Comments for OER Synthesis & Evaluation

Comment on Reflections by OEP and bounded communities : OER Synthesis & Evaluation

OEP and bounded communities : OER Synthesis & Evaluation — Mon, 11 Mar 2013 09:22:47 +0000

[...] H. (2011) Reflections, blog post, http://oersynthesis.jiscinvolve.org/wp/2011/01/25/reflections/ [accessed [...]

Comment on Reflections by Open Educational Practice | littlebylittlejohn.com

Open Educational Practice | littlebylittlejohn.com — Mon, 11 Mar 2013 09:00:35 +0000

[...] H. (2011) Reflections, blog post, http://oersynthesis.jiscinvolve.org/wp/2011/01/25/reflections/ [accessed [...]

Comment on Evaluation buddy meeting between REACTOR, Opening up a Future for Business and CORE-SET by Buddying up with ORBIT | DeFT project: Digital Futures in Teacher Education

Buddying up with ORBIT | DeFT project: Digital Futures in Teacher Education — Fri, 18 May 2012 10:02:33 +0000

[...] and Bjoern Hassler from ORBIT (“Open Resource Bank for Interactive Teaching”), our “evaluation buddy” – the idea emerged from a joint phone call with Lou McGill where we started talking [...]

Comment on open practices across sectors: briefing paper by Why “open education” matters « « DediCommDediComm

Why “open education” matters « « DediCommDediComm — Fri, 27 Apr 2012 20:45:25 +0000

[...] question is explored by Lou McGill and also by Laura [...]

Comment on Evaluation toolkit by OER3 Programme Meeting – Part I « Manufacturing pasts

OER3 Programme Meeting – Part I « Manufacturing pasts — Mon, 02 Apr 2012 10:34:17 +0000

[...] the first point, I should mention that JISC did go on to show us their OER evaluation toolkit which details useful evaluation resources, the kind of evidence they look for, and the benefits of [...]

Comment on Open educational practices – what do we mean? by What I’ve starred this month: March 28, 2012 – MASHe

What I’ve starred this month: March 28, 2012 – MASHe — Wed, 28 Mar 2012 11:22:06 +0000

[...] and learning at the boundaries of knowledge « Learning in the workplace – March 12, 2012 Open educational practices – what do we mean? : OER Synthesis & Evaluation – March 12, 2012 OER Rapid Innovation: SupOERGlue and RIDLR – Higher Education Academy [...]

Comment on open practices across sectors: briefing paper by Why “open education” matters « « DediCommDediComm

Why “open education” matters « « DediCommDediComm — Tue, 13 Mar 2012 01:43:33 +0000

[...] any more than any organisation could be said to own “learning”. This question is explored by Lou McGill and also by Laura [...]

Comment on UKOER phase 2 by Helen Beetham

Helen Beetham — Thu, 08 Mar 2012 13:15:48 +0000

Hi Isobel, this post raises lots of interesting questions about what we mean by ‘open’ in the content landscape: is open licensing critical or are there other features that matter as much – or even more – to users? We have speculated in the past that features of OERs which make them useable in practice include:
- freely available and easily discovered
- trusted and/or reputably sourced
- universally accessible
- designed for learning – especially in the specific context that is familiar to the learner
- easily disaggregated (by teaching users)
- educationally guided or scaffolded (by learning users)
in addition to
- openly licensed.
We know these design features are fostered by engagement in the UK OER programme and other open content initiatives, but we know they can be fostered in other ways too. So are we ready to broaden our terminology – to talk about content that is ‘open-ready’ or ‘openable’ even if it doesn’t presently conform to the original JISC definition of an openly licensed resource, freely available for repurposing and reuse via an open web site or repository?

Comment on Grand Challenge in Open Learning by Helen Beetham

Helen Beetham — Tue, 06 Mar 2012 12:57:30 +0000

Hi Allison, I think I like your suggested grand challenge too much to want to contribute an alternative suggestion.
But in relation to that challenge, I wonder if ‘learners’ are the only stakeholders that publicly funded projects need to consider? Potential users of research data in medical, legal, geographical, political (etc etc) fields may not be interested in ‘learning’ outcomes but in access to knowledge for other personal and social outcomes? So are open knowledge/open education/open scholarship practices blurring the boundaries between ‘learners’ and other kinds of knowledge-users??

Comment on tagcloud for the wiki by dkernohan

dkernohan — Wed, 31 Aug 2011 08:45:42 +0000

This is an amazing visualisation – well done Lou and Doug.