Education/EduCourse/CaseStudies: Difference between revisions

Education/EduCourse/CaseStudies (view source)

Revision as of 13:57, 31 March 2009

749 bytes added , 31 March 2009

no edit summary

Opencontent

2

edits

@@ Line 14: / Line 14: @@
 * A [http://www.mozilla24.com/en-US/programs/stanford/g1-3.html talk (video)] I gave at Stanford's Mozilla 24 event, discussing my approach to working in, and learning how to cope with, an open community the size of Mozilla.
-'''(2) David Wiley: Open Education Course at Brigham Young University [http://open.byu.edu/ipt692r-wiley/]'''
+'''(2) David Wiley: Open Education Course at Utah State University [http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus] '''
-There are two ways to describe the design of this course, and both are equally valid. On the one hand, this course is a mix of direct skills instruction combined with project-based learning and collaborative problem solving. The course employs a progression of increasingly complex problems with supportive information, and requires students to synthesize hundreds of pages of literature, interview data, and their own design intuition to produce meaningful artifacts both individually and as part of highly inter-dependent teams. The idea of teach-reteach (characterized by Gong’s description of the Three Person Problem) is at the heart of the students’ day-to-day learning experiences.
+The goals of the course are (1) to give you a firm grounding in the current state of the field of open education, including related topics like copyright, licensing, and sustainability, (2) to help you locate open education in the context of mainstream instructional technologies like learning objects, and (3) to get you thinking, writing, and dialoguing creatively and critically about current practices and possible alternative practices in open education.
-On the other hand, the course is a massively multiplayer role-playing game in which students select a character class, develop specialized expertise, complete a series of individual quests, join a Guild, and work with members of their Guild to accomplish quests requiring a greater breadth of skills than any one student can develop during the course.
+This course was the first of kind taught "in the open" and was followed by dozens of people outside the university. I'm currently teaching the same course with a new design at Brigham Young University [http://open.byu.edu/ipt692r-wiley/].
+* [http://www.ed.gov/about/bdscomm/list/hiedfuture/3rd-meeting/wiley.pdf Testimony to the Secretary of Education’s Commission on the Future of Higher Education], Wiley
+* [http://www.benkler.org/Common_Wisdom.pdf Common Wisdom: Peer Production of Educational Materials], Benkler
+* [http://opencontent.org/presentations/bcnet07/ Openness, Localization, and the Future of Learning Objects], Wiley (video)
+* [http://opencontent.org/future/ The OpenCourseWars], Wiley
+* [http://openeducation.blip.tv/ Course lectures from BYU IPT 692R], Wiley (video)
+* [http://flexknowlogy.learningfield.org/2009/02/05/estimating-reuse-remix-value-of-7-oer-projects/ Estimating “Reuse / Remix” Value of 7 OER Projects], Stein (student writing)
+* [http://www.intellectualfx.com/?p=122 Reusability in the Land of OERs], Johnson (student writing)
+* [http://www.je-lks.it/en/08_01/11Apfini_en.pdf IntroOpenEd 2007: An experience on Open Education by a virtual community of teachers], Fini et al. (this paper was written by the Italian cohort of student who followed the USU course)
 '''(3) Jim Groom: Wordpress MU at University of Mary Washington [http://umwblogs.org/]'''