Tag Archives: OER

Adding Knowledge to the Internet EDitorial EDUKWEST

Does adding more Knowledge to the Internet really improve it?

Quora, the question and answer site that quickly became the darling of Silicon Valley, aims to become an Internet-scale Library of Alexandria, according to an end-of-the-year post on the company’s blog.

In their mission statement, the site’s CEO Adam D’Angelo says he hopes that the site will become the place where hundreds of millions of people will go to learn and share their knowledge.

If I were a cynic, I’d say that he’s one more founder who wants to jump on the MOOC bandwagon.

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Today’s Campus Innovation Interview #3 – Scott Hasbrouck of Ginkgotree

Scott Hasbrouck GinkgotreeIn this episode of the Today’s Campus Innovation Interview Series, Kirsten Winkler talks with Scott Hasbrouck, co-founder and CEO of Ginkgotree.

Ginkgotree is a web application that enables professors to create digital coursepacks (textbooks) based on free web content like YouTube videos, open educational resources or other creative commons licensed material and merge it with copyright cleared content from journals, magazines or textbooks in order to offer students custom course materials.

Ginkgotree is also offering a free book scanning service for professors. They simply choose the pages of the textbook they would like to include into the coursepack and then send the books or journals to Ginkgotree where they are professionally scanned and digitized.

This way Ginkgotree is able to cut down the cost of a textbook to about $30 instead of the usual $200 per semester. Ginkgotree partnered with the Copyright Clearance Center to offer the largest choice of copyright cleared content possible.

Note Taking Learning Resources

Notes and Learning Resources: Why We Cannot (And Should Not) Stop Student Sharing

Editor’s Note: This article has first been been published on edcetera – straight talk on edtech.

In today’s post, I would like to discuss some aspects of note-sharing. Of course, there are different groups involved here, and everybody has their own take on the matter.

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What’s the Problem with TED Ed not being an Epic?

To borrow and tweak the phrase, software is not an epic (Certainties & Serendipities; Scott Berkun) a tool and an open educational resource (OER) are not epics.  Scott Berkun defines a tool (i.e., material, object, technology, etc.) as something you make so someone else can make something.  An OER, which in a sense acts as a tool, can be defined as follows (OERs infoKit):

Open Educational Resources (OER) are teaching and learning materials that are freely available online for everyone to use, whether you are an instructor, student or self-learner. Examples of OER include: full courses, course modules, syllabi, lectures, homework assignments, quizzes, lab and classroom activities, pedagogical materials, games, simulations, and many more resources contained in digital media collections from around the world.

To the degree that an OER is made “freely available” might also depend on whether one can retweak, remix, redistribute, and add to the OER itself and whether or not the OER may be used for commercial or non-commercial purposes (for further considerations, see Creative Commons).

So why define tools and OERs?  There seems to be a Problem with TED Ed as of late: The problem with TED Ed is the problem of what we define in traditional education as a ‘lesson’. But what is the problem, really?  Is the problem with TED Ed specifically, or how other educators might use TED Ed?  This is why defining tools and OERs (like class lessons) become key.  Regardless of one’s interpretation as to how “freely available” content is in TED Ed, there is certainly the potential to retweak, remix, and further develop the lesson or OER itself that warrants further educative experiences when it comes to learning. Framing a problem around TED Ed, is like framing a problem specifically around a textbook, computer, pencil, Internet, or any other material, object, technology, or tool;  avoiding any real context that may be useful in finding a solution.  Problems cannot be set based on people, concepts, and materials alone; they must be set at the point where problems, people, concepts, and materials meet.  The misconception with Problem with TED Ed, is that the term ‘lesson’ is viewed as some fixed learning experience that TED Ed designed and one that substitutes for good teaching (a notion that TED Ed clearly rejects in their introductory video).

TED Ed is not epic, nor are any web tools educators use to teach and learn.  But TED Ed, like other materials (e.g., OERS) do offer affordances in various degrees; that is, degrees of action potential.  The value of an OER or web tool stems from not only its direct potentiality, but subsequent potentialities that emerge from complex associations that occur over time and in multiple spaces between a web of human and non-human devices.  The potentialities are threefold: the potential to take risks through creative pursuits, the potential to share experiences and opinions with others, and the potential to not only benefit the learner but those who come in contact with the learner (not to mention contacts that extend out two, three, or more degrees of separation).  Setting a problem around a particular OER or tool alone (absent of context) does little to extend the dialog necessary for reaching viable and situational solutions.

Picture: by Velo Steve

review:ed Audio Podcast

review:ed #21 OER, Badges and Gay Penguins (Audio)

review:ed Audio Podcast

review:ed Episode #21

“OER, Badges and Gay Penguins”

  • recorded: March 23rd 2012
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Show Notes

[02:35] Vi Hart on Khan Academy

[04:33] Announcing C12 on EDUKWEST

[08:46] PixyKids – a new social network for children
Source: GigaOm

[17:26] Books being banned in schools
Source: Forbes | Salon | Raw Story

[25:03] Thank you to our sponsor Transfluent

[28:33] Interview with Gregg Carey about the Voxy Academy

[29:20] Creative Commons launching OERu
Source: Creative Commons

[33:35] Universities biggest Awarder of Badges in 2016/17?
Source: Open Content