Lisa Petrides, Douglas Levin, and C. Edward Watson recently released the CARE Framework, but apparently some people, David Wiley in particular, don't care for the framework. Stephen Downes has already I think responded in two brief posts here and here. Stephen's posts are brief and I think pretty spot-on. Nonetheless, I'll soldier on and try to … Continue reading OER, CARE, Stewardship, and the Commons
This post is a response to yesterday's discussion in Davidson Now’s pop-up MOOC, “Engagement in a Time of Polarization”. The key provocation for the discussion was Chris Gilliard's great essay Power, Polarization, and Tech. The video of the hangout discussion is embedded at the end of this post for you. In his discussion of … Continue reading An Economics of Polarization
The post is my initial contribution to the discussion in "Engagement in a Time of Polarization" pop-up MOOC. Admittedly, I'm a little late to the party, but we're starting Topic 2 on Understanding Polarization. The key provocations to start discussions are Chris Gilliard's excellent (as always) post on Power, Polarization, and Tech. The other thought … Continue reading Is Polarization Really a Recent, Digital Phenomenon?
Open Learning Assignments workshop given in LCC Center for Teaching Excellence, Feb 15, 2018
As usual, I have way too many balls in the air and way too many ideas happening at once. It's exciting but every silver lining has a touch of grey. (hat tip , Robert Hunter). I continue wearing my multiple hats as part of the school's Open Learn Lab. I still have no title, although … Continue reading A Personal Note on Ostrom, Open Learning, and Me
In keeping with my recent promise, I'm going to do a shorter and definitely incomplete post. Most parents eventually realize that children follow our examples way more than they follow our instructions. If you really want your child to do X or behave like Y, then you have to model that behavior and do X … Continue reading Do As We Say, Not…
A college degree is more than the sum of its courses. The learning that takes place in the classroom has always been only a part of a good college education. Without opportunities to share, create, and connect, lectures, testing, and courses become shallow learning, boxes for students to check. The most impactful learning experiences connect the classroom to experiences and authentic assignments rooted in the real world. Historically, this is why campus life and indeed the physical campus itself has always been so important. The campus, and life on the campus, has provided the liminal space and the linkage between classroom and real world. The campus is truly a place of ambient learning. With the growth of the digital world and online learning, the campus as learning space is sorely missed. The LMS only creates a classroom experience, not the ambient learning of the campus. By building off a domains of one's own program, Lansing Community College is addressing this gap by creating OpenLCC, a scholarly Commons of Our Own.
I'm speaking again at Domains17 conference. I'll talk about the LCC Open Learn Lab experiences in creating and exploring a Domains of One's Own project at a community college. It's also applicable to any teaching-oriented college or university wanting start a DoOO. Here are the slides. If this embedded view doesn't show, they can be … Continue reading Running Errands at Domains17
These are my reflections from the OER17 conference in London. It is a mark of a powerful community and conference that it is nearly 3 weeks gone, yet it has a powerful hold on me. I wrote just six months ago how OpenEd16 changed me. Lightning has struck twice. I can't be the same again. There … Continue reading OER17 – Connections to Relationships