burg, on way to Mellville. #SAAHE conf starts tomorrow at #Wits looking forward to it #
- @dkeats Thanks, will follow it up in reply to dkeats #
- @dkeats Interesting idea re. ePortfolios and portability, think it’s an essential concept. Would love to follow that conversation in reply to dkeats #
- @dkeats OK, if Kewl is not an LMS, how would you define it? I can’t find a differentiator between it and e.g. #Moodle in reply to dkeats #
- @dkeats Probably won’t have any free time while I’m at #Wits Have arranged to hook up with @paulscott56 when he gets back from US in reply to dkeats #
- @dkeats Unfortunately, won’t be attending eSkills. Looks like it’s going to be an interesting discussion in reply to dkeats #
- @cristinacost Pearl Jam always makes me remember when my life was less complicated 🙂 in reply to cristinacost #
- @gsiemens If you have the time, try #Daemon and #Freedom by D. Suarez. http://bit.ly/anXY8P = Good review but has spoilers. Similar concepts in reply to gsiemens #
- Listening to Release by Pearl Jam. Makes me think of good times…Springfield, late night coffee, “us against the world” #
- @paulscott56 Sounds good. Let me know when you’re back and have some space in your schedule. I’m pretty flexible #
- @paulscott56 Based at #UWC but at #Wits for rest of this week for conference. Not sure if I can fit it in while there. When u back from US? in reply to paulscott56 #
- @paulscott56 “Despise” was probably 2 strong a word anyway. Let’s just say that I have some issues with it. Who is best person to demo 4 me? in reply to paulscott56 #
- @paulscott56 Fair enough. Are you doing any of the coding on #Kewl I must be honest, it’s been more than a year since I played with it in reply to paulscott56 #
- @paulscott56 I feel the same way about any #LMS it’s not a personal thing against #Kewl in reply to paulscott56 #
- @paulscott56 Mostly ideological issues with constraining learning in a system that students lose access to when they leave in reply to paulscott56 #
- @weblearning As far as I know, the policies are not online. I can email you the documents though? DM me your address if you’re interested in reply to weblearning #
- @weblearning I despise Kewl and (almost) everything about it. No, I do everything on my own on a private server with open source tools in reply to weblearning #
- @weblearning I’m going to be at #Wits from tomorrow until Saturday for the #SAAHE conference. Staying in Mellville if you want to chat? in reply to weblearning #
- @weblearning I’m a lecturer in the physiotherapy department at UWC 🙂 #
- News: Whither the Wikis? – Inside Higher Ed http://bit.ly/bjLxLx #
- @farrylpurkiss No problem 🙂 #
- Listening to Farryl Purkiss for the first time, and loving it http://bit.ly/bjPMb2 #
- Decided to give #Rhythmbox a proper chance…and really enjoying the experience. Got tired of trying to figure out the complexity of #Amarok #
- #UWC 2nd yr #physio students had their first patient encounters today. Always 1 of my favourite days of the year. All nerves & excitement 🙂 #
- @weblearning Looks interesting, will give it a read. You know that I’m not at UCT, right? in reply to weblearning #
- Engauge Blog > How Klout scores work. In case you were wondering about Hootsuite’s influence ranking system http://bit.ly/dpMiYJ #
- @weblearning We have a teaching & learning policy mentioning integration of tech., & a grad attribute policy mentioning lifelong learning #
- RT @pgsimoes: #facultyfocus Student Learning: Six Causes of Resistance http://dlvr.it/2qMWd #
- RT @pgsimoes: 20 Fantastic Content Ideas For Your Online Community Guide (@richmillington) http://ow.ly/2dRjp #
- RT @SkepticSheep: “If at first, the idea is not absurd, then there is no hope for it.” ~ Albert Einstein #
- Web 3.0: The way forward? Very interesting presentation by Steve Wheeler http://bit.ly/cS9Y0e #
- RT @timbuckteeth: Learning and Web X.0: http://bit.ly/9SIVy1 #
- The SA Fallacy: Open Knowledge Foundation Gets It Wrong | iterating toward openness http://ht.ly/23xnD #
- Reading “The blind watchmaker”, Dawkins does for evolution what Sagan did for physics #
- Summary of Eric Mazur’s presentation on using technology to engage students http://ht.ly/23oMz #
- The darn drop outs and lurkers. Suggestions to address the issue ay P2PU http://ow.ly/1qDjMm #
- Learning with ‘e’s: Teaching with Twitter. Some nice ideas for using Twitter in the classroom http://bit.ly/bJGOLU #
- New #Hootsuite web UI is beautiful. Their #Android app is also brilliant, might even replace #Seesmic as my mobile client #
- Reading Wikis as Social Networks: Evolution and Dynamics on Scribd http://scr.bi/9TQqpo #readcast #
- Google Scholar has just launched a blog. They must have a decent academic following if if they’re blogging now http://bit.ly/ank7yw #
- Open, distributed social networks, from Linux News http://bit.ly/dc3LvW #
- Diaspora social networking project looks interesting. Looking forward to public release http://bit.ly/biDUKh #
- @rosemaryzummak Welcome 🙂 Try 2 find a few people who are talking about things you’re interested in. Search for topics and see who’s active in reply to rosemaryzummak #
- Guidelines on things to consider when buying into an LMS service provider, from Pontydysgu http://bit.ly/clrcT1 #
- Learning spaces and e-portfolios, from Pontydysgu http://bit.ly/ctCPjz #
- Long-Term Yardsticks – helping children find their passion, instead of worrying about low test scores, from 2¢ Worth http://bit.ly/9ghnqc #
- Digital story telling stops plagiarism as students’ must be personal and draw from own experiences, from Pontydysgu http://bit.ly/disrWv #
- Interesting Q&A platform called formspring.me http://bit.ly/a3Wfo4 #
- Online Learning May Slightly Hurt Student Performance…if by “online learning” u mean watching lectures by video http://tinyurl.com/38n2hbk #
- Chrome extensions for Google Docs. Really nice if you’re a heavy Docs user http://tinyurl.com/3x78lcy #
- In 20 yrs SA will b in the top 5 ranked teams in world soccer. Tonight we got a glimpse of what SA is capable of. Proud of u Bafana #wc2010 #
- RT @IvoVegter: No comment. RT @EveD: Hmm. @ivovegter lives in Knysna. So does the #FRA team. Coincidence? Sabotage? Hmmmm… #
- Request for OER Material | OER Africa http://bit.ly/b4UQBO #
- I could survive for 1 minute, 6 seconds chained to a bunk bed with a velociraptor! http://bit.ly/8b9vop from the voluptuous @oatmeal #
- AP Biology: Final “Evaluation”. Awesome use of Google Moderator for class evaluation http://bit.ly/aGzkt6 #
- Badass of the Week: Flora Sandes http://bit.ly/cj8HEM #
- Interesting approach to collaborative keynoting, at SITE 2008 conference http://bit.ly/dfztju #
- Reading Blogging as a reflective tool in physiotherapy ethics on Scribd http://scr.bi/cRvavP #readcast #
- Published Abstract – The Use of ICT by SA Physio Students on Scribd http://scr.bi/ab9Tkt #readcast #
- Published Abstract – Bringing Human Rights Into Focus in Medical Education on Scribd http://scr.bi/d3mcz2 #readcast #
- @jcmm33 Touche 🙂 I was more impressed at the rate of improvement, seems they have a new feature every week since launching the new backend in reply to jcmm33 #
- Google Docs Now Does OCR for Images & PDFs (Sort Of). Docs just keeps getting better http://tinyurl.com/36gddzf #
- Just finished reading Daemon by Daniel Suarez. Best fiction I’ve read in ages (see here for preview chapters) http://bit.ly/97VJjz #
- Everything you need to know about the internet | Technology | The Observer http://bit.ly/aV0uhM #
- The use of ICT to support South African physiotherapy students. My first ever conference presentation from 2008 http://bit.ly/bLkL4L #
- Jake Shimabukuro performs @TEDxTokyo, via Garr’s posterous. Beautiful http://bit.ly/d4XmnL #
- RT @malinkaiva: An overview of the most important trends in ICT innovation in Higher education (2011-2014): http://tinyurl.com/24tfdc9 #
- Webicina.Com • About Us. Interesting medical startup by @berci http://bit.ly/aaYKmk #
- From @giustini: Digital communities of practice [early draft]. Good resource for anyone interested in digital CoP http://bit.ly/90zxt6 #
- @ryantracey It’s clear that no-1owns the internet, but what are the consequence if large sections of it shut down? As u say…interesting in reply to ryantracey #
I’m interested in how changes in the internet are forcing changes onto institutions that haven’t traditionally responded well to change. One group that’s finding the transition especially hard are the publishers, especially the academic publishers. A little while ago I wrote an open letter to the South African Society of Physiotherapy, asking them to move towards an open access format. My proposal wasn’t exactly welcomed 🙂
There are clearly some problems with the current peer review model and I’m interested in exploring some of the alternatives. With that in mind I’ve taken an article I’m currently working on and that I’m planning to submit for publication, and instead of only sending it to my usual critical readers, I thought I’d try something different. So I’ve uploaded it onto Google Docs and made it publicly available for anyone to comment on.
This isn’t open peer review in the sense that it’s a transparent review of a paper by the journal reviewers, but is more like “open feedback” prior to publication. I have had a few colleagues raise their eyebrows when I suggested this, and I’ve had to try and convince them that I’m not crazy and that the vast majority of people are not going to “steal” my paper (please don’t steal my paper). In terms of any issues that might arise from this debate, I’ve tried to cover my bases with the following:
- If you make comments that cause me to significantly change the direction, scope or focus of the paper, you will be acknowledged
- If you add a significant portion of the content of the paper in lieu of the above point, and it’s included in the final publication, you will be added as an author (at this point, don’t ask me what “significant” means…I’ll probably take it to another open forum to decide the matter should it arise)
- If you add ideas that originated from your own research and they are included, you will be cited
- If you feel that there should be other criteria in this list, please add them to the Google Doc
So, if you think this is something you might find interesting to participate in please consider giving me some feedback, preferably in the form of comments. In the words of WBY:
“I have spread my dreams beneath your feet;
Tread softly because you tread on my dreams…”
Here’s the public article on Google Docs: The Use of Wikis to Facilitate Collaborative Learning in a South African Physiotherapy Department
Note: if you go to the document and see that it’s been trashed with spam, etc. please consider letting me know via this blog post
I was recently asked about my views on the credibility of Wikipedia as an academic resource, and soon realised that the question isn’t an easy one to answer. Since Wikipedia was launched in 2001, academics have generally decided that it’s suspicious at best, and many responded to students’ use of it with blanket bans on the site. I’m not going to try and weigh in on that debate here, or to cover it’s history, except to mention the Nature study that compared Wikipedia to Britannica (here’s an in-depth summary of the controversy that emerged). You can also read about the reliability of Wikipedia, but you have to make up your own mind about the credibility of articles about Wikipedia that are created using Wikipedia. My comments are around the use of Wikipedia as a source of content, and not as a platform for discussion or collaborative learning, and to take it further, I’m only considering the encyclopedia, and not any other associated Wikimedia properties.
I think it’s difficult to talk about the academic credibility of Wikipedia in general, only to say that some articles are brilliant, and others not so much. It’s kind of like saying that some cars are more fuel efficient than others, or that some teachers are better than others. Wikipedia is a collection of articles that have many, many authors of diverse backgrounds and motivations, and some of those articles are credible, while others are not. I personally encourage the use of any resource that can help my students, either as a starting point, or as a primary source that can be referenced.
The key (in my view anyway) is in teaching students and colleagues how to tell the difference between something that can serve as background information, and something that is an authoritative, credible voice. This in itself is a problem because articles on Wikipedia are composed of many voices, and so make authorship impossible to establish. Traditionally, academics have valued the voice of an expert who has been established over time through peer-reviewed publication. They find it hard to accept that the group may be just as credible as the individual.
In the previous paragraph I mentioned the importance of also teaching colleagues how to recognise online credibility because I’ve found that they generally fall into one of two camps:
- Everything online is true, because it’s online
- Everything online is false, because it’s online
I don’t know how to get around this.
There’s also a psychological block against the fact that it can be edited by anyone. There’s an assumption that because an article can be corrupted by vandals, it will. An analogy would be to assume that everyone in a restaurant is armed and dangerous because they have a knife and should be locked in cages to prevent them from harming other customers. My response is to highlight the advantages of the “anyone can edit it” approach, and take a phrase from open source software development: “With many eyes, all bugs are shallow”, meaning that when enough people are looking at a problem, it becomes easier to solve. Mistakes are corrected and the resource grows more quickly than if the system was built around bureaucratic bottlenecks.
In conclusion, I would suggest that the tools you choose as an academic should depend on what your objectives are. If you’re looking to “prove” that Wikipedia should / could be used, it’d be easy to find a very credible article as an example. But that would be a weak argument because someone else will just as easily find a terrible article. I try to highlight the strengths and weaknesses of Wikipedia (or any other online resource) and let people make their own decisions. I used to try and convince people of the error of their ways but quickly realised that they often weren’t ready to listen. I got a great comment on another post that spoke about “warming people up to the concept”, which is really what we need to be doing. This is a not a shock and awe campaign, it’s a stealth mission using guerilla warefare.
I guess that in response to the question, I’d say it’s a bit like Schrodingers cat in that Wikipedia both is, and at the same time, isn’t, credible as an academic resource. You have to open the box to find out.
- Grading practices http://tinyurl.com/kmaftd via http://www.diigo.com/~michaelrowe #
- Beyond Social Networking: Building Toward Learning Communities — Campus Technology http://bit.ly/VnmhB #
- Skills developed through social networks that lead to collaborative learning http://www.diigo.com/06rad #
- 3 Challenges to Wiki Use in Instruction — Campus Technology http://bit.ly/biP0c #
- New NICE guidelines on LBP : RachaelLowe (interesting post on the applicability of clinical guidelines) http://bit.ly/Mb3TA #
- KDE 4.3.0 Release Announcement. Congrats to the development team for an amazing release. It just keeps getting better http://bit.ly/eDQ4o #
- The KDE Education Project – Marble desktop globe. New release is beautiful http://bit.ly/uXarV #
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When I took over the modules I currently teach, I inherited several folders containing the course readers for each subject, which had been “developed” over many years. They consisted mainly of a selection of photocopied or typed pages, loosely related, inconsistently formatted, poorly referenced, often duplicated and impossible to search. When students needed to find a paragraph or definition, it was a case of trying to remember if it was more towards the beginning, middle or end of the reader, opening it up and flicking through it page by page until they found what they were looking for. This clearly wouldn’t do.
The readers had to be converted into a digital format. Some of the more obvious advantages of digital text over printed text are highlighted in the introduction of Michael Wesch‘s video titled “The machine is us/ing us“. While the video is actually about the semantic web and how we’re creating meaningful relationships between content through our actions (clicking links), it does illustrate that the starting point is digital text.
I’ve spent a lot of my free time over the past year or so typing, collating, editing, formatting, referencing and indexing all of the original content from those course readers, as well as adding images, and links to videos (mainly YouTube) and open access research articles (like PubMed Central, BioMed Central and IJAHSP). It’s now possible to auto-generate a table of contents, which eliminates searching in the printed version, and regularly updating the reader to better reflect the latest evidence is trivial. I’ve added self-study questions related to additional reading after each section, as well as empty space for guided reflection on the topic just covered. The text is consistently formatted, as are the headings and references, which provide a framework for an easier understanding of the work.
I’ve also provided the digital version of each course reader to the students, so that they can update it as they see fit. I hope that as they develop as physiotherapists, their digital readers might be upgraded often and possibly converted to other formats. I’ve had one student ask about installing a wiki locally on his machine and moving the content into it. Finally, I removed the generic copyright notice on the cover and added a Creative Commons license.
The next logical step is to move the “official” course reader into a shared wiki and encouraging students to make changes there. If this were to be integrated with social bookmarking and blogs, it might facilitate real engagement with the subject, which I think might be a good thing.
I know that this is all out of sync but the audio for sessions 4 and 5 aren’t up yet and I haven’t had a chance to go through the slideshows yet. Today’s session was about the actual practice of teaching, using “open” as a framework. Here are my notes:
Session 6 – Open pedagogy
Focus on educators and the impact of “open” on them.
Initially started using wikis for groupwork.
Noticed a few problems when teaching – no one takes notes in class, “no real content”, inattention. Also, when taking notes, educators aren’t always sure what notes are being taken. Notes can “go wrong” when other thoughts intrude or when students mis-hear.
Paper notes are hard to improve and are private and difficult to organise.
Wikis are public and solve some of the problems just mentioned. Everyone collaborates and there is negotiation of content.
An unexpected result was noticing that under the old system of teaching the only way you would know if the students have the wrong information is when they fail a test. With a public wiki, you realise more quickly that students may be on the wrong track.
Lessons learned along with way. Merely pointing students towards the wiki doesn’t work. Students don’t always understand technology. They’re also not sure what to record when taking notes, so templates are useful. Students can sometimes find it difficult to use other resources (one benefit of using wikis / being online).
Problem of using old assessment techniques with new approaches to teaching and learning.
Using wikis to get faculty to put teaching materials online, as well as collaborating with dedicated classmates to build community (reflect on communities of practice).
With wikis, faculty get a chance to have materials edited and reviewed in a way they can’t do alone.
Participatory pedagogy – John Seely Brown and the social view of learning. We can no longer look at the classroom in a cartesian system. We participate, therefore we learn.
Students create blogs as emerging professionals, rather than personal blogs (about what’s happening in their industry).
Found that some students weren’t very keen on blogging. Reasons included: “I don’t know who I am yet, or who I want to be (powerful statement)…and that some don’t like the idea of being told what to do. Anonymity was also an issue.
Students did take ownership of their own emerging industry knowledge.
“Banking” model of education = passive recipients of education.
Concerned with progressive asessment models. Using wiki as means of checking in on student learning.
Issues of social justice and equity. Not every student has access to tech (in America…try Africa). Educators must be aware of that.
Pre-defined roles fall away with open pedagogy – students take ownership of courses and rewrite / restructure them. Allow this to happen. This can make teachers nervous. Dichotomy of losing control but giving freedom. Be careful about too much freedom.
Teachers and control…depends on the teacher, if they’re willing to dive into the participatory learning environment. Getting teachers involved in the process. What does their classroom look like normally and what is their teaching style? Are they willing to break out of that? if not, it’s difficult to move forward with this approach.
- UK students study blogging, wikis, podcasts as part of curriculum http://bit.ly/8pmw7. Wish that was included at university level in SA #
- The lead up to elections in South Africa have started having an effect at our universities…and it’s not good http://bit.ly/i3BH #
- UK university offers Masters degree in social media. Course too simplistic. £4500 to learn what students already know? http://bit.ly/DiM7 #
- Flutter: a nanoblogging tool using only 26 characters. Brilliant parody of Twitter http://bit.ly/BHrOC #
- Political satire and cultural stereotyping does more harm than is funny http://bit.ly/mQ5F5 #
- Introduction to lung auscultation with audio http://bit.ly/16u0ON #
- Ethics podcast from the Open University. Series of interviews on the role of ethics in everyday life http://bit.ly/frMQR #
- Trying to log in to #mozopenedcourse, getting internal server errors, anyone else experiencing the suckiness? #
- @epanto I’m still not getting any love 🙁 Will keep trying though in reply to epanto #
- @kfasimpaur Thanks, I’m still unable to log in. Have sent message to Phillip but uncertain he can do anything about server problems. Enjoy in reply to kfasimpaur #
- @epanto Thanks a ton, Phillip sent email, nothing anyone can do now anyway. Will download video later. Cheers in reply to epanto #
- @sdkaaa Same for me, almost exact same system 🙂 Problems logging in and now audio is stuffed…frustrating as… in reply to sdkaaa #
- #mozopenedcourse audio issues too frustrating, going to bail, enjoy the rest of it everyone #
- @sdkaaa Sorry for late response, had Internet issues probably unrelated to the platform, hope you come right for the next session in reply to sdkaaa #
- Microlectures, condensing only most relevant info into 1-20 min. mini-lectures, promising results http://bit.ly/Bjv6w & http://bit.ly/127Bnn #
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- @sharingnicely for what it’s worth, my vote goes to #mozopened in reply to sharingnicely #
- @reflectivelrnr Sometimes, they find you 🙂 in reply to reflectivelrnr #
- Just went through Alltop Twitterati (http://bit.ly/CoiAC). Are the people with the most to say the least interesting to follow? #
- Very excited to be participating in Mozilla open education online course http://bit.ly/82ksO #
- Insightful post: “9 great reasons why teachers should use Twitter” http://bit.ly/qexSG #
- I hate to be cliched, but “Slumdog Millionnaire” is the best movie I’ve seen in 5 years #
- Participating in online, open education course with Mozilla, ccLearn and Peer 2 Peer University #
- Great first seminar on #mozopenedcourse, minor tech glitches. Lots to think about. Looking forward to next week http://bit.ly/82ksO #
- Just watched “Accepted”…it came on and the remote was too far away. Light hearted comedy about higher education http://bit.ly/WE2mV #
- @JasonCalacanis Every year the rich pledge a lot of money to the world’s poor. They have yet to deliver. Just another empty promise… in reply to JasonCalacanis #
- Just posted my notes from today’s #mozopenedcourse seminar. Interesting session, plenty of food for thought http://bit.ly/9DL3G #
- “Physiopedia”, an awesome evidence-based physiotherapy reference site with really great content http://bit.ly/14IyvT #
- Just watched “Sicko”…scary, tragic, sad, criminal…all the things that healthcare shouldn’t be http://bit.ly/gvYOO #
- Another reason to not be a fan of Blackboard. Just my opinion http://bit.ly/gMCFB #
- Using wikis in learning and teaching, from Leeds University, interesting stuff incl. tips on assessing wiki content http://bit.ly/Ery7 #
- Great resource for summaries of physio-related articles, available at Physiospot http://bit.ly/wCTER #
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I’ve been thinking about the concept of open research since listening to Jon Udell’s interview with Jean-Claude Bradley on his open notebook science project. The idea is similar to the open approach to writing software in that the process is transparent and open to scrutiny by anyone. This could have important implications for the soundness of the methodology behind the research, the distribution of results and the potential for massive collaboration on research projects.
Open research makes use of social tools like wikis (wikiresearch), blogs, Google Docs and social networks of like-minded individuals, that allow for collaboration, rapid publication and increased access to information for anyone with an internet connection. There is also the suggestion that openness in research could lead to more innovation by stimulating ideas that allow others to make contributions to the body of knowledge that may not have been the original intent of the researcher.
However, not everyone is comfortable with the idea of conducting research in an open environment, that is subject to scrutiny by everyone and largely against the culture of secrecy in scientific research. There are definitely issues with the process and one example of how conflict could arise is by publishing primary data openly. This has the obvious benefit in that anyone could take that information and use it in ways not intended by the researcher, taking data that may have never seen the light of day and creating new knowledge. The downside is that someone else could beat you to the finish line by publishing your results and negating your work.
There are other approaches that aren’t as “open” as publishing everything concerned with the project. For example, you could choose to publish only your methodology or ideas around where the project is headed and request input around that, or raw data could be summarised before publishing online. Other, similar fields are also becoming more mainstream, like open peer review, in which the peer review process of publication is made public, and open notebook science.
What will the world be like when all knowledge is freely available?