Search

Open Assembly Blog

Open Assembly is cloud-based platform for collaborative knowledge creation with open educational resources (OER)

Author

Open Assembly team

Future direction of the OER Research Hub

Congrats to the whole team! Have greatly benefited from some of your research findings to date. They’ve helped me make the case for OER in numerous contexts.

Dropping the R opens up the horizon that OER illuminates when the “openness” engine is in full gear. Looking forward to learning more about your new activities and research going forward. Thanks and see you at OpenEd in Vancouver.

From another enthusiast in pursuit of (more) openness in education,

Domi Enders

IMG_4482 (1)

The OER Hub team prepare for launch

July marked the end of the initial phase of the OER Research Hub. It’s been a great three years, and Beck has pulled out some of the highlights. But what next, you are all asking! Well, we’re delighted to announce that we have received further funding form the Hewlett Foundation. The aim of the last grant was twofold: to try and develop an evidence base for many of the beliefs that people held about OER, and to raise the profile of quality research in the OER field. The new project seeks to continue these broad aims, by establishing the hub on an ongoing basis.

Having gathered data and developed tools for OER we also want to broaden our scope to other aspects of open education, including MOOCs, open educational practice, open access, etc. To this end we’re slightly rebranding by dropping an…

View original post 168 more words

Career Pathways, Part 1

The question of whether a college degree–especially a four-year college degree–is still “worth it” is being asked by many graduating students as they discover sobering truths about the cost of their education. Here are some facts to consider.

The 2013 report from the Project on Student Debt found that average debt for college seniors graduating in 2013 was $28,400, the highest on record, and up 2 percent from the 2012 figure of $27,850. In recent years, that average debt figure has grown steadily and has generally outpaced inflation, even as earnings for bachelor’s-degree holders have stagnated.

The unemployment rate of young four-year college graduates today is nearly 7.8 percent, about the same as the population at large. Of even greater concern are estimates that suggest that the percentage of young college graduates working in jobs that don’t really require a college education might be as high as 30 percent. And these numbers mask the fact that nearly half of those who start out in a four-year college do not finish. The point about statistics like these is that in today’s economy what you study matters more than how many years you study. Recent data from Florida tell us that 2009 graduates with a technical degree from Florida’s community colleges are outearning the average graduate from the state’s four-year institutions by over $10,000.

In recent years it has become increasingly clear that our current (and future) economy’s jobs are requiring a higher level of skills and formal credentials — particularly in high growth industry sectors, such as healthcare and STEM fields. Many of today’s employers report difficulties in finding talent to meet their skill needs, and job seekers of all backgrounds are experiencing difficulties obtaining sustainable employment without a formal post-secondary credential.

This pressing demand for skilled and credentialed workers — which many employers and workforce developers have termed the infamous “skills gap” — has also contributed to a growing trend in conversations around education and workforce solutions: Career Pathways.

Career Pathway programs, although diverse in their specific priorities and strategies, are generally designed to more closely align education and industry and to establish a streamlined pathway for students and job-seekers to transition from education into living-wage employment. Stakeholders across the nation have been implementing a wide range of career pathway programs, which have addressed various focus-areas such as:

Young adults: Beginning with career-focused high school programs, transitioning students into career and technical post-secondary certification and degree programs

Working and older adult populations: Focusing on the specific needs of job-seekers who have already been in the workforce for a significant period and are now in need of further training and job opportunities

Special populations: Tackling educational and workforce-related barriers specific to populations such as returning veterans and individuals with disabilities

Employer-driven: Centralizing the need for employers to invest in linking training activities with opportunities for formal credentialing

As summarized in this 2015 Department of Education-funded study, career pathway programs have been found to share a number of important common characteristics, including: collaboration and partnerships, data sharing, resource coordination, and employer engagement — among others.

So what does all this mean for learners?

As the post-secondary landscape continues to integrate new transformations and innovations (e.g. online learning, open educational resources, competency-based education), there now exists a broad array of customizable training and education options, which, although empowering, can also be confusing for learners seeking career-oriented credentials. Many adults — whether they are recent high school graduates or second-career baby boomers — often find themselves taking courses or engaging in educational programs that do not ultimately lead to a marketable credential.

Career pathway programming can play an important navigational role in linking such diverse, and often non-linear, educational activities with actual opportunities for living-wage employment. For a high-school student who is responsible for contributing to a family income, for example, this focused approach to education and job training could result in years of time and thousands of tuition dollars saved before s/he can start earning sustainable wages.

Thus far, the career pathway approach appears to be a promising solution to help address some of our economy’s most pressing workforce concerns. As the model continues to develop and expand through further transformations in higher education and our economic climate, so much remains to be seen about its impacts for our nation’s job-seeking learners, as well as what role new innovations will play in bringing these programs to scale.

Stay tuned for Career Pathways, Part 2, about our quest to introduce Open Educational Resources (OER) into career pathway projects.

The Adjunct Problems That Too Few Talk About. Possible Solutions at Our Fingertips?

During National Adjunct Action Week, Feb. 23-27, union-represented adjuncts joined with actions that ranged from creative picketing to teach-ins to in-class explanations of adjunct issues. These were designed to call attention to and illustrate the stigma of being an adjunct and the commitment to changing adjuncts’ status from second-class workers to well-respected, well-trained, well-paid workers with benefits and supportive working conditions.

305298ea380daf06c6e7540180cf476e

On a much quieter note, and with the expectation that over time adjunct working conditions can and will be improved through various union and institutional initiatives, is there something that we (the ed-tech-for-adjunct-faculty fan club) can do to reduce the thorny prick of chronic daily irritants affecting part-time adjuncts–and their part-time students?

Picture a Dunkin’ Donuts parking lot, perhaps at sunrise or dusk. Two drivers sitin two parked cars on opposite sides of the lot. The drivers happen to be part-time instructors at the same community college, where they teach different sections of the same course. It would be great if they knew they were both dealing with the same classroom challenge—but they don’t: They’re so pressed for time, they have to steal an hour in the parking lot to work undisturbed…even though talking to each other to resolve that common problem would help them get a lot more work done a lot more efficiently.

images

To me, this parking lot illustrates the challenges facing part-time students and part-time educators at community colleges: Commuters who travel back and forth between work, home, and school—in the case of adjuncts, between multiple campuses—and who often work in isolation from their peers.

National Adjunct Walkout Day, on Feb. 25, became Adjunct Action Week (Feb. 23-27 ). We heard activists demanding equal pay for equal work, decent benefits, job security, and supportive working conditions, including academic freedom, for contingent instructors. In the meantime, entrepreneurs and researchers have been quietly chipping away at smaller adjunct issues. Theirs isn’t the galvanizing fight over unionizing adjuncts, but rather, the workday struggles of adjuncts. With roughly 70% of community college instructors falling into the adjunct camp (and 70% of community college students attending school part-time), there are means at our disposable to start alleviating these everyday stresses now.

Where does the trouble start? On-demand access to teaching resources is one place.

Let’s look at technology. To do their jobs, contingent faculty rely primarily on learning management systems (LMS). But this technology often fails to meet instructor (and student) needs. For one thing, resources become confined within the LMS. Think of an adjunct who’s teaching a Political Science 101 course at multiple colleges. Our part-time adjunct (Prof. PT) has digital assets ready to go: syllabus, teaching resources, reference materials.

walledgarden2

The problem is, each college has its own LMS, which means Prof. PT can’t easily transfer those materials between college  ”walled gardens”…so our Prof. PT has to do the same prep work all over again, creating a new collection of materials and “courseware” for each college at which s/he teaches. Adjunct professors are freelance education professionals and need to protect their intellectual property. If they don’t, an institution can use or disseminate Prof. PT’s courseware without his/her consent—simply because it’s contained within the institution’s LMS.

Adjuncts also lack the resources that facilitate faculty-student interaction. Chances are that our part-time adjunct doesn’t have an on-campus office, which makes it pretty tough to schedule office hours with students. Yet the most important factor in student success, according to a 2013 report, is interaction with faculty. Limiting these opportunities hurts student performance.

In addition, adjuncts have limited access to two kinds of human resources: professional development support and peer communities. These are traditionally campus-based, but adjuncts are not based on campus—they’re on the go and largely on their own when it comes to professional development. The Coalition on the Academic Workforce considers this reality “another indicator that institutions are not investing in maintaining and improving the quality of instruction,” which—you guessed it—hits the neediest college students the hardest.

hess2college

Researchers and startups such as Open Assembly are collaborating to figure out how technology can provide the greatest benefit and user experience for faculty and students. By sheer numbers the majority of these users are adjuncts and the non-traditional “new student majority.” These companies are exploring tech solutions that use existing LMS technology more effectively by extending its capabilities.

Campus technology that first and foremost serves its core users, the students and instructors, helps everyone work more efficiently. For adjuncts teaching on multiple campuses or multiple courses within the same subject, user-focused tech reduces duplication of tasks—no more reinventing the curriculum wheel all over again. Serving teachers first also means recognizing their intellectual property and giving them control of the IP that they have created on their own time and their own dime. This can give adjunct faculty more agency and perhaps eventually, more academic freedom.

Community colleges also need to do a better job of fostering greater interaction between learners and educators, and between the instructors themselves. Since colleges don’t provide enough private campus spaces for student-instructor conversations, how about creating private virtual spaces? Under the current professional, and even technological, structure of community colleges, adjuncts also have limited opportunities to connect and interact with colleagues. Since contingent faculty are not rooted on any one campus, they need an on-demand digital space in which they can share best practices with peers and colleagues, and social media isn’t going to cut it. They need adjunct-managed, adjunct-centered peer communities.

If an institution provides the flexible technology that can handle these suggested solutions, along with support from campus administrators, colleges can achieve a high ROE: return on education. What does high ROE look like? For starters, increased student engagement and success; improved efficiency of instructors and instruction; lower turnover rates among contingent faculty. All of which drive down costs for institutions.

Group of People Using Digital Devices with Speech BubbleMaria Maisto, English instructor at Cuyahoga Community College, member of the MLA Committee on Academic Freedom and Professional Rights and Responsibilities,  and president of the New Faculty Majority, which advocates on behalf of contingent faculty, has said that “authentic learning cannot take place in isolation.” Teachers and students who participate in that learning must belong to a community.

When they don’t belong to a community, they end up like our lonely drivers at the beginning of our story, on opposite sides of that empty, sprawling parking lot: struggling to work in the in-between hours they have, with too little time, and no one to reach out to in a pinch.

Open Assembly Beta: OER Meets Web 2.0

Developing education technology that truly serves the everyday needs of college educators and learners is not an easy task. It’s actually an incredibly humbling undertaking, and you need to be prepared for failure before you can achieve any modicum of success.

And the metrics for success? Nudging the needle, to any degree, on any of the many challenges facing learners and educators in the trenches of higher education: college readiness, student debt, unaffordable course materials, poor student engagement, insufficient faculty-student interaction, recognition of competencies gained outside of formal education pathways, development of collaboration and other soft skills, coping with walled technology gardens, need to improve adjunct working conditions…and more.

Open Assembly is a team of social entrepreneurs and educators on a mission to provide instructors and students with user-friendly, personal technology tools made for learning and teaching—in an integrated interface or “toolset,” and at a price point all can afford. These tools are designed to help educators and learners nudge the needle on the challenges they face every day.

The Creative Power of Open

Must-have tools for learning and teaching include those that facilitate collaboration in various forms, those that support formation of user-driven learning communities, those that enable portable content and data management from one environment to another, and those that permit both students and instructors to engage in content curation. In the realm of content, Open Assembly prioritizes open educational resources (OER), and not only because they are free to access online.

OER are inherently shareable based on the terms of Creative Commons licensing. At the bleeding edge of openness, the CC BY license can inspire new, open pedagogies by leveraging the remixing and sharing potential of OER for co-creation—via collaboration, connection, and interaction. Between educators. Between learners. Between educators and learners.

Paradoxically, most OER used in the classroom, which at its best is free to Retain, Reuse, Remix, Revise and Redistribute, is typically deployed in an LMS (a walled garden). There’s a conflict between the openness of OER and the closed, by-invitation-only nature of the LMS. Phil Hill has eloquently described this problem in recent blog posts.

Open Assembly has built an extension to the LMS that effectively bridges the walled garden and the Web. This allows OER to operate at its greatest potential, deployed in a secure technology framework that supports flexible, open learning. A win-win for institutions, instructors, and students.

OER can also make a significant contribution to reducing costs, and yet between two-thirds and three-quarters of all faculty nationwide report that they are unaware of OER, such as open courseware (e.g., MIT OCW) and open textbooks. Educators familiar with OER find them difficult to adapt. We believe OER need to become modularized in order to make reuse and adaptation easy enough for many more educators to adopt and make their own. You can Browse OER on our site to see what this looks like.

Who Owns the Data? 

In an age where data privacy and IP ownership are issues of increasing relevance for individuals (whether or not they think about it), Open Assembly insists that you own your data. We will not share it with any institution, organization, association, or governmental entity without your permission. It’s yours to retain or remove from our platform at any time.

It’s also portable. We know that you create and manage content in more than one context, and Google Drive and Dropbox are OK but are not made for education. For instance, you can’t do more than keep content in folders, and you can’t share easily with others via multiple channels, including social media. The LMS has limitations, too. Content gets trapped in course shells that expire. Instructors have to recreate the same course in more than one LMS, and students lose their work if they forget to remove it before the end of the semester.

Moreover, we’re all learning everywhere, in settings both formal and informal. At home, at work, at school, on the go. With Open Assembly you can integrate your learning across all of these contexts. This way you remain at the center of your lifelong learning path.

Owning Our Learning

Our goal is for Open Assembly to become a truly “convivial toolset” that enables educators and learners to remain in control of their privacy, their networks, and their learning. As Audrey Watters points out in a recent talk, “We all need to own our learning.” Technology in and of itself is not the answer, but can perhaps help us all move toward a culture of openness in education—the only sustainable future we at Open Assembly can imagine.

Open Assembly v2.0 (Beta)

We soft-released Open Assembly v2.0 earlier this fall, and as of Dec. 1 we’re officially in public Beta. The free trial ends Jan. 31, 2015, just in time to breeze through spring semester with our portable toolset for learning and teaching.

We are very grateful to all of our early adopters and advisors for believing in us and for helping us shape and develop the platform. A special thanks to the Education Design Studio and our colleagues in the 2014 cohort for giving us the tools, mentorship and support to transition from dreamers into increasingly effective entrepreneurs.

OERRH OER Evidence Report 2013-2014

Valuable insights for learners, instructors, institutions about how OER is being used.

It gives me great pleasure to announce that OER Research Hub is now ready to release the first of its dissemination reports. The ‘OER Evidence Report 2013-2014’ brings together a range of evidence around the research hypotheses of the product and provides an overview of the impact OER is having on a range of teaching and learning practices.

OER Evidence Report 2013-2014

If you’re lucky enough to be at Open Education 2014 this week then the research team will be presenting some of the results in person on 20th November at 10.15am in the Virginia Ballroom.  But if you can’t make that and you want to discuss the report then just come find us at the conference, comment below, or get in touch online.

We’re interested to know how useful this information is to you, and whether the patterns we have found in OER impact correspond with your own experiences as teachers, learners…

View original post 45 more words

The OER-LMS Oxymoron

As John Rindele pointed out in his presentation at Open Education 11, “a key factor in OER uptake is the ability of resources to be easily accessed, combined with other course materials, and presented in an appropriate context for learning.” For many instructors (for better or worse), the LMS is currently the hub of their course. And yet using OER within an LMS presents some interesting paradoxes and dilemmas given that LMS are still operating within the “closed course” paradigm. Of greatest significance is the near-impossibility of realizing OER’s full potential to enable open pedagogies.

Most online instruction takes places within a learning management system (LMS) such as Blackboard, Moodle, Desire2Learn, Sakai and others. Yet little research has examined how learning management systems structure participants’ experiences and replicate or diverge from traditional pedagogy. The ways in which course materials are presented and accessed — and who gets to present what and when — form a key component in the online classroom.

The technology used to deliver an online class influences how students and instructors interact with one another. More than previous technologies, online learning systems have the potential to enhance the collaborative performative nature of teaching, and at the same time, the potential to turn teaching into a static exercise. Just as the architectural design of a classroom qualifies student–instructor and student–student interaction, online course delivery platforms such as LMS provide the framework for class communication. And like the room seating arrangement, degree of access to (natural) daylight and other aspects of the bricks-and-mortar classroom context, the LMS structure largely goes unnoticed and unquestioned. Yet how a classroom is organized, whether in person or online, will influence how communicators interact within that classroom.

In her 2002 critique of online education, Megan Boler argued:

“The brave new world of digital education promises greater access, increased democratic participation, and the transcendence of discrimination through pure minds. We must interrogate the actuality of these hypes: who has access, is participation online transformative, and is transcendence of difference a goal of progressive pedagogies?”

To extend the reach of OER we feel it is critical for resources to be made easily accessible from within the LMS, until we have a better way. This need is greater than providing a simple link.

A Fine Hoax of Attitudes Towards Adjuncts in the Chronicle

Annals of an Adjunct: Open Assembly Test Drive

To better engage her students, this adjunct details how she used our platform to track their progress (and find out whether they were really paying attention in class).

This summer I had the opportunity to take the Open Assembly platform for a demo in my image-based humanities course at a large urban public institution.

As a teacher for 14 years in some way or another, I have developed my own style of teaching that I’ve honed over the semesters. I’ve found that as my confidence in my voice grew, I abandoned the podium to which I originally found myself tethered. Because of this style of instruction, I did not teach directly from the OA platform, but I did spend many hours crafting the course within OA using information that reinforced what we covered in class.

While some students are able to take notes and still follow along, for others this proves difficult.  This summer I had two foreign students who were somewhat new to the U.S. Their writing was fine, but when speaking with me, it became clear that they did not understand everything I was saying. This is problematic in an accelerated course where content is covered quite rapidly. Both of these students greatly benefited from reviewing the content on our OA course page, where they could review the learning materials at a slower pace and re-watch the video content until they understood.

This brings up the way I enjoyed using Open Assembly the most during these courses: taking advantage of the ANALYTICS function to track students’ access to resources that I uploaded for the course. Through blank stares and low test scores, I had a hunch that certain students were not following along. My suspicions were confirmed when I saw that they had not accessed either the readings or the modules on the OA platform. While it seems a little “Big Brother,” it is a useful tool that allowed me to follow up with students who were not accessing the course materials.

Another significant benefit of Open Assembly was that for the first time, every one of my students had access to the assigned textbook. Prior to this semester, I had not used an open textbook before. I found an excellent open educational resource (OER) alternative to the (somewhat costly) textbook I had been using before, and assigned it to my latest crop of students. For once I had a level playing field in my classroom, with every student being able to afford this (free & open) textbook.

One of the ways that I plan to use the Open Assembly platform in the future is for constructing debate and assignments that can take place outside of class time. Case in point: there is immense debate over a group of sculptures known as the Elgin marbles or Parthenon marbles. These relief sculptures decorated the interior and exterior of the Parthenon temple that sits on the Acropolis in Athens, Greece. Acquired by Lord Elgin during his time as the British ambassador to the Ottoman Empire in the early 19th century, they are now on display in the British Museum. This debate involves repatriation of artifacts and the question of who rightfully “owns” the Parthenon marbles. The Greek government contends that they were taken out of the country illegally, and there are numerous documents and video clips giving alternate sides of the argument.

In a group-based discussion exercise, students often need prompting to start the debating, but once started, many join the conversation. Unfortunately there is not enough time in the semester to devote a whole class to this exercise, so this is how I plan to use the Open Assembly platform: through videos integrated within my curriculum, students will be able to form their opinions about the status of these sculptures, then make a statement through the COMMENTS interface, forcing them to take a position. This is followed up with a formal writing assignment where the student has to make a statement and then defend that decision in a two- to three-page written response. I’m really excited about the debate possibilities that Open Assembly can bring to my classroom.

OER Around the World: Next Stop, Greenland

“Valley of the Flowers hike-Greenland” by Christine Zenino on Flickr/Used under CC BY

The University of Greenland and its institute for educational sciences, Inerisaavik, have been leading a project to make information communication and technology (ICT) standard in European schools. The project, Open Discovery Space (ODS), aims to reinvent the educational ecosystem and provide teachers with better tech access in this digital age.

When it comes to integrating open educational resources into curricula, schools throughout the West can face similar challenges, among them technology-infrastructure restraints, resistance to change at the classroom or institutional level, and limited digital literacy among students. A country such as Greenland must overcome a few even-greater barriers to digitizing education.

The ODS Workshop found that some factors keeping Greenland’s teachers and administrators from adopting OER are similar to those of other European countries: not-invented-here syndrome, lack of OER awareness, and lack of knowledge about the intricacies of intellectual property rights, copyright, and licenses. Other problems are culturally and logistically unique to Greenland. Broadband access in the country is still very expensive in more isolated settlements, and translating OER to Greenlandic is a must because of how many monolingual teachers and parents live there. ODS is working to engage the country’s education stakeholders on how to improve digital tools, solutions, and services for young people, increasing their employment options while also tackling the challenges of digital and socio-economic exclusion.

What’s working in Greenland’s favor is that the country’s ICT and educational policies are very favorable for OER integration. Several national efforts have been launched in Greenland to facilitate OER implementation, such as the use of learning management systems and the creation of mobile-learning projects. Schools continue to discover how OER can provide high-quality education for diverse groups of learners. However, OER advocates must help institutions localize these resources, presenting them in native languages and incorporating learning activities that mesh with the cultural attributes of communities and the individual students living and learning within them.

Read the complete article on Open Education Working Group.

Textbook Bang for the Buck: Print, Digital, or Open?

With the fall semester upon us, students are already asking themselves which textbook option will best serve their learning needs and their wallets: is it print, digital, or open?

Because when it comes to shopping for course materials, students hold conflicting views about whether digital or print will give them more bang for their buck. That’s according to a fall 2013 study by the National Association of College Stores (NACS), which surveyed 20,000 students on 20 college campuses about their textbook-buying habits.

On the 20 Million Minds blog, Phil Hill sums up the most surprising findings from the NACS report: A majority of students reported that, in the long run, their most affordable option was “to buy the print textbook and then resell it at the end of the term.” Yet about 20 percent of students surveyed had rented or purchased a digital textbook because they thought digital was less expensive than print.

Edtech watcher Dean Florez has been calling out textbook publishers for their print offerings that can cost students more than $1,000 each semester. The industry’s digital options also have left Florez pretty unimpressed; Amazon.com’s Textbook Store, he writes, is charging for print versions of free, open-access texts and not providing much of a discount on the Kindle versions of popular texts, even the used copies.

As we’ve noted elsewhere on our blog, the affordability (or not) of course materials plays a huge role in whether a student will actually purchase the recommended or required textbooks, digital or print. Phil Hill notes the following patterns in the NACS survey (emphasis ours):

  • Price is the top factor in decision whether to acquire course materials
  • Price is the top factor in decision where to acquire course materials
  • Price is the top factor in decision on which format to choose for course materials
  • Students are becoming savvy shoppers, checking multiple purchasing channels for materials

Thanks to legislation that passed in 2012, college students in California now have access to very affordable textbooks via the California Open Online Library for Education (COOL4Ed). The state agreed to fund 50 open-source digital textbooks, targeted to lower-division courses in subjects including math, business, and art history. Students can download these books for free or pay $20 for hard copies.

Moreover, all of these new open textbooks are required to carry a Creative Commons license—which allows faculty at universities in other states to use these textbooks with their own students. The COOL4Ed collection also features free and open-access journals and open course materials (case studies, quizzes, and more).

The California Open Educational Resources Council, comprised of representatives from the state’s three college systems (community colleges, the Cal State University, and the UC), has already established the next round of peer-review panels for open textbooks, with more to come this fall.

Europeana: July is Public Domain Month

Happy Public Domain Month! Our open resource colleagues in Europe are especially busy this month promoting the Public Domain standard for shared European cultural resources:

Here at Europeana, we talk about the Public Domain a lot. Do you?

You know by now that we care about sharing the metadata and objects that you have carefully digitised. We have great ambition for how this data can be shared with and used by others, how it can be used in schools, in apps and to share memories with your loved ones. We also believe that where possible, the fewest restrictions should be put in place for those sharing and using your great, rich and colourful data.

So what has this got to do with the Public Domain? Why do we talk about it every day in the office here in The Hague? Why should you be talking about it? Well, making cultural heritage available to everyone is our business. One of our fundamental principles is that works that are in the public domain before they are digitised, should remain in the public domain (i.e. free from copyright) once they are digitised. With 7,607,443 objects available via Europeana declared to be in the public domain, we think this is also really important to cultural heritage institutions and we want to share with you a few tips and tricks on how to apply the Public Domain Mark. What better way to do this than to pack all of this into one month, dedicated to the Public Domain?

Follow this initiative via the #PublicDomainMonth hashtag or @Europeanaeu

 

The Age of Bite-Sized Learning: What is It and Why It Works

It looks like bite-sized learning is here to stay, according to e-learning professionals. Brain-based learning theory suggests that bite-sized learning may lead to improved learning outcomes. Proponents believe it perfectly suits the information-rich lifestyle of today’s learners: bite-sized nuggets of content are easy to engage, notably images and video, and have the capacity to “create deeper meaning by referencing shared experience or shared stories.”

A note of caution.

“Effective chunking….is about making sense of information. Don’t do it just for the sake of breaking content into pieces. Do it to make information more meaningful.”

More here: The Age of Bite-sized Learning: What is It and Why It Works

Catherine Cronin: Assessment in Open Spaces

Catherine Cronin shares her experience teaching in a truly open learning space as the progressive “thinning of classroom walls”, making an effective case for open pedagogy.

“Learning and pedagogical relationships are transformed when we engage with students in open online spaces or networked publics. These can become ‘third spaces’ of learning, beyond the binary of informal and formal learning. Once a closed classroom (physical or online) becomes open to the world, assessment options multiply, with many more opportunities for student choice, voice and creativity, and of course, feedback.”

Catherine Cronin: https://flic.kr/p/fEznQK
Catherine Cronin: https://flic.kr/p/fEznQK

“In terms of assessment in these open online spaces, students collectively created the rubrics for assessing their presentations and digital media projects. But that was not the whole story. Through engaging in open practices throughout the term, we became a learning community that was not confined to one classroom or one online space. The classroom walls thinned progressively as the term progressed, so that we truly became nodes in a broader network — sharing work openly, engaging in discussion, inviting and giving feedback. The main assessments for the module — the presentation and digital media project — were opportunities for students to chose their own topics, media, tools and ways of working (individual or team), to express their own authentic voices, and to share, engage and learn beyond the bounds of our classroom.”

Entire post here: http://bit.ly/1pa3vkf

10 Blended Learning Trends Infographic | e-Learning Infographics

Comprehensive infographic about blended learning: trends, components, aspects.

Via: www.dreambox.com

10-Blended-Learning-Trends-Infographic

A (Meaty) Question To Chew On: #FutureEd

Recently, in the context of an experimental MOOC she was teaching at Duke, Cathy Davidson asked the question: “Why have we so quickly adapted to a new mode of collaborative, cross-disciplinary, instrumental, just-in-time, non-expert knowledge-making everywhere except in school?”

Her argument:

“Whereas everyday, everywhere learning has become a hallmark of our social life and work life in the post-Internet era, education–K through 22–remains largely wedded to the disciplinary silos, formal knowledge taxonomies, summative assessment measures, and formal credentialing apparatus designed for the research university of the late Industrial Age. The Internet went public on April 22, 1993. We’re still teaching like its 1992.”

Open Assembly was founded with the goal of seeking a solution to the problem Cathy Davidson’s question highlights, with a software framework for collaborative teaching and learning designed to let us engage with each other and with content inside the classroom–much the way we do everyday, in every other context. Open educational resources (OER) inherently facilitate sharing and collaboration, and the Open Assembly platform is specifically designed to leverage that capability.

CEO Domi Enders Presents at EdLab Demo Night 4/1/14

OpenStax College Survey Results (Part I)

From CNX 2014 in Houston via Beck Pitt of OER Research Hub comes Part I of the results from research conducted to determine the impact of Open Stax College textbooks on both educators and students.

“The top three types of OER used for teaching/training by respondents were reported as follows: open textbooks (98.8%), videos (78.0%) and images (72.0%).”

“The top three purposes for using OER in the context of teaching/training were reported as follows: 1) as a supplement to one’s own existing lessons or coursework (96.3%) 2) to get new ideas and inspiration (81.5%) and 3) as “assets” (e.g. images) within a classroom lesson (80.2%). Of note is that a third of educators reported using OER to interest hard-to-engage learners (34.6%) and a quarter reported that they use OER to make their teaching more culturally diverse (or responsive) (25.9%).”

“Almost 90% of respondents thought their students saved money by using OER (89.0%), whilst almost 60% thought their institution benefited financially by using OER (59.3%).”

ON OER AND TEACHING: Screenshot of CNX 2014 Presentation Slide (Beck Pitt, CC-BY):

Beck Pitt-OER ResearchHub

NB. The top 3 responses from students are in red.

Also included in Beck Pitt’s report were a number of interesting and insightful responses from educators to questions re. the impact of using the open textbooks on their own teaching practice, such as the following:

“[It’s] more satisfying to offer free materials and have the freedom to modify them as I wish, to make the product students receive more like how class operates.”

OER is not only the only sustainable path forward with regard to increasing the affordability of education, but is also key to providing instructors and students with content and courseware that they can actually adapt to their needs–and ultimately own.

Domi Enders, Open Assembly

Looking forward to Part II, thanks Beck!

Open Research: OER Research Hub Course Launches June 2014!

The OER Research Hub, sponsored by the Open University (UK) and the Hewlett Foundation, focuses on the question ‘What is the impact of OER on learning and teaching practices?’ The project combines:

  • A targeted collaboration program with existing OER projects
  • An international fellowship program
  • Networking to make connections
  • A hub for research data and OER excellence in practice

OER Research Hub is launching a course on Open Research in June 2014, hosted by the School of Open (available as a stand alone during the summer). OER Research Hub will at the same time be releasing the remainder of their research instruments (e.g. interview and survey question banks, consent forms, a final version of the ethics manual etc.). These instruments are/will be available on a CC-BY license via their website, and are of great value to researchers,  instructors and admins seeking to understand, evaluate and chart the impact of OER.

Open Education Week 2014

A movement and opportunities it creates in teaching and learning worldwide. Submit your contribution by February 28!

There are many ways you can contribute to Open Education Week: upload an informational or inspirational video, host an event in your community, send links to resources about open education, hold a webinar, and promote open education week in your social media networks. To contribute a video or resource, or to have your event or webinar featured on the Open Education Week Events calendar, use the submission form at openeducationweek.org. Multiple resources or events can be submitted. Click here to fill out a form for your contribution.

Deadline for submissions is 28 February 2014.

College Students Are Using Twitter to Protest Ridiculously High Textbook Costs

College students around the country are using Twitter to protest high textbook costs, uniting under #textbookbroke to publicly air how much they’re paying for one of the hidden costs of higher education.

Pictures posted with the hashtag show how students are dropping several hundred dollars each semester to pay for textbooks needed for their classes. Advocates plan on showing these tweets and pictures to university administrators and state legislators to demonstrate how much students are struggling with the costs.

Open Assembly supports the adoption of #opentextbooks. For the convenience of educators and students alike, Open Assembly provides the ability to access Open Textbooks at the chapter-level. For instructors, we also provide editable versions.

And yes, it’s free for open learning environments.

For more info or to see how it works, Request an Invite.

Open Assembly Moves to Next Level in Milken-Penn GSE Competition

Open Assembly is proud and tickled pink to have been selected to compete as a semifinalist for a series of prizes in the Milken-Penn GSE Education Business Plan Competition (EBPC). Launched in 2010, it’s the first business plan competition to focus exclusively on educational ventures. The Milken Family Foundation and the University of Pennsylvania Graduate School of Education (GSE), entities committed to innovation and excellence in education, formed this partnership with the intent to nurture entrepreneurial activity in the education space.

We’re competing in the categories of Innovation in Online Education and Open Educational Resources. Deadline to submit our biz plan is March 11, 11:59 pm.

David Wiley Comments on the MOOC Hype

This comes from a report by Katrina Stevens from Educon 2.6 at the Science Leadership Academy on Jan. 28. Speaking on the panel “What Does it Mean to be Open?” David Wiley of Lumen Learning argued that the last 18 months’ focus on MOOCs has “sucked the air out of conversation around innovation in education.” Wiley acknowledged that MOOCs are interesting experiments, but also pointed out that they have crowded out other, equally important experimentation. Venture funding for MOOCs has driven public attention and “distracted people from the business of educating students to the business of selling to them.”  Wiley further argued that this misalignment in incentives will continue to drive true innovation to the margins.

Wiley also questioned how innovative MOOCs really are; he pointed out that in the 1960s, we thought that television “…will really open up education,” the same claim made about MOOCs now. Tone down all the claims around “innovation,” urged Wiley, and engage in more substantive conversation about the challenges of MOOCs and other new learning models. Otherwise, “we’re in danger of making bad education faster and more efficient,” Wiley warned.

Once Upon a Time, Textbooks Were Hard to Create…

Kathi Fletcher, Shuttleworth Fellow, pitches the excellent software project she directs–an advanced and comprehensive textbook creator/editor–with a Pixar style of pitch: “Once upon a time textbooks were hard to create….”

The moral of the story is that textbooks can truly be “a pleasure to create, cheap or free to buy, always up to date, and part of a much more interactive and engaging experience….true engines of learning”

Check out the Textbook Editor and OER Importer at: http://editor.oerpub.org

What If a Community College or Technical School Degree Were Free?

Tennessee’s governor has an amazingly brilliant idea: make two years of community college and technical school free for all students. He believes it’s the best way to build a more competitive work force in his state.

Ticket price? The governor estimates $34 million a year for TN, paid for by diverting surplus revenue from the state lottery. That’s (10) 30-second ad spots for one Super Bowl, or the price of Sir Stirling Moss’s recently sold apple-green 1962 Ferrari 250 GTO, or two-and-a-half Air Force drones (MQ-9 Reaper)…..

Link to article

Why Publishers Aren’t Too Worried About Open Textbooks | Innovation Memes

Why Publishers Aren’t Too Worried About Open Textbooks | Innovation Memes. Article by  from 2010 still rings true re. the ongoing challenge of persuading faculty to select Open Textbooks. 

Open Assembly Has Moved!

A big thank you to the Varick Incubator for being our home for two years as we began our startup journey. We’ve now relocated to the Centre for Social Innovation, a buzzing social venture community. It’s an inspiring and beautiful space in the Starrett Lehigh building, and we already feel at home. Thanks for welcoming us with open arms.

Upcoming news: release date for Open Assembly v2.0, with a new interface and social learning features. We’ve made sharing OER in the context of a course incredibly collaborative and social. Thanks to all our users for your input!

Let Them Eat MOOCs

From Let Them Eat MOOCs, by Gianpiero Petriglieri in a recent Harvard Business Review blog post:

“This is why I am a MOOC dissenter. More than a revolution, so far this movement reminds me of a different kind of disruption: colonialism.

Given the resources and players involved in producing and praising MOOCs, it’s hard to argue that this is a case of enterprising outsiders toppling a complacent establishment. (Do you see any ‘outsiders’ in this galaxy of MOOC funders?) It is far more similar to colonialism, that is, disruption brought about by ‘the policy and practice of a power in extending control over weaker people or areas‘ and simultaneously increasing its cultural reach and control of resources.”

Full post here: Let Them Eat MOOCs

Free Public Domain Pics at PDPhoto.org

PDPhoto.org is a repository for free public domain photos. Most of these photos are free to use for any purpose.

Domitilla Enders‘s insight:

Help yourself! And pass it on!

See on pdphoto.org

Creative Commons Kiwi

Have you ever wondered how to download and share digital content legally? How do you let people know that you want them to reuse your own work? Creative Commons licenses can help you do both. These Kiwis will show you how.

http://vimeo.com/ccanz/cckiwi

MOOC Rival OERu Puts Accreditation on Menu | Times Higher Education

MOOC rival OERu puts accreditation on menu | News | Times Higher Education.

MOOCs Not Reaching Beyond Those Who Already Have Completed Degrees

Torbjorn Roe Isaksen, Norway’s minister of education and research, said MOOCs have the potential to “give people all over the world access to education.” But he said he knew of no MOOCs reaching into developing countries in South America and Africa.

He said that data from companies that provide MOOCs show that most of those who enroll in the courses have already completed degrees and are looking to further their learning. MOOCs aren’t necessarily attracting people who have never had a formal education in the first place, he said.

via International Reach of MOOCs Is Limited by Users’ Preferences – Wired Campus – The Chronicle of Higher Education.

Kylie and Lyndal Make a MOOC | YouTube

Interesting video about the experience of 2 professors at UOW filming their first video segments for a new MOOC. Very cute trailer intro!

Video published on Oct 7, 2013

The University of Wollongong is partnering with Open Universities Australia\’s free online learning platform, Open2Study, in the production of 2 MOOCs over the next 2 years. This video clip charts some of the highlights of making our first MOOC. Here we see Graduate School of Medicine academics Kylie Mansfield and Lyndal Parker-Newlyn working with Open2Study Content Development and Production team over 5 days in Melbourne to record high-quality video lectures for their \”Understanding Common Diseases\” course, which opens for enrollments on October 14th 2013.

via Kylie And Lyndal Make A Mooc – YouTube.

OALIB_Open Access Library

OALIB_Open Access Library allows free access to a database of 125,546 openly accessible academic articles

7 Things You Should Know About Open Textbook Publishing

Excellent primer on the open textbook publishing model: what it is, how it works, who’s doing it, why it’s significant.

“The open textbook publishing model offers new collaborative opportunities for authors, who can join communities of writers on sites that offer open licensing. Authors, illustrators, and editors can choose to contribute many types of course content to the growing field of open educational resources, including essays, animations, video demonstrations, detailed drawings, and classroom activities—all without taking on the burden of writing an entire book.”

What’s really important is that this is not all about solving for the cost issue. It’s about creating textbooks that are truly engines of learning, by letting those who are in the trenches and know best what’s needed (teachers) drive the (textbook publishing) bus.

Student Voices Heard in Maryland

Students have cried out to avoid the high cost of textbooks, and The Board of Regents governing the University System in Maryland has listened. At their October meeting, as per student suggestions, the board decided that there would be an initiative to examine the viability of open textbooks in the system. Interested faculty teaching lecture-sized, introductory courses have the opportunity to pilot the initiative by using open textbooks. The system allows professors to customize textbook material from a pool of online resources, videos, and graphics; all under a publically accessible copyright licence. In the Spring, the council will hopefully decide to join the state universities in Washington, Ohio, California, and Texas, and offer state-supported open-access textbook material to help lower the cost of high education.
Read more here .

What Happens to Our Digital Identities When Our Body Expires? A Blueprint.

= DIGITAL SELF PRESERVATION TOOLKIT =

What happens to your creative & intellectual property when you die? This make gets you thinking about your body of creative, educational, and/or scientific work.
In your country, what happens to your work when you die?
What steps can you take to ensure its posterity?
How would you want it shared and who would you want to own it?

For context, read:
Free Culture Trust: http://questioncopyright.org/free_culture_thing
Free Culture Thing Google Group: https://groups.google.com/group/freeculturething

Tackle the following tasks, or create your own to add to this toolkit!

== TOOLKIT COMPONENTS ==

Task 1: Create an Infographic mapping what happens to your IP when you die in your country (eg. does it get passed onto your heirs under all rights reserved (c) for another 70 years?)
Free infographic creation tools:
http://www.easel.ly/
http://piktochart.com/
http://infogr.am/
http://visual.ly/
https://infoactive.co/
http://mashe.hawksey.info/2013/02/twitter-archive-tagsv5/ (archive and visualise tweets using google spreadsheet)

Your IP infographics by country
United Kingdom
Add link to your infographic here…
Name your country…
Add link to your infographic here…

Task 2: List of places on the web where you can preserve your IP for cultural posterity while living.
https://commons.wikimedia.org/wiki/Main_Page
archive.org
http://www.webarchive.org.uk/ukwa/info/faq – for websites (including blogs, personal sites)
Add link to archive/repository/platform here…

Task: Existing resources/kits that help you with digital and/or personal archiving
http://www.digitalpreservation.gov/personalarchiving/padKit/handouts.html
http://www.digitalpreservation.gov/personalarchiving/documents/NDIIP_PA_poster.pdf
https://www.nationalarchives.gov.uk/information-management/projects-and-work/guidance.htm
http://www.digitalpreservation.gov/personalarchiving/documents/PADKit_v1.pdf
http://www.digitalpreservation.gov/about/presentation.html

Task 5: Checklist for what you need to do or think about to preserve your stuff!
Take an intro quiz to learn more about the differences of physical vs digital archiving: http://www.digitalpreservation.gov/personalarchiving/quiz/
digital versus physical assets, eg. itunes library is licensed to you while living, you don’t own after death
https://www.nationalarchives.gov.uk/information-management/projects-and-work/digital-preservation-faqs.htm
http://www.paradigm.ac.uk/workbook/appendices/guidelines-tips.html

Task : Tools to help you archive your digital assets while living.
http://netpreserve.org/web-archiving/tools-and-software
http://www.digitalpreservation.gov/personalarchiving/ – Library of Congress’ tips for archiving your digital materials
https://addons.mozilla.org/en-US/firefox/addon/scrapbook/
ThinkUp – https://www.thinkup.com/join/ – for archiving social media
http://webcurator.sourceforge.net/ (open source tool developed by the British Library)

Task: Create a website/mock-up for the toolkit
prototype: https://janepark.makes.org/thimble/digital-selfpreservation-toolkit-
collaboration link: https://thimble.webmaker.org/en-US/project/22912/edit

Task 3: Create a will for your body of creative work. What license (or Public Domain tool) would you choose for it? Who would you leave it to?
Do you know of sample wills that addresses this issue?
Add link to it here…

Your IP wills – make it up!
Example: John Doe’s IP will: “Upon my death: I dedicate all of my emoji icons to the public domain using the CC0 PD dedication tool. All of my wedding photos become property of my wife licensed under a CC BY license. Etc.”
Add your will or a link to your will here…

Task 4: IP donor sticker or badge. Some of us have organ donor stickers on our driver’s licenses; what would an IP donor sticker look like? What about the form question asking people about it?
Free badge/graphic creation tools
https://www.openbadges.me/designer.html
https://svg-edit.googlecode.com/svn/branches/2.5.1/editor/svg-editor.html
http://inkscape.org/

Legal PD dedication tools and open licenses to integrate into any stickers/badges
http://creativecommons.org/publicdomain/zero/1.0/
http://creativecommons.org/licenses

Your IP donor stickers and badges
Example: Public Domain Donor sticker: http://ni9e.com/public_domain_donor.php
http://wreckandsalvage.com/ipdonor/
How to add backend code for this? eg. like for CC licenses https://creativecommons.org/choose/
Where would the badge link? to body of IP work you are releasing? to the results of the form below? to a statement that links to CC0?
Try http://achievery.com/ to see if it fits some of our needs

Task : Create a form for the IP donor badge
Can Archive.org be the repository for documentation of IP donations? Who is the keeper of this information?
Form fields:
Name
Donate Everything or Donate Specific IP
URLs of specific IP
Concept form: https://docs.google.com/forms/d/1ZonsDdXZ8OJlPpt2u1cIzAplt2NAHD4KppYGZETo3JI/viewform
How can we tie this to https://creativecommons.org/choose/zero/ ?
Maybe tweak language to reflect “upon death” i will donate work to PD — and legally that will work via CC0 tool? http://creativecommons.org/publicdomain/zero/1.0/
need to account for differences in data/database rights in some jurisdictions, or add clause excluding database content
maybe specify http://opendatacommons.org/licenses/pddl/1.0/ for data/databases
need to account for estate taxes/laws that may vary by jurisdiction. maybe just start with US? estate would apply only if you’re making money off the IP

Questions
How does the organ donor sticker work legally? Can we fashion the process after that? What are some other similar processes we can use?

Add a new component for the toolkit here…

A Bill of Rights and Principles for Learning in the Digital Age | EdSurge News

A Bill of Rights and Principles for Learning in the Digital Age | EdSurge News.

CEO Domi Enders Loves Audrey Watters Keynote

One of the high points for me at the Open Ed Conference was listening to Audrey Watters deliver her brilliant keynote. Audrey took on the language of the Apocalypse that dominates discussion and innovation in the education technology space, and took us on quite a journey.

You can enjoy it here.

New Council to Develop Standards, Best Practices for Online Learning | Wired Campus – The Chronicle of Higher Education

Domitilla Enders‘s insight:

“In the last few years there has been a lot of discussion thanks to the development of technology about the delivery of education in a scalable way to large numbers of students across national borders,” Mr. Suresh says. “The missing piece is how much are students learning amid all this technology? The other piece is what are the metrics, best practices, and eventually standards, if you will, that are collectively developed and acceptable for those who engage?”

Read more on chronicle.com

Why Open Education Matters

Published on Jun 5, 2012
Degreed’s entry in the Why Open Education Matters video competition.

Open: Decreasing Costs, Improving Access, and Increasing Quality of Education

By David Wiley, Prof. at Brigham Young University, March 29, 2013.

While “open educational resources” initiatives like MIT OpenCourseWare generated media buzz during the 2000s, a new wave of initiatives is leveraging OER to dramatically decrease the cost, improve access, and increase the quality of secondary and higher education for the average student. This presentation demonstrates how “open” is shaping the field of education, and what is coming in the future.

This talk was delivered at the University of Georgia during March, 2013.

Our CEO Attends the 2013 Open Education Conference in Park City, Utah

The Open Education Conference, held this year in Park City, Utah November 6-8, 2013, is the premiere international gathering of open education practitioners, researchers, policy makers, and advocates. 2013 marks the 10th anniversary of this historic event.

Open Assembly’s CEO Domitilla Enders will be attending.

For over a decade the focus of the open education community has been on creating and sharing open educational resources (OER). A vast, high quality open content infrastructure has been built atop which a new generation of educational innovations are being developed. The 10th annual Open Education 2013 Conference celebrates the success of that work and looks forward to the critical work of the next decade.

Program: http://openeducation2013.sched.org/

Open Assembly Unleashes the Power of Open

Open Assembly announces the upcoming release of a major update to its platform in the spring of 2014. This update empowers users sharing open educational resources (OER) by integrating robust networked learning capabilities.

Sign up here for an invite to preview and/or take it for a spin: Open Assembly v2.0 .

The textbook of the future has no spine, no fixed parts. It’s a born-digital playlist of affordable learning content accessible to every student. It can be customized, personalized, and is ever evolving. —Domitilla Enders, CEO, Open Assembly

Open Assembly Invited to Tech-Ed Day

Open Assembly will be presenting its platform for assembling and sharing resources to NYC-area educators at Tech-Ed Day on October 21, 2013 at the Cradle of Aviation Museum, Garden City, NY.

Summer and Fall Pilots

After a successful summer pilot in classrooms throughout several local colleges, Open Assembly is kicking off the fall semester by inviting professors from CUNY, SUNY, and other New York schools to participate in its fall pilot. Participating professors will have the opportunity to test-drive our platform in their classrooms, with their students.

The majority of the instructors who participated in the summer pilot shared that they found Open Assembly to be a valuable tool for teaching and learning. They also universally said that compiling course materials in a single location using Open Assembly alleviated the pressure associated with having students buy books and/or link to various internet sites to access course materials. Of the students surveyed, 77% said that Open Assembly was more visually appealing than Blackboard. Combining drag-and-drop ease of use alongside attractive visual design, Open Assembly’s immersive CoursePilot was designed by educators, for educators (and students), with the learning experience as central to its core.

If you are interested in participating in our fall pilot (or if you know anyone who is), please click on the orange banner on our website to sign up.

DIY MOOCs – Turning Massive into Micro

Digital Pedagogy in Vivo

Domitilla Enders‘s insight:

Handy guide to DIY MOOCs.

See on www.onlineuniversities.com

Digital Pedagogy in Vivo

Domitilla Enders‘s insight:

What if some universities, or university consortia, can successfully market their own MOOCs? And what if, eventually, all universities will be able to do so? Coursera will try to convince you that no one can beat their marketing reach, but any university can develop one, between existing students and alumni.

DIY MOOCs would (a) allow universities to recover more of the tuition revenue associated with MOOCs, and (b) avoid the copyright problems that are arising with third-party hosts like Coursera and Udacity (Porter, 2013a; Porter, 2013b).

Open Assembly at NYEdTech Meetup

When we heard that the topic of the August NYEdTech Meetup was “Open Educational Resources: standing higher on the shoulders of giants,” we knew that Open Assembly should be involved. Our CEO Domi Enders was invited to represent Open Assembly on the panel, alongside representatives from OERCommons/ISKME, MIT Open Courseware, and the Monterey Institute. Open Assembly was the sole NYC-based company (and the only start-up) featured in the Meetup.

After introductions, each presenter was given a few minutes to discuss OER before the session was opened to questions from the audience. A lively discussion ensued in person and on twitter. You can see more of the discussion on twitter under the hashtag #nyedtech.

Open Assembly at ETIS

The first annual Education Technology Innovation Summit was held in NYC, bringing together educators and entrepreneurs focused on the intersection of education and technology. Hosted by Baltimore-based Mindgrub, the one-day event featured Open Assembly CEO Domi Enders as an invited speakers amongst an impressive line-up. Sessions throughout the day focused on every aspect of EdTech, from mobile learning to game based learning and even professional development. In addition to Domi’s panel presentation, we were able to demo the Open Assembly platform during the networking portion of the day.

Open Assembly at EdLab

On July 17, 2013, the Open Assembly team traveled uptown to Columbia University’s Teachers College for an EdLab Seminar. Over lunch, Domi gave a demonstration of our site and spoke about a variety of topics, including open resources, the challenges of being the female CEO of a startup, and the need to keep our users’ needs at the forefront of our business decisions. The audience asked great questions of Domi and our tech team.

The presentation, and its associated comments, can be found on the EdLab Vialogues page: Video

Blog at WordPress.com.

Up ↑

LESSIG Blog, v2

Open Assembly is cloud-based platform for collaborative knowledge creation with open educational resources (OER)

Open Education Working Group

Open Assembly is cloud-based platform for collaborative knowledge creation with open educational resources (OER)

Hybrid Pedagogy

a digital journal of learning, teaching, and technology

e-Literate

What We Are Learning About Online Learning...Online

Medien-Didaktik 2.0

Digital Media & Diversity

AdjunctChat

A Twitter chat for adjunct, contingent, part-time, visiting, and non-tenure track instructors, along with their allies, in higher education.

oerresearchhub.wordpress.com/

Researching open education

Dave’s Educational Blog

Open Assembly is cloud-based platform for collaborative knowledge creation with open educational resources (OER)

iterating toward openness

pragmatism over zeal - aut inveniam viam aut faciam

Hack Education

Open Assembly is cloud-based platform for collaborative knowledge creation with open educational resources (OER)

%d bloggers like this: