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What does "open" mean when related to education?

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What does "open" mean when related to education?

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Generally, open education refers to reducing barriers to access to learning opportunities. Educators who practice "in the open" believe that learning should be available to all so they share some of their teaching resources on the web often using creative commons licences
That's a simplification, here's a more detailed TED talk!

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Dr. David Wiley is Associate Professor of Instructional Psychology and Technology at Brigham Young University. He is also the Chief Openness Officer of Flat World Knowledge and Founder and board member of the Open High School of Utah. He was formerly Associate Professor of Instructional Technology and Director of the Center for Open and Sustainable Learning at Utah State University.

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When you create and share a digital artefact on the web, the default licence for it is that you own the exclusive copyright unless you have given that away to the website owner for example.
CC licences are an international, legal set of licences which enable you to state what can be done with that artefact. There are 6 licences. Here's a quick guide:

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Lawrence Lessig Explains Creative Commons Licensing

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Standard Youtube License & Creative Commons

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YouTube video copyright Information, creative commons licence information, advice and help for YouTube video creators and video uploaders in this short, easy to understand film. Creative Commons licences explained.

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You can find lots of openly available teaching resources (known as OERs) to use in your presentations, on your blog, or to help your learners. This search is a great place to start.

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Join a global community working to strengthen the Commons

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A curation of tips which draw back the digital curtain

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The Indispensable Digital Research Tool I can Say, Without Lying, Saves Time - CogDogBlog. Toby Walsh, A.I. Expert, Is Racing to Stop the Killer Robots. Toby Walsh, a professor at the University of New South Wales in Sydney, is one of Australia's leading experts on artificial intelligence. He and other experts have released a report outlining the promises, and ethical pitfalls, of the country's embrace of A.I. Recently, Dr. Walsh, 55, has been working with the Campaign to Stop Killer Robots, a coalition of scientists and human rights leaders seeking to halt the development of autonomous robotic weapons.

We spoke briefly at the annual meeting of the American Association for the Advancement of Science, where he was making a presentation, and then for two hours via telephone. It happened incrementally, beginning around 2013. From what I could see, the future was already here. [Like the Science Times page on Facebook. | Sign up for the Science Times newsletter.] So in 2015, at a scientific conference, I organized a debate on this new class of weaponry. I signed, and at the next big A.I. conference, I circulated it. The United Nations. No. 3 Commonly Misunderstood U.S. Copyright Concepts - Copyrightlaws.com: Copyright courses and education in plain English. Misinformation about U.S. copyright law is unfortunately common, despite the abundance of information available on this subject.

Three commonly misunderstood U.S. copyright principles that often require clarification are: The notion of automatic protectionCopyright registration with the U.S. Copyright OfficeThe use of the copyright symbol, © The discussion below assists in clarifying misinformation about U.S. copyright law. Test your knowledge of copyright myths with our Copyright Myths and Facts quiz. What's the Reason Behind These Commonly Misunderstood U.S. In 1989, U.S. copyright law changed regarding automatic protection, copyright registration and use of the copyright symbol. The U.S. is now one of the 177 countries that adhere to the Berne Convention and provides the Convention's minimum copyright provisions in their own copyright acts. Read to below to understand more about these three misunderstood U.S. copyright principles and see our practical tips relating to them. 1. 2. 3.

Web Literacy - Mozilla Learning. Adfeed - Futurebook. Copyright the Card Game - UK Copyright Literacy. As part of our work we have developed a new engaging approach to copyright education sessions. For those of you who have ever delivered copyright training, you know it can often be a rather dry subject, that we often have difficulties persuading colleagues to attend. Well that will all be set to change, once you start thinking more creatively about copyright education. Instead of focusing on aspects of the law and thinking about what copyright might stop people from doing, our game encourages them to focus on four positive aspects to copyright. it is based on working in teams to tackle a number of common scenarios.

We are looking to add new scenarios to the game all the time, to make it relevant for different types of staff and hope to start working on a version for PhD students. The four 'suits' in the game are: Copyright works - what is the material that someone wants to use? Version 3.0 Released May 2019 Version 3.0 card deck was released at the Creative Commons Summit 2019 in Lisbon. Digital Accessibility | Teaching and Learning Innovation Park. What Is Critical Digital Pedagogy, and Why Does Higher Ed Need It? A growing movement in higher education seeks to bring "critical digital pedagogy" to college classrooms.

But the idea can seem a bit abstract and, well, academic. So we invited two proponents of the approach to explain what it is and how to put it into practice. The goal of critical pedagogy is to encourage students to think about the way they are being taught and how they, as students, fit into broader social and cultural context. Or, as one of our guests put it: "in some ways it's about showing [students] the Matrix code behind education, letting them see how education works." The conversation took place last week on the latest session of our monthly online town hall about the future of education, called EdSurge Live. More than 80 people tuned in and had a chance to bring their questions and perspectives. Listen to the conversation here, or read highlights below, which have been lightly edited for clarity.

How would you define critical pedagogy? Would I eliminate grades all together? The Business of Fettering OER - billymeinke.com. An advisor of mine recently reminded me that "things move before they are articulable," which is a bit of wisdom that has found a home in the front of my mind. Describing what we see as it happens means building a richer history for the open education community, and allows us to plot more desirable vectors for the future. It also helps us avoid futures that are undesirable. A problem I'm seeing right now is that the future is being colonized in a variety of ways, and existing epistemologies (ways of knowing and being) and phenomenologies (ways of experiencing the world) are being concretized and amplified through technology. Now that of course is a broad statement which needs fleshing out, but in the context of the open education community we should pay close attention to the ways technology is being thoughtfully used to seek equity and social justice.

And we need to pay attention to the rhetoric and movements of those in power. The term fetter is both a noun and a verb in English. The Digital Competence Framework 2.0 | EU Science Hub. DigComp 2.0 identifies the key components of digital competence in 5 areas which can be summarised as below: 1) Information and data literacy: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, and organise digital data, information and content.2) Communication and collaboration: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one's digital identity and reputation.3) Digital content creation: To create and edit digital content To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied.

The DigComp Conceptual reference model The glossary of the new terms: Index. A guide to anti-misinformation actions around the world. Australia Action: Government task force Focus: Foreign disinformation campaigns* In June 2018, four units of the government set up a task force to identify potential cyberattacks and foreign influence campaigns targeting upcoming Australian elections. The Electoral Integrity Assurance Task Force is led by the Home Affairs Department and was created amid ongoing warnings from the intelligence community about foreign interference in Australia, the Special Broadcasting Service reported.

*This effort does not directly target misinformation, as others have reported. Bangladesh Action: Law and arrests Focus: Propaganda and media regulation In October 2018, the Bangladeshi government passed a bill that imprisons people for spreading "propaganda" about the 1971 war in which the country won independence from Pakistan. The Economist reported that journalists were concerned. In January, the Dhaka Tribune reported that 22 people had been arrested on cybercrime charges in the past two months. Belarus Belgium. - A Brief History of Ed-Tech 1989 - 2049. Millions of people uploaded photos to the Ever app. Then the company used them to develop facial recognition tools. The Ever AI website makes no mention of "best moments" snapshots. Instead, in news releases, it describes how the company possesses an "ever-expanding private global dataset of 13 billion photos and videos" from what the company said are tens of millions of users in 95 countries.

Ever AI uses the photos to offer "best-in-class face recognition technology," the company says, which can estimate emotion, ethnicity, gender and age. Aley confirmed in an interview that those photos come from the Ever app's users. Ever AI promises prospective military clients that it can "enhance surveillance capabilities" and "identify and act on threats." It offers law enforcement the ability to identify faces in body-cam recordings or live video feeds. So far, Ever AI has secured contracts only with private companies, including a deal announced last year with SoftBank Robotics, makers of the "Pepper" robot, a customer service robot designed to be used in hospitality and retail settings.

Cyrus Farivar. Facebook told advertisers it can identify teens feeling 'insecure' and 'worthless' | Technology. Facebook showed advertisers how it has the capacity to identify when teenagers feel "insecure", "worthless" and "need a confidence boost", according to a leaked documents based on research quietly conducted by the social network. The internal report produced by Facebook executives, and obtained by the Australian, states that the company can monitor posts and photos in real time to determine when young people feel "stressed", "defeated", "overwhelmed", "anxious", "nervous", "stupid", "silly", "useless" and a "failure".

The Australian reported that the document was prepared by two top Australian executives, David Fernandez and Andy Sinn. It was said to describe how the social network gathers psychological insights on high schoolers, college students and young working Australians and New Zealanders. Sinn is an agency relationship manager for the company. The horizon of self - Digital - Learning - Culture.

Through the Visitors and Residents work I am frequently involved in discussions around identity, especially in relation to online spaces. Often discussions that start with technology, move onto practice and then morph into questions of identity: How does my professional identity relate to my personal identity? How does my online identity relate to my offline identity?

To what extent am I performing different identities? Which of these many dimensions is the most authentic or is that authenticity contextual? Etc. These types of questions are brought to the surface by our relationship with the digital because it provides a new mirror to hold up to ourselves. Going online in Resident modes is not unlike travel in this sense, we question who we are as we encounter new spaces, forms of communication, modes of meaning and ways of being. The most important aspect of justice as described by Derrida, via Caputo, is that it is impossible and does not exist. Inclusive learning and teaching - Anglia Ruskin University. 'The goal is to automate us': welcome to the age of surveillance capitalism. We're living through the most profound transformation in our information environment since Johannes Gutenberg's invention of printing in circa 1439. And the problem with living through a revolution is that it's impossible to take the long view of what's happening.

Hindsight is the only exact science in this business, and in that long run we're all dead. Printing shaped and transformed societies over the next four centuries, but nobody in Mainz (Gutenberg's home town) in, say, 1495 could have known that his technology would (among other things): fuel the Reformation and undermine the authority of the mighty Catholic church; enable the rise of what we now recognise as modern science; create unheard-of professions and industries; change the shape of our brains; and even recalibrate our conceptions of childhood. And yet printing did all this and more. Why choose 1495? That's not for want of trying, mind. Which is why the arrival of Shoshana Zuboff's new book is such a big event. How to keep AI from turning into the Terminator (opinion) Perhaps humankind is moving toward an oppressive artificial superintelligence. In the meantime, artificial intelligence is already woven into our everyday lives. It provides us with things we love and need, from productivity advice to movie recommendations.

Yet, when we don't carefully consider its impact on our democracies, our justice systems and our well-being, we open ourselves up to real risks. The AI of today is invisible to most of us, yet ubiquitous. One example we interact with frequently is recommendation engines on the internet -- the code recommending that next video on YouTube or a post on Facebook. The result can be serendipitous and delightful. But even if you don't worry about it for yourself, there is growing evidence that these systems tend to radicalize and polarize. Further, these algorithms can be gamed by humans to sow even more discord. Of course, the problem isn't technology, per se -- AI isn't inherently malicious.

2018 Report. Algorithms and Media Literacy - The Association For Media Literacy. By Helen J. DeWaard Algorithms and media aren't usually considered together. Algorithms are thought to be mathematical and computational sequences that manage our computer data. Media are related to popular culture as expressed through text, image, audio, or video. Algorithms are defined as a set of rules, sequential steps, or a series of actions that create a desired outcome. Algorithms-and the computer code upon which they rely-are often thought to be neutral, but they are "actually imbued with the agenda, biases, and vulnerabilities of the programmer" (Cohen, 2018, p. 145). Media encompass a wide range of text, image, audio, and video productions. Media educators should examine new tools and mechanisms to explore how algorithms are impacting users' actions in social media.

Media literacy education is more important than ever. The Unbias Fairness Toolkit is just such an effort. References The Association for Media Literacy. Cohen, J. (2018). Farnum Street Media Inc. (2018). Film featuring Cleveland digital redlining now on line | Connect Your Community. "Dividing Lines", the short film featuring AT&T's digital redlining of Cleveland that premiered last April at Net Inclusion, is now available to view on line. Produced by Maria Smith of Harvard's Berkman Klein Center for Internet & Society and Karen Heredia from the New Media Advocacy Project, "Dividing Lines" focuses on Internet access obstacles faced by low income families and neighborhoods in San Francisco and Cleveland.

The Cleveland portion of the film relies heavily on the digital redlining study published in 2017 by Connect Your Community and the National Digital Inclusion Alliance, and includes interviews with CYC Director Bill Callahan and NDIA Executive Director Angela Siefer. Watch "Dividing Lines": Two companion films by Smith and Heredia, both dealing with rural broadband issues, are also on the New Media Advocacy Project channel at Vimeo: Dividing Lines: How Big Telecom Isolates Rural America Dividing Lines: Dialed Back to Dial-Up in Rural America. - The Washington Post.

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The Indispensable Digital Research Tool I can Say, Without Lying, Saves Time - CogDogBlog. Toby Walsh, A.I. Expert, Is Racing to Stop the Killer Robots. Toby Walsh, a professor at the University of New South Wales in Sydney, is one of Australia's leading experts on artificial intelligence.

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Areas of concern

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Requiring student reflection as part of assessment.

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Published on

presentation for employability symposium

1. 1. Assessed e-portfolio for language learning Teresa MacKinnon & Claude Trégoat

2. 2. https://tinyurl.com/yyyzfuoo

3. 3. "I predict that universities of the future will be less concerned about content delivery, since students can access diverse information ubiquitously, and will focus more closely on the recognition and accreditation of learning, wherever that might have taken place (in the workplace, in different national contexts and using open source materials). This means that we need to concentrate more strongly on supporting student engagement with learning, and I argue that the strongest locus of this is through improving assessment." Sally Brown is Emeritus Professor at Leeds Metropolitan University where she was Pro-Vice- Chancellor (Academic), Adjunct professor at the University of the Sunshine Coast, Queensland and Visiting Professor at the University of Plymouth. @ProfSallyBrown

4. 4. "Engaging in a process of transformation in assessment can have a positive impact upon student learning, as well as on student satisfaction. It can help ensure that staff and students have a greater understanding of, and confidence in, academic standards, making it a necessary focus for any stakeholders concerned with furthering or ascertaining learning." HEA symposium: Transforming assessment in HE, 2017 Call for papers.

5. 5. Threshold concepts Critical alignment "When e-portfolios form part of an assessment framework, there are advantages and disadvantages for practitioners. On the one hand, digital portfolios offer more efficient working practices, enabling marking and verification to take place incrementally. However, the diversity of evidence contained in portfolios can make them harder and more time consuming to assess For successful implementation, the purpose/s behind the use of the e-portfolios must be aligned to the particular context." The role of ownership "The e-portfolio processes and outcomes need to be owned by the student. This view leads to considering portability & choice of tool" "E-portfolios are disruptive from a pedagogic, technological and an institutional perspective because they tend not to fit exactly within existing systems."

6. 6. A domain of your own * Giving student agency over how digital space is used * Just in time support, face to face drop-ins * Personal narrative for a specific audience - similar to CV writing

7. 7. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French

8. 8. e-portfolio Clavier Virtual Exchange - Collaborative tasks & tools - Authentic communication - Learner agency - Community - Resilience - ReflectionInterview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French Back

9. 9. e-portfolio Clavier Virtual ExchangeInterview simulation - Applying for a job/a trainneeship - Practising job interview - Intercultural awareness - Reflection - Empathy - Giving constructive feedback Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French Back

10. 10. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise module - Project management - Assessed business plan - Reflection - Ownership Erasmus Plus Virtual Exchange Open badges The case of French

11. 11. e-portfolio Clavier Virtual Exchange Interview simulation Future devts French for Enterprise Erasmus Plus Virtual Exchange Open badges The case of French

12. 12. "Renewable assessments" David Wiley: meaningful, real world tasks Students as creators of Outputs: Dilly Fung: The connected curriculum Stresses the value for students of learning to produce 'outputs' - assessments directed at an audience.

13. 13. Student feedback "Summing up, my journey started modestly with a feeling of stagnation but accelerated in the second term with the EWC as a catalyst. Innovative ways of studying (e.g. the articles) and learning general vocabulary proved particularly useful for speaking, but also writing. I noticed my journey's success in the portfolio's last section, when speaking confidently and writing texts without vocabulary sheets. This motivates me to continue speaking and to extend especially my professional vocabulary in the future in order to apply for Masters in France." Student of French level 5 on a Economics degree "Language learning for me is about trial and error, being able to self- assess, coming up with new ideas, and finding out what works best. For me this means trying to keep learning engaging, and finding things that I am interested in and enjoy." Student of French level 5 on a Psychology degree

14. 14. Student feedback "Learning a language is very different to learning maths, and I feel like by doing so I gained many transferable skills (for example, presenting work and participating in formal discussions), which will help me in the future. Making this portfolio has allowed me to look at and reflect on all the things I've done over this year. I realised that some things that I didn't think were important at the time ended up being turning points in my learning journey, and it is nice to have a place that captures all of them." Student of Russian level 5 on a Maths degree

15. 15. What are the next steps? * Institutional support, nudge for others * Time for development and implementation. * Scale or scope?

16. 16. References Advance HE. Using e-portfolio as a reflective assessment tool. Available from https://www.heacademy.ac.uk/knowledge-hub/using-e-portfolio-reflective-assessment-tool AULC-UCML. Survey of Institution-Wide Language Provision in universities in the UK 2017-18. Available from http://www.aulc.org/wp-content/uploads/2018/04/AULC_UCML_2017-2018.pdf Donaldson, L. (e-book). Eportfolio based assessment. Available from https://read.bookcreator.com/czHiWg1mbURBt6XGEriXdgYJEr62/j09MDQqZTXGthHfmyzsU0Q Fung, D. (2017). A connected curriculum for Higher Education. https://doi.org/10.14324/111.9781911576358 Jisc. (2008). Effective Practice with e-portfolios. Available from https://www.webarchive.org.uk/wayback/archive/20140614113958/http://www.jisc.ac.uk/whatwedo/programmes/elearn ing/eportfolios/effectivepracticeeportfolios.aspx Seely Brown, John. http://www.johnseelybrown.com/el.pdf Wiley, D. (2016). Blog post: Toward renewable assessments. https://opencontent.org/blog/archives/4691

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Assessed e portfolio for language learning AdvanceHE 30th April 2019

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Published on presentation for employability symposium 1. Assessed e-portfolio for language learning Teresa MacKinnon & Claude Trégoat 2. https://tinyurl.com/yyyzfuoo 3. "I predict that universities of the future will be less concerned about content delivery, since students can access diverse information ubiquitously, and will focus more closely on the recognition and accreditation of learning, wherever that might have taken place (in the workplace, in different national contexts and using open source materials).

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Alan Levine talks geography and OEP

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Open Educational (Porosity / Permeability)?

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OH NOES NOT DEFINITIONS! Fear not, it's not happening. But today during the blog-star-studded-most-of-them-self-deprecating hangout on "Open Pedagogy Open Discussion #YearOfOpen" ( see the resource doc too) Mike Caulfield made an interesting comment about openness and the metaphor of "permeability" which raises my Geology sensors (Maybe 5 years of undergraduate and 6 in graduate study of might come into play) @holden on "permeability" & raises my Geology antennae; related to not same as porosity (~openness) ?

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A practitioner perspective on digital learning

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A practitioner perspective on digital learning

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@suewatling shares her experiences of the barriers and challenges of digital practice.

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Here's the best place to start:

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Use Creative Commons tools to help share your work. Our free, easy-to-use copyright licenses provide a simple, standardized way to give your permission to share and use your creative work - on conditions of your choice. You can adopt one of our licenses by sharing on a platform, sharing your work with an open license, or dedicating your work to the public domain.

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Use Creative Commons tools to help share your work. Our free, easy-to-use copyright licenses provide a simple, standardized way to give your permission to share and use your creative work - on conditions of your choice. You can adopt one of our licenses by sharing on a platform, sharing your work with an open license,...

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The WIHEA #knowhow project

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Resources from the WIHEA #knowhow project to support open educational practice for students and staff.

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The open revolution

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Forget everything you think you know about the digital age. It's not about privacy, surveillance, AI or blockchain-it's about ownership. Because, in a digital age, who owns information controls the future.

In this urgent and provocative book, Rufus Pollock shows how today's "Closed" digital economy is the source of problems ranging from growing inequality, to unaffordable medicines, to the power of a handful of tech monopolies to control how we think and vote. He proposes a solution that charts a path to a more equitable, innovative and profitable future for all.

Get the Book on Amazon or Download Directly "

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Open Version - Pay What Feels Right

In keeping with the philosophy of the book, The Open Revolution is available "openly" and you can download it directly.

Contribute back by paying what feels right "

Dr Rufus Pollock is a researcher, technologist and entrepreneur. He has been a pioneer in the global Open Data movement, advising national governments, international organisations and industry on how to succeed in the digital world. He is the founder of Open Knowledge, a leading NGO with a presence in over 35 countries, empowering people and organizations with access to information so they can create insight and drive change. Formerly, he was the Mead Fellow in Economics at Emmanuel College, University of Cambridge. He has been the recipient of a $1m Shuttleworth Fellowship and is currently an Ashoka Fellow and Fellow of the RSA. He holds a PhD in Economics and a double first in Mathematics from the University of Cambridge.

An open world, a world in which information is openly and freely available to us all

Will the digital revolution give us digital dictatorships or digital democracies? Forget everything you think you know about the digital age. It's not about privacy, surveillance, AI or blockchain-it's about ownership. Because, in a digital age, who owns information controls the future.

Today, information is everywhere. From your DNA to the latest blockbusters, from lifesaving drugs to the app on your phone, from big data to algorithms. Our entire global economy is built on it and the rules around information affect us all every day.

As information continues to move into the digital domain, it can be copied and distributed with ease, making access and control even more important. But the rules we have made for it, derived from how we manage physical property, are hopelessly maladapted to the digital world.

In this urgent and provocative book, Rufus Pollock shows that we must make a choice between making information Open, shared by all, or making it Closed, exclusively owned and controlled, and how today's Closed digital economy is the source of problems ranging from growing inequality, to unaffordable medicines, to the power of a handful of tech monopolies to control how we think and vote.

Choosing Open is the path to a more equitable, innovative and profitable future for all.
Read more "

Subscribe to our newsletter to receive news about the Open Revolution each month and stay up to date with the movement.

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Forget everything you think you know about the digital age. It's not about privacy, surveillance, AI or blockchain-it's about ownership. Because, in a digital age, who owns information controls the future.