Syllabus 2019

Hub Director: Sue Erickson
Steering Committee: Stephanie Blackmon, Gardner Campbell

Pre-cMOOC week: March 10-16
For our welcome/fun warm-up activity this week, there are several parts that fit together (something like the famous description of the Web as “Small Pieces Loosely Joined,” but also different…).

So here we go:

  1. Set up your hypothes.is account. Don’t forget the quick start guide that’ll get you over the first hurdles.
  2. Now, go annotate this article: https://www.insidehighered.com/blogs/library-babel-fish/adulting-web-0. Try to do at least two annotations. Remember that annotations can be anything from a definition to a comment to an image to a video, to a reply to someone else’s annotation, or a reply to their reply, etc.
  3. Now, write a short blog post about the activity you just did. How did you choose the places where you left notes? Did you leave more than one kind of annotation? If so, what kinds did you leave where, and why? Blogs are great spaces for these kinds of metareflections. Best of all, metareflections are nothing more and nothing less than interesting windows onto process and cognition. It’s your process and your cognition. It’s your story. Nothing “right” or “wrong” about that!
  4. Once you’ve written your blog post, tweet out a short description with a link, and be sure to use the hashtag #openlearning19.
  5. If you can only do one of the above before you’re a) out of time b) out of breath c) out of patience or d) out of gumption (see Zen and the Art of Motorcycle Maintenance), just do the first step.

Bonus points if a) you spot and describe recursion and b) find a way to introduce yourself in one or more of the steps above.

Good luck and sally forth!

Special thanks to Open Learning alum Meg Mulrooney for the inspiration for this activity.


Week One: Open Access / Open Educational Resources (March 17-23)

In the spirit of learner agency, consider the activities below with an and/or. Do what’s right for you. Follow your own path. That is part of the spirit of connected learning. A variety of activities is likely to provide a richer learning experience.

READ:
Peter Suber’s Open Access – Chapter 1

PARTICIPATE:
Send questions for @petersuber in advance via Twitter #OpenLearning19 for Tuesday’s Zoom interview. Join the Zoom live with Sue Erickson and Peter Suber at 4pm (EDT) on Tuesday, March 19th.

GO THE EXTRA MILE (without the travel):
Join in or view the recording later of any of the Virtually Connecting sessions at Digital Pedagogy Lab Toronto. Virtually Connecting brings the conference to you, no travel required!

PARTICIPATE:
Send questions for @profmattdecarlo in advance via Twitter #OpenLearning19 for Friday’s Zoom interview. Join the Zoom live at noon (EDT) on Friday, March 22nd with Sue Erickson and Matt DeCarlo, Assistant Professor of Social Work at Radford University. Dr. DeCarlo is working on an OER for Social Work. Join us for the conversation at
https://zoom.us/j/973651498 .

BLOG:
Blog about what you learned during this week on Open Access and OER. What was new to you? How has this week’s experience changed/enhanced your view of Open Access or OER? How are these two areas of the open landscape similar and how do they differ?

TWEET:
Tweet a link to your new blog post. Don’t forget the #openlearning19 hashtag.


Week Two: Open Pedagogy (March 24-30)

VIEW and COMMENT:
Take a look at this interview with Dr. Rob Blair about his Democracy Erosion networked course. Respond in the comments, or by tweeting out your thoughts. If you tweet, be sure to use the #openlearning19 hashtag.

READ and ANNOTATE:
Visit openpedagogy.org and read their thoughts on what open pedagogy means and entails. Use hypothes.is to annotate what you’re reading. Consider sharing one or more of your annotations, using the #openlearning19 hashtag. (New to sharing hypothes.is annotations? Look for the little “share” icon at the bottom of your annotation editor window.)

BLOG:
Write about what you’ve learned from Rob Blair’s example, from the openpedagogy.org essay, or from both.

BONUS:
Definitions of “open” are messy and sometimes contested. For a great overview of the concept in all its “50 shades,” take a look at this Open Learning ’18 interview with Jeffrey Pomerantz, co-author of “50 Shades Of Open.”


Week Three: Open Professional Development, Next Steps (March 31-April 6)

PARTICIPATE: Open Learning Reunion Zoom!
Calling all present and past participates of Open Learning ’17, ’18 and ’19, please join us for a reunion! Share your favorite moment from your Open Learning experience. April 3, 12:30pm (EDT)
Join URL: https://zoom.us/j/522644286

VIEW AND COMMENT:
Check out this interview with Christine Moskell, Instructional Designer for Connected Learning at Colgate University. Christine is an Open Learning ’18 alumnae and she discusses her experience in the cMOOC, as well as her development in her position and in the open.

How has your journey in Open Learning ’19 gone? What impact do you think it will have on your thinking and action going forward? Tweet a thought to #OpenLearning19 or better yet, blog it with the same hashtag.

READ & ANNOTATE
What is open professional development and what are some ways to do it effectively? Maha Bali and Autumm Caines explore this question in their Open Access article, A call for promoting ownership, equity, and agency in faculty development via connected learning . Log into Hypothes.is and click on the “download PDF” option to see the conversation already in progress. Join in and share your thoughts.

VIEW AND COMMENT:
Autumm Caines and Helen DeWaard share the backstory of Virtually Connecting.

VIEW AND COMMENT:
Another great conversation, this time with Robin DeRosa, Director of the Open Learning & Teaching Collaborative at Plymouth State University. The Collab is new and Robin shares with us how it came about. She’s also muses on the evolution of Open Education. As Robin says, “make your listening visible”–tweet, blog, let us know what you’re thinking!

A finale, but not the end….
Let’s take a look back at the end of Open Learning ’17 to hear from a few of the Steering Committee members and Susan Albertine (then at AAC&U) to hear about how it all got started and what we thought we should do next.

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