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The Bleeding Edge of Open [clear filter]
Thursday, November 7


Incorporating OER in a DOL Competency Model 21st Century eLearning Course
In 2010, the DOL published the Geospatial Technology Competency Model (GTCM) clearly outlining the skills required by industry workers. In 2011, the DOL funded the $20M National Information Security & Geospatial Technology Consortium (NISGTC), including Salt Lake Community College. The NISGTC has completed a complete sequence of GTCM-aligned eLearning courses which directly incorporate these competencies. The innovative courses are built around the Universal Design for Learning principles as well as incorporating live-in-the-application labs using the latest in virtualized remote access server technology for anywhere learning.


Phillip Davis, Del Mar College

Director, GeoTech Center
EdD, Director, Geo Tech Center

Thursday November 7, 2013 3:30pm - 3:55pm
Painted Horse
Friday, November 8


Collaborative Lesson Planning Offline; via GitHub and via Google Drive

Collaborative Lesson Planning (CLP) is a methodology and philosophy for teachers looking to capitalize on the work of other teachers and to improve those works by sharing their own remixes. This and is an update of the one I gave at OpenEd '11. Over the past two years I have found wonderful OER online made by others as well as developed many more Open Educational Resources that I have shared with teachers online and refined the methods for doing so. Building off the work of Dr. Karl Stolley I now primarily use GitHub to develop and share the OER I use in my English as a Second Language classes. Currently I use a mix of OER and proprietary resources provided by the school, but over time I seek to move to exclusive use of OER to reduce costs on my students, plus enhance the credibility and quality of resources for other instructors.

Subtly incorporating patterns uncovered by the Peeragogy Handbook (http://peeragogy.org), which I am a proud contributor to, at the College of Chicago I am collaborating with other teachers on lesson plans offline as well as via Google Drive. I will share best practices for other individuals and institutions looking to more formally adopt CLP. CLP can also be extended to student work, which I have begun by requiring students to blog a lot of their assignments (a la DS106 to a degree) and eventually I plan on educating them on Copyright so others can utilize their work more fully. For now it is enough that they complete the assignments!

Towards the same end I have started and offered two sequences of a MOOC for English as a Second or Foreign Language students online that almost only uses OER for materials. All of the course materials are available following the stream of the online lecture for students enrolled to use as well as for anyone online looking to self-study English. I am also planning on using these materials to ?flip? the classroom and will report back on that experience.


Friday November 8, 2013 10:45am - 11:10am


Openness in Three Acts: A Narrative Inquiry into Teacher Educators' Conceptions of MOOC
The data for this case study was gathered during 2012, hand in hand with the growing media hype about MOOCs in higher education. Rooted in the Connectivist origins, MOOCs are seen by the author as representing an approach to learning that should be of interest to educators preparing their learners - the teachers of tomorrow - for life and work in a knowledge society. Connectivism is an approach to learning and teaching requiring radical changes in thinking on the part of all stakeholders at the educational institution in which a Connectivist MOOC is to take place. The type of learning that often occur in Connectivist MOOCs appears to be based on processes that educators indeed wish to encourage in their students in order to better prepare them for the future. There is no doubt therefore that such a change in conceptualizing learning and teaching should be considered in colleges of teacher education; there is also no doubt that resistance will present itself. From a pedagogical point of view, the MOOC phenomena redefines what is meant by ?learning,? ?teaching,? and ?assessment,? and at the same time blurs the boundaries between them. It is not self-evident that the institution, which has its established content foci, instructional approaches, and organizational structure and practices, would welcome courses embodying such departure from what has been defined as normative.
The study sought to listen to the organizational voices regarding an initiative of developing a MOOC for Hebrew-speaking student teachers, while focusing on the Connectivist MOOC as an example of innovation and organizational change. Based on in-depth interviews with stakeholders in the college, and using a methodology for analyzing organizational transformation triggered by the adoption of computing technologies, a narrative network was constructed from story fragments with potential connections. The narrative methodology ? itself mirroring many aspects of Connectivism in the broad sense of emphasizing connections and networks ? enables to compile stories told from different perspectives, based on encounters with the people identified as potential partners, and to trace actions and reactions when the idea of the Connectivist MOOC and its affordances were placed as the focus of the discussion. The stories that emerged from the interactions with those people reflect how such an initiative involves an organizing of people in relation to a technology. In this case, the potential affordances of the technology at the center of the initiative were seen as having a possible destabilizing influence on the existing practices of the organization. Openness emerged as a key issue in the analysis and as playing a crucial part in one of the reconstructed stories, hence the title of this presentation.
Through the analysis of the interviews and of the actions characterizing the implementation of the initiative, we have gained understanding on how the affordances of MOOCs may subvert the mainstream agenda of an organization and its established practices. The rise of the MOOC is relatively young; hence studying how to implement it is also in its infancy. The presentation aims to contribute to this research-in-progress by bringing the teacher educators' point of view.


Dalit Levy

Pedagogical Innovator, Kibbutzim College of Education, Technology and the Arts

Friday November 8, 2013 10:45am - 11:10am
Painted Horse


(Re)thinking openness in open education
This presentation proposes a formalized characterization of open education projects based on the idea of openness. Some of the main points are as follows: open education is, and should not be, limited to the opening of education to learners, such as providing gratis and distant (time-flexible) learning and credentialing opportunities. It includes opening up the opportunity to educate, and blur the boundaries between the educator and learner.

In general, exploration of the potential of educational use ICT may lead to a more effective and efficient society in terms of teaching, learning, assessing, signaling of competence, and so forth. More open approach to these activities may lead to improvements given that the coordination and transaction cost for these activities decreased due to ICT adoption, and there are untapped resources to be mobilized for these activities. The blurring of the boundaries between service provider and recipients is common to many open-content and open-resource projects, and while it does not necessarily represent an improvement, there is a good chance that equilibrium change to a more open point, involving greater number and more diverse entities for the same activity.

Examined with this perspective, OER is a type of project that opens up not only learning opportunities, but also opportunities to participate into education. It lowers the barriers for learners to play an active part of educating, such as through rating, curating, or revising of existing OER, peer-to-peer teaching in learning communities. So-called xMOOCs, in contrast, is a type of open education that deepens the divide between the learner and educator, a massive scale delivery of finely crafted program. The open credentialing of competency, as in Mozilla Open Badge Initiative, is another project that opens up not just the learning opportunities, but also those of participating into credentialing.

avatar for Saera Yoon

Saera Yoon

Associate Professor, Ulsan National Institute of Science and Technology
reading teaching (Russian) literature

Friday November 8, 2013 11:15am - 11:40am
Painted Horse


Pushing EdX to be Open
In the beginning of 2013 Delft University of Technology joined the EdX Consortium. One of the important reason to join EdX was the intended openness. Immediately Delft took the first step to announce that the DelftX MOOCs will have an open-license (CC-BY-NC-SA).
EdX took the next step with open-sourcing the platform. In June the code will be made available via github. The release of the source code marks the first step toward edX's vision of creating an open online learning platform that mirrors the collaborative philosophy of MOOCs themselves and is an invitation to the global community of developers to work with edX to deliver the world's best and most accessible online learning experience.
In this presentation I will go into more details about the open-licensed courses and the open-sourced platform.

avatar for Willem van Valkenburg

Willem van Valkenburg

President Open Education Consortium, Delft University of Technology
President of the Board of Open Education Consortium.

Friday November 8, 2013 11:15am - 11:40am


Promises and Problems of Data Driven Education: One School's Solution in Implementing Teacher-Driven Analysis into OER-Based Classrooms.
Data is a hot topic in online education, but becoming data-driven is a buzz phrase that is easier to talk about than actually implement in a school setting. Open High School of Utah shares its experience with using data in the classroom, including our missteps, successes, and map for future augmentation. OHSU will share its methods and process of bringing meaningful and accessible data-analysis and its application to your teachers.


Emily Andersen

Assistant Director, Mountain Heights Academy
Emily Andersen has worked secondary education for 10 ten years as an English and History teacher, administrator, curriculum developer and in a multitude of settings--public, private and charter. Emily was awarded a ISKME fellowship in 2012 and an Association of American Educators... Read More →
avatar for DeLaina Tonks

DeLaina Tonks

Director, Mountain Heights Academy
I am the Director of Mountain Heights Academy (formerly the Open High School of Utah), an online 7-12 grade public charter school committed to building and sharing OER curricula. I'm passionate about digital learning, OER, students as instructional designers, and pedagogy.
avatar for Sarah Morse Weston

Sarah Morse Weston

Director of Technology and OER, Mountain Heights Academy
Sarah Weston has worked in secondary education for 18 years, as a teacher, administrator, and curriculum designer. She has built 17 semester courses using Open Educational Resources (OER) and currently oversees all course development and teacher training on building with OER. Sarah... Read More →

Friday November 8, 2013 11:45am - 12:10pm


Shares Well with Others
In the evolution of educational resources, many different ideas have battled to be fittest. The changing climates of desktop, tablet, and mobile platforms have shaped how teachers and students interact with content. Learning Management Systems have stomped across the landscape, sometimes swiping at each other with tiny arms. But from the long view, if you look through miles of teacher lounges and the petri dishes of start-ups, one thing seems certain: when given delightful content tools, teachers will share well with others.

Blackboard has recently given birth to a new kind of creature. For the first time, you can easily search, share, and collaborate with any educator across multiple platforms. This session will review the evolved ways that instructors can author, revise, tag and discover OER within Blackboard xpLor ?, then embed it richly within any online course.

We will also share notes on how xpLor can provide a level of insight into OER usage that has never been experienced before.


Brent Mundy

Director Product Management, Blackboard

Friday November 8, 2013 11:45am - 12:10pm
Painted Horse


Can it be done? Building a Successful Business Around Open Licensed Software and Content
Building sustainable businesses around open licenses, be it open educational resources or open source software, can be hard. Examples abound of companies that have started with one objective only to later change course or exit the business altogether. This session explores lessons learned from practitioners who have built successful (and not so successful) open education businesses. Principles for success will be outlined as well as recommendations for actions the community can take to ensure a strong vendor ecosystem around these important initiatives.


Brian Whitmer

Co-founder, Instructure, Inc.

Friday November 8, 2013 1:15pm - 1:40pm


From Open Courses to Open Curricula: The Next Big Step
Open curricula is not new. Others, including MIT, TU Delft, and the African Virtual University have published degree paths of open courses before. The OpenChem project contributes by its publication of hundreds of hours of video lectures and phased approach to chunking, ancillary materials and translation. In an era of 20,000 open courses (the OCWC membership's aggregated total) and tens of millions of viewers, why is this needed? Why can't we just combine what exists? Why aren't MOOCs enough? How does an open curriculum get reused?


Lawrence Cooperman

President, OpenCourseWare Consortium

Friday November 8, 2013 1:45pm - 2:10pm


Inclusive OER and the Floe Project
The Floe Project (Flexible Learning for Open Education) is an open source effort to provide the tools, resources, and advice needed to make OERs more accessible and inclusive to a diversity of learners and content producers. Floe is led by the Inclusive Design Research Centre at OCAD University and is funded by The William and Flora Hewlett Foundation.

The Floe community is designing a collection of tools and components that can be embedded in OER content repositories, portals, and web sites. Floe?s Learner Options component enables learners to discover and describe their personal accessibility needs and preferences, giving them the ability to customize how content is presented and controlled. This includes features such as large print, colour contrast, text-to-speech, and content simplification. In combination with Learner Options, the Floe HTML5 Video Player provides personalized media delivery for OERs, including support for synchronized captions and transcripts.

Floe is building authoring components that enable OER producers to label and describe their content with accessibility metadata based on the AccessForAll standard. Resources that include this accessibility metadata can be matched with the learner?s individual needs and preferences, enabling search engines and OER environments to deliver personalized content to the learner.

In addition to these tools and components, Floe?s Inclusive Learning Design Handbook provides OER authors with useful techniques, advice, and resources needed to make their educational content more accessible.

Floe?s tools are increasingly being adopted by OER initiatives such as OER Commons, PHeT, and OERPub, as well as popular content management systems such as WordPress.

This session will provide participants with an overview of how Floe Project?s tools and resources are helping support accessibility and inclusion within the OER community. We will also cover how Floe relates to an international effort to provide ?one size fits one? accessibility infrastructure, including projects such as the Global Public Inclusive Infrastructure, Cloud4all, and the U.S. Department of Education-funded Preferences for Global Access. We will also share useful hands-on techniques and advice for how to address accessibility in your own projects and resources.

avatar for Jess Mitchell

Jess Mitchell

Sr. Manager Research + Design, Inclusive Design Research Centre OCAD University
I am lately most fascinated with the evolving world of design, in particular ethics and design. I spend most of my time in inclusion, diversity, and equity. And am deeply committed to empowering people and helping to shift their perspective.

Friday November 8, 2013 2:30pm - 2:55pm


Solving the 4Rs with Common Cartridge
Common Cartridge adoption has grown rapidly in the last few years and is now one of the easiest ways to make your content available across learning platforms. We will discuss:
- The data model
- How to organize your content
- Aligning content to standards/outcomes
- Supported assessment options
- Converting between different content formats
- How new features allow for light-weight content sharing
- Future enhancements

avatar for Bracken Mosbacker

Bracken Mosbacker

Software Engineer, Instructure
Talk to me about open standards like LTI and Common Cartridge, and their relation to OER.

Friday November 8, 2013 3:00pm - 3:25pm


The Future of Open: Getting Students to Become Partners in OER Creation and Curation
Perspective often depends upon where one stands. One of the best things about an open textbook is that instructors can easily "sprinkle in" additional information. For example, a historian in North Carolina may wish to see more examples about the New South in her textbook. Another may wish to see greater emphasis on labor history beyond strikes or Native American history beyond removal.

The "bleeding edge" of open not only allows instructors the freedom to create better books, it permits them to involve students in the process. David Trowbridge will share how students in Appalachia converted a standard U.S. history textbook into a living document that uses examples from their own region alongside the more familiar narratives from Seneca Falls to Selma and Stonewall. Students worked collectively, researching the history of women's suffrage, civil rights, and a dozen other topics. They debated which examples to include, as well as what to leave out. What better way to demonstrate that all history is local and scholars make decisions about the past?

In some ways, teaching is like jazz composition. We all have a basic melody to follow. After that, it?s all about adjustment and improvisation and we make changes each semester based on what worked. "Open" allows instructors to make those same adjustments to their books and other learning materials. Perhaps equally important, it allows students to become active agents in their own education.


David Trowbridge

Associate Professor/Director AAAS, Marshall University
I have the best job in the world.

Friday November 8, 2013 3:30pm - 3:55pm