Image source(s): Kurious, CC0 Public Domain
Crafting meaningful reflections.
Evidence no. 9: Weekly Blog Postings
Course outcome(s):
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- Share course-related learning with members of the course and greater educational community.
- Support the learning of classmates through discussion postings, blog comments, and social sharing activities.
An ongoing weekly assignment for OLTD505 was to blog on various topics relating to Open Educational Resources (OER’s) and to read and comment on blogs created by other cohort members. With a myriad of possible topic threads, each new topic introduced me to, or challenged my perceptions of the concept of knowledge and its ownership. Beginning with the blog Knowledge; Free for All, I began my investigations on to the basic premise that knowledge cannot be owned and therefore poses the question of how cost can be attached to its attainment. This was my first look at the concept of OER’s and it required that I complete investigations to develop an understanding. This knowledge provided the platform from which I could continue to build my personal beliefs regarding the current structure in which education is delivered.
I built upon this initial foray by exploring the case of Aaron Swartz. This led me to see that it is the connections between us that allows the exchange of and further development of knowledge to take place. If we create barriers to that knowledge we place barriers on the advancement of our collective knowledge. Our collective success is based from our ability to remain connected.
My final blog allowed me to share a collaborative piece created by an economics class. As we prepared for the AP exam we discussed ways in which knowledge and education are reflected in economic concepts. I challenged them to create an OER which they could share as a community amongst themselves and with a wider audience through a creative commons license. Students collectively worked to divided basic economic concepts up so that each group would have an area in which they could focus. As each group finished the pieces were presented as a cohesive web page that included a discussion board where students could share thoughts and ideas.
Creating and sharing blogs regarding Open Educational Resources, helped me better develop an understating about the concept of collective knowledge. The driving thread behind each of the blogs was the question, ‘who owns knowledge’? Arguably there are many reasons why a person may wish to retain ownership of work that they have created. It is the simple idea that we are a community that collectively creates knowledge from a shared experience that requires thoughtful consideration however. Arguably knowledge created but not shared has no value to us as a society and in turn stifles our future development.
Crafting meaningful reflections.
Evidence no. 10: Summary of learning
Course outcome(s):
I have been fortunate to share my journey in OLTD505 with Kym Toporowski. As such we have supported each other in expanding our sphere of knowledge and I know that I have opened myself to new tools, such as Twitter, that provides connection to others. When we spoke about what we have learned in this course we realized that our journeys mirrored each, even though we took wildly different paths. We requested permission to complete a summary of learning together as we both wanted to try a new application, PowToon, to express our learning. Alec agreed and we began the final leg of this journey together.
Throughout the OLTD program I have strived to challenge myself by trying new technologies. Far from being digital natives, Kym and I have both been intrigued by the animation style of presentation that is becoming common place. PowToon is a freemium online application that allows the creation of interactive animated slide presentation or movies.
I find that the main challenge associated with using a new technology is the steep yet rewarding learning curve. Mastering PowToon took a substantial commitment, but being supported and in turn supporting, my partner I feel that the final product reflects our personalities and presents our collective learning in an engaging and concise way.
The project itself made me think personally about how my knowledge has developed throughout the OLTD program. Becoming hooked at the beginning by the simple question of ‘who owns knowledge’ drew my focus toward opportunities for the open sharing of knowledge and its subsequent development. Openness in education has always been present. Teachers, I find, openly share their resources. Creating Open Educational resources for all is a step beyond that interconnected contacts that we as professionals have and promotes greater sharing and collaboration through the use of Web 2.0. Open Educational resources, as a concept, have the potential to expose those previously unable to experience education to a wider world of opportunities. It, in effect, closes the educational divide brought about by a lack of resources.
Course outcome(s):
- Demonstrate familiarity with common terms, definitions, and elements related to OERs and, more generally, open education.
- Demonstrate knowledge of the history and foundations of open education, including conflicting viewpoints around the ownership of knowledge, copyright, and copyleft licenses.
- Examine current research around best and emerging practices in OER design, development, and implementation.
- Articulate a summary of personal learning in the course in a multimedia, online format.
I have been fortunate to share my journey in OLTD505 with Kym Toporowski. As such we have supported each other in expanding our sphere of knowledge and I know that I have opened myself to new tools, such as Twitter, that provides connection to others. When we spoke about what we have learned in this course we realized that our journeys mirrored each, even though we took wildly different paths. We requested permission to complete a summary of learning together as we both wanted to try a new application, PowToon, to express our learning. Alec agreed and we began the final leg of this journey together.
Throughout the OLTD program I have strived to challenge myself by trying new technologies. Far from being digital natives, Kym and I have both been intrigued by the animation style of presentation that is becoming common place. PowToon is a freemium online application that allows the creation of interactive animated slide presentation or movies.
I find that the main challenge associated with using a new technology is the steep yet rewarding learning curve. Mastering PowToon took a substantial commitment, but being supported and in turn supporting, my partner I feel that the final product reflects our personalities and presents our collective learning in an engaging and concise way.
The project itself made me think personally about how my knowledge has developed throughout the OLTD program. Becoming hooked at the beginning by the simple question of ‘who owns knowledge’ drew my focus toward opportunities for the open sharing of knowledge and its subsequent development. Openness in education has always been present. Teachers, I find, openly share their resources. Creating Open Educational resources for all is a step beyond that interconnected contacts that we as professionals have and promotes greater sharing and collaboration through the use of Web 2.0. Open Educational resources, as a concept, have the potential to expose those previously unable to experience education to a wider world of opportunities. It, in effect, closes the educational divide brought about by a lack of resources.