Tag: open

Jon Tennant about need/goals for open science

https://twitter.com/Protohedgehog/status/1029010127938940929
 

The Uncertain Future of OER

The Uncertain Future of OER | Edutopia (Edutopia)

High-quality open educational resources that are freely shared and improved upon have enormous appeal, but they’re not a reality yet—and may never be.

From Edutopia:

Open educational resources (OER) have been on the cusp of arriving for more than 15 years, but somehow they never do. So what’s the holdup?

In the post, Tom Berger posits that teachers aren’t onboard, with good reason. At the same time, OER are not going away for budgetary reasons.
I think Stephen Downes’s response is spot on in this discussion.

My thinking here is that so long as you think of OERs as teaching resources, they’re never going to work. They should be thought of as learning resources. Encourage students to find them, share them, and make them (that was one of the core ideas behind the first MOOC and it was co-opted out of existence).

Downes elaborates on this:

Maybe we need a new concept. I’ll go out on a limb and give it a name – OERSS. Open Educational Resource – Student Sharing. Or Open Educational RSS. Take your pick. It’s open resources found, created, used and shared by students. The real open educational resources.

Scholars in an increasingly open and digital world: imagined audiences and their impact on scholars’ online participation

Scholars in an increasingly open and digital world: imagined audiences and their impact on scholars’ online participation (Learning, Media and Technology Journal)

Imagined audiences, social media, online networks, networked scholarship, qualitative research

This study investigates the audiences that scholars imagine encountering online and the ways in which these audiences impact scholars’ online participation and presentation of self. Prior research suggests that imagined audiences affect what users share and how they present themselves on social media, but little research has examined this topic in the context of faculty members and doctoral students (i.e., scholars). An analysis of interviews with 16 scholars shows that imagined audiences span the personal–professional continuum. Further, most scholars imagined their online audiences as known and familiar. Though many recognized collapsed contexts as problematic, several others appeared more comfortable with audience collapse than prior literature suggests. Findings also suggest that scholars’ conceptualizations of their audiences differ from those of their universities, principally in that scholars imagine their audiences as communities rather than as venues for attracting professional attention.