Open educational practice beyond the institution?

The following is a continuation of prior ponderings about about open educational practice (OEP) and open educational resources (OER) in the context of a potential institutional grant application. It’s an attempt to make sense of some of the relevant literature I’ve read and figure out how that might influence the nascent project. In particular, it

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Minimalism, constructivism and use of Moodle or any other e-learning tool

Ben-Ari (1999) reports an experiment where 10 members of a University department were asked to verbalise their understandings as they completed tasks in Word. The aim was to explore their conceptual understanding of Word and its link with their use of Word. Ben-Ari (1999) writes Considering the high quality of the subjects, the most surprising

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Exploring the relationship between learning design and OEP

Another year and another institutional grant opportunity around openness. This year the focus is on Open Educational Practice and is designed to raise awareness and understanding of open educational practice (OEP) across USQ and to provide the opportunity for USQ academics to experiment with OEP in courses and programs. What follows are some early ramblings

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Extending a little thought experiment

David Wiley has posed a little thought experiment that encourages reflection around levels of automation and “personalisation” within a University course. Judging by my Twitter stream it appears to have arisen out of a session or happening from the ELI conference. The experiment describes a particular teacher purpose, outlines four options for fulfilling that purpose,

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Blog for learning. Why? What? How?

Today I’m giving a 10 minutes spiel on why, what, and how I make use of blogs to support student learning in one of my courses. The slides for the talk will will be available below.   Blog for learning. Why? What? How? from David Jones

What if our digital technologies were protean? Implications for computational thinking, learning, and teaching

David Jones, Elke Schneider To be presented at  ACCE’2016 and an extension of Albion et al (2016). Abstract Not for the first time, the transformation of global society through digital technologies is driving an increased interest in the use of such technologies in both curriculum and pedagogy. Historically, the translation of such interest into widespread

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