Thursday, December 23, 2010
Although the example you see here is with 4th grade students, it's a model and set of principles that could be applied across pretty much any age range.
The description from the site reads: "See how Web 2.0 tools and 21st century literacies are woven into a project-based Language Arts unit. In this video you will learn about the learning activities that led up to the culminating product, The Top 10 Wiki. The Top 10 unit is aligned to standards, big ideas and essential questions, and integrates a variety of instructional strategies both off line and on line."
Wednesday, December 22, 2010
The video could certainly be useful as a starting point for discussion...with students and teachers. It could be a great way to encourage teachers to reflect on their own teaching practice, and work to put together a plan that engages their students more actively.
With students it could be used to start a conversation around why they are learning using a project based approach, which would link very neatly with this video where a student (Colby) talks about his own experiences with PBL over four years.
The description on the site reads:
"Hear a freshman tell the educational story of the last 4 years of his schooling, from August 2006-May 2010, after his parents decided that traditional school wasn’t fully meeting his needs. Colby attended Turning Point Learning Center, an innovative public charter school in Kansas, utilizing 1:1 laptops, and Web2.0-infused Project Based Learning."
- Supporting Student Voice and Choice Leads to Equity (edreformer.com)
- Project Based Learning - Explained: A Custom Video Project with BIE (commoncraft.com)
- Listening to Student Voice: Thinking about ways of improving schools (ictelt.blogspot.com)
- Video - Project Based Learning Explained (freetech4teachers.com)
Wednesday, December 15, 2010
You can access the complete blog post here: The Clothesline: A kinaesthetic activity for numeracy.
You can access the complete blog post about the initiative that is described in the video.
The resource was designed for certificate in music students at level 3 in response to diagnostic testing (and in-class observation) that indicated critical reading and critical thinking to be significant literacy needs of these students. Developing students critical literacy skills is essential in all disciplines, at all levels; for this reason, this activity is useful, and adaptable to a wide range of contexts. At higher levels the texts and tasks need to increase in complexity and need contextualising to the discipline, but the skills and strategies remain the same.
The music in the video was: "Harmony", by Mseq, 2010 - Licensed under Creative Commons Attribution (3.0)
Monday, December 6, 2010
If you are looking for some ideas around how to encourage students to incrementally become more self-directed, while also learning skills such as asking relevant questions and listening actively to the answers - this is a video to watch. Although it is age-specific, many of the skills and points made could easily be generalised to any learning situation.
Watch the video at: Blip m4v direct link (video file)
The description from the site reads: "Paula and Jan, 4th grade teachers from Louisiana and Kansas, share their lessons learned, experiences, and celebrations as Skype buddies. Included are ways to find other classes to connect with and how to find projects to get started".
Friday, December 3, 2010
This is the second part of a three-part recollection and reflection: "On choosing to teach: a professor reflects", by Peter Mellalieu. To read part one, please click this link.
In the first part of this series I outlined the events that led to my 'call to teach' at Massey University in the late 1980s. I recalled the earlier influences on my life such as the two innovative teachers I had as parents, and my experience tutoring fellow students at high school and university. I concluded with my arrival at the university and induction directly into the team marking about 1000 first year business studies examination scripts.
In this episode, I recall my anxiety and preparation for my first lecture followed by the logistical catastrophe of my first on-campus programme. I include reflections on the approaches I took to establishing and developing my personal approach to curriculum innovation and development.
A visit to the mentor: speaking partners
Arriving at the university in October 1987, several months loomed before my first Management lecture in March to an estimated 200 second-year students of business studies. Anticipating my first class was a cause of much anxiety on my part. Fortunately, a colleague and I became 'speaking partners' soon after my arrival. We embarked on a commitment to weekly discussions to support each other's professional development. As an early joint exercise we created a statement of our personal teaching philosophies. My statement continues to evolve and inform my teaching practice. Furthermore, it warns students what to expect from my classroom environment. My speaking partner was a lecturer in communications. Consequently, she was well able to assist my confidence-building through having me practice and demonstrate elements of lecture writing and delivery. (Thank you, Marianne.)
An aside: A student pointed out to me recently that all he wanted from my course was what I might term a 'certificate of attendance' ... he seemed not to want to prove that he had learned anything, nor gains competencies that might help him 'get ahead'. I reminded the student that he was attending a tax-payer funded institution that had certain obligations to achieve nation-building outcomes ... whether he liked it or not! That conversation reminded me of the importance of stating up front clearly my teaching philosophy to students early in their study with me. I suggest it's also a good idea to share your teaching philosophy with colleagues - especially if your approach is out of the ordinary stream of students' - and teachers' - experience.
Image source - by sobriquet.net
Crossing the threshold: my first lecture
I began my first lecture by asking a student picked at random from my class list to respond to the question I had written on the blackboard (real black, real chalk) about 10 minutes before the class commencement. In a subsequent class the answer 'meaningless' was proffered in response to my request for the most important word in a quote by Jean-Paul Sartre introducing the contingency approach to management studies: "Life is absurd, contingent, and meaningless". I took the high ground in the first seconds of my engagement!
Lectures took much time to prepare: texts did not yet come with Powerpoint slides, prepared multi-choice tests - or even acetate slides. Fortunately there was an instructors manual for the course text to provide guidance for case study discussions. Instructors manuals are useful 'trainer wheels' for the novice teacher! I must admit to considerable anxiety embarking on facilitating case study discussions. What if the students came up with different answers than those in the instructors manual? What if they asked questions to which I didn't know the answer? I later learned the teacher's trick: "Now, Julia, what is your response to that question?".
Mid-year, a proportion of my 400 extra-mural students arrived during the study break for their two-day on-campus experience. Our current manic rush of the 14-week semester had not yet been inflicted on students who must also balance their career and family lives with their engagement with the academy! The on-campus programme included samples of the weekly lectures case study discussions, a test, and tutorial exercises provided to the intramural students. Discussion around the book - and video - 'Theory K' was a highlight for two years (Inkson, Henshall, Marsh, & Ellis, 1987). My use of these resources persisted until several of the high-profile 'excellent' companies (Judgecorp? Chase?) fell into bankruptcy or disrepute after the share-market crash of October 1987. The Hannovers and Bridgecorps of yesteryear! Those earlier companies' fall replicated the parallel fall of several companies profiled in Peters and Waterman's US precursor to 'Theory K': 'In Search of Excellence' (Peters and Waterman, 1982). That book had so excited me whilst on my 1983 post-doctoral position at Massachusetts Institute of Technology, and informed - briefly - one aspect of my approach to strategy teaching. In Cambridge (US) I saw and experienced some of those excellent companies in action - and many others. Quite a contrast to the Muldoonist state-cocooned 'enterprise' that then pervaded New Zealand in both the state and private sector.
In later years, through meeting with British business anthropologist Professor Andrew Pettigrew of Warwick University, I learned of the deficiencies of the one-sided uncontrolled study of 'excellence' and 'leadership' exemplified in Peters and Waterman, Theory K, ... and several other copy-cat studies. These deficiencies lead to the rise of 'matched case' research studies. Pettigrew and Whipp's (1993) thorough and exciting qualitative approach was adopted by my first PhD 'student' who studied the adoption of advanced product design and ergonomics principles in several New Zealand companies (Slappendel, 1992). I state 'student' parenthetically as I learned more about qualitative research and Pettigrew's approach from my student than I was able to offer in return. I believe my contribution was merely to protect my charge from quantitative researchers concerned at the absence of statistical rigour emanating from a study based on eight cases. Nevertheless, I supervised several masters theses that soundly embraced Pettigrew and Whipp's matched case approach.
Image source - by Andrew Scott
The road of trials: soliciting feedback from students
My first on-campus for extra-murals in 1988 was a logistics disaster. I learned that once you post out your schedule of events to your colleagues and guest lecturers YOU DO NOT ALTER THE PLAN.... My revised, 'improved' plan lead to double bookings and geographically misplaced teachers amongst the dozen or so teachers involved. Based on pre-emptive advice from a colleague I had fortunately arranged for students to complete a feedback form that gave me precise data that guided my improvement of the two remaining on-campus experiences for the remaining cohorts of extra-mural students.
The second course, delivered in Christchurch, went very well. Relief! But that was just a small group of 60 students. The final test was how a much larger cohort of students in Auckland would experience the new recipe. Again: excellent. I had learned another lesson: timely soliciting of student feedback and using that promptly to improve teaching operations. Don't wait to receive end-of semester student evaluations of teaching. They don't help the students in your current class. They are out-of-date. And often they are taken mid-way through your course when students are often at their highest levels of stress and anxiety.
In my current teaching, I provide a weekly opportunity at every class for my students to express suggestions for improving their state of confidence about the class. I measure the degree of 'Csikszentmihalyian Flow' of my students at both the start and end of each class. It is a five minute exercise that helps students realise they are not alone if they feel anxious or worried about the class. The instrument helps students identify that there are others in class from whom they can get help - those who declare they are 'in control' or in 'flow'. I also ask students what they propose I can do do mitigate their challenges with the course. Using the Csikszentmihalyian Flow-o-meter is especially valuable if, like me, you adopt out-of-the-norm teaching approaches. Or if you are uncertain about students' response to your teaching approach. Personal risk management!
Another instrument I use to gain valuable ideas for improving future deliveries of a course is a de Bonofied variant of the Small Group Instructional Diagnostic - SGID. I facilitate a PMI discussion of the features of the course: Positive, Minus, and Interesting (a de Bono lateral thinking technique). Finally, for each feature, the students provide advice about whether to increase, decrease, or modify the feature in some way. For an example of SGID in action see the video in Mellalieu, 1997. In this case, the SGID occurred following week three of the most innovative course I have ever created: the final year undergraduate course Innovation, Creativity and Entrepreneurship (ICE) at Massey University, 1996-1999. My motivation for commissioning the SGID was to gain assurance that I was on a 'safe' track in terms of the radical pedagogy I was deploying: a hybridised master-class, as-live-to-air reality TV edu-trainment called Enterprise MasterWorks.
Consequently, I commissioned an external facilitator to lead this - my first - SGID session. A reflection of the entire course journey for Enterprise MasterWorks/Innovation, Creativity and Entrepreneurship is in Mellalieu (1998).
Image source - by atmtx
In my first year of teaching, my final year course in Business Policy was a delight to teach to a small class of 12 students. I made weekly use of 'The Case Study' approach in which students diagnose the problems faced by a business within the context of industry trends and competition. My students warned that I would be facing an insurge of students the following year based on their recommendations. I was surprised to find 40 students the next year. By 1991 my Business Policy class - renamed Strategy, Policy, and General Management - had grown to around 80 internal and 80 extra-mural students. At my instigation, I was relieved of the high administrative workload Management course.
The strategy course evolved under my direction to become an exemplar of excellence for extra-mural teaching. I'm proud to note that one student gained an award from the NZ Strategic Management Society for a case study they wrote describing and evaluating a strategic initiative undertaken by a New Zealand organisation. The study considered the Air New Zealand corporate take-over of Ansett Airways, if I recall correctly, written by an airline pilot/extra-mural student at 30,000 feet. The relief from the low level undergraduate teaching also gave me the chance to concentrate on developing new - and later innovative - courses at postgraduate level.
Just this week I met a former extra-mural student of my Massey Strategy course. My student is now the 50 per cent owner/operator of a steel roof manufacturing company. By serendipity, I was visiting the company in my role as an amateur photo-journalist commissioned by my brother and his business partner to photograph a sheet steel decoiling system they had invented and built for sale to my former student's business. He recalled how interesting and well-organised the course was, and the value of the case study approach. I suggested the opportunity to write a case study about my student's current business choices as he considered expansion of his business!
Preview of part 3
In part 3, I look at the advancing of my teaching practice, along with the importance of diversity, innovation, and information and communication technologies such as pedagogical games, decision support systems, the electronic text book and collaborative learning technologies.
Peter J. Mellalieu is a curriculum innovator who teaches innovation, entrepreneurship, strategy, creativity, and sustainable enterprise development at Unitec Institute of Technology, Auckland, New Zealand. He studied industrial engineering and management at Massey University (BTech (hons), 1973-1976) and public policy at Victoria University of Wellington (MPubPol, 1976-78). His doctoral studies in management science and information systems (1979-1982) engaged him implementing decision support systems for strategic planning in several agribusiness sectors. He is an ardent advocate for education for sustainability. His professional journal is at http://pogus.tumblr.com and resources for teachers and students at http://teach.myndsurfers.org.nz.
- INVITED BLOGGER OF THE MONTH: On choosing to teach: a professor reflects (Part 1) (ictelt.blogspot.com)
Thursday, December 2, 2010
When I moved from the UK to New Zealand in 1996, I felt disconnected to the world, both professionally and personally. I was working as a midwife in Gisborne which is an isolated rural community on the east coast of the north island of New Zealand. I felt isolated professionally because I had minimal access to research resources, colleagues and professional development opportunities. I could not afford to subscribe journals and or go to conferences. At the same time, I started to think about how I could openly share my ideas with midwives and support them to improve their practice. I became frustrated because I wanted to publish the journal articles I had written on the Internet for midwives to access, but couldn't because of copyright.
In the early years of the new century I paid a web designer to host a website for me which I used to share the findings of my Masters research. But the problem with that was it cost a huge amount of money and I had no day-to-day control over what was published. In 2007 I was introduced to social media and the concept of OER and open education by Leigh Blackall. By that stage, I was a midwifery educator and researcher. Social media including blogs, wiki, YouTube and Slideshare gives me total control over my material allowing me to publish it whenever and however I please. But the problem I came up against was copyright. I am very happy for people to be able to access my work and use it for their own purposes, but I still want them to attribute the work back to me. So I was very pleased when Leigh pointed me toward Creative Commons which is a licensing framework which allows me to share my material but retain control over how it is used.
The other piece of the puzzle is working for an organisation that encourages OER and open education. Otago Polytechnic has a default Creative Commons intellectual policy. This allows me to retain ownership of the material I generate as a member of staff. I have also been given the opportunity by Otago Polytechnic to explore how courses can be facilitated in the open online environment using platforms such as Wikieducator which has led to my involvement with the course "Facilitating Online" which was originally developed by Leigh Blackall and Bronwyn Hegarty. I was a student of the course in 2007 and now facilitate it as a lecturer.
What has OER and open education done for me?
It allows me to get my material out to a much wider audience than would otherwise happen if I just kept to publishing in traditional academic journals. It allows me to interact people to get feedback on my work, exchange ideas and further refine my thoughts. It allows me to contribute knowledge and resources to the wider community which meets my philosophy of social justice. At the same time, it has allowed me to build a reputation and identity which opens the door to collaborative and research opportunities that would otherwise be closed.
The beauty of OER isn't just around what I can contribute in terms of knowledge generation, but how I can re-use the work of other people. The classic example is the images and photos that are published on Flickr under a CC licence. Having access to thousands of photos has allowed me to completely change the way I give presentations, focusing on images to present an idea as opposed to text.
Teaching and learning in an open environment is challenging. I feel very vulnerable at times when I publish my materials, fearing that my work will be criticised and my academic reputation will be tarnished as a result. I have had to learn how to take critical feedback which inevitably comes when you take the open approach to teaching and learning. At the same time this feedback has helped me to become a much more open teacher and person; to become a learner-centred teacher and be a lot more objective in my own personal reflection, which I think has improved my teaching. I have been given amazing opportunities to collaborate with people because of my work, such as my trip to Pakistan earlier this year. And I have been "forced" into reviewing my philosophy to education, which has led to some hard decisions about where and when I will publish my academic work ie I am following the example of people such as Professor Terry Anderson, and only submit my work to open access journals. This decision alone has huge ramifications for my academic career.
How can you get into OER and open education?
I think the way to get into OER and open education is to take small steps to build your confidence and understanding about the issues involved. Make yourself familiar with the Creative Commons framework so you understand more about the issues of licensing. Have a look at platforms and resources that support OER such as Wikieducator, and open access journals, for example, 'The International Journal of Research in Open and Distance Learning'. 'Talk' to advocates of OER on their blogs such as Leigh Blackall, Terry Anderson and Martin Wellor, and don't be afraid to ask them about their philosophy or the practicalities of OER.
Then give it a go.
Every time you give a presentation, publish your slides on Slideshare. Set up a blog and start to write (or video record) about your thoughts, research, teaching and so on. Start a wiki and publish your teaching resources that can range from a plan for a lecture to a whole course. Record or video your presentations and conversations as mp3 and mp4 files and upload to on BlipTV. Put a Creative Commons licence on all your work so that people can not only access your materials but also re-use them.
For me, OER and open education is about looking at what I can do to support education and the wider community in a sustainable way; how I can share ideas and resources, especially with people who do not have easy access to traditional resources. But OER is more than tangible results, it is also about a philosophy of teaching and learning. It challenges me to be a learner-centred teacher and to be a life-long learner. This is what has changed my life.
Sarah Stewart is an education developer at Otago Polytechnic, Dunedin and about to become a virtual midwifery lecturer at Griffith University, Brisbane in 2011. Sarah is widely known for her open approach to education which includes her blog, her work with ePortfolios and her management and facilitation of the Virtual International Day of the Midwife. Sarah has published widely and consults on international health and education projects, which currently includes collaborative research with midwifery educators in the UK and USA looking at the Second Life Virtual Birthing Unit.
- Home - Open Educational Resources - Subject Research Guides at University of Massachusetts Amherst (guides.library.umass.edu)
- Taking OER Beyond the OER Community: Part I (downes.ca)
- Are OERs just Re-usable Learning Objects with an open license? (downes.ca)
- Open Educational Resources (OER) Website (downes.ca)
Tuesday, November 23, 2010
The description from the EdTalks site reads: "Lee Crockett is an award winning designer, marketing consultant, speaker, and co-author of Understanding the Digital Generation. Lee's keynote presentation at ULearn10 is an intelligent and humorous look at the differences between digital learners and those that are educating them. Lee believes that we need to provide students with a fundamentally different set of skills; "We don’t need four year degrees any more, we need 40 years of learning and relearning."
- student voice in reflections on learning
- student voice in student led conferences
- student voice in learning and school design
- student voice in a democratic curriculum
"What pupils say about teaching, learning, and schooling is not only worth listening to but provides an important – perhaps the most important – foundation for thinking about ways of improving schools." Rudduck, Chaplain & Wallace (1996).
You can visit Nick's blog post and read his thoughts and ideas about his presentation, and the topics covered there.
- Children 'must be given a say in the running of schools' (telegraph.co.uk)
- Presenting: The K12 Online Conference! (123elearning.blogspot.com)
Thursday, November 18, 2010
A clear, well-explained video that talks about the role of the teacher (transmission to facilitation / mediation) and the student (novice to expert) on a journey from acquisition of content to participation and reflection. One of the really useful things about this video is that it provides a framework which can be used to map assessments, and suggests which tools in Moodle may be used at which points along the learning journey (in both online and face-to-face courses).
The term 'feedback is defined as assessment of learning, and 'feedforward' as assessment for learning.
One thing I found enlightening was hearing the students who had been involved in the piloting of the framework and course, speak about their experiences.
Feedback and Feedforward: Assessment for enhancing learning in an online environment from Ako Aotearoa on Vimeo.
- Rubric for assessing student created learning (macictinteraction.wordpress.com)
- Mark Reed: What is Social Learning? (peopleandplace.net)
- Great student project examples, lesson ideas and links integrating media #learning2cn (speedofcreativity.org)
Tuesday, November 9, 2010
An excerpt from his blog reads "OEP requires everything to be open - for access, scrutiny and repurposing. So whether it's licensing agreements such as Copyleft or Creative Commons, or open access journals, or even massively online open courses, the open educational practices are gaining ground and influence in the academic world". He gives some examples of free courses, where students only pay once they want to become accredited, advising that this is a flexible way of learning that fits in with lifestyle and personal preferences.
The Voicethread gives and overview of all the initiatives being implemented by the teachers, the impact on their students' learning, and reflections from the teachers on their experience of being involved in this type of Professional Learning and Development.
The organisers and teachers would welcome your comments and responses recorded directly onto this Voicethread.
Friday, November 5, 2010
The focus is maths, but the relevance is obvious for any discipline, and the age group is adult...but, again, well worth re-visiting what is happening with younger learners.
The description from the site reads: "Playing to Learn? - Children love to learn, but at some point they lose that and become adults that don't like formal learning. Let's explore why "play" has gotten such a bad rap and figure out how to get it back in education."
Friday, October 29, 2010
Thursday 28th October 2010 saw the second of the Adobe Connect Web Conferencing unpacked series of free taster sessions offered and facilitated by Kymm McPhail. In a dynamic, interactive session, Kymm encouraged all of the eight participants to explore the Adobe Connect environment.
The session covered
- troubleshooting technical aspects such as audio and webcam set up
- exploring some of the potential of the quiz/survey pod
- experiencing more with break out rooms
Many thanks to Kymm for an engaging session, and to everyone who attended.
If you missed the session and would like to access the recording the session in Adobe, please click HERE. This will open a separate window and you will be able to play, pause, and to skip through the recording at your own pace.
Some of the things covered in this session are illustrated in these short, step-by-step guides that Kymm has developed and shared. If you share them with anyone else, please attribute Kymm :-) Thank you.
- Adobe and Audio setup.doc (click HERE to view online)
- Breakout Rooms.doc (click HERE to view online)
- How to Create Polls or Quizzes.doc (click HERE to view online)
Experiences around piloting the ICT Enhanced Learning and Teaching model and framework revealed that practitioners were often at a loss as to what a design might ‘look’ like, and discussions tended to be esoteric and scattered. It was suggested therefore that teams draw up a mindmap that identified the main functionality and design of the programme or session they had chosen. However, some teams found this a challenge, so a mindmap 'model' (http://docs.google.com/View?id=dcqj5jv4_131d2686rhf or you can access the full map in Mindomo - ) was developed.
The online mindmap is adaptable, and users are encouraged to change it to suit their purposes. The range of spaces, activities, tasks and interactions illustrated in the mindmap is extensive. However, rather than expecting that all will be used simultaneously, users are guided to select the items and tools carefully, and to ‘mix and match’ to suit circumstances and to change or omit any elements that are irrelevant or unsuitable. Although the central starting point of the mindmap is labelled ‘course’ it could just as easily be a Community of Practice, a department, or a support unit.
This video - http://blip.tv/file/4305734, after briefly visiting some of the principles and current research that underpins the design, then takes the watcher on a guided tour of the mindmap. The mindmap has been piloted with virtual community space design, as well as with academic programmes and activities. Anecdotal feedback to date suggests that teams thought it was a great help to 'see' their design, and visualise all of the disparate but interconnected elements. It was also a great springboard for discussions about the pedagogical reasons for including elements such as, for example, informal, social spaces.
I have been working on a process model and framework, adapted from earlier examples, developed to help answer the question “Where do I start?” for teachers who are unfamiliar with adapting education resources to make effective use of ICT Enhanced Learning and Teaching.
This video - http://blip.tv/file/4305523- very briefly shows an example of a Moodle course that has been designed using the ICT Enhanced Learning and Teaching approach, as well as exploring a couple of the tools that could be used by teachers (hosted at: http://efest2008collaboratingbydesign.pbworks.com/FrontPage).
Employing a scaffolded approach appropriate for working in small teams of teachers, or as individuals, the guiding questions of the ICTELT model form the foundation for collaborative discussion of design choices, and the incorporation of a range of pedagogical approaches with a variety of tools.
The model and framework can be used with new and/or existing programmes, modules, units, sessions, or learning objects, but initially practitioners are encouraged to trial the process on a small scale. Please contact me if you have any questions: http://www.ethosconsultancynz.com/profile/HazelOwen.
Wednesday, October 20, 2010
Hot Potatoes quizzes and trialling them with a variety of media and in a range of platforms. Yesterday we met and went through creating a SCORM package that could be used in Moodle. Chitose then created another quiz and added it to Wikispaces. After quite a lot of frustration she came back with some questions around why certain things were and weren't working and here is my reply. Please feel free to add any other help / suggestions as well, please.
A quick start introduction to Hot Potatoes can be found in this .pdf file: Hot+Potatoes.pdf
"A SCORM package will only work in Moodle (or another LMSs). For the wiki, you'll need to continue how you did when you created the quiz that worked in your Wikispaces (Fig 1 below - click on the Figure links to see the full-size images). With Web pages and wikis the SCORM package won't work, so you need to export everything for a Web browser (see Figure 2 and 3 below).
Also, the thing to remember is that if you have any media embedded in your Hot Potatoes quiz (images, audio, video) the filepath between the .htm page and the media files has to be 'fixed'. You do this by creating a folder first, and then adding all your media files, and finally creating your Hot Potatoes quiz file in the same folder (see Figures 4-6 below for more information).
I've added your Getting Around quiz as a SCORM package (see Figure 7) to your Moodle site: http://vpd.vln.school.nz/mod/scorm/player.php?a=5¤torg=ORG-66CA125C-AD42-401D-8C94-8CBFD91D4C85&scoid=10
- Introduction to SCORM, Part I (downes.ca)
- A free tool for creating SCORM learning materials yourself (downes.ca)
Tuesday, October 19, 2010
We are currently living in an era where some forms of government and business information or 'data' is being made open and accessible. Known as 'open data', this service can offer a lot of potential for research and development, and improve current services. However, at the same time, individuals are giving away their personal information online in exchange for 'free services' like Facebook and Google, who then sell it to businesses so they can directly market their goods according to our demographics in these same spaces.
The following are some examples of how 'open data' is being used for the common good:
- during the Tsunami in 2004 non-government organisations (NGOs) were unable to share hospital or inventory data as it was not compatible between their software systems, however, this inspired the Royal Thai Government to make open file formats an immediate national priority (Open Technology Foundation Business Plan - downloads a .pdf file)
- when NGOs arrived in Haiti transportation, water, sanitation and health information was able to be quickly gathered and shared through the '' data
- we are using social media spaces like Twitter or Flickr or YouTube or Delicious to communicate, share and broadcast our information without knowing or having an option of easily exporting or sharing the information under our own accord
- we are creating and uploading information directly into a learning or content management systems (LMS) without the use of a repository which allows us to move it to a new space or service or software as required
The way I see it, 'open data' is made of four components:
- raw or 'compatible' data - this is when information is stored in a digital format which is recognisable or 'interoperable' with a range of different software programs eg UNESCO Institute for Statistics Data Centre
- open source software (OSS) - using the collective knowledge of the crowd, OSS shares the software and its code for free use and further development eg Moodle or Mahara
- Creative Commons (CC) - is an intellectual property 'licensing' scheme which allows individuals to publish their works (eg photos, websites, data, music, art, literature etc) which allows others to use it (with certain conditions) eg Australian Bureau of Statistics data (ABS)
- Open Educational Resources (OER) and Open Courseware (OCW) - is where educational resources and courses are made freely available, and in some cases allows others to adapt or contextualise it - eg Wikieducator and respectively
One potential model could be the 'Internet of Subjects' Manifesto, which is "a network made up of personal data stores, where identity data and personal information systems representing individuals are at the very centre of the architecture". Under this model, individuals would have more control by separating their data from its meta-data and pointing online services to it, rather than taking control of it.
We are currently in an era where our personal online data is being managed by others for their profit and gain, and privacy is out our control while we are also being given the ability to access, assert and utilise a wide range of information through 'open data' options. However, this is creating a dilemma between wanting more control over who and how our information is used, but encouraging governments and businesses to open and share their information for the common good.
So is it possible to do both - have our data open and closed?
A bit about, Allison Miller, the author of this blog postAllison Miller is the Business Manager for the E-portfolios business activity for the Australian Flexible Learning Framework. Her previous Framework roles include being the South Australian Innovations Coordinator, and the Project Manager for the Inclusive e-Learning (Youth) Project. Allison has also been the E-Learning Development Co-ordinator for TAFE SA.
Allison has been involved in the VET sector for more than eight years in areas of Business Finance, Administration and Small Business Management and has over six years experience in creating e-learning environments for students and staff.