25 Years of Ed Tech: Recent Episodes
Martin Weller & Friends
25 Years of Ed Tech is a serialized audio version of the book 25 Years of Ed Tech, written by Martin Weller of the Open University and published by AU Press. The audio version of the book is a collaborative project with a global community of volunteers contributing their voices to narrate a chapter of the book. Bonus episodes are a series of conversations called "Between the Chapters" to chat about these topics and more!
"In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students."
Credits: Text in quotes from the book website published by Athabasca University Press CC-BY-NC-ND BG music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time. Artwork X-Ray Specs by @visualthinkery is licenced under CC-BY-SA. Audio book chapters produced by Clint Lalonde. Between the Chapters bonus podcast episodes produced by Laura Pasquini.
A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team:
The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons; Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format. * Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book. * The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks. * Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse.*
This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.
And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):
Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D’Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singh
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet.
This 25 Years of Ed Tech Audio Project has been a blast! Thanks to all of the community:
- Readers of the chapters
- Guests for the "Between the Chapters" book club episodes
- The community of listeners
- Martin Weller -- who let us remix his book!
We appreciate ALL of you and are grateful for your contributions in this @YearsEd audiobook project. Thanks y'all!
In this episode, you'll hear Clint Lalonde and Laura Pasquini give their 4 L Retrospective -- the things they loved, loathed, longed for, and Learned + what's next on the horizon of audio works.
Did you miss this BONUS episode?: #OERxDomains21 Panel: OER & the @YearsEd Project
We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. :)
Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.
For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018. The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion coexist with our practices -- let’s pack up our values & build that space again, my friends.
- New Round of Chan Zuckerberg Initiative Grants Steers Clear of Ed Tech
- Pushback Against Summit Learning Implementation in Kansas – “Start of a Rebellion,” or a Learning Experience?
- So You Want the Tips and Tricks of EdTech Integration… (Sal Khan)
- Ender’s Game (book)
- Black Mirror (TV)
- How China Is Using “Social Credit Scores” to Reward and Punish Its Citizens
- The West could be closer to China's system of 'social credit scoring' than you think
- Networked professional identity and community online (reflections)
- California Consumer Privacy Act (CCPA)
- Canada’s Anti-Spam Legislation
- General Data Protection Regulation (GDPR)
- Schools Are Deploying Massive Digital Surveillance Systems. The Results Are Alarming
- Pushback Is Growing Against Automated Proctoring Services. But So Is Their Use
- Proctorio vs. Ian Linketter Defence
- Background: Ed-Tech Specialist Fights Proctorio Lawsuit
- Listening to Refusal: Opening Keynote for #APTconf 2019 by Donna Lanclos
- Refusal, Partnership, and Countering Educational Technology’s Harms by Charles Logan
- Un-Annotated by Audrey Watters
- More than 60 academic programs at Laurentian University cut due to insolvency issues
- Oakland school board unanimously agrees to eliminate its police force
- We Do This ‘Til We Free Us by Mariame Kaba
- What is the Prison Industrial Complex?
Questions asked:
- Where do the responsibilities lie for educational technology?
- When was the last time you resisted technology? How do you use refusal in ed tech?
- What should we refuse or resist more, in general?
- Where did the common go in our shared institutions?
- How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life?
- What if we do decide that ed tech makes things worse?
- Where do we go if ed tech is actually a dystopian project?
- What is it that we value that is not wrapped up in ed tech we want to take with us?
- How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech?
- If there is a commons somewhere, where is it? Can we get an invite?
Continue learning from these guests of the pod:
- Audrey: https://audreywatters.com/
- sava: https://www.screeningsurveillance.com/
We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet.
Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.
For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.
For this Between the Chapter episode, Laura chats with David Kernohan about the blockchain and other odd things happening around the year 2017: Chapter 24. This episode will not explain what the blockchain is, but take a broad perspective about the times, questioning trust, and changing of systems. Spoiler Alert: We don’t want to crush your hopes and dreams about blockchains, but there's no real lasting impact for it in higher ed.
- Chapter 2: Blockchain. Blockwhat?! (Season 1 of ZigZag pod for more crypto)
- Still not sure about it: Here’s a Blockchain Technologies course
- The Blockchain Revolution and Higher Education via Educause
- How blockchain could change higher ed via IBM
- How Blockchains are Transforming Adult Education by @johndmk
- Blockchain in Education via US Office of Educational Technology
- A Fresh Look at Blockchain in Higher Ed
- Digital Diploma debuts at MIT
- The Death of Expertise by Tom Nichols
- On Expertise in Higher Ed
- Triumph of the Thought Leader… and the Eclipse of the Public Intellectual
- We Don’t Need No Stinking Thought Leaders
- Nate Silver’s FiveThirtyEight
- “Give us back our old gods”
- It’s good to be king…
- People want to hear from experts
- The Role of Public Intellectual by Alan Lightman
- Blockchain – don’t ask how, ask why by David Kernohan
- Democratizing Ideologies and Inequality Regimes are @tressiemcphd’s observations on “roaming autodidacts”
- Black Cyberfeminism: Intersectionality, Institutions and Digital Sociology (Daniels, Gregory, & McMillan Cottom, 2016)
- Roaming Autodidacts and the Neo-Reactionaries #OER17
- 'Age Of Anger' Chronicles Rise Of Populist Backlash
- A Libertarian Walks into a Bear by Matthew Hongoltz-Hetling; TLDR article
- Libertarian vs. Bear
- Outlawed by Cara North
- Think Again by Adam Grant
- What You Need to Know About NFTs
- What's An NFT? And Why Are People Paying Millions To Buy Them?
- Enjoyable & factually accurate: NFTs - SNL skit
Questions:
- How can we create a set of ground rules that share trust and expertise in learning, credentials, and more? Will blockchain help?
- How are you thinking about long term storage of digital artifacts, projects, and initiatives?
- How do we decide which digital artifacts are given resources, time and money, to preserve these learning objects?
Are you interested in owning an NFT art piece of Martin Weller’s face? Are you using blockchain technology in higher ed? Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquni.
We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections
In contemporary journalism, if a news story is described as “having legs” it means it has the ability to evolve and remain relevant over a long period of time to a wide community. This concept of “having legs” can also be applied to the creation of OER as there is an embedded assumption by the creator of a work that, by assigning an open license to it, their work will become flexible enough to develop “legs” and continue to be successful on its own through adaptation and adoption by others. On this panel from April 21st we talk about the “legs” on #25YearsOfEdTech lessons learned and things to consider for OEP work. Apologies for the extra sounds, we forgot to turn off the Discord notifications so you will hear people coming and going from our channel. Enjoy!
- Does this story have legs?
- Google Doc from the session
- Archived Video of this Session
- Research Shorts with @veletsianos
- Laura’s “behind the making” of Research Shorts
- How “Between the Chapters” got started
- Transcriptions: otter.ai & volunteer help?
Listen to these podcast episodes to learn more about:
- The drafting of the book -- from blog post to open book with Martin Weller
- The how & why this audio project got started with Clint, Laura & Martin
- The production, tools, and process of making of the bonus “Between the Chapters” episodes Laura is interviewed by Jason Finnery
- The call for the community to participate to share their audio reflections a metapod with Martin, Clint & Laura + blog for the call to podcast
We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections. When recorded, send a message or tweet.
Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.
In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work.
- Artificial intelligence
- As LL Cool J says “Don’t Call It A Comeback”
- Potemkin AI by Jathan Sadowski
- Mechanical Turk
- Definitions via IBM: Artificial intelligence, machine learning, and deep learning
- WALL-E
- Not Cheating: These students figured out their tests were graded by AI — and the easy way to cheat
- How to Prevent Zoom-Bombing
- An ed-tech specialist spoke out about remote testing software — and now he’s being sued
- Under Surveillance: Privacy, Rights, and Those Capitalizing On Us
- Texas A&M Drops “Race” from Student Risk Algorithm Following MarkupInvestigation
- Between the Chapters: Learning Analytics - asked what is learning?
- How AI and Data Could Personalize Higher Education via HBR
- Successful AI Examples in Higher Education That Can Inspire Our Future
- How AI Chatbots and Virtual Assistants Will Transcend the Current Constructs of Education
- How Ed Tech Is Exploiting Students by Chris Gilliard
- Proctorio Is Using Racist Algorithms to Detect Faces
- You and the Algorithm: It Takes Two to Tango
- Systematic review of research on artificial intelligence applications in higher education – where are the educators? (Richter at a., 2019)
- The Future of Advising
- 2016: The shifting landscape of tech platforms, services
- Student Affairs Professionals on Facebook: An Empirical Look (Eaton et al., 2020)
- 6 reasons Artificial Intelligence technology will never take over from human teachers
- The Future of Work: Technology and Robots and Digital Literacy… OH MY!
- Documentary to Watch: Coded Bias
- About the Doc: Coded Bias - Your Undivided Attention
Questions and thoughts for the community:
- If the ed tech tool seems magical or improbable for what it can do -- it probably is.
- What’s the impact for the platforms and ed tech tools you use?
- What kind of agency/choice do your campus stakeholders have for the platforms they have to use for teaching/learning/research?
- Does anyone have examples of student surveys/interview questions you used to revaluate ed tech tools you are evaluating?
Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.
Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali.
Read the chapter and see a list of all the book references on the Athabasca Press site.
For this Between the Chapters episode, Laura chats with Joyce Seitzinger about all things badged connected to Chapter 22: Digital Badges. In reflecting back to 2015, we have much to say about microcredential, open badges, and what it means to get digital street cred based on a certificate, credential, course, or training. We share how we have been working to upskill with professional credentials as the world of work is changing, and how higher ed might consider what it means to embed badges, training, or certifications related to the skills needed for employment. Maybe badging and credentials offer ways for colleges and universities to have an ongoing, lifelong relationship with learners? Or perhaps we need more partnerships across sectors of work and education?
- I Can See Clearly Now - Covered by the #edtechukestra
- The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU
- Academic Tribe
- The SAMR Model: A Powerful Model for Understanding Good Tech Integration
- Open Badges Australia and New Zealand (OBANZ) community; (not Obans)
- The Future of Jobs Report 2020 from the World Economic Forum
- 7 Things You Should Know About… Digital Badges
- Badges and Credentialing
- Micro-Credentials
- Digital, Verified and Less Open
- Closing the Skills Gap With Digital Badges
- Alternative Credentials: How Can Higher Education Organizations Leverage Open Badges?
- RMIT: Digital Short Courses & RMIT Creds
- Certified Professional in Talent Development (CPTD)
- Getting Certified in Learning & Performance with the CPLP
- 2017 Digital Literacy Impact Study [REPORT]
- Open badges | Joyce Seitzinger | TEDxRosalindParkED
- The Future of Work: Technology and Robots and Digital Literacy by Laura Pasquini
- Working Identity by Herminia Ibarra
- TLDR: Experimenting with Identities @ Work
- Stanford Open Loop University
- Shout out to Girl Guide Badges (#TBT)
Questions to ponder from this open/digital badge conversation:
- How can we collaborate and partner education and industry sectors for credentials?
- What would it look like if particular sectors helped train and credential with badges?
- What are the small pieces that you could break down or give recognition that X competency or skill be met (for a badge)?
- What are the opportunities and limitations, within your own system, of how far digital credentials can actually go? How can we make connections to these credentials?
- What are the systems you need to tap into or can you hook your current training/learning programs into that already offer credentials?
Connect to Joyce’s work at RMIT Online and maybe she’ll badge you.
Would you upskill if you could get a credential easily? How could open/digital badges offer credentials within your teaching/learning practice? Please share -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by philippe petitqueux.
Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff.
Read the chapter online or view the book references.
For Between the Chapters episode for Chapter #21 (2014), Laura is joined by Anne-Marie Scott and Dragan Gašević to talk about learning analytics (LA). This conversation outlines a definition of LA, in terms of higher education -- for practice, within products in ed tech, for online learning/teaching, and evidence-based research. There are so many interpretations as to what LA is, and we hope this episode unpacks the myths and misconceptions as to what metrics and data within learning and/or measurement science. For LA, it is important to talk about the use, ethics in data collection, and supporting learner agency talk about the use, ethics, and learner agency when examining learning, teaching, and design of both. Get your notebooks out for this master class in all things learning analytics!
- Society for Learning Analytics Research (SoLAR)
- What is Learning Analytics? (defined by SoLAR)
- Learning Analytics in a Nutshell [VIDEO] by Clow, D. (2012). The learning analytics cycle: closing the loop effectively.
- The 11th International Learning Analytics and Knowledge Conference - April 12-16, 2021
- What is Learning Analytics & How Can it Be Used?
- Center for Learning Analytics at Monash (CoLAM)
- Signals tells students how they’re doing even before the test (2009)
- Course signals at Purdue: using learning analytics to increase student success (Arnold & Pistilli, 2012)
- Pareto - open software foundation
- OnTask - personalized feedback for online learners with actionable advice
- Learning Analytics in Higher Education (Educause, 2016)
- A four-country cross-case analysis of academic staff expectations about learning analytics in higher education (Kollon et al., 2021)
- Socio-Technical Systems
- Learning analytics and educational data mining: towards communication and collaboration (Siemens & Baker, 2012)
- Learning Analytics papers by Dr. Leah P. MacFadyen
- Let’s not forget: Learning analytics are about learning (Gašević, Dawson, & Siemens, 2015)
- Self-regulated learning and learning analytics in online learning environments: a review of empirical research (Viberg, Khalil, & Baars, 2020)
- LTI series – Learning Analytics with Bart Rienties (2018)
- Reconsidering data in learning analytics: Opportunities for critical research using a documentation studies framework (Jones & McCoy, 2019)
- Driving Towards a Degree: The Evolution of Student Supports in Higher Ed (2019)
- ‘Student engagement’ and the tyranny of participation (Gourlay, 2015)
- What changes, and for whom? A study of the impact of learning analytics-based process feedback in a large course (Lim et al., 2021)
- Connecting the dots: An exploratory study on learning analytics adoption factors, experience, and priorities (Tsai, Kovanović, & Gašević, 2021)
Questions to reflect on from this chapter:
- What does learner success look like? What’s the measure of learner success?
- What are students here for? And what are our higher ed institutions for?
- How can data be used as a form of feedback to develop towards their own goals?
- What are the core values you want learning analytics to promote?
Connect to the episode guests:
- Anne-Marie: https://ammienoot.com/
- Dragan: https://research.monash.edu/en/persons/dragan-gasevic
How are you connecting your teaching, learning, and design to effective data measurement? Are you thinking differently about learning analytics after listening to this conversation? Let us know -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Terry Elliot.
Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray.
Read the chapter online or view the book references.
In this episode of @YearsEd Between the Chapters, Laura chats with Amanda Coolidge about open educational resources (OERs) and the open textbooks. Listen to this book club chat about Chapter 20 (2013): Open Textbooks as we talk about localization of OERs for all teaching and learning classrooms around the world. It’s more than just digital or a platform, there’s such a great ability to see how grassroots initiatives offer ways to provide open textbooks & OERs multiple formats that are not digital to empower educators and learners' ways to co-create knowledge. Listen in as we get to the root of why open textbooks matter: access for learning! P.s. We love the library.
- OpenStax
- Creative Commons
- SPARC
- Open Textbook Library via University of Minnesota
- Why Are Textbooks so Expensive?
- Which Major Has the Most Expensive Textbooks?
- TESSA: Teacher Education in Sub-Saharan Africa
- Siyavula
- Open Up Resources
- Open Content David WIley
- Digital Open Textbooks for Development
- Open Educational Resources: Breaking the Lockbox on Education
- Why we fund open textbooks (and plan to do more)
- Open Textbooks? UGH. Robin DeRosa
- Are open textbooks the end game? Rajiv Jhangiani
- Open UBC
- Open UBC Snapshots: Textbook Displacements by Open Resources
- BCCampus Open Publishing
- UBC Library Open Textbooks | OER Grant Project
- BCcampus OpenEd
- H5P - open interactive content & materials
- The H5P Open Kitchen & Pressbooks
- PressBooks - open publisher
- Project Management for Instructional Designers by Wiley et al.
- Learner Experiences with MOOCs and Open Online Learning by Veletsianos et al.
Pro-Tip: Meet instructors, faculty, and administrators where they are with their teaching and learning practice to build the relationship around open textbooks and OERs.
Questions for the community to ponder about open textbooks & access:
- Why are we creating those walls for education and textbooks?
- Where are the spaces and places for the commons in learning to come together?
- What are the pedagogical positives behind an open textbook?
- What does access mean to you, your institution, and how you are providing that access, when you think about learning resources?
Are you meeting your learners/educators where they are? What does access mean to you for teaching & learning? Tell us about it. Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Karyn Wisselink.
If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani.
Read the book chapter online & see the complete book reference list.
For this episode of @YearsEd Between the Chapters, Laura chats about almost everything related to the acronym MOOC: Massive Open Online Course with Sukaina Walji, Dave Cormier, and Rolin Moe. We dive into The Year of the MOOC (2012) and Chapter 19 of Martin’s book to share how we stumbled upon MOOCs in our work, research, teaching, and learning life.
- What’s A MOOC?
- Dave Cormier’s Viral Sensation to Explain: What is a MOOC?
- Questions & Answers About MOOCs
- What Was the First MOOC? By Cathy Davidson
- MOOCs for the win! By George Siemens
- Top Ed-Tech Trends of 2012: MOOCs by Audrey Watters
- Change 11 MOOC
- Mediocre Middle - David Wiley
- allMOOCs.wordpress.com
- The CCK08 MOOC & About EC&I 831 MOOC with Alec Couros
- Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18 (Lambert, 2019)
- Perspectives from African MOOC takers: understanding transitions in and out of learning and work
- Deacon, A., Walji, S., Jawitz, J., Small, J., Jaffer, T. (2019) Seizing opportunities: MOOC takers making time for change. Critical Studies in Teaching and Learning (CriSTaL)
- Small, J., Deacon, A., Walji, S, Jaffer, T and Jawitz, J. (2019). Building capabilities: Using MOOCs to make transitions in work. Open Praxis, vol. 11 issue 4, October–December 2019, pp. 427–441.
- Online Learning: More Than Just a MOOC by Laura Pasquini
- De-Icing the MOOC Research Conference by Jim Groom
- RIP: MOOC Research Site: http://www.moocresearch.com/
- Who Studies MOOCs? Interdisciplinarity in MOOC Research and its Changes over Time (Veletsianos & Shepherdson, 2015)
- How Do Online Learners Overcome Challenges in MOOCs?
- Ed Tech Talk (Community)
- The MOOC Model for Digital Practice (McAuley, Stewart, Siemens, & Cormier, 2010)
- Stanford University does a MOOC by George Siemens
- Through the Open Door: Open Courses as Research, Learning, and Engagement (Cormier & Siemens, 2010)
- Community of Inquiry
- Comparing xMOOCs and cMOOCs: philosophy and practice by Tony Bates
- Rhizo14 –The MOOC that community built (Cormier, 2014)
- Udacity, San Jose State University offer online classes for credit
- After Cheggification – A way forward (Part 1) by Dave Cormier
- The Chegg Situation is Worse Than You Think by Michael Fieldstein
- MOOCs and Online Education; a real difference
- 2016 – the year of MOOC hard questions by Martin Weller
- The cost of support by Martin Weller
- Remember the MOOCs? After Near-Death, They’re Booming via NYT
Questions for the listening community:
- What is student engagement and what is the value add for higher education?
- How do you sustain and influence the conversation about online/digital learning beyond the pandemic times?
- What are the levers we might have to promote better student learning in multiple modes?
- What advice do you have for others who explain either MOOCs & this book means for others just joining this conversation?
- What does it mean to be truly accessible in our global world of learning in online education?
Beyond MOOCs, these guests do a few other things so you should connect and find them at:
- Sukaina: http://www.cilt.uct.ac.za/cilt/about/sukaina-walji
- Rolin: http://profmoe.com/
- Dave: http://davecormier.com/edblog/
What does the world of MOOCs mean to you? What have you learned about MOOCs after all the fury died down in 2012?Let us know. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz.
Read the chapter online or view the book references.
In this Between the Chapters episode, Laura talks to the co-directors of Virtually Connecting -- Maha Bali, Autumm Caines, Helen DeWaard, Christian Friedrich, and Rebecca Hogue about all the things related to networked learning. This group unpacks the differences between personal learning environments (PLEs) and personal learning networks (PLNs), to reflect on how these spaces, places, and more importantly the people in these communities mean to them. We dig into what is in and beyond Chapter 18 related to learning environments, revolutions, online communities, and more!
- Personal learning environment (PLE) - spaces, places, tools, technologies, process, systems, platforms, or devices
- Personal learning network (PLN) - the people, the groups, collections, gatherings, etc.
- PLE vs. PLN (graphic image): outlining links/connections between personal learning environment and professional learning networks
- Connectivism (hear last Between the Chapter episode Chapter 17)
- 7 Things You Should Know About … Domain’s of One Own
- Learning Management System (LMS)
- Virtual Learning Environments (VLEs)
- What is a learning environment? Via Tony Bates
- Hypothesis Annotation with 25 Years of Ed Tech from OLC Innovate 2020 AnnotatedEd Workshop => Thanks for the tweet share, Nate (@xolotl)
- Thoughts on My PLN via Laura Pasquini
- Clint’s research and work on PLN
- Egyptian Revolution of 2011
- How Egyptians Used Twitter During the January Crisis [INFOGRAPHIC]
- Mobi MOOC
- Year of the MOOC (2012) foreshadowing
- MOOC MOOC mini MOOC
- Informal Learning
- A Teach-In Against Surveillance
- Event to the Teach-In #AgainstSurveillance
- Virtually Connecting - hybrid connections for conferences & events for globally collaboration onsite and online
- Throwback to #et4online from 2015 (recap) + Rhizo15 MOOC
-
et4buddy pilot project at #et4online – how ideas are born – @bali_maha
- @VConnecting Header Photo
- About Virtually Connecting
- Intentionally Equitable Hospitality in Hybrid Video Dialogue: The context of Virtually Connecting
- Invisible labor is real, and it hurts: What you need to know
- It’s Not About Raising My Average by Helen DeWaard
- What is HyFlex Course Design?
- 7 Things You Should Know About the HyFlex Course Model: hybrid-flexible
- The Landscape of Merging Modalities by Valerie Irvine
- Community Building Activities: Why is building a sense of community important?
- Equity Unbound
- OneHE
Questions for Martin & the listening community:
- How do you define a learning environment?
- What does it mean to model intentional community building online?
- What mistakes have we learned from being in a PLN on certain platforms?
- How can we look at the past to improve where we go in the future?
Connect to the @vconnecting co-directors on Twitter & their blog or website:
- Rebecca: Website +@rjhogue
- Maha: Blog + @bali_maha
- Autumm: Website + @autumm
- Christian: Website + @friedelitis
- Helen: Website + @hj_dewaard
PLE or PLN -- what do these letters mean to you? Tell us about it! Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.
Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions. The collection of these learning-support tools, both formally and informally, began to be referred to as a Personal Learning Environments or PLE. Educause (2009) defined them as “tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals” (p.1). They could be viewed as a useful term for what people were doing with the tools, a framework for educators in how to approach social media in education, or a technical solution that sought to integrate tools. Chapter read by Clint Lalonde
Read the chapter online or view the book references.
For this Between the Chapters, Laura connects the dots to all things connectivism with Tanis Morgan. In reflecting on how Connectivism (Chapter 17) showed up in 2010, they reflect on the disconnects and missed opportunities, plus what it means to deal with a “pedagogy of abundance” today. This mega theory/framework/ideology/whatever you want to call it impacted teaching, learning, and research in higher ed -- we try to unpack what this means then and share what was missing from the connectivism conversations.
- Connectivism: A Learning Theory for the Digital Age by Geoge Siemens
- CCK08 MOOC + More about CCK08
- Activity Theory
- Networked Learning Theory
- Actor-Network Theory
- Communities of Practice
- Between the Chapter: #4 deconstructing constructivism with @Jessifer
- Situated Learning: Legitimate peripheral participation (Lave & Wenger, 1991)
- Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning (Bell, 2011)
- Looking backward to look forward by Tannis Morgan
- At the Root of Connectivism by Laura Pasquini
- EC&I 831 MOOC with Alec Couros
- Wendy Drexler on the Connectivist Networked Learner
- The Connected Learning Research Network
- The gendered blogosphere: Examining inequality using network and feminist theory (Harp & Tremayne, 2006)
- Does blogging empower women? Exploring the role of agency and community (Stavrositu & Sundar, 2012)
- Intersectionality
- Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color (Krenshaw, 1991)
- Access as Pedagogy: A Case for Embracing Feminist Pedagogy in Open and Distance Learning by Suzan Köseoğlu
- Hat tip: Nice shout out to women in the acknowledgements
- Pedagogy of Abundance (Weller, 2011)
- This just in: Email is dead, but the digital hustle is strong.
- Paying Attention: The Attention Economy
- Online Course Platform Market Is Booming Worldwide
- Higher Ed Guidance During COVID-19: Teaching, Learning & Student Support
- Helping the Right Ideas Find One Another (FEDWIKI HAPPENING) via Mike Caulfield
- Beware of online “Filter Bubbles” Eli Pariser
- Stereo MC’s - Connected.
P.s. Get yourself connected to Tanis Morgan: http://homonym.ca/
Questions for Martin & the community:
- How did you land in 2010 for connectivism year, Martin?
- What’s your experience with connectivism and how did it actually influence your work?
- Who’s going to be the one to clean up the pedagogy of abundance?
- What do we do with all the stuff shared online and across these domains from connectivism experiences?
How did connectivism show up in your work? Get yourself connected… the writings on the [insert social media platform] wall. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Rajiv Jhangiani.
As we saw earlier, the initial enthusiasm for e-learning led to several pedagogies being resurrected or adopted to meet the new potential of the digital, networked context. Constructivism, problem-based learning, and resource-based learning all saw renewed interest as educators sought to harness the possibility of abundant content and networked learners.
By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core assumptions. The theory of connectivism, as proposed by George Siemens and Stephen Downes in 2004–2005, could lay claim to being the first Internet-native learning theory. Chapter read by Terry Greene.
Read the book chapter & view all book references at the AU Press site.
For this Between the Chapters, Laura welcomes Sue Beckingham and Chrissi Nerantzi to talk about all things related to Twitter and Social Media from Chapter 16. Reflecting back to our use of the mediums to be social and talk with educators, learners, researchers, and more -- we see how these public, open spaces have changed and challenged us over the last 10+ years. Twitter has brought about community and connection through hashtags; however, it is not the same as it once was -- or is it?
- What was your first tweet?
- Ode to Hashtag
-
Hashtags + Community = Learning?
- Got Hashtag? [Gathering Edu & Ed Tech Conference Hashtags]
- Positive Silent Engagement - to replace social listening or lurking
- Tweetchats, Personal Learning Networks and CPD.
- Open to influence: what counts as academic influence in scholarly networked Twitter participation (Stewart, 2015)
- Collapsed publics: Orality, literacy, and vulnerability in academic Twitter. (Stewart, 2016)
- Understanding the structure and role of academics' ego-networks on social networking sites (Jordan, 2017)
- Where’s Your Digital “Water Cooler” for Professional Development?
- The Affordances of Social Media Platforms (Helmond & Bucher, 2018)
- How Higher Ed Institutions Use Twitter
- How boredom can lead to your most brilliant ideas TED Talk from Manoush Zamorodi
- My Digital Audit: Where Do I Want to Be Online?
- Lockdown Loneliness and Social Media
- Student loneliness: The role of social media through life transitions (Thomas, Orme, & Kerrigan, 2020)
- Global OER Graduate Network (More about GO-GN in Between the Chapters #11)
-
PhDchat founder: Dr. Nasima Riazat
-
AcAdv Chat - Follow @AcAdvChat & learn more: https://acadvchat.wordpress.com/
-
LTHEchat hashtag - Follow @LTHEchat & learn more: https://lthechat.com/
- The 5C Framework by Chrissi Nerantzi and Sue Beckingham
- BYOD4L: Learning to use own smart devices for learning and teaching through the 5C framework (Beckingham & Nerantzi, 2015)
- Speedy professional conversations around learning and teaching in higher education via the brand new tweetchat #LTHEchat (Beckingham et al., 2015)
- The Digital Learning & Social Media Research Group
- A student led approach to using social media for academic studies via Sue Beckingham
-
SocMedHE17 Social media for Learning in Higher Education Conference with SMASH
- Research: Networked Practices of Higher Ed Professionals: Publications
- FYI: We will spend 420 million years on social media in 2021
Questions for the community about Twitter and Social Media:
- How can we move beyond social media to study more around social learning?
- What are the interesting communities, interactions, and lessons learned in social media to enhance teaching and learning?
- What is the work of the moderators and facilitators in this social media space? What is the hidden work behind these communities online?
- What is the real value and opportunities in these social media spaces?
- What are the learners and students interested in now? Do they want to engage in social media spaces for teaching, learning, or research?
- Is the default of being open, public the norm for the next generation of learners and educators?
Connect with the guests on Twitter and find their work at:
- @suebecks & blog: https://socialmediaforlearning.com/
- @chrissinerantzi + blog: https://chrissinerantzi.wordpress.com/
What social media platforms and online communities are relevant to you, dear educator? How are you engaging with Twitter or other social spaces these days? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Erika Smith, PhD.
If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a short chapter, and most people will have their own views on its role in education, but it would be remiss to leave it out of any historical account. Read by Simon Horrocks.
This chapter contains an illustration of a typical review process (Figure 1). The illustration is described in the chapter. View the illustration.
Read the chapter online
View the complete reference list for the book.
In this episode of Between the Chapters of @YearsEd, Laura dives deep into the land of e-portfolios with Orna Farrell and David Wicks. We chat about sharing standards/competencies, reflecting on learning, and thinking about how to share practical inquiries in portfolio format for the topics of 2008 & Chapter 15: E-Portfolios. We define what e-portfolios are and aren’t, discuss the affordances of sharing publicly, being open about our failures, building personal learning networks with portfolios, and upack what it means to share & showcase with digital portfolios now.
- Define: What’s the purpose of a portfolio? What’s the clear aim & objective?
- e-Portfolios 2008–2012 with Jisc
- Seattle Pacific University for the Digital Educational Leadership program
- Check out the bPortfolios EdTech Sandbox
- Community of Inquiry
- Mahara ePortfolio
- Personal Learning Networks (PLN): Defining and Building a PLN
- Laura’s 2012 Doctoral Candidate Portfolio vs. Laura’s Blog
- Dr. Helen Barrett “godmother of ePortfolio”: https://electronicportfolios.org/
- From Portafoglio to Eportfolio: The Evolution of Portfolio in Higher Education (Farrell, 2020)
- Eportfolio Ireland Community of Practice
- A time for equity & care? Sheila MacNeill
Questions to reflect on from this chapter:
- How can portfolios provide a better form of assessment of learning?
- What ways can we think about using the standards, practices, and ways of curating learning experiences in Eportfolios for understanding our work and knowledge?
- Are your learners using their portfolios (or blogs) beyond your course? If so, how?
- What is the balance to engage learners to contribute to adding to their portfolio for professional practice?
- How are you pausing to reflect on the work you do? E.g. the why and what of our practice of teaching, learning, and research
Learning more about guests of this episode at:
- Orna’s ResearchGate
- David’s Website
Do you want to share your thoughts about e-portfolios or how you curate & reflect on your work? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Alan Levine.
E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learning, both formal and informal, in order to support lifelong learning and career development. It is an idea that has significant impact for education — instead of recognizing education at the level of qualification, such as a degree in a particular subject, it allows a more granular recognition of specific skills, linked to evidence. This chapter is read by Julian Prior.
Read the full chapter text and find the book references on the Athabasca University Press site.
In this episode of Between the Chapters of @YearsEd, Laura talks to Sarah Frick and Grant Potter about Second Life, Virtual Words, role-playing and more! In reflecting back to 2007 in Chapter 14, we talk about how these virtual spaces impacted our working, teaching, learning, and personal lives. This chapter pokes at ways we can play, create, and experiment to share teaching and learning practices in these virtual worlds, games, and more! We can learn so much from digital online environments and think more about virtual communities online today.
- Second Life
- Science Friday NPR & their Sci Fri SL Island
- Sloodle: Simulation Linked Object Oriented Dynamic Learning Environment
- Penn State World Campus Second Life
- TheSims
- Animal Crossing
- Accessibility in Second Life
- Second Life Is Dead, Long Live Second Life? Via EDUCAUSE
- What Ever Happened to Second Life? The Chronicle
- Second Life Marketplace
- Linden Dollar Conversion Rate
- Pirate Bay
- Roblox
- Examples of how artists & musicians are doing this in these virtual spaces and games: concert by Lil Nas in Roblox; Travis Scott Concert in Fortnite & U2 Concert and the like back in the day in Second Life.
- Dungeons & Dragons
- Mozilla Hubs
- Speaking of open, free, and low threshold, Mozilla Hubs is cross-platform and browser-based and you can get in a space to invite students with 2 clicks (My department at Miami University ETBD used this for our Virtual Commencement this last Spring). Its Spoke maker tools are still a bit advanced, but do-able by someone with zero code skills
- Blender is Sara’s go-to for open and free 3D object and animation creation.
- Virtual Reality (VR) 101
- Oculus Quest 2
- More about play and our ludic tools, here is a podcast episode with a lot of great quotes and reflections from the recently released "Virtual Existentialism" (Gualeni, 2020) that also touches back on the "Researching Virtual Worlds" (Plesner, 2016).
- Accessibility in Virtual Worlds: Lessons from Second Life with Donna Davis
- Second Life in higher education: Assessing the potential for and the barriers to deploying virtual worlds in learning and teaching (Warburton, 2009)
- Second Life: Privacy in Virtual Worlds
- Related to the ethical and privacy concerns, here is a curated overview of what is happening in the Oculus and Facebook saga- curated by Kent Bye, who has done a lot around privacy issues in VR
- What is Augmented Reality (AR)?
- Gamified learning in higher education: A systematic review of the literature (Subhash & Cudney, 2018)
- Grant’s “Chat on Cube”
- How to Conference Call with Red Dead Redemption
- 20 Best Virtual Icebreakers For Your Zoom Meetings
- How to Run a Great Virtual Meeting via HBR
- A few simple tips for better online meetings (COVID-19 edition)
- Player Versus Environment (PvE)
- The Art of Gathering by Priya Parker
- Discord
- 1st Generation of iPhone invented in 2007
- MineCraft Education Edition
- Pokémon Go
- Scripting with LSL
- Rick and Morty
- SL Avatars: Grant & Jane Zwizzle
- A SecondLife event of legend … 2008 NMC Fall Virtual Symposium "Rock The Academy” where Tom Woodward and Jim Groom immolate conference participants while stunting with NPC zombies
Questions asked for the ed tech community:
- What’s the point of the virtual world, if we’re just going to replicate the same thing digitally? How can we do better?
- What is the disconnect between higher ed & industry, with regards to gaming or ed tech software development for teaching & learning?
- Where did we lose the “play” in teaching and learning?
- Were you in Second Life or in another virtual world? What was your name & experience?
Connect and learn more about the guests on this episode at:
- Sarah Frick http://edheaded.com/
- Grant Potter https://networkeffects.ca/
Do you want to share your thoughts about a virtual world, game community, or SL? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by @AULibArchives.
While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the "real world", Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. The chapter is read by Grant Potter.
For this Between the Chapters episode, Laura welcomes Bryan Alexander and Alexandra Pickett to discuss Chapter 13 (2006) web 2.0 and all the user-generated experiences this technology brought for teaching, learning, and more! We talk about the experimentation days of Web 2.0, the connections we made to peers, and the challenges we’re seeing over a decade later as things got social and scaled.
- Web 2.0 Definition
- All the cool web2.0 tools Alex tested from 2008-2013! & the HOW/WHY for learning
- who am i? boundaries blurring…personal "noise" vs. professional "signal"
- “Small Pieces, Loosely Joined”
- Folksonomies and web 2.0
- Tagging & RSS in Web 2.0
- Reflecting on our web 2.0 favs like Diigo & Flickr
- Web 2.0 we said R.I.P. to: Delicious & Google RSS Reader
- Deleting tweets (non-techie starts her personal information environmentalism journey–with lots of help) via Amy Collier
- I deleted 40,000 tweets last week. Here's why (and how) via Kris Shaffer
- My Digital Audit: Where Do I Want to Be Online? via Laura Pasquini
- What is digital storytelling?
- The New Digital Storytelling by Bryan Alexander
- Academia Next by Bryan Alexander
- The Age of Surveillance Capitalism by Shoshana Zuboff review – we are the pawns
- What is Section 230?
- The Internet’s most important—and misunderstood—law, explained (Section 230)
- How to Start Fixing Social Media
- IndieWeb
- Domain of One’s Own - Reclaim Hosting
- Tumblocalypse: Where Tumblr And Its Users Are Headed After The Ban
- “You’re Not the Customer; You’re the Product”
- FCC Publications & Acts -- Radio Act
- DuckDuckGo - a privacy focused search engine
- The Diaspora Project
- the CMS is a dinosaur …and you know what happened to them…
- Throwback to rants from the “Between the Chapters” LMS episode
Questions to ask Martin & the community of @YearsEd listeners:
- What does the sandbox of technologies and tools look like for others now when you first go online to explore?
- How does AI and algorithms modify how we use these technologies?
- How does copyright advance?
- Where does the LMS go in the future related to these tools & technologies?
- How does radicalization impact the use of these technologies? How does this impact the use of these mediums for education?
- What insights/changes/ramifications might be seen for these technologies on the effect on higher ed, with regards to the granularity & microcredentials for education?
Want to learn more from the guests of this episode, be sure to connect to both:
- Bryan
- Alex
Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.
In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji.
In this bonus episode of “Between the Chapters” Martin, Clint, and Laura take a pause to get meta -- it’s a podcast about the podcast. We share about our audio labour of love, specifically as we discover what it means to augment text to audio and how to share an aural history of ed tech through these episodic personal/professional reflections.
- Innovative Pedagogy Report
- “Between the Chapter” episode show notes are now available on the website!
- Transistor.Fm - where our analytics are sourced (dashboard)
- All the Audio Chapters are now the 25 Years of Ed Tech Athabasca book site
- Meet the startup turning your new favorite podcast into your next TV binge
- Listen to this bonus episode to hear more about Martin’s writing of this book
- Vocaroo (website to record audio)
- It’s On! Direct Audio Recording into a SPLOTbox Site via Alan Levine
- Book Forthcoming: Metaphors of Ed Tech
Questions for the @YearsEd community:
- What location should the TV/film version of this book be shot?
- Who should play Martin Weller in the film/TV adaptation of the podcast?
- Anyone want to help with the graphic novel version?
Do you have thoughts, comments, or reflections for a chapter, topic, or year connected to the 25 Years of Ed Tech book -- read the book, reflect via audio, and send us the link:
- How are you involved with this ______ topic/chapter?
- What were your reflections back to a particular year in the book?
- Share your experience with this particular technology, practice, or ed tech topic.
- What ideas and concepts most interested you from a specific chapter?
- What is missing from a specific chapter or the book that we should talk about now?
- What questions do you have for the author, Martin Weller?
- Do you have questions or challenges you want to pose to the @YearsEd community?
Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.
On this episode of Between the Chapters, Laura talks with Lee Skallerup Bessette about how the video killed the teaching pedagogical star. Chapter 12: Videos (2005) brings up all the thoughts on how we weave media into teaching and learning. We talk about how we moved from film strips, TV, and videos … to the world of production and presentation we see now on Zoom. Listen to how we think about being purposeful with all the media (not just video) and how multimodal learning can be intentional as we design for digital engagement.
- YouTube + History of YouTube
- Khan Academy
- Vloggers
- Simply Nailogical
- Vine, Instagram Stories, and TikTok… OH MY!
- What is flipped learning?
- Zoom for Education: Top 10 FAQs
- 5 Reasons Zoom Schooling Is Detrimental To Children
- The Zoom Gaze: Video conferencing offers an illusory sense of unilateral control over conversations
- Twitch
- Panopto
- Multimodal Learning
- Designing Multimodal Approaches for Learning
- Videoconferencing Alternatives: How Low-Bandwidth Teaching Will Save Us All
- The Digital Divide Among Students During COVID-19: Who Has Access? Who Doesn’t?
- Tip Sheet: Recording Lectures Ahead of Time
- What is evergreen content?
- Reusable learning objects: what are they and do they work?
- Domain of One’s Own
- The digital native is a myth
- Code switching
- Social Presence (Lowenthal, 2010 & 2009)
- Shout out to podcasts for/by higher ed folks: http://bit.ly/higheredpodcasts
- LeVar Burton Reads
- e-Learning and the Science of Instruction 4th Ed.
- Hear to Slay (Luminary Premium/Paid Podcast)
- Pod Save Higher Ed - Resources & “How To” Guide for Podcasting
Questions for the ed tech community:
- What sort of access and support do your faculty/instructors have with regard to technology?
- How are we setting our educators up for success with technology? (e.g. time, resources, training, support, etc.)
- How do you support all stakeholders at your university/college with technology for learning?
Connect to Lee on Twitter and listen to her podcast at: https://allthethingsadhd.com/
Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by kevin tsakuhhin.
While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video use in education and enabled new pedagogical models of teaching & learning, such as the flipped classroom. Read by Chad Flinn.
For this Between the Chapters episode, I have a 2-part conversation about open educational resources (OER) with Part I Judith Pete and Catherine Cronin, and then Part II with Virginia Rodés and Maren Deepwell. This extended episode dives into topics from Chapter 11 and beyond as we talk about practices, tensions, and context for OER around the world. We move beyond content and licensing to talk about what OER means now with the pivot to online and how it transforms the work we do for teaching, learning, and research. I hope you enjoy hearing about these opportunities and advances being made in open work from these scholars and practitioners.
- What is OER?
- Open Educational Resources (OER) via UNESCO
- The Global OER Graduate Network (GO-GN)
- eLearning Africa
- Open Educational Practices #OEP presentation from Catherine Cronin
- Research Methods Handbook from the GO-GN
- Pete, J., Mulder, F., & Dutra Oliveira Neto, J. (2017). Differentiation in Access to, and the Use and Sharing of (Open) Educational Resources among Students and Lecturers at Kenyan Universities. Open Praxis, 9(2): 173-194.
- Open Up: OER for Higher Ed Teaching, Learning, and Support Services
- 7 Things You Should Know About Open Education: Practices
- GO- GN motto: Tuko Pamoja‘, which in Kiswahili means ‘We are Together‘
- Open Licensing from Cable Green
- The National Forum Open Licensing Toolkit
- Open Content via David Wiley
- Bali, M., Cronin, C., & Jhangiani, R. (2020). Framing open educational practices from a social justice perspective. Journal of Interactive Media in Education, 2020(1). doi.org/10.5334/jime.565
- Cronin, C. (2020). Open education: Walking a critical path. In D. Conrad & P. Prinsloo (Eds.), Open(ing) education: Theory and practice. Brill. doi: 10.1163/9789004422988_002
- Open Educational Resources from UNESCO
- OERxDomains Conference 2021
- Association for Learning Technology (ALT)
- Open Education & OER: A Call to Action for Policy Makers repository published by ALT
- Rodés, V., Gewerc-Barujel, A., & Llamas-Nistal, M. (2019). University teachers and open educational resources: Case studies from latin America. International Review of Research in Open and Distributed Learning, 20(1).
- Czerwonogora, A., & Rodés, V. (2019). Praxis: Open educational practices and open science to face the challenges of critical educational action research. Open Praxis, 11(4), 381.
- FemEdTech Network - Follow on Twitter @FemEdTech and hashtag: #FemEdTech
- ALT Open Education Special Interest Group
-
AmplifyFE Community of Practice
- Blended and Online Learning Design by Future Learn MOOC
- 3 ways to Join the GO-GN
“Enacting openness and engaging in open educational practices is always complex, personal, contextual, and continually negotiated. What will you do now?” ~ Catherine
“That tension between content and practice in education is quite important… but that is a continuum within the curriculum.” ~ Virginia
Questions for Martin, the OER community, Ed Tech friends, etc.:
- How can I convince my colleagues to share their content to transform?
- What can we learn from other OER institutions, e.g. MIT OCW?
- What will you do now?
- How are you thinking about “open” in the work you do for teaching, research, and learning practices?
- How will you lead in an open, authentic way as an administrator?
Connect to and learn more about work from guests of this episode at:
- Judith Pete https://twitter.com/judyphalet
- Catherine Cronin http://catherinecronin.net/
- Virgina Rodés https://twitter.com/vrodes
- Maren Deepwell https://marendeepwell.com/
Do you want to share your thoughts about OER? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Karyn Wisselink.
M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still pushing the concept forward and into mainstream adoption. This chapter explores some of the early days of OER and how those early projects & pioneers influenced a global movement that continues to build and evolve today.
In this episode of Between the Chapters Laura chats with Bonnie Stewart and Clint Lalonde about their blogging journey. We reflect on the posts we’ve written, the community of bloggers, and what it means related to Chapter 10: Blogs. Initially the affinity of “bloggers” connected a number of educators and academics to meet up at conferences and make connections with others in higher ed. Additionally, we saw how these personal blogs morphed towards commodification and commercial -- with the goals for putting out content or creating a brand. We miss the candid, vulnerable spaces of what edu blogs were back in 2003 and what it means to still be blogging today.
- What is a Web Log (Blog)?
- Crib Chronicles
- Souvenirs of Canada
- Gen-X hat tip to Douglas Coupland
- Adbusters
- Prince Edward Island
- Networked Participatory Scholarship: Emergent Techno-Cultural Pressures Toward Open and Digital Scholarship in Online Networks (Veletsianos & Kimmons, 2012)
- The Virtues of Blogging as Scholarly Activity by Martin Weller
- Alice Bell’s Research: Education Bloggers
- Why do academics blog? It's not for public outreach, research shows (Mewbern & Thomas, 2013)
- Why Higher Ed Needs Data Ethics & Articles from The Conversation by Bonnie Stewart
- Orality and Literacy – In What Ways Are Oral and Literate Cultures Similar? Reference to Walter Ong’s work
- Fact Check: RSS did not die; but killing Google Reader diminished RSS use for blogs.
-
ugstSTORY (Laura’s archived course) with blogs
- RRU LRNT 528 Blogs
- UW Class Blog #UWDIG
- Old Clint: http://clintlalonde.net/
- Domain of One’s Own (thanks Jim & Tim)
- Collapsed publics: Orality, literacy, and vulnerability in academic Twitter (Stewart, 216)
- Shout Out to A Few Bloggers (of many) we heart:
- Alan Levine https://cogdogblog.com/
- Kate Bowle http://musicfordeckchairs.com/
- Alec Couros http://couros.ca/
- Inger Mewbern https://thesiswhisperer.com/
Thanks for blogging, Martin. Keep on keepin’ on with your blog. We’re grateful for your words that have morphed into this book.
Find these bloggers and connect with these peers of mine online at:
- Bonnie Stewart http://bonstewart.com/
- Clint Lalonde https://edtechfactotum.com/
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Deb Baff.
Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more accessible dissemination of research findings, and the development of professional networks. But like other technologies examined in this book, blogging was not without challenges and setbacks before they gained academic acceptance.
In this Between the Chapters episode Laura talks with Laura Gibbs, Brenna Clarke Gray, and Caroline Kuhn about Chapter 9: The Learning Management System (LMS). The panel of this episode rejects how the LMS is not “linky” and how closed LMS constrains both the learner and educator from engaging online. But we also caution against how this LMS hub has grown since 2002 in its role for digital teaching and learning for higher ed institutions to also expand into a repository for data collection, learning analytics, and surveillance. Listen to our metaphors and meanderings about the LMS, and what we’ve been thinking about thanks to Martin’s chapter #9:
- Ed-Tech Specialist Fights Proctorio Lawsuit
- In Defence of Ian Linkletter by Brenna
- Defend Linkletter: https://defend.linkletter.org
- A Teach-In Against Surveillance
- Paulo Freire: the pioneer of critical pedagogy
- Constructivism: Listen to Between the Chapters #
- Surveillance Capitalism
- The Age of Surveillance Capitalism by Shoshana Zuboff
- What did Hannah Arendt really mean by the banality of evil?
- Silvia Federici: Women, Reproduction, and the Construction of Commons
- Jakob Gowell: Syllabus-as-Metaphor
- Opening up the LMS Walled Garden
- Coronavirus Is the Perfect Disaster for ‘Disaster Capitalism’
- The Shock Doctrine by Naomi Klein
- Words for the LMS: cautious care, strategic use, resistance, transparency, awareness
Questions for Martin & the community:
- Where do we put the resources needed to actually use the LMS?
- What are the metaphors should we collect and dissect around teaching & learning?
- Do you think the LMS is a best practice? Or how do you push against that idea?
Be sure to connect and follow the guests of this episode at:
Laura Gibbs: http://mythfolklore.net/
Brenna Clarke Gray: https://blog.communityofpraxis.ca/
Caroline Kuhn: https://carolinekuhn.net/
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Tom Farrelly.
Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one size fits all LMS/VLE, it has, like the institutions it serves, proved to be resilient and hard to break down. However, is this because the LMS is a "good enough" tool, or is it a result of "software sedimentation" that has resulted in enterprise process and structures being built around the LMS/VLE in such a way that alternatives become impossible to imagine, let alone implement.
For this Between the Chapters book club episode, Laura is joined by Lorna Campbell and Phil Barker to talk about E-Learning Standards from Chapter 8 of Martin’s book. They discuss how learning resources were a challenge to define and became a challenge to standardize, as Phil said:
“We have to remember that learning is not something that’s delivered. Learning is an activity. Learning is not content. Learning is a verb and not a noun.”
- Jisc
- JISC CETIS - Centre for Educational Technology, Interoperability, and Standards
- IEEE
- IEEE Standard for Learning Object Metadata (LOM)
- IMS Learning Design Specification
- Dublin Core Metadata Initiative
- UKOLN: UK Office of Library Network
- UK LOM Core
- UK OER Project
- Hashtag on Twitter: #UKoer & YouTube
- What’s a floppy disk?
- Learning Tools Interoperability (LTI) standards
- Google Knowledge Graph
- Knowledge Panel & Support
- The Beginner’s Guide to Google’s Knowledge Graph
- What Happens When Ed-Tech Forgets? Some Thoughts on Rehabilitating Reputations by Audrey Watters
- Pre-mortem Planning
- How to Run a Pre-Mortem with Your Team
“The [learning] resources themselves would be self-describing.” ~ @KavuBob
Questions for Martin & the community:
What were the challenges we encountered when considering standards of learning? Why will this be important in the future?
Are you interested in connecting to guests from this episode? Find their work at:
Lorna Campbell: https://lornamcampbell.org/
Phil Barker: https://blogs.pjjk.net/phil/
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by MakeThisButter.
Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged.
In this Between the Chapters episode Laura talks with Brian Lamb, D’Arcy Norman, and John Robertson about Chapter 7: Learning Objects. We learn about Brian and D’Arcy’s “meet cute” over moveable objects requests for repositories, and how John and others see learning objects as OERs with an open license. And see how some of these early tools, platforms, and ideas from learning objects helped to evolve into other useful learning spaces (e.g. blogs and wikis), attribution + open licensing (Creative Commons), and more!
- What exactly are Learning Objects?
- The Diamond Age by Neal Stephenson
- Semantic Modelling ofLearning Objects and Instruction [PDF] (Pahl & Melia)
- Planning to Share versus Just Sharing by Scott Leslie
- Shout out to Josie Fraser
- Learning object standard
- Learning object repository and a list of a few LO favs
- Preservation of Learning Objects in Digital Repositories [PDF] (Boté & Minguillón, 2010)
- eduSource Canada http://www.edusource.ca/
- Dublin Core™ Metadata Initiative
- CanCore http://cancore.athabascau.ca/en/
- CanCore: Metadata for Learning Objects
- Search MERLOT!
- Learning Objects [NMC archive now at Educause]
- A Traveler's Guide to the Learning Object Landscape. April 2003
- Elusive Vision: Challenges Impeding the Learning Object Economy. June 2003
- Metadata hat tip to Stephen Downes
- The Revisability Paradox [with Learning Objects] from David Wiley
- Creative Commons
- Still A Thing: UBC Blogs & UBC Wikis
- Are OERs just Re-usable Learning Objects with an open license?
“What do people do with all this stuff?... And, what do you actually do with all these things?” D’Arcy Norman, digital hoarding and reusability of the Learning Objects
Questions for Martin & Friends:
- Do you think that, in terms of the time, money, and effort spent on repositories and learning objects, we are having better conversations about our teaching and learning?
- How would we approach a similar type of project now with cross-institutional sharing?
- What would have we learned from learning objects from the past that can apply to a project like this in the future?
Connect and learn with these lads at:
Brian Lamb: https://abject.ca/
D’Arcy Norman: https://darcynorman.net/
John Robertson: http://kavubob.com/
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by KevinHodgson.
Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb.
In this week’s Between the Chapters episode, Laura chats with Kelvin Bentley about all things e-Learning based on Martin’s Chapter 6: e-Learning. These reflections discuss how far e-Learning has and hasn’t come now that many higher ed institutions are being challenged during the pandemic, and what distance education will continue to look like post-COVID-19. More importantly, we discuss what we can learn from 1999 and take these building blocks for how we want learning to look like in the future at our colleges and universities.
- What is e-Learning?
- All the “Categories of E-Learning” on Wikipedia
- The Evolution of Distance Learning
- The Foundations of Learning & Instructional Design Technology Timeline
- Doctor Who from the BBC
- Digital Diploma Mills
- Quality Matters - 2003 start; learn more about QM
- Recognizing “Open” in Tenure and Promotion at UBC
- Metaphor of Holding onto the E-Learning Past Fact Check: It is Linus’ Security Blanket
- Reimagining higher education in the United States McKinsey Report (2020)
- The Shift to Remote Learning: The Human Element
- Major Companies Partner with Colleges for Education Opportunities in Emerging Tech
- What are Microcredentials?
- Why Companies and Universities Should Forge Long-Term Collaborations
- What Will Learning Look Like In A Post Pandemic World? Do you agree?
- Faculty Success course (free) via Six Red Marbles
Questions for the community:
- What skills are you putting into your own practice or toolkit to support online learning now and for the future?
- How are we preparing ourselves for this evolving future for digital learning?
- What are people thinking about the future of professional organizations? Can we stay engaged in an “unconference” way to stay engaged with our colleagues/peers/professionals in the field?
- How will we chart the future of our own professional development?
- What ways are you planning post-pandemic learning at your university or college?
Connect with Kelvin and follow his work on Twitter & LinkedIn.
Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Dr Maren Deepwell.
It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder.
This episode is targeted at Chapter 5: Wikis, but really we talk even more about how we create collaborative learning experiences, empower learners to contribute to their own courses, and how knowledge can be co-created in our educational spaces. Here are a few things we mentioned in the episode - enjoy:
- Squeak/Smalltalk
- Recognizing and supporting roles in CSCW (Guzdial, Rick, & Kerimbaev, 2000)
- Ward Cunningham developed the first wiki WikiWikiWeb: https://wiki.c2.com/
- Piazza - platform for open Q&A with a wiki-style format
- Situating CoWeb: A scholarship of application
- FERPA … changed the use of wikis in learning
- Protecting Student Privacy (in the US)
- No More Swikis: End of the Constructionist Web at Georgia Tech
- Smallish Portable Lexical Outrageous Techniques (SPLOT)
- SPLOT Tools
- Constructionism (learning theory) by Seymour Papert
- Beyond Adoption to Invention: Teacher-Created Collaborative Activities in Higher Education (Guzdial, Rick & Kehoe, 2009)
- MOOSE Crossing via Amy Bruckmann
- Why do people write for Wikipedia? Incentives to contribute to open–content publishing [PDF] (Forte & Bruckmann, 2005)
- Failure to Disrupt: Why Technology Alone Can’t Transform Education by Justin Reich
Questions:
- How do you create a culture of collaborative learning that is valued by your students?
- How can we better meet teaching and student needs with the ed tech tools, platforms, and spaces? (Imagine!)
- Martin: How is the Open U using some of these technologies, and what can other institutions learn from your institution's experiments and innovations?
Connect to Mark’s work at: https://computinged.wordpress.com/
Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by texto digital.
1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer.
In this Between the Chapters episode, Laura chats with Jesse Stommel about constructivism (Chapter 4) and everything in the universe of education. We work through Jesse’s detest of “scaffolding” and praise for the Dewey’s ideas from over a hundred years ago. You’ll hear what we’re thinking about being more student-centered to move us outside of current learning panopticons -- by actually talking to students to figure out how we can learn today. We bat around ideas for a more nuanced conversation of what ed tech can look like now during a pandemic, and perhaps in the future if we think more critically about our digital pedagogy and listen to one another. Imagine that!
“In higher education, pedagogical thought just isn’t a thing -- it doesn’t even actually exist as a thing.” ~ @jessifer
Here are a few things we discuss, rant, and praise in this episode of the pod:
- Audrey Watters
- HASTAC: Humanities, Arts, Science, and Technology Alliances and Collaboratory
- Digital Pedagogy + Follow on Twitter: #DigPed
- Critical Pedagogy
- Ungrading Movement
- Schools of To-Morrow by John Dewey and Evelyn Dewey
- Critical Digital Pedagogy: a Definition
- What Is Critical Digital Pedagogy, and Why Does Higher Ed Need It?
- Book: Critical Digital Pedagogy: A Collection
- Zone of Proximal Development (ZPD) ... apparently not another virus
- Online Teaching with the most basic of tools – email by Tanis Morgan
- Constructivism 3: Bruner and Scaffolding
- Principles of Student-Centeredness vs. Student Contributions
- Introduction to Communities of Practice by Etienne & Beverly Wenger-Trayner
- BONUS: The Human Work of Higher Education Pedagogy by Jesse Stommel [RE: Brunner Scaffolding Quote]
Community Challenge: Let’s ask ourselves hard questions about what does and doesn’t work in our online learning spaces and places.
Question: How does Papert’s Constructionism learning theory fit in with constructivism and what is discussed in Chapter 4 and our conversation?
Connect with and learn more about Jesse’s work at:
https://www.jessestommel.com/
@HybridPed
@DigPedLab
https://urgencyofteachers.com/
Tell your friends/colleagues to subscribe to the podcast & connect to @YearsEd on Twitter. Do you have thoughts, comments, or questions about this podcast? Contact us! Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Rajiv Jhangiani.
Chapter 4 1997 looks at, not a specific technology, but at the learning theory Constructivism and a number of different pedagogical models that the increased use of technology in education inspired including Problem Based Learning (PBL), Resource-Based Learning (RBL), and Communities of Practice (COP). Read by Tim Carson, host of the Praxis Pedagogy podcast
In this Between the Chapters episode, Laura is joined by Clare Thomson and Mark Brown to get nostalgic for the things we were building and working on back in the mid-90s with computer-mediated communication (CMC)... and then some for Chapter 3. We dig into the pioneering practices and “cottage innovations” that were groundbreaking at the time, and offer us some sound learned lessons for today. What we did then, may still be relevant now for how we are thinking about online learning. Here are a few things we mentioned during this episode:
- The Virtual Community by Harold Rheingold
- Global Networks: Computers and International Communication by Linda Harasim
- Learning Networks: A Field Guide to Teaching and Learning Online by Linda Harasim
- Boundary Breaking in Education [PDF] virtual student teaching between Canada & New Zealand
- Teaching is a Subversive Activity and book by Neil Postman & Charles Weingartner
- xMOOC vs cMOOC? Defining Common MOOC Terms
- The Medium is the Message ~ Marshall McLuhan
- The Slow Movement
“Ed tech is not a game for the impatient.” ~ @mweller
How can we go back, to the things we learned then, to move us forward in the virtual learning environments?
How will our community be dialoguing about these ideas and issues related to CMC for how we teach and learn now?
Learn more about the guests in this episode:
Clare: https://www.lostandfoundinedtech.org/
Mark: https://www.dcu.ie/nidl/director-nidl
Follow on Twitter: @YearsEd
Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Clare Thomson.
Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.
In this episode, Laura Pasquini and Jim Groom reflect back to their OG Internet experiences as they get nostalgic about Chapter 2: The Web. The World Wide Web vs. the Internet as we know is discussed, specifically for what it means for learning, teaching, and more in higher education. The Web was a really powerful way to share educational resources, plus gave access and new avenues for how, where, and when people learn. We hope you enjoy this conversation as we talk about the affordances and tensions of the Web, and perhaps we will consider how this will impact education moving forward.
“The realization that anyone in the world could now see their page was a revelation. This act now seems like the mythical mudskipper crawling from the sea to the land: a symbolic evolutionary moment.” ~@mweller, Chapter 2: The Web
Here are a few of the many aspects of the Web threw back to in the episode:
- Netscape & Mosaic Web Browsers
- Tim Berners-Lee
- The Internet Course by Jim Groom & Paul Bond
- What is Geocities?
- Prof. Dr. Style Olia Lialina
- FYI: MySpace Still Exists
- WordPress
- Drupal
- MediaWiki
- You know HTML? You’ve Got a Job!
- Domains of One Own
- Reclaim Hosting - Take Control of Your Digital Identity
- Developing digital literacies - what will we need to work on in the future?
- The Rabbit Hole podcast from NYT
- Remember the free AOL CDs?
- The AOL CD-ROM Collection
- Meadow Educates AJ About the Internet on the Sopranos
Connect to Jim: https://bavatuesdays.com/
Follow on Twitter: @YearsEd
Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Katy Jordhal
Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other technology has gone on to profoundly alter not only education but society as a whole. Chapter 2 is narrated by Jeffery Saddoris.
In this episode, Laura Pasquini chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. We reflect back to the time of dial-up internet, the start community interest groups, and the beginnings of how these technologies would have impacted educational technology. What we learned then, that maybe we could be reminded of nowadays.
- Jim Groom's recent seminar & chat on Digital Identity, Reclaim and DS106
- The Internet Archive
- BBS: The Documentary via Jason Scott
- About Jason Scott & his “Ultimate BBS List”
- Community of Practice
- The Community of Inquiry
- 25 Years of EdTech – 1994: Bulletin Board Systems
- The Electronic Forum @ Maricopa College
- DS106
- This American Life
- What is ds106 Radio?
- Ungrading Movement
- Social Network Sites: Public, Private, or What? - danah boyd [PDF]
- Check out Alan’s Flickr photos -- p.s. Hi Mom
Questions from the chapter: What else is going on in this BBS space in the 1990s? What have we learned from these early days of BBS, for the things that came next?
Connect to Alan: http://cog.dog/
Follow on Twitter: @YearsEd
Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Laura Pasquini
Our historical review of education technology begins in 1994 with Bulletin Board Systems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter looks at how the BBS changed the nature of distance in distance education, student resistance to this new form of communication in distance learning, and how the BBS surfaced early issues around copyright of digitized materials. The chapter is read by Bonni Stachowiak host of the Teaching in Higher Ed podcast.
In this episode, Laura has a chat with Martin about the creation of the 25 Years of Ed Tech. From a blog post series to exploring each year in more depth to now -- the book is born!
We discuss how the chapters came about, the introduction chapter, and take a sneak peek behind the scenes for the writing process. In talking about the history of ed tech, Martin has offered a few themes and issues from his perspective that he hopes the larger community of teaching and learning continues to draw from, add to, or even fill in the gaps. We discuss the history of ed tech shared in the book, and what it means for our pivot to online learning now.
Martin’s Blog - The Ed Techie
The Association for Learning Technology (ALT) & ALT-C (Conference)
25 Years of Ed Tech Book
Thanks to Athabasca University Press for their open access to journals, books, and this project!
Follow on Twitter: @YearsEd
Do you have a question about this audio project? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Ken Bauer Favel
In this episode, Laura talks to Jason Finnery who wrote an article about the 25 Years of Ed Tech Audiobook & Between The Chapters podcast for BCCampus (thanks!). This is a cut of the interview to give you more “behind the scenes” of how the bonus podcast episodes came about where we banter/discuss each book chapter. Here are a few podcasting tools mentioned in our conversation:
Zoom
Audio Hijack
Transitor.fm
Auphonic
Dig CC Mixer
25 Years of Ed Tech Image Remixer
Audacity
Garageband
Laura’s “technical pro-podcasting” setup (in her closet)
Terry Gross - NPR’s All Things Considered
Fancy a discussion or conversation with us about a book chapter? Do you have suggestions to improve Laura’s podcasting skills? Let us know at https://25years.opened.ca/contact-us/
Follow on Twitter: @YearsEd
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Dr Maren Deepwell
How this audio project for the 25 Years of Ed Tech book got started. From a Google doc for chapter narrators to the bonus podcast banter, Clint, Martin, & Laura discuss the goals of this audiobook and companion podcast are all about. As open audiophiles who love audiobooks, podcasts, and other things we can listen to, we are excited to hear other voices from the community to gain their insights and perspectives. We hope the reading of this book and the chat on the bonus episodes encourage others to reflect, blog, tweet, and comment as to what these topics of educational technology mean to you!
Thanks to Athabasca University Press for their open access to journals, books, and this project!
Shout out to Brian Mathers for the 25 Years of Ed Tech Image Remixer
Here’s to overcoming the “Amnesia of Ed Tech”… we’ve got the cure? Or maybe a series of conversations and audio book readings to prompt a discussion.
Follow on Twitter: @YearsEd
Do you want to talk about a chapter? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA &Remixed by Matteo Mathers
In this episode, author Martin Weller kicks off the audio version of the book with his book acknowledgements & the book introduction which establishes the major themes of the book.
Background music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time.