<?xml version="1.0" encoding="utf-8"?>
<entries>
<entry form="Paper Proposal Form" date="2009-05-13 17:23:55" ip="169.229.212.2">
<data col="Name"><![CDATA[Mara Hancock]]></data>
<data col="Institution or Organization"><![CDATA[University of California, Berkeley]]></data>
<data col="Job Title"><![CDATA[Director for Educational Technologies]]></data>
<data col="Email"><![CDATA[mara@media.berkeley.edu]]></data>
<data col="Phone Number"><![CDATA[510-407-0543]]></data>
<data col="Personal Website"><![CDATA[http://ets.berkeley.edu]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Opencast Project and Community]]></data>
<data col="Abstract "><![CDATA[The Opencast Project, an open source community, brings together higher ed  and other organizations working with the capture and dissemination of video and audio for learning. ]]></data>
<data col="Full Proposal "><![CDATA[The Opencast Project is an open source community, bringing together higher ed institutions and other organizations working with the capture and dissemination of video and audio. This presentation will talk about the past year?s effort to establish the community, the larger vision of the project, and some of the resulting projects. The discussion will focus on the Opencast Matterhorn project, a partnership with thirteen contributing universities, which aims to deliver an open-source, easy-to-deploy, yet enterprise-capable system that would enable universities, media, and cultural organizations to integrate rich media content into the mission-critical teaching, learning, research, and knowledge-sharing environments they support. In this effort, the Opencast project aims to lower the cost of video and audio podcasting and increase the access to this content for all learners through open distribution paths, embedded captioning workflows and tools, improved learning environments, and enhanced discoverability. Since its inception in March 2008, the Opencast Community has expanded to over 255 higher education institutions worldwide and also drawn the support of organizations beyond higher education that are eager to open their audio and video content to the world.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[mnf77]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-13 16:55:16" ip="75.152.150.166">
<data col="Name"><![CDATA[Rory McGreal]]></data>
<data col="Institution or Organization"><![CDATA[Athabasca University]]></data>
<data col="Job Title"><![CDATA[Associate VP Research]]></data>
<data col="Email"><![CDATA[rory@athabascau.ca]]></data>
<data col="Phone Number"><![CDATA[+1 780 6756821]]></data>
<data col="Personal Website"><![CDATA[http://www.athabascau.ca/research/staff/rorymcg.php]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Topsy Turvy: Turning copyright back on its head]]></data>
<data col="Abstract "><![CDATA[This paper examines current copyright trends, pointing out their origins and significant misconceptions with their relevance to the OER movement. ]]></data>
<data col="Full Proposal "><![CDATA[Crossing the chasm to an open access world could be hindered or helped by the developing trends supporting tighter and tighter intellectual ?property? protection, for OER the developments in copyright law are the most troubling. The great majority of people today believe that copyright was instituted to protect the rights of the author. Factually and historically in the British Common Law countries like Canada and the United States, copyright was not created for this purpose. On the contrary it was instituted to promote learning. The first copyright law, the Statute of Queen Anne, 1710, was entitled "An Act for the Encouragement of Learning." Unfortunately, content vendors have been able to gradually separate users (especially educators) from their rights effectively morphing copyright from its original emphasis on learning with an exception for copyright controllers, a ?copy right? to the situation today where the emphasis is on the vendors, with a minimal exception for educators.

Internationaly, the large vendors, especially the big U.S. conglomerates, are forcing their views of copyright onto the rest of the world. This presentation will examine current copyright law in relation to its origins, pointing out significant misconceptions and their relevance to the international open access movement.  This includes reference to the morphing of copyright from an attempt to limit vendor rights to one promoting their rights. From an act that created the public domain to one that has decimated it. Other issues investigated include the  ?property-ization? of creative works and the re-definition of words such as ?stealing? and ?pirate?. For example, is ?sharing? the same as ?giving away?? Is pirating the same as bootlegging? Other issues include investigations into how large content companies really deal with their creative artists.  

Developing Wirten?s  ?jungle? approach further, this paper will also shed light on the international power struggle for control of intangible resources and the proliferation of the ?permission? culture. The question of ?orphan? works that have been created by copyright time extensions and content digitization will also be examined in light of how this inhibits scholarship. Materials from the 1920s have not been digitized because of the high costs in searching out and negotiating permission rights with the copyright holders. The twentieth century is becoming closed to creators and scholars. This also negatively diminishes fair use or fair dealing rights, leading to copyfraud and Heller and Eisenberg?s ?spectre of rights, where apprehension is the default mode?.

More positively, there will also be a focus on the necessity of sharing as a requirement for creativity and scientific progress. All creative works and scientific discoveries are built on and owe a debt to previous works. It is vital that the cultural and scholarly communities work together to preserve the intellectual commons.  This paper examines the issues and suggests ways to cross the chasm in support of the commons using open educational resources.

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[zekh]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-12 14:57:44" ip="66.103.88.194">
<data col="Name"><![CDATA[Mark Luetzelschwab]]></data>
<data col="Institution or Organization"><![CDATA[Agilix Labs, Inc.]]></data>
<data col="Job Title"><![CDATA[SVP Product Development]]></data>
<data col="Email"><![CDATA[mark.luetzelschwab@agilix.com]]></data>
<data col="Phone Number"><![CDATA[801 932 1441]]></data>
<data col="Personal Website"><![CDATA[http://www.classdisrupted.com]]></data>
<data col="Other Presenters"><![CDATA[No other presenters]]></data>
<data col="Session Title"><![CDATA[Open Resources that Find You]]></data>
<data col="Abstract "><![CDATA[Community-aligned open resources at your fingertips, seamlessly integrated with BrainHoney syllabus, gradebook and learning system.]]></data>
<data col="Full Proposal "><![CDATA[Lots of us share openly, but its tough to effectively find, evaluate, and utilize open resources. That's what we learned from a survey of 2008 Open Education Conference participants. 

A new free open, modular teaching and learning system - BrainHoney -  puts open resources at instructor's fingertips - when they need it the most - while building a syllabus for a classroom or online course. 

Learn how easy it is for instructors to utilize open resources - then learn how you can align your open resources for others to use. 

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[6f4k]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-11 23:52:29" ip="69.23.43.123">
<data col="Name"><![CDATA[Jacques du Plessis]]></data>
<data col="Institution or Organization"><![CDATA[University of Wisconsin, Milwaukee]]></data>
<data col="Job Title"><![CDATA[Prof]]></data>
<data col="Email"><![CDATA[jacques@uwm.edu]]></data>
<data col="Phone Number"><![CDATA[414.229.2856]]></data>
<data col="Personal Website"><![CDATA[http://www.sois.uwm.edu/jacques]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[From desktop to cloudtop: perfect timing for open courseware]]></data>
<data col="Abstract "><![CDATA[Openlanguages.net facilitates leveraging of linguistic, design and technical skills to the benefit of all. From insular development to international collaboration.]]></data>
<data col="Full Proposal "><![CDATA[Openlanguages.net was an open course for Afrikaans. The site migrated to an open source content management system and the lessons learned, the templates developed, the instructional designs were leveraged to expand to other languages. Currently underway is Bemba (Zambia), Yoruba (Nigeria) and Malinke (Guinea). Languages to join this year include Wolof (Senegal), Swahili (East Africa) and Zulu and Xhosa (South Africa).

This session will demonstrate the power of Web 2.0 in designing interactivity in language learning with Flash applications and open tools. The new quest is to build international development teams around any one language. The holy grail for less commonly-taught languages is to develop a unified infrastructure ? to shift the focus away from a particular school or university, but to enable students everywhere to access the learning and to make online learning of foreign languages the reality of tomorrow. The aim is to go beyond the concept of an online textbook and to develop a comprehensive online learning environment. No more will learners and instructors be isolated. Learners will be networked with peers and more skilled speakers and connected to the culture in live an asynchronous activities.

The third focus of this session will be to demonstrate how to become visible on the Web, how to move to the forefront in your particular discipline, rather than being another selection in a database. To be noticed and to be regarded as a premier site in your discipline is vital. This fact alone attracts expertise, draws talent, and brings in curious and motivated learners alike.

Finally, the presentation will explore viability and sustainability of such an endeavor. This initiative on the Web now enters its fifth year and the means to keep the development progressing and keep the funding in tact is vital. The power of networking and offering additional services to defray costs will be illustrated.
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Speakers and Internet will be needed. I serve on the board of the National Council for the Less Commonly-Taught languages]]></data>
<data col="Verification"><![CDATA[3a6ak]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-11 22:36:37" ip="24.5.198.151">
<data col="Name"><![CDATA[Ahrash Bissell]]></data>
<data col="Institution or Organization"><![CDATA[Creative Commons - ccLearn]]></data>
<data col="Job Title"><![CDATA[Executive Director - ccLearn]]></data>
<data col="Email"><![CDATA[ahrash@creativecommons.org]]></data>
<data col="Phone Number"><![CDATA[415-369-8490]]></data>
<data col="Personal Website"><![CDATA[http://learn.creativecommons.org]]></data>
<data col="Other Presenters"><![CDATA[Jane Park
Communications Coordinator - ccLearn
janepark@creativecommons.org

Alex Kozak
Program Assistant - ccLearn
akozak@creativecommons.org]]></data>
<data col="Session Title"><![CDATA[Supporting the global open education community: OpenEd]]></data>
<data col="Abstract "><![CDATA[Examine OpenEd (opened.creativecommons.org), a site ccLearn has built and will maintain on behalf of the global open education community.]]></data>
<data col="Full Proposal "><![CDATA[The open education movement is global. As such, there is a perceived need for greater coordination and collaboration among different open educational projects and organizations, as well as greater efforts to encourage participation in and awareness of the myriad efforts underway, particularly in the non-English-speaking world. However, much of the strength of the movement is derived from its entrepreneurial and innovative spirit, where anyone with a good idea and some capacity to contribute is encouraged to do so. This lack of centralization partially defines the overall thrust of the movement and in effect, the open education community. Is it possible to provide support and coordination for this community? 

The answer is ?yes.? ccLearn, the education division of Creative Commons, has been providing such support and coordination since it launched two years ago. Our capacity is limited, however, so it was necessary to consider methods of increasing our effectiveness even as we delegate much of the ongoing coordination to active members of the open education community. In this session, we will demonstrate the functions and thinking behind OpenEd (opened.creativecommons.org), a site we built and will maintain on behalf of the global open education community. The site is designed for two overlapping purposes: 1) to provide information and methods of engagement for people who are new to the projects and concepts of open education, and 2) to provide for easier collaboration and coordination among active projects and organizations within the open education movement.

There exist many interesting opportunities for further enhancement of the site. For example, we are exploring methods of generating for greater participation at an international level, including integration of open translation schemas, hosting of specific communities of practice within open education, and so on. Come join us as we seek to catalyze the incredible work of the open education community, and to bring the community together in useful and transparent ways. ]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[saw5]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-11 19:02:31" ip="18.127.7.213">
<data col="Name"><![CDATA[Brandon Muramatsu]]></data>
<data col="Institution or Organization"><![CDATA[MIT]]></data>
<data col="Job Title"><![CDATA[Senior IT Consultant]]></data>
<data col="Email"><![CDATA[mura@mit.edu]]></data>
<data col="Phone Number"><![CDATA[617.253.1680]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Content, Content Everywhere?What video? Where?: Improving the discoverability of OER video and audio lectures]]></data>
<data col="Abstract "><![CDATA[Need to find a specific video segment in an hour-long OCW/OER lecture? Try the tools and services developed by MIT OEIT to automatically transcribe lectures for search and discovery.]]></data>
<data col="Full Proposal "><![CDATA[The open educational resources movement is characterized by a vast amount of textual content (in PDFs, web pages, wikis, etc.) and a growing collection of video and audio lectures. As the collection of OER resources grows, learners and teachers are challenged to find the resources they need, at the granularity levels that are useful to them. Learners and teachers can easily locate the large text-based collections such as Wikipedia or OpenCourseWares. It?s also relatively easy to find specific one or two sentences of text in most OERs. However, it?s much more challenging to find the equivalent specific video segment out of an hour-long online video lecture. Video and audio is currently searchable based on the textual metadata cataloged with the resource. This data is usually limited to a title and description, and perhaps a few tags or subjects. Are there tools and technologies that the OER community can use to improve the discoverability of video, and more specifically to find individual video segments?

The MIT Office of Educational Innovation and Technology is developing a service that enables the automatic creation of text transcripts from video and audio lectures. Our primary goal is to improve the search and discovery of granular content inside web-based lecture videos with corresponding time-coded text transcripts, such as the hundreds of hours of video available from MIT OCW. Secondarily we believe that through automated lecture transcription we can enable a number of other useful services for OERs such as translation and closed caption tracks for video/audio. 

The tools and techniques are based on previous research at MIT in the iCampus-funded Spoken Lecture Project. Our goal is to transform this research project into a campuswide service at MIT, and make the tools available to OER community worldwide. This session will demo the existing technologies, progress to date and include a roundtable discussion of needs and requirements for a community-supported service.
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[I'd really like to visit the UBC anthropology museum one of these days.]]></data>
<data col="Verification"><![CDATA[7kpc]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-06 01:01:22" ip="70.51.125.71">
<data col="Name"><![CDATA[Jutta Treviranus]]></data>
<data col="Institution or Organization"><![CDATA[Adaptive Technology Resource Centre, University of Toronto]]></data>
<data col="Job Title"><![CDATA[Director]]></data>
<data col="Email"><![CDATA[jutta.treviranus@utoronto.ca]]></data>
<data col="Phone Number"><![CDATA[416-978-5240]]></data>
<data col="Personal Website"><![CDATA[http://atrc.utoronto.ca]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[One Size Does not Fit All: Supporting Diversity through Inclusive Design]]></data>
<data col="Abstract "><![CDATA[How do we create an inclusively designed open education initiative that is sustainable and supports diverse learners while benefitting all learners?]]></data>
<data col="Full Proposal "><![CDATA[All learners learn differently. Differences can originate from a learner?s culture, language, background knowledge, learning approach, interests, attitudes, resources, environments and abilities. Effective and engaging learning experiences can be designed to support this diversity. Inclusive design leads to greater creativity and innovation but also ease of updating and therefore longevity, better interoperability, simpler localization and translation, improved searching and indexing and improved portability. For the learner, inclusive design enables individualized learning leading to better learning outcomes. 

Many learners around the world experience significant barriers to education. Learners with disabilities must deal with multiple compounding disadvantages. People with disabilities represent one sixth of the world?s population. Further, an overwhelmingly disproportionate number of people with disabilities live in low-income countries, compounding disability with poverty and lack of access to education, employment and necessary social supports. Open education has the most to offer this group of learners as resources are pooled from many sources and can be adapted without copyright concerns. However most open education resources are not designed accessibly. The recent UN Convention on the rights of people with disabilities is being ratified in over 100 nations and has very specific commitments regarding equal access to education. Unfortunately the response to this and other accessibility legislation is most often concern for costs and legal liability without an awareness of the considerable benefits of inclusive design for all learners or awareness that learning resources designed accessibly from the start do not cost more. Among the many other benefits, educational resources that are designed to be accessible also address the learning needs of second language learners, learners who are aging, learners in challenging contexts and learners under stress. 

Methods of meeting legislative and policy commitments to inclusive design while improving learning for all learners will be demonstrated. An integrated, sustainable approach to accessibility will be outlined. The presentation will propose a roadmap to an inclusive open education resource initiative. 

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[xkmc]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-05 21:48:09" ip="134.39.9.45">
<data col="Name"><![CDATA[Cable Green]]></data>
<data col="Institution or Organization"><![CDATA[WA State Board for Community and Technical Colleges]]></data>
<data col="Job Title"><![CDATA[eLearning Director]]></data>
<data col="Email"><![CDATA[cgreen@sbctc.edu]]></data>
<data col="Phone Number"><![CDATA[360-704-4334]]></data>
<data col="Personal Website"><![CDATA[http://blog.oer.sbctc.edu/]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Having ?Open? Discussions with your System and Legislature]]></data>
<data col="Abstract "><![CDATA[Strategic technology planning, legislation, student advocacy, creative budgeting, and partnering with foundations and consortia can create positive disruptive spaces to engage OER.]]></data>
<data col="Full Proposal "><![CDATA[Dr. Cable Green will discuss how a mix of system strategic technology planning, legislation and legislative work sessions, student advocacy, creative budgeting, and partnering with foundations and international consortia can create positive disruptive spaces to engage open educational resources. Come learn what Washington?s Community and Technical Colleges are doing with open textbooks, course redesign, open licensing and what the WA legislature is encouraging through recently passed legislation.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[e8i3i]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-05 15:23:06" ip="128.187.0.164">
<data col="Name"><![CDATA[John Hilton III]]></data>
<data col="Institution or Organization"><![CDATA[Brigham Young University]]></data>
<data col="Job Title"><![CDATA[Doctoral students]]></data>
<data col="Email"><![CDATA[johnhiltoniii@byu.edu]]></data>
<data col="Phone Number"><![CDATA[801-318-5521]]></data>
<data col="Personal Website"><![CDATA[http://johnhiltoniii.org]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Free: Why authors and publishers are giving away books]]></data>
<data col="Abstract "><![CDATA[I report on the Flat World Knowledge model, which includes free open textbooks. Open book publishing is discussed from the perspective of authors who give away versions of their work.]]></data>
<data col="Full Proposal "><![CDATA[Many college students and their families are concerned about the high costs of textbooks. Ebooks have been proposed as one potential solution, open-source ebooks have also been explored. A company called Flat World Knowledge produces open-source textbooks in a way that they believe to be financially sustainable. This presentation reports on an initial study of the financial sustainability of the Flat World Knowledge open-source textbook model. This presentation also reports on a separate, but related study in which ten prominent authors were interviewed about open publishing. All of the authors we interviewed were glad they had freely distributed their works. Their motivations for open publishing included the opportunity to increase the exposure and impact of their work and a conviction that open publishing was the right thing to do. None of the authors felt that openly releasing their book(s) had negatively affected book sales.  

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[kmni]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-04 17:48:28" ip="71.134.247.250">
<data col="Name"><![CDATA[Lila Bailey]]></data>
<data col="Institution or Organization"><![CDATA[ccLearn, Creative Commons]]></data>
<data col="Job Title"><![CDATA[Counsel]]></data>
<data col="Email"><![CDATA[lila@creativecommons.org]]></data>
<data col="Phone Number"><![CDATA[510-703-9695]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Can International Copyright Exceptions and Limitations Support A Global Learning Commons?]]></data>
<data col="Abstract "><![CDATA[ccLearn explores some international legal challenges to building the global learning commons]]></data>
<data col="Full Proposal "><![CDATA[The goal of the OER movement is to build a global learning commons?a large pool of high quality, free resources that can be accessed, shared and modified by anyone, anywhere, at any time. Yet, much of the OER being created today are legally incompatible, leading to the creation of OER silos, rather than an internationally interoperable pool of resources. Copyright law is often the primary reason for the creation of silos, because it prohibits the sharing, adaptation and republication of copyrighted works. Creative Commons licenses provide one solution to this issue by giving copyright owners the ability to change the default rules that apply to their own resources, resulting in OER that can be legally shared, adapted and republished?and more importantly?OER  that are part of the global learning commons. 

Yet, good pedagogy regularly demands use of materials created by others?materials protected by all-rights-reserved copyright. Educators often wish to include others' content to improve the quality of their OER, but know they may not apply a CC license to materials they do not own. As a result, educators find themselves wondering how they can legally create and use OER containing third party copyrighted content.

There are a number of potential solutions to this problem, such as replacing the third party materials with openly licensed content, or seeking authorization from the rights holders. Educators have also looked to existing legal paradigms regarding permissible uses of  copyrighted materials. The laws of most countries permit certain educational uses of content to be made, despite the copyright owner's otherwise exclusive control over that content. Educators around the world rely on such copyright exceptions and limitations ("CELs") in their everyday practice. What use can the OER community make of educational CELs for using third party copyrighted content? 

Unfortunately, CELs are inherently incompatible across national borders, because different countries have implemented their jurisdiction-specific CELs in very different ways.  Indeed, the situation is very complicated, because the CELs at issue depend not only on the location where the OER were created, but also on the origin of the copyrighted materials, and on the jurisdictions of the downstream users of the materials.  As a result, any solution developed for one particular country is unlikely to present an international solution for the OER community. Moreover,  jurisdiction-specific solutions could lead to the creation of OER that is legally incompatible with OER created in other countries, resulting in OER silos and not interoperable components of the global learning commons.  But short of completely revising international copyright law, the approach of relying on CELs may nevertheless be the OER community's optimal choice.

This working paper explores the problem of third party copyrighted content for members of the OER community, and the possible solution of relying on international CELs to resolve this issue. This proposed solution is evaluated in light of the twin goals of building the global learning commons and  creating high-quality OER containing third party copyrighted content.  This paper also points to additional research that is needed in this area.

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[up3c3]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-01 20:58:41" ip="64.25.215.82">
<data col="Name"><![CDATA[Bryan Alexander]]></data>
<data col="Institution or Organization"><![CDATA[NITLE]]></data>
<data col="Job Title"><![CDATA[Director of research]]></data>
<data col="Email"><![CDATA[bryan.alexander@nitle.org]]></data>
<data col="Phone Number"><![CDATA[802 388-7850]]></data>
<data col="Personal Website"><![CDATA[http://nitle.org]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Social media is killing the LMS star]]></data>
<data col="Abstract "><![CDATA[Social media is now the world?s most powerful force and platform for open education, while CMSes are increasingly irrelevant, at best. ]]></data>
<data col="Full Proposal "><![CDATA[The social media revolution has emerged as a powerful force for open education, while its success has repositioned course management systems (CMS) as a retrograde movement.  Many Web 2.0 platforms and more services carry an increasing amount of educational content and communication, from informal to official learning.  Multimodal forms have enabled a growing diversity of new teaching and learning methods, from the course blog to lecture podcast, Web 2.0-based simulation games to new levels of wiki-enabled collaboration.  Older pedagogies and research practices are given new life, such as the return of the public intellectual, the rise of new media literacies.  Much of this is done via the open Web, meaning practices are visible, practitioners receive feedback, and new channels for communication appear.  Indeed, a meta-community of social media educators has appeared, with edubloggers and others using social media to share insights about teaching and learning with social media.

As social media reshapes the world?s information ecologies, CMSes are increasingly repositioned as reactionary platforms.  While the open Web?s content grows by the minute, CMSes have classically restricted access to content generated by teachers and learners, partly for copyright compliance reasons.  That now constitutes a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.  Moreover, the practice of using a CMS is now problematic.  The habits involved in taking or teaching a class through one at best ignore emerging digital literacies, since they do not require engagement with the social Web (or the older Web, for that matter).  At worst CMSes train students and teachers alike in habits increasingly both outmoded and opposed to openness. 

While this duality might seem like a culture clash, in fact the war has largely concluded.  CMSes are not in demand outside of schools, nor are they highly sought after by the new generation of faculty members, and certainly not by students.  Web 2.0 services do not seek to imitate Blackboard (closed spaces have long been available); instead, imitation now runs the other way.  Social media tools steadily appear for the leading CMSes: blogging plugins, wiki modules, podcast services, social bookmarking options.  These tend to be variations on a silo theme, restricting content to class instances, but represent at least an architectural progress.  In the meantime, faculty turn blogs into books (and vice versa) and job offers, students form ad hoc study groups on Facebook, librarians seek to reinvent their field, and the total amount of learning content grows.    

It is vital that education realizes the informatics ground has shifted.  We can now realize the pedagogical and information-architectural limitations of the CMS, and so choose wisely when to use it.  We can devote our energies to using social media more widely, but also more effectively.  A greater participation in Web 2.0 means more use cases, further discussions of practice, and further development of our collective knowledge.  ]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Projector, fast internet connection, power, and audio speakers.]]></data>
<data col="Verification"><![CDATA[3m8s]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-01 20:10:29" ip="129.123.52.156">
<data col="Name"><![CDATA[Marion Jensen]]></data>
<data col="Institution or Organization"><![CDATA[Utah State University]]></data>
<data col="Job Title"><![CDATA[USU OCW Director]]></data>
<data col="Email"><![CDATA[marionjensen@gmail.com]]></data>
<data col="Phone Number"><![CDATA[435-760-5347]]></data>
<data col="Personal Website"><![CDATA[http://chickenarmpits.blogspot.com]]></data>
<data col="Other Presenters"><![CDATA[Heather Leary - Institutional Repository Coordinator, Utah State University: heatherleary@gmail.com

Brett Shelton - Director of the Center for Open and Sustainable Learning, Utah State University: brett.e.shelton@gmail.com]]></data>
<data col="Session Title"><![CDATA[Integrating an OpenCourseWare and Institutional Repositoroy]]></data>
<data col="Abstract "><![CDATA[The main function of OpenCourseWare is to provide open access to collections of educational materials used in formal courses. The main function of an Institutional Repository is to collect, preserve, and disseminate intellectual output of an institution. Since OCW is a significant portion of the intellectual output, archiving OCW in an institutions repository seems a perfect marriage of means and opportunity.   This presentation will provide a roadmap and recommendations for other institutions on developing and integrating OCW into an IR, as well as discussing options and decisions available to libraries. The session is aimed at institutions that are considering archiving their OCW in an IR.]]></data>
<data col="Full Proposal "><![CDATA[OpenCourseWare and Institutional Repository
Utah State University?s OpenCourseWare (USU OCW) is an open access repository of educational materials powered by EduCommons.  Under continuous development, the collection currently includes courses from irrigation engineering, instructional technology, and other areas, with the long-term goal of supporting almost every course offered by Utah State University. 

Utah State also maintains an Institutional Repository (IR). Utah State?s IR archives and provides access to the scholarship and intellectual output of an institution. Found worldwide, IRs provide exposure, information discovery, and preservation to a wide range of content such as research articles, dissertations, theses, reports, books, gray literature, data sets, photographs, conference papers, and some teaching materials. 

The easy accessibility of material in an open access platform like an IR, along with open discovery through Google, OCLC, and Google Scholar greatly enhances discovery and reuse of research while also enhancing the prestige of authors and their affiliated institutions.

Why Archive OCW in an IR? 
There are several reasons why a school would want to archive their OCW in their IR. With the material in two places, the content can reach a wider audience as users have more than one point of entry. Users may browse the material in different ways. On an OCW site, content is divided into courses by colleges and courses.  In an institutional repository users can browse courses submitted by specific faculty members, year, title, subject, and full-text. 

The IR also provides a new avenue for showcasing the instructional sector of an institution. It provides easy ways to archive and present versions of courses. As instructors update their course and refine them, access to these versions of the course provides a historical footprint of the course.

Integrating OCW and IR
Utah State University uses Digital Commons, a commercial platform powered by the Berkeley Electronic Press, for hosting their IR. The Digital Commons software provides different options for accessing content. These include linking to the online content, providing a downloadable version of the material, and both together. Due to the nature of USU?s OpenCourseWare as html webpages, ideally the archived version of this material would be a webpage with the option to download the full html course. 

Discussions with bepress revealed that other users have interest in the platform archiving webpages. The company embraces the opportunity to provide services needed by their customers and is flexible in its approach to accommodating the changing content and technologies relevant to IRs. As development can take time, integration the OCW into the IR at USU in occurring in stages, beginning with links to the courses. As the EduCommons software improves, html files will be added for download to the site; and as demand increases for archiving of webpages, bepress will move forward to provide support for the archiving of OCW content.
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[8k5z]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-05-01 20:04:48" ip="152.78.128.149">
<data col="Name"><![CDATA[Lisa Harris]]></data>
<data col="Institution or Organization"><![CDATA[University of Southampton, UK]]></data>
<data col="Job Title"><![CDATA[Senior Lecturer in Marketing]]></data>
<data col="Email"><![CDATA[l.j.harris@soton.ac.uk]]></data>
<data col="Phone Number"><![CDATA[+44 784 360 2289]]></data>
<data col="Personal Website"><![CDATA[http://punchaboveyourweight.com]]></data>
<data col="Other Presenters"><![CDATA[Lorraine Warren, Senior Lecturer in Entrepreneurship and Innovation, University of Southampton, lw4@soton.ac.uk

Jean Leah, Learning and Teaching Coordinator, University of Southampton, jleah@soton.ac.uk

Melanie Ashleigh, Senior Lecturer in Organisational Behaviour, University of Southampton, mja@soton.ac.uk ]]></data>
<data col="Session Title"><![CDATA[Small steps across the chasm: ideas for embedding a culture of open education in the university sector]]></data>
<data col="Abstract "><![CDATA[We critique ?digital native? students and ?technophobic? faculty. We recommend systemic change in student attitudes and university learning structures to cross the chasm]]></data>
<data col="Full Proposal "><![CDATA[Purpose

This paper critiques the commonly accepted notions of ?digital native? students and the widening generation gap between them and ?technophobic? faculty. A range of examples from the UK higher education sector demonstrate that attempts to ?cross the chasm? by introducing new models of learning can be inhibited by 1) the prevailing structure and culture within universities and 2) a preference for traditional delivery and assessment of knowledge by students themselves. In conjunction with our primary data we draw upon theories of innovation and technological change (for example Christensen, 2004) as well as studies of the role of web 2 technologies in developing a culture of open education (for example Brown and Adler, 2008 and Long and Holeton, 2009) to present recommendations for systematic integration of new learning styles into the curriculum.


Rationale

David (1991) described how in the 19th Century the dynamo was developed as a challenger to the established production technology which was then the steam engine. Although the new technology was clearly superior, productivity benefits were slow to materialise because the system of production continued to operate on the model developed for the steam engine. Parallels can be drawn here with the ways in which new learning technologies are struggling to fulfil their potential when they have to fit - often uneasily -  within a traditional university structure and culture which no longer matches today?s world, where information is abundant and freely shared  through global networks with little respect for expertise and established hierarchies.
It is increasingly evident that the ?digital divide? between the ?haves? and the ?have nots? in the developed world is now less about access to the web than it is about understanding how to actively participate in the networked society. The ability to create and share knowledge, to effectively network and engage with global professional communities, and to be aware of emerging new knowledge in a particular field of practice, are becoming essential basic competences for a modern professional. Individuals with the skills, time and confidence to navigate and manage the online chaos will gain access to new knowledge and career opportunities, find audiences for their work, or enrich the lives of others. Those who do not display such initiative risk being marginalised or left behind. 
Social technologies have the capacity to support these knowledge creation processes in effective ways. Communication can be facilitated through the use of wikis and blogs to draw upon global communities of expertise, and the relative value of diverse sources of information can be assessed through social bookmarking tools such as Digg or Del.icio.us. This means that learners can get a sense of the importance of an article or video in terms of the number of viewers who have bookmarked it and the nature and extent of the comments made about it. 
Within UK Universities, there are many excellent examples of projects which encourage students to develop these skills and mindsets, but they tend to be rather isolated from the core curriculum and hence limited in their impact.  In order to foster an enthusiasm for lifelong learning and produce independent, proactive learners who are able to become productive participants in today?s business world, we argue in this paper that Universities should be embedding these skills throughout the curriculum ? a process which will require systematic change as well as supportive attitudes from both staff and students. 
Bibliography

Brown, J.S. and Adler, R.P. (2008) ?Minds on Fire, Open Education, The Long Tail and Learning 2.0?, Educause Review, Jan/Feb 

Christensen, C. M., Antony, S. D. and Roth, E.A. (2004) Seeing What's Next: Using Theories of Innovation to Predict Industry Change Harvard Business School Press 

David, P. A. (1991) The Dynamo and the Computer: An Historical Perspective on the Modern Productivity Paradox. The American Economic Review 80(2).
Long, P. and Holeton, R. (2009) Signposts of the Revolution? What We Talk about When We Talk about Learning Spaces EDUCAUSE Review, vol. 44, no. 2 (March/April 2009): 36?49
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[kcry]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-30 18:41:35" ip="142.207.225.67">
<data col="Name"><![CDATA[Grant Potter]]></data>
<data col="Institution or Organization"><![CDATA[UNBC]]></data>
<data col="Job Title"><![CDATA[eLearning Coordinator]]></data>
<data col="Email"><![CDATA[gpotter@unbc.ca]]></data>
<data col="Phone Number"><![CDATA[250-960-5188]]></data>
<data col="Personal Website"><![CDATA[http://networkeffects.ca]]></data>
<data col="Other Presenters"><![CDATA[ ]]></data>
<data col="Session Title"><![CDATA[Free Land!]]></data>
<data col="Abstract "><![CDATA[BCOpenSim: OpenSource Simulation]]></data>
<data col="Full Proposal "><![CDATA[Interest in multi-user virtual environments seems to have peaked in 2008 and waned considerable since. Although the SecondLife client has been released as an open-source project, the server has remained proprietary until the emergence of the OpenSim Project.

OpenSim promises to offer new momentum to multiuser virtual environments as Apache did with web development.  OpenSim allows users to establish their own standalone or networked virtual environment and customize the functionality of their server. 

This session will profile the BCOpenSim project - a BCCampus funded project exploring the teaching and learning potential of OpenSim for BC post-secondary institutions. Customizations of the BCOpenSim project to be demonstrated will include: integration of simulation objects with Moodle, VOIP applications, and Wordpress integration.
 

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Will require data projector and PC speakers.

Also will require a large bowl of M&Ms with all of the brown ones removed ... ( just kidding )]]></data>
<data col="Verification"><![CDATA[pccpw]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-30 17:22:26" ip="207.6.241.125">
<data col="Name"><![CDATA[Tannis Morgan]]></data>
<data col="Institution or Organization"><![CDATA[BCIT]]></data>
<data col="Job Title"><![CDATA[Instructional Developer/Project Manager]]></data>
<data col="Email"><![CDATA[tannis_morgan@bcit.ca]]></data>
<data col="Phone Number"><![CDATA[604 456-8175]]></data>
<data col="Personal Website"><![CDATA[http://homonym.wordpress.com]]></data>
<data col="Other Presenters"><![CDATA[Stephen Carey, Professor, University of British Columbia, stephen.carey@ubc.ca]]></data>
<data col="Session Title"><![CDATA[Open Models and Open Teaching in the Bricks and Mortar Institution]]></data>
<data col="Abstract "><![CDATA[Open course models existing inside the traditional university--one example]]></data>
<data col="Full Proposal "><![CDATA[The Open Education Resource (OER) movement has to date largely focused on promoting and enabling the creation and distribution of educational resources and OpenCourseWare (OCW) to a global audience. While there is much to be gained through the open sharing of content being created and duplicated across global education systems, in particular where access to education presents a challenge, we propose that it is important to begin looking at how adopting open course models in traditional universities can offer benefits to both the institutions and the open education movement itself.  

There has been considerable effort on the part of international organizations such as UNESCO, Open Universities (eg. http://openlearn.open.ac.uk ), and public and private institutions to make educational content and courses freely available through the internet. In addition, the open teaching efforts of David Wiley (http://chronicle.com/free/v55/i06/06a01301.htm), Alec Couros (http://eci831.wikispaces.com), and George Siemens and Stephen?s Downes (http://ltc.umanitoba.ca/connectivism/), have stimulated thinking about how students globally can participate in higher education without the usual barriers to access.

Clearly, OERs and OCWs have great potential for providing access to knowledge for the global public, in particular for those who are excluded from higher educational opportunities due to a variety of circumstances.  However, these OCWs and OERs must be supplemented with an academic structure that allows students to receive instruction and credit for these courses if they wish to pursue an academic qualification or degree. In this regard, we echo Lane?s (2008) concern that ?people may be able to access OERs on their own, outside of the constraints of a university, but what recognition and benefits do they gain from doing so if universities still require prior achievement for entry, and employers recognized only those achievements made at universities?? (p. 155).  Since the financial means to commute to, as well as pay tuition and live at internationally renowned foreign institutions of higher learning remains more problematic, new models for global access are needed.  To more fully address the issue of global access inter-institutional cooperation at diverse levels of university governance is needed. 

Concurrently, there is an increased emphasis on an internationalisation agenda at Canadian higher education institutions (AUCC, 2008) resulting in the development of jointly offered programs, partnerships, and study abroad exchanges. However, current models have not addressed how international participation can occur in these institutions and programs without barriers of entrance requirements, academic English requirements, tuition fees, and the financial ability to travel and stay at the host institution, while being sensitive to issues of local/global knowledge, social and cultural capital, language, and academic literacies. 

In our view, the open access movement and internationalisation agendas of Canadian institutions share some challenges while competing on different moral platforms.   We propose that both an international and open access agenda can be facilitated through the adoption of open course models to reduce some of the barriers of participation in academic contexts. We describe a model, its implementation in one course with undergraduate students located in universities in Canada, Mexico, and Russia, and outline its benefits and challenges. 

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[46drx]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-30 15:47:03" ip="128.118.182.92">
<data col="Name"><![CDATA[Stevie Rocco]]></data>
<data col="Institution or Organization"><![CDATA[Penn State University]]></data>
<data col="Job Title"><![CDATA[Communications Support Coordinator]]></data>
<data col="Email"><![CDATA[stevier@psu.edu]]></data>
<data col="Phone Number"><![CDATA[814.863.8303]]></data>
<data col="Personal Website"><![CDATA[http://www.personal.psu.edu/sxr133/]]></data>
<data col="Other Presenters"><![CDATA[Brian Panulla, Director
Extreme Events Lab
Center for Network-Centric Cognition and Information Fusion
bpanulla@psu.edu
814.865.8953]]></data>
<data col="Session Title"><![CDATA[Leveraging the Community: Crowdsourcing from the Grassroots Level]]></data>
<data col="Abstract "><![CDATA[This case study discusses the use of Web 2.0 tools to crowdsource an open rubric tool to support faculty & institutional assessment without a budget.]]></data>
<data col="Full Proposal "><![CDATA[?Crowdsourcing? refers to ?the act of taking a task traditionally performed by a designated agent (usually an employee) and outsourcing it to an undefined, generally large group of people in the form of an open call.? (Howe, J. http://crowdsourcing.typepad.com./). At Penn State, individuals are taking advantage of the open Web through the utilization of Web 2.0 technologies such as Twitter to create communities to crowdsource projects from a grassroots level. 

Normally bound by the barriers of units and organizations within a large University, these tools have broken down silos to the extent that the community can leverage itself to create projects outside of the normal institutional structures. This paper will be a case study to discuss the methods behind the rubriKit project, a rich-internet application developed from the grassroots of Penn State?s education and technology community.  

Included in this project are the inherent challenges in working across different fields (education and technology), across different organizational structures (faculty vs. staff, cost-recovery vs. centrally supported), and without a budget in order to build a tool that supports faculty and institutional assessment. Questions addressed in this paper will include: what our informal team has applied from the open source movement; how Web 2.0 tools organize and serve the collective; what we have learned by cooperating across different fields on tools and technologies for education; how we can leverage the larger community to deliver tools and services enabling sharing within traditional institutions. By working to explore these questions we have created not only a critical toolset in the rubriKit, but have introduced a model for intra-institutional cooperation that can be reused to support new unfunded initiatives.
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[The rubriKit project is currently open-source within Penn State, but we plan to distribute the code openly and freely through either EduForge or SourceForge once it's reached beta. ]]></data>
<data col="Verification"><![CDATA[ayrfh]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-30 13:46:01" ip="193.63.48.246">
<data col="Name"><![CDATA[Sheila MacNeill]]></data>
<data col="Institution or Organization"><![CDATA[JISC CETIS ]]></data>
<data col="Job Title"><![CDATA[Assistant Director ]]></data>
<data col="Email"><![CDATA[s.macneill@strath.ac.uk]]></data>
<data col="Phone Number"><![CDATA[01415484644]]></data>
<data col="Personal Website"><![CDATA[http://jisc.cetis.ac.uk/]]></data>
<data col="Other Presenters"><![CDATA[Li Yuan
JISC CETIS
Researcher
l.yuan@bolton.ac.uk
01204903851]]></data>
<data col="Session Title"><![CDATA[UK?s perspective on OER ? developing a professionally organised content infrastructure towards innovation in Higher Education]]></data>
<data col="Abstract "><![CDATA[This paper draws on the concept of ?content as infrastructure? to examine the UK HE OER programme and relevant institutional strategies as well as their impact on Open Education.]]></data>
<data col="Full Proposal "><![CDATA[
?The UK must have a core of open access learning resources organised in a coherent way to support on-line and blended learning by all higher education institutions and to make it more widely available in non-HE environments? (Cooke, 2008)
In line with this vision, the Higher Education Funding Council for England (HEFCE), the Higher Education Academy and the Joint Information Systems Committee (JISC) has launched the Open Educational Resources Pilot Programme which will run between April 2009 and April 2010. The goal of the programme is to make a significant number of high-quality education resources from UK higher education institutions freely available to both educators and learners worldwide. The pilot programme involves three separate project strands: Institutional, Subject Area and Individual in order to inform a larger programme and bring OER into the mainstream of the UK HE Sector. It is expected that this professionally organised infrastructure of academic and scholarly resources in the UK will provide new opportunities for innovation in Higher Education.  
Wiley (2007) suggests that creation of a wide range of free to use learning resources will catalyse and support the types of experiments and innovations taking place in education today. He argues that ?a sufficient amount of content, on a sufficient number of topics, at a sufficient level of quality, available at sufficiently low cost? is prerequisite to making radical improvements in education. In the case of Open Education, current OER projects and innovations will create a critical infrastructure of educational content to support institutional innovation in teaching and learning practice (personalised, inquiry-based and community-oriented education), accreditation services (competency-based and credit on?demand) and support services (tutors support and learning communities).
This paper will provide an initial review and analyse the UK OER programme and its funded projects and will examine the relevant institutional strategies and their potential impact on teaching and learning in Higher Education and Open Education in particular. We hope to address the following aspects in relation to developing institutional OER initiatives: First, the sustainability of long-term open resources released via the adoption of appropriate business models to serve a university?s core mission. Second, institutional policies and processes in making the release of open resources an integrated part of the educational resources creation cycle. Third, organisational and cultural issues on sharing and reusing teaching and learning resources within and between institutions and among educators; Fourth, technical considerations in the provision of flexible, extendable platforms and easily adaptable open tools to access, use, reuse, create and share content in institutional and national OER repositories and beyond. Finally, we will discuss the implications of this content infrastructure for new practices of learning and teaching and new methods of assessment and accreditation in institutions which are needed in order to maximise the potential of OERs and explore innovation in Open Education. 
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[4r7b4]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-29 10:48:12" ip="195.194.77.240">
<data col="Name"><![CDATA[Alex di Savoia]]></data>
<data col="Institution or Organization"><![CDATA[University College Falmouth]]></data>
<data col="Job Title"><![CDATA[Lecturer]]></data>
<data col="Email"><![CDATA[alex.disavoia@falmouth.ac.uk]]></data>
<data col="Phone Number"><![CDATA[+44 (0) 1326 254 330]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Christina Bunce
Course Leader
University College Falmouth
christina.bunce@falmouth.ac.uk]]></data>
<data col="Session Title"><![CDATA[Creating OE for Art, Design, Media & Performance Students]]></data>
<data col="Abstract "><![CDATA[The paper covers creating a project team, identifying technology solutions, building an engaged community of learners and peer assessment in OE art, design and media courses.]]></data>
<data col="Full Proposal "><![CDATA[In 2010, UCF will be the first specialist Art, Design and Media institution to offer free access to online teaching materials under the Creative Commons Licence.  MA Professional Writing will be the first course to provide learning content for the project, currently referred to as openUCF.

The openUCF model will attempt to engage a community of OE students and academics to shape our open content for varied educational objectives. The proposed VLE will be user-centred.  It will initially comprise peer reviewed learning materials, collections of searchable educational resources and faculty development, a support services wiki which will be expanded through peer-to-peer development, resource and research wikis; content RSS feeds and social bookmarking applications.

Working in partnership with various UCF academic and non-Academic offices, MA Professional Writing will project manage the proposed openUCF educational platform and community.  Inherent within the success of the part-time distance learning course has been the course team?s ability to create an online academic community that is robust, valued by the course?s distance learners, with heavy amounts of use by the majority of the course?s students.

What we propose is to bring our knowledge as a specialist arts, media, design and performance Higher Education Institution (HEI)  and our wealth of online retention knowledge and an ability to create innovative online platforms to an OE -based platform to encourage deep independent and group learning within an active, open community.  The main challenge the project team face is identifying the right combination of solutions to support the VLE.  Another challenge the team faces is adapting its successful methodologies in building and sustaining online learning communities, within a distance learning course context, to an open education context. In essence, we are launching a social learning OE platform (John Seely Brown and Richard P. Adler, Minds on Fire: Open Education, the Long Tail, and Learning 2.0).

Another issue involves encouraging other art, media, design and performance HEIs to engage with openUCF ? using the specialist learning content to be supplied by UCF as well as adding their own art, design, media and performance learning content.

Lastly, an additional aim is to open up higher education to individuals who want to either improve or broaden their employment prospects as well as to employers who wish to upskill their workforce to improve their competitive edge.  It is our aim to provide all online learners the flexibility to learn at their own pace in the most convenient of locations; at home or in the office or on the move. Identifying the requirements to support CPD-initiated learning is an important issue.

In summary, openUCF faces a series of challenges which any start-up OE project faces.  Achieving the right mix of expertise and experience within a project team, gaining institutional support, selection of the most appropriate technology to provide a pedagogically robust VLE and student support within an OE environment are of critical importance.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[uca6u]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-29 09:24:48" ip="69.162.194.35">
<data col="Name"><![CDATA[Curt Madison]]></data>
<data col="Institution or Organization"><![CDATA[University of Alaska System]]></data>
<data col="Job Title"><![CDATA[Emerging Tools Specialist]]></data>
<data col="Email"><![CDATA[curt.madison@uaf.edu]]></data>
<data col="Phone Number"><![CDATA[907-388-8156]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Open Education Stakeholders - Competitive Advantages]]></data>
<data col="Abstract "><![CDATA[Sustainability of open education efforts requires a hard-nosed analysis of stakeholder agendas. Who wins by creating? Who wins by using? Who is not yet playing?]]></data>
<data col="Full Proposal "><![CDATA[Open education institutional stakeholders can be collected into three groups based on use. First, the commonly understood institutions of higher education that admit students, hire faculty, design courses, and grant degrees who sell credentials based on stocks of knowledge. 
Second, institutions of higher education with scarce resources that limit adequate research knowledge to design courses but who want to grant their own degrees. They hire faculty who assemble courses from open education resources. 
And, third, institutions that do not admit students, design courses, or grant degrees, but do create significant knowledge objects with an obligation to share results.
The first set of stakeholders, established institutions, sells educational materials and access to faculty resources. Administrators of these institutions wonder why they should give away their resources? The simple reason is because of severe changes in classification of abundance and scarcity. Education is not so much about containing knowledge as it is about discovering it. These institutions need to begin selling something else. Opening access to abundant materials makes intrinsic sense for established institutions. The street value of encyclopedic learning materials is driving to zero. But the value of coordination and sequencing is still high. The value of an interpreted experience is still high. When institutions realize the efficiency of open courseware to improve their internal mechanisms, they will create transparency and disseminate it. The case is clear.
The second set of stakeholders, institutions that adopt open courseware, creates value by delivering audiences to the first set of stakeholders. They lack resources to create all their own courses.  This lack of time and money cannot be further stressed with high overhead for discovery, evaluation, customization, and sequencing of open education artifacts.  Users of open courseware can leverage their impact on the creators by understanding the concept of product placement.
The third set of stakeholders, current non-consumers of courseware, includes creators of knowledge among science researchers and public policy agencies. These stakeholders are non-consumers of open education in the disruptive innovation sense of Clayton Christensen. They typically do research and report findings but do not create structured access to knowledge domains. The open education movement can work with these sources to provide a venue for use of their knowledge products that fit outreach agendas in more efficient ways than currently available to them.
A clear analysis of stakeholder win conditions provides a communication platform for open education advocates. Creators, users, and non-consumers can find common ground, mutually benefit, and competitive advantage by aligning their agendas

]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[k7kha]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-29 07:32:15" ip="99.199.105.176">
<data col="Name"><![CDATA[John W Maxwell]]></data>
<data col="Institution or Organization"><![CDATA[SImon Fraser University]]></data>
<data col="Job Title"><![CDATA[Asst. Prof]]></data>
<data col="Email"><![CDATA[jmax@sfu.ca]]></data>
<data col="Phone Number"><![CDATA[778-782-5287]]></data>
<data col="Personal Website"><![CDATA[http://thinkubator.ccsp.sfu.ca]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Thinkubator: Wiki as CMS/LMS]]></data>
<data col="Abstract "><![CDATA[Wiki as open architecture: 6 years experience applying wiki to a wide variety of educational applications. Who needs an LMS?]]></data>
<data col="Full Proposal "><![CDATA[Thinkubator is the name of a wiki-based experiment in educational technology. Beginning in 2003, we began using wikis to support SFU's Masters program in Publishing. The first application was for project documentation, but over the next few years our wiki environment came to contain everything: course syllabi and resources, lecture notes, student papers, peer-review, ongoing discussion, blogs, collaborative news source, promotional website content, even graduate thesis writing. The remarkable adaptability of the wiki led to the question: what can't you do with a wiki? To what extent can more traditional CMS/LMS be replaced by this much simpler and?it turns out?more malleable technology? 

But beyond the instrumental quality of adaptability, the lasting virtue of wikis is openness. I argue that this is operative on at least three levels: open-source software for the platform, open data formats for the content, and, most importantly, open architecture. Open architecture refers to the protean ability of wikis to be shaped ongoingly by learners, rather than being the rigid embodiment of a pre-conceived design for interaction and use. This turns out to have considerable pedagogical and political importance; not just through the object lesson of utilizing an open system, but in truly opening up to varieties of learner engagement and modes of interconnection with the rest of the world. 

A working wiki is the textual embodiment of a community of inquiry. It is a community?s ongoing representation of itself, a collective autoethnography continually revised and re-created by its members. It gathers size, interlinkage, and layers of reflective exegesis over time. Perhaps as a result, we have never missed having more robust security. Instead, the system simply adapts to or incorporates the social/cultural norms of intellectual trust that undergirds any serious educational environment. 

Fundamentally wiki succeeds because of simplicity. As an environment almost without ?features,? its core dynamics operate on an editorial level?through writing, rewriting and linking?rather than a 'system administration' level. As a result, only in wiki do we really see the reins of development handed over to educators and learners themselves.

This paper traces these themes through the example(s) of Thinkubator over the past six years. 
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[tzmv]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-29 00:51:58" ip="24.137.100.47">
<data col="Name"><![CDATA[Dave Cormier]]></data>
<data col="Institution or Organization"><![CDATA[Edactive Technologies. UPEI.]]></data>
<data col="Job Title"><![CDATA[President. Web Projects Lead]]></data>
<data col="Email"><![CDATA[coarsesalt@gmail.com]]></data>
<data col="Phone Number"><![CDATA[902-314-3987]]></data>
<data col="Personal Website"><![CDATA[http://davecormier.com/edblog]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[We're not a fucking resource. Sustainable use of established communities in open education.]]></data>
<data col="Abstract "><![CDATA[Hey you. OpenEd guy. Your students are demanding service in our community. Don't mind them being here but we're not your resource. A little respect.]]></data>
<data col="Full Proposal "><![CDATA[The debate around Open Educational Resources has taken up a fair amount of space in the realm of education and the internet in recent years. The discussion often centres around intellectual property and copyright issues or issues of context and 'dumbing' down necessary to allow for specific materials to apply to general contexts. One issue that has not had the same degree of attention is what the move to using an Open Educational Resource teaching approach can have on established communities that are in the process of producing information/content/knowledge. In the quest for an ever more authentic Open Education experience, many educators are turning to instructing their students to 'join' these communities. Using them, in effect, as resources that can be drawn upon to further instruct, inform or 'educate' their students.

 In the early days of Internet, communities (e. g. Mirandanet) were established with the express intent of fostering collaboration and offering help to those who were coming into contact with them: this was their raison d'etre. Many of these communities judged (and continue to judge) success, at least partially, by the number of new registrants that have joined the community and the degree of traffic in their community space. As the Internet has matured, the idea of membership has complexified and has started to more closely resemble 'real world' communities. These new communities are not funded by large corporations or academic institutions, but are grass roots organizations of self-selected members exploring their part of the long tail. Simply 'gaining more members', for instance, might be a negative if the new members do not acclimatize themselves to the culture of that community. 

Recent published work in community education and established work in communities of practice has indicated that knowledge created inside communities can be more contextually sound, and participation lead to a more developed lifelong learning experience. As the scale of the use of these online communities expands the pressures on them have the potential to change them to such a fundamental degree that they might lose the very community oriented aspects that make them valuable. Discussions leading to rules of engagement with online communities will be critical.

The positioning of online communities as 'resources' fundamentally de-contextualizes sensitive, organic constructs that should be treated with the same respect as 'real world' communities. This paper will draw on a combination of interviews with members very different web-based communities including "Edtechtalk" and "Glow in the Woods" and will explore the traditions of ethnographic research in order to examine the possible effects of 'unnatural' incursions. Existing best practices will also be examined in order to present strategies for the sustainable use of community ecosystems in open education.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[pnkb]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-28 18:56:44" ip="136.159.110.60">
<data col="Name"><![CDATA[D'Arcy Norman]]></data>
<data col="Institution or Organization"><![CDATA[University of Calgary]]></data>
<data col="Job Title"><![CDATA[Educational Technology Consultant]]></data>
<data col="Email"><![CDATA[dlnorman@ucalgary.ca]]></data>
<data col="Phone Number"><![CDATA[403-220-2504]]></data>
<data col="Personal Website"><![CDATA[http://www.darcynorman.net]]></data>
<data col="Other Presenters"><![CDATA[none. *sniff*]]></data>
<data col="Session Title"><![CDATA[Openness and Identity]]></data>
<data col="Abstract "><![CDATA[An exploration of various aspects of identity, and implications of open and online exposure as opposed to more traditional venues.]]></data>
<data col="Full Proposal "><![CDATA[We have had strategies and cultural norms in place to isolate and protect aspects of our identities, but many of these become difficult or impossible - or are explicitly negated - when dealing with open and online contexts. How does a person define who they are, when so much raw data about them is freely or easily available? How do they determine who they are? Do they get to determine that for themselves? How do anonymity and privacy interact to help individuals control access to their identity online? How can they publish content and discourse on controversial topics if there are concerns about repercussions and personal safety as a result?

This presentation will explore several themes that overlap to form the compound concept of identity (ownership, control, credentials, assertions, personas, activities, etc...). Although many of the aspects are obvious and intuitive, a discussion of the implications, including risks and benefits, of open and online exposure is essential to fully understand what we are asking our students to do. What does it mean for a student to publish their work online? How does this affect their online identity, and by extension, their identity as a whole? How can students continue to publish content online, while doing so in safety? How can we provide safe places for students to explore and discuss topics that could potentially be damaging to their identity and credibility, without negating the powerful network effects offered by social software? Who controls access to various parts of a person's identity? What are these parts, and who gets to define them?

There will likely not be any profound answers offered, but rather a discussion of these issues, and how they relate to open education and online activity in general.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[knci]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-28 18:06:50" ip="128.187.0.164">
<data col="Name"><![CDATA[Jon Mott]]></data>
<data col="Institution or Organization"><![CDATA[Brigham Young University]]></data>
<data col="Job Title"><![CDATA[Asst. to the Academic VP - Academic Technology]]></data>
<data col="Email"><![CDATA[jonmott@byu.edu]]></data>
<data col="Phone Number"><![CDATA[801-422-1363]]></data>
<data col="Personal Website"><![CDATA[http://jonmott.com]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Bridging the Gap between the PLE & the LMS]]></data>
<data col="Abstract "><![CDATA[A practical investigation of leveraging both the PLE & the LMS to create an open learning environment.]]></data>
<data col="Full Proposal "><![CDATA[Traditional LMSs are not open. PLEs are. But there?s a gap between the two that poses problems for higher education. While PLEs promise significant improvements in student engagement, flexibility and transparency, institutions are struggling to manage student enrollments, gathering of student work, conducting assessment across various PLE spaces, maintaining secure student records (compliant with FERPA guidelines), etc. In this presentation, we present a meta-analysis of Scott Leslie?s collection of PLE diagrams (http://edtechpost.wikispaces.com/PLE+Diagrams) and situate BYU?s open learning network efforts within this evolving space. We also provide a demo of BYU?s open, non-LMS-tethered gradebook which is the core bridging technology between the PLE and the institution. We also provide a roadmap of next steps and call for broader community engagement and participation to address this challenge. ]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Can't wait to see you all in a few months!]]></data>
<data col="Verification"><![CDATA[n9w4]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-28 17:33:14" ip="153.18.150.39">
<data col="Name"><![CDATA[Barbara Illowsky]]></data>
<data col="Institution or Organization"><![CDATA[De Anza College]]></data>
<data col="Job Title"><![CDATA[Professor, Mathematics & Statistics ]]></data>
<data col="Email"><![CDATA[illowskybarbara@deanza.edu]]></data>
<data col="Phone Number"><![CDATA[408-864-8211]]></data>
<data col="Personal Website"><![CDATA[http://faculty.deanza.edu/illowskybarbara/]]></data>
<data col="Other Presenters"><![CDATA[Jacky Hood
cell 650 630-5293
hoodjackylene@fhda.edu
Director, Open Textbook Project 
Director, Open Educational Resources Consortium 
Personal web site http://www.bigtent.udu]]></data>
<data col="Session Title"><![CDATA[Dispelling Myths about Open Textbooks]]></data>
<data col="Abstract "><![CDATA[Multiple viable business models for open textbooks dispel myths about author pain, campus bookstore losses, low quality, and others]]></data>
<data col="Full Proposal "><![CDATA[Myths abound about open textbooks. Based on experience and research of the Community College Consortium for Open Educational Resources and the Community College Open Textbook Project, this session offers counterexamples and paths to improvement. 

Myths include
* Authors never receive monetary compensation for open textbooks.
* Campus bookstores suffer from the use of open textbooks.
* Publishing companies are the enemies of open textbooks.
* All open textbooks are ?crowd-sourced?, i.e., created by anonymous amateurs.
* Modifications to textbooks damage the authors? credibility.
* Open textbooks are low quality or out-of-date with expired copyrights.

The first three myths are related to business models and the last three to quality. Abolishing these myths requires multiple viable business models for open textbooks:

1. Free textbooks; modest support pricing. Similar to commercial support for open source software, this model provides free textbooks subsidized by revenues from ancillary products and services including study aids, online tutoring, on-demand printing, and more.
2. High volume, low price. Following closely the work by C.K. Prahalad of the University of Michigan (The Fortune at the Bottom of the Pyramid, 2006), this model demonstrates that prices as low as a few pennies can create more revenue and profit than higher prices for lower volumes.
3. Advertising. High quality newspapers, magazines, radio and television programs are often supported by advertising. Based on the experience of the Technical Support Management Certificate program at San Jose State University, corporations will support a program to encourage education in a field from which they seek employees or to which they sell products.
4. Grant Funding. Foundations have supported the production and purchase of copyrights for open resources. The benefits to society are easy to demonstrate.
5. Donations by authors and publishers.

The general myth that gives rise to all five myths is that Business Model 5 is the only possible model for open textbooks. The assumption is that authors and publishers only donate substandard works.

Even Business Model 5 can result in high-quality up-to-date open textbooks because authors derive many advantages from publishing with an open copyright. Their writing is disseminated widely and their standing grows substantially. Many open textbooks are proudly created by one or a few authors. They are not crowd-sourced in the low quality fashion of some online resources. Typically, the original authors maintain quality control of the original textbook. Peer use and review of their books provide free quality assurance. Modified versions do not detract from the original textbook; they increase its use and understanding. 

While campus bookstores receive high revenues for textbooks, the profits are low compared to other products. With fewer textbooks, the stores have space and personnel time available for other books as well as music, computers, software, sporting goods, college-logo merchandise, and more. Floor space for textbooks can also be replaced by computers for viewing open textbooks and ordering immediate prints or bound copies. These computers can also be used to sell travel services and other products.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[The track we suggest is ?Licensing and Intellectual Property Issues?. The session also relates to ?Making the Case? and ?Lessons Learned?.]]></data>
<data col="Verification"><![CDATA[d7z3]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-27 17:50:51" ip="207.23.96.10">
<data col="Name"><![CDATA[Mary Burgess]]></data>
<data col="Institution or Organization"><![CDATA[Royal Roads University]]></data>
<data col="Job Title"><![CDATA[Manager, Centre for Teaching and Educational Technologies]]></data>
<data col="Email"><![CDATA[mary.burgess@royalroads.ca]]></data>
<data col="Phone Number"><![CDATA[250-391-260 ext 4233]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[The Open Educational Resource Project at Royal Roads University]]></data>
<data col="Abstract "><![CDATA[In 2009/10, Royal Roads will embark upon a project in which we'll share our work. The Open Educational Resource project at Royal Roads will have us sharing selected course content as well as the pedagogy behind its design, our multimedia objects, our custom Moodle code and our custom Moodle training materials. This presentation will address the whys and hows of the project.]]></data>
<data col="Full Proposal "><![CDATA[One of the latest and most important movements in education is Open Educational Resources. In 2002, MIT began sharing their courses for free online. The OpenCourseWare Consortium has since been established with a mandate to ?advance education and empower people worldwide through courseware?.  At Royal Roads University we have reaped the benefits of Open Source software. Our learning platform and Content Management System are both built on code bases that were developed by people at other institutions (Moodle and Drupal). In 2009/10, Royal Roads will embark upon a project that will have us sharing back. The Open Educational Resource project at Royal Roads will have us sharing selected course content as well as the pedagogy behind its design, our multimedia objects, our custom Moodle code and our custom Moodle training materials. It is our hope that this project will: 
 
?         Improve access to learning opportunities by sharing knowledge and resources with those in the BC Educational Community.
?         Encourage and support the reuse of multimedia learning objects 
?         Encourage and support the reuse of Moodle training materials 
?         Assist faculty and instructional designers in developing courses based on appropriate pedagogy
?         Provide resources to organizations globally who are using Moodle but don?t have the resources to spend on code development and the development of training materials.
?         Improve the overall quality of the student experience in both the BC post-secondary community and globally through access to pedagogically sound, high quality resources and code. 
 
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[qtaw]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-27 07:59:05" ip="99.27.134.220">
<data col="Name"><![CDATA[James Alexander Levy]]></data>
<data col="Institution or Organization"><![CDATA[PlopNotch]]></data>
<data col="Job Title"><![CDATA[Founder]]></data>
<data col="Email"><![CDATA[james@plopnotch.com]]></data>
<data col="Phone Number"><![CDATA[858 349 2221]]></data>
<data col="Personal Website"><![CDATA[http://www.jamtoday.org]]></data>
<data col="Other Presenters"><![CDATA[Rohan Dixit, Co-Founder. Rohan@PlopQuiz.com]]></data>
<data col="Session Title"><![CDATA[An Open Student Finance Platform For The Guitar Hero Generation]]></data>
<data col="Abstract "><![CDATA[Volunteers to OER projects should be able to earn academic scholarships, in tiny increments.]]></data>
<data col="Full Proposal "><![CDATA[A strategy of Openness allows the campus to draw in a global community to get involved in the process of content creation and curation. These communities are already showing their potential to attract and recruit students. 

In our session, we'll  make a case for why a crucial next step in an open strategy is to supplement the existing methodology for awarding merit scholarships, grants and loans by offering offer micro-scholarships to OER volunteers that are smaller in size and occur more frequently than their larger, slower predecessors. 

We will briefly go over some background on merit aid and need aid, and explain how directly tying OER contributions to an accumulation of scholarship points would be a common-sense method for combining the best aspects of merit aid and need aid. We will also share data from the Project on Student Debt demonstrating why the existing aid infrastructure needs a reboot, and how a simple distributed micro-scholarship platform could best align the incentives of students, campuses, and governments.

Finally, drawing from case studies on successful virtual currency and microfinance platforms, we will present a 'Textbook Hero' OER prototype as an interactive open-source template.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[dkik5]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-27 06:55:52" ip="24.121.152.36">
<data col="Name"><![CDATA[Alan Levine]]></data>
<data col="Institution or Organization"><![CDATA[The New Media Consortium]]></data>
<data col="Job Title"><![CDATA[Vice President Community & CTO]]></data>
<data col="Email"><![CDATA[alan@nmc.org]]></data>
<data col="Phone Number"><![CDATA[512-445-4200]]></data>
<data col="Personal Website"><![CDATA[http://cogdogblog.com/]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Amazing Stories of Openness]]></data>
<data col="Abstract "><![CDATA[Highlight the potential of what openness provides via stories of individuals who have achieved something amazing not possible without open content.]]></data>
<data col="Full Proposal "><![CDATA[While the Open Education movement focuses on institutional issues, a large ocean exists of powerful individual accomplishments simply from tapping into content that is open for sharing and re-use. As colorful as old covers of "Amazing Stories" magazine, this presentation shares moving, personal stories that would not have been previously possible, enabled by open licensed materials and personal networks. Beyond my own tales, others have been culled from the net, and you can share your own.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[If accepted, I request a presentation slot on Aug 12 or 13; I have a commitment requiring a departure on Aug 14]]></data>
<data col="Verification"><![CDATA[pv7d]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-22 17:01:19" ip="147.64.112.115">
<data col="Name"><![CDATA[Dr. Dawn M. Snodgrass]]></data>
<data col="Institution or Organization"><![CDATA[Edinboro University of Pennsylvania]]></data>
<data col="Job Title"><![CDATA[Professor]]></data>
<data col="Email"><![CDATA[dsnodgrass@edinboro.edu]]></data>
<data col="Phone Number"><![CDATA[814 732-2421]]></data>
<data col="Personal Website"><![CDATA[http://]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[O.P.E.N.ing On-Line Education]]></data>
<data col="Abstract "><![CDATA[Opening the Personal and Exploratory Nature (O.P.E.N.) of on-line instruction will encourage educators to explore pedagogy that supports humanistic education.]]></data>
<data col="Full Proposal "><![CDATA[How can on-line instructors integrate information delivery with the development of self-direction and independence and assumed responsibility for learning?  
In this session, Dr. Snodgrass will share on-line instructional experiences she has had in developing and delivering over 30 undergraduate and graduate courses.  Dr. Snodgrass will examine the use of technology tools that encourage personal and professional growth in non-threatening on-line environments.  Implementing a humanist view toward education can be realized within the constraints of technology with careful address of simple goals: providing task choices that encourage self-motivation; creating group interactions that develop social and affective skills; and addressing attitudes and habits that improve perceptions of self-worth. 
]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Ideally I would share components of several of my on-line courses during this session.  To that end, a projection device that will allow for large screen display output from my computer would be wonderfully helpful. ]]></data>
<data col="Verification"><![CDATA[4tf8]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-21 20:28:25" ip="64.122.26.218">
<data col="Name"><![CDATA[David Williams]]></data>
<data col="Institution or Organization"><![CDATA[Brigham Young University]]></data>
<data col="Job Title"><![CDATA[Professor]]></data>
<data col="Email"><![CDATA[david_williams@byu.edu]]></data>
<data col="Phone Number"><![CDATA[(801) 422-2765]]></data>
<data col="Personal Website"><![CDATA[http://education.byu.edu/ipt/php/faculty/displayfacultypage.php?userName=williams]]></data>
<data col="Other Presenters"><![CDATA[David Wiley
Brigham Young University
Associate Professor
david.wiley@byu.edu]]></data>
<data col="Session Title"><![CDATA[Evaluating Open Educational Resources]]></data>
<data col="Abstract "><![CDATA[Open educational resources pose a number of practical and theoretical problems for evaluators. We explore these and make concrete recommendations.]]></data>
<data col="Full Proposal "><![CDATA[Open educational resources pose a number of practical and theoretical problems for evaluators. In this presentation we will explore a number of the problems in depth and suggest new approaches to evaluating open educational resources. (Rather than gloss over the presentation in 500 words, we present one issue in its entirety.)

As an example, we first question the possibility of providing generalizable reviews of open educational resources. There is supposedly a strong demand from users of open educational resources for quality-reviewed or quality-vetted OERs, so that the ?best resources rise to the top? of search results. As happens in any market, a number of organizations have responded to this demand by facilitating OER reviews. But there is a significant theoretical problem with the idea of a quality review of an open educational resource: quality is not a characteristic of an open educational resource.

Item Response Theory (IRT) teaches us that difficulty is not a characteristic of a test item ? instead, it is a conjoint characteristic of an item and a test taker. The same item may be very difficult for a novice, but very easy for an expert. Because this is true, we can only talk meaningfully about the difficulty of a test item in the context of a specific test taker or highly similar group of test takers.

The quality of an open educational resource is actually a conjoint characteristic of an OER and a user. An OER from BYU may be very high quality for an American who speaks English but very poor quality for a Chinese who speaks Mandarin. An algebra OER may be high quality for an eighth grader but very poor quality for a community college student. Thus, quality statements about OER are only meaningful in the context of a specific OER user or a highly similar group of OER users.

Experience has shown that digital library users are unlikely to provide feedback on resources (like OERs), and even less likely to do so when providing the feedback takes a considerable amount of time. This has led to a situation in which current OER review facilitators generally provide only the quickest, most simplistic review tools possible in order to increase the probability that they will be used. These review tools compress, collapse, and condense information about the user-OER relationship into 1-5 stars, capturing no information about the user, and attributing the rating solely to the OER.

It is easy to believe that some ratings are better than none at all, but this is not the case.

Imagine - later, another user searches for OERs and sorts the results according to their star ratings. The ratings previously attributed to the OER will only be meaningful to this second user to the extent that the second user is similar in certain respects to the first user who provided the rating. In cases where users differ significantly (say, the first user is a university professor and the second is a second grade teacher), ratings may even be inverted.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[upyz]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-20 02:43:56" ip="201.53.26.209">
<data col="Name"><![CDATA[Diego Leal]]></data>
<data col="Institution or Organization"><![CDATA[Ministry of Education - Colombia]]></data>
<data col="Job Title"><![CDATA[Advisor / Consultant]]></data>
<data col="Email"><![CDATA[diego@diegoleal.org]]></data>
<data col="Phone Number"><![CDATA[552183049359]]></data>
<data col="Personal Website"><![CDATA[http://diegoleal.org]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Enabling Viral Professional Development with Unconferences and OER]]></data>
<data col="Abstract "><![CDATA[An examination of how a series of workshops are sparking viral professional development and OER creation and sharing amongst educators in Colombia]]></data>
<data col="Full Proposal "><![CDATA[Since 2007, the Colombian Ministry of Education started a series of workshops aimed to higher education (HE) teachers, which explored alternative training settings in order to get teachers acquainted with new ways of incorporating Information and Communication Technologies (ICT) to their classroom practice.  

These workshops, focused on the use of several Web 2.0 tools, were based, on one hand, on different unconference techniques and, on the other hand, on the concept of personal learning environment (PLE). We will show how these workshops have generated a crescent viral professional development movement, being replicated by participants in their own institutions using the resources available online, which are in themselves open educational resources.

The workshops were designed in 2007, involving an explicit intention of creating a learning environment which reflected not only the current possibilities of technology, but the changes it brings in the relation of the learner with information and knowledge, according to ideas described in networked learning and connectivist approaches.

The basic principles that guide the design and the development of the workshop are the realization that each one of us is a learner, regardless or the role we play in our institutions; that we can?t depend on a single expert to learn the things we need, but we have to recognize and make use of the network of learners surrounding us; and that ?over the shoulder? learning, demonstration and imitation are three valuable learning tools.

Using as an excuse the characterization of each participant?s PLE, people are asked to label themselves with the tools they already know, and then to learn from their peers about the tools they want to enhance their PLE with.  Then, discussions based on unconference techniques are held, trying to help the participants to get a wide context of the educational possibilities, challenges and eventual disadvantages associated to the use of Web 2.0 tools.  Due to this, we decided to call these workshops EduCamps, even though they are not normal Barcamp experiences.

In 2008, a wiki platform was used to compile all the resources related to the EduCamp (http://educampcolombia.wetpaint.com), and to support the second series of workshops, held on seven Colombian cities.  The wiki is used both as a permanent example of the possibilities of Web 2.0 technology and a warehouse of free educational resources related to the use of these tools in education.  It?s important to mention that all the tools used in the workshop are publicly available on the Web (and almost all of them free of charge), so the participants can later use them in their own practice.

So far, over 700 HE teachers have participated in the EduCamp workshops, the wiki has now over 120 people participating, and we have started to train 12 HE teachers from different cities of the country to act as facilitators.  At least three of them have lead workshops on their own, and some others are planning to do it in the upcoming months, adapting both the methodology and the available resources to their specific needs.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[txns8]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-17 18:35:55" ip="24.84.213.138">
<data col="Name"><![CDATA[Wendy Foster]]></data>
<data col="Institution or Organization"><![CDATA[Simon Fraser University, School of Interactive Arts and Technology]]></data>
<data col="Job Title"><![CDATA[M.Sc. Graduate Student]]></data>
<data col="Email"><![CDATA[wendy.foster@gmail.com]]></data>
<data col="Phone Number"><![CDATA[778 998-1737]]></data>
<data col="Personal Website"><![CDATA[http://www.pantopicon.ca]]></data>
<data col="Other Presenters"><![CDATA[N/A]]></data>
<data col="Session Title"><![CDATA[mLearning: Active collaborative design patterns for Mobile Open Education]]></data>
<data col="Abstract "><![CDATA[Mobile and contextual learning holds special promise for OE initiatives through focus on accessible and active content delivery modes.]]></data>
<data col="Full Proposal "><![CDATA[As Sharples (2005) significantly notes in Towards a Theory of Mobile Learning, the ?mobile age? demands both a reconceptualisation of learning in tandem with a recognition of ?the importance of context in establishing meaning, and the transformative effect of digital networks in supporting virtual communities that transcend barriers of age and culture.?  Using the lens of situated cognition (Brown et al, 1989; Collins, 1988; Greeno, 1998; Lave and Wenger, 1991; Schell and Black, 1997), this paper will explore the theory and practice of mobile learning with particular attention to the role that mLearning can play in emerging Open Education initiatives.  A pattern language for mLearning design processes will be proposed as a means to leveraging contextual learning within Open Education practices, more generally, and as a method for providing foundation coherency to the diverse mobile learning domain.  
     Authentic learning strategies and the generation of dynamic communities of practice, supported and facilitated by mobile technologies, require the formulation of context sensitive and adaptable design principles and evaluation methods.  Through a review of the current literature on mLearning applications, lessons learned from exemplar cases, and a discussion of an in-process mobile, game-based learning project, a pattern language for mobile learning design will be advanced.
     The networked and associative nature of pattern languages, more generally (Alexander, 1977), is particularly well-suited to mLearning and situated learning design that makes use of the connective and flexible affordances of mobile technologies for content delivery and engagement.  Well established in computer science and interaction design, pattern languages, or pattern catalogues, for addressing design knowledge transfer have been taken up, in recent years by educators (Jones et al, 1999; Mor, 2007) in online and game-based learning practice.  Given the wide range of interest in mLearning application development from diverse sectors in academia and industry, and the correlative variation in project scope, the advancement of a collaboratively produced set of patterns for addressing the challenges of mobile instruction is required to advance and cohere research and learning objectives of interest to the field.
     A community-driven, and practice-oriented pattern language for mLearning design would offer Open Education initiatives a context-aware framework for addressing instructional and technology design problems.  A pattern-based approach to mLearning design and development supports, additionally, a structured, solutions-based resource, which privileges the formulation and adoption of a meaningful, shared vocabulary for systems building and assessment.  An mLearning pattern language would extend and formalize existing design guidance and principles for both theory-building and practice in this rich and emergent open learning domain.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[z83cw]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-14 03:48:31" ip="116.71.244.187">
<data col="Name"><![CDATA[minhaaj ur rehman]]></data>
<data col="Institution or Organization"><![CDATA[Self Employed]]></data>
<data col="Job Title"><![CDATA[Educational Consultant]]></data>
<data col="Email"><![CDATA[minhaaj@gmail.com]]></data>
<data col="Phone Number"><![CDATA[923326350284]]></data>
<data col="Personal Website"><![CDATA[www.minhaaj.com]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Generative Systems for Open Educational Technology]]></data>
<data col="Abstract "><![CDATA[Abstract and description below]]></data>
<data col="Full Proposal "><![CDATA[Generative systems for open educational technology design have been out there for quite sometime. Basic principles of design follow the flexibility, innovation, ease of use and transferability pattern of open systems. Subtle educational tools like Evoca, Elluminate, Podcasts, Wikis and Blogs have used these generative traits in the design of educational architecture. This presentation would review the rules of generative system design and will evaluate social media tools with this rubric. Openness, freedom and collaboration being the expected pre-conditions of today's learning systems, this presentation will walk you through the pros and cons of best design and tutelage principles.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[In case funding isn't available, i'd like to present online.]]></data>
<data col="Verification"><![CDATA[dvy5]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-05 21:13:55" ip="69.171.134.28">
<data col="Name"><![CDATA[Stian Håklev]]></data>
<data col="Institution or Organization"><![CDATA[OISE/University of Toronto]]></data>
<data col="Job Title"><![CDATA[MA Student]]></data>
<data col="Email"><![CDATA[shaklev@gmail.com]]></data>
<data col="Phone Number"><![CDATA[6472307944]]></data>
<data col="Personal Website"><![CDATA[http://reganmian.net/blog]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Chinese OpenCourseWare - a Case Study of a Large State-Sponsored Program]]></data>
<data col="Abstract "><![CDATA[Report on a field study on OCW in China, interviewing participating universities and Ministry of Education, connecting w/ researchers and literature. ]]></data>
<data col="Full Proposal "><![CDATA[The idea of OpenCourseWare, initially conceived at MIT, has spread to countries and institutions around the world. Although inspired by the MIT model, the model has often been modified to suit different national and institutional contexts. It is important for us to understand how this adoption and change happens, and to study how different models work in practice, both in order to increase the international adaptation of OCW, but also to learn from the many experiments and implementations that exist.

The adaption of OpenCourseWare in China has been frequently mentioned, but little studied by outside scholars. It is one of the most aggressive adopters of the OCW idea ? not only is China Open Resources for Education (CORE) coordinating efforts to translate MIT OCW into Chinese, but the Chinese Ministry of Education has since 2003 been operating a national OCW program called China Quality OpenCourseWare (????). Chinese universities submit proposals, and can receive between $7,300 and $14,600 per course that is made freely available online. By 2009, there are over 10,000 courses available online, many of these with extensive resources, and video recordings. 

To understand how OCW has been adapted in China, we need to locate it within the context of the massification of higher education, going from 7% of the relevant cohort attending higher education in 1997, to around 20% ten years later. Initial literature review reveals that in China, OCW is not seen as a tool to increase access to education, but to improve the quality of undergraduate teaching. In fact, from 2007, the China Quality OpenCourseWare program has been subsumed under a larger program called ?The Quality Project?. 

This presentation will report from a field study conducted in the summer of 2009. I plan to visit three universities that are involved in OpenCourseWare production ? one national top-level university, one mid-level university, and one that has collaborated directly with MIT in the past. I will interview academic leadership to get the ?institutional view?, as well as several professors who are involved in the production of OCW. I also hope to get an interview with an official at the Ministry of Education. Add to this an extensive literature review, and visits with several of the academics in China that research OpenCourseWare and open education, and it is hoped that the study will produce a comprehensive view of how the Chinese OCW program operates, and how it is viewed by the different constituents. 

I will also look into different meanings of ?open? as perceived by Chinese researchers and OCW-producers, to understand how well the deep ideas behind OpenCourseWare transfer to different cultures and institutional settings. I am looking forward to sharing my findings with the conference participants, and hope that this will contribute to a deeper understanding and appreciation of the Chinese efforts, and to the international character of the movement. This is particularly relevant in conceptualizing our way going forward.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[k5b94]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-04-02 19:55:51" ip="206.123.191.246">
<data col="Name"><![CDATA[Norm Friesen]]></data>
<data col="Institution or Organization"><![CDATA[Thompson Rivers University]]></data>
<data col="Job Title"><![CDATA[Canada Research Chair in E-Learning Practices]]></data>
<data col="Email"><![CDATA[nfriesen@tru.ca]]></data>
<data col="Phone Number"><![CDATA[250 852 6256]]></data>
<data col="Personal Website"><![CDATA[http://learningspaces.org]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Standing on the shoulders of Giants: The Heritage of Open Education]]></data>
<data col="Abstract "><![CDATA[The precursors of the Open Education movement are many and diverse, extending, for example, far beyond the neo-liberalism of a Thomas Friedman. ]]></data>
<data col="Full Proposal "><![CDATA[Open Education, defined as ?forms of education in which knowledge, ideas or important aspects of teaching methodology or infrastructure are shared freely over the internet" is a relatively new coinage. It juxtaposes understandings of the nature and potential of pedagogy, technology and populist politics (?openness? or ?freedom?) into relatively novel and potent interrelationship. As such, its history and intellectual heritage has been most frequently associated with recent commentators, such as Thomas Friedman?s arguments in The World is Flat (2007), and the libertarian politics of the open source movement. In this presentation, Dr. Norm Friesen argues that this intellectual heritage can be seen as being much broader and diverse. He highlights four precursors, Antonio Gramsci, Walter Benjamin, Paulo Freire, and the popular education movement, and describes how learning and its relationship to politics and/or technology is understood by each. Each one of these precursors is able to shed light on certain aspects of the existing and potential interrelationships of these three components (pedagogy, technology, politics) constitutive of open learning. Gramsci shows how knowledge and thus education itself is inherently political, with the potential to either reinforce or undermine the ?spontaneous consent? that arises in the context of ?hegemonic? political and economic conditions. Benjamin shows how technology can cultivate politically-charged awareness, emphasizing its potential to ?emancipate the work of art? (and content more generally) from its ?parasitical dependence on ritual? ?whether that be the ritual of the museum or the lecture hall. Friere, for his part, combined understandings of the political potential of technology with an open and politicized pedagogy to provide a powerful example of a technology-supported program bringing together literacy education ?with lessons in self-reflection, cultural identity and political agency.? Popular education, finally, is a broad and diverse movement that provides many important precedents and valuable lessons for open education. All of these precedents and precursors powerfully illustrate that open education should not be understood principally in terms of new forms of software development or economic competition. Education and its ?opening-up? can be much more than a ?mad dash,? as Friedman puts it, to compete with ?the flat-world field...of 1.5 billion new workers in the global economic labor force.? Instead of focusing on competition in a world or a game whose parameters are already set, education has the chance to be much more about recognizing and even changing those parameters.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[I'd like a data projector and audio amplification.]]></data>
<data col="Verification"><![CDATA[dkkvj]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-03-27 03:04:43" ip="24.188.13.148">
<data col="Name"><![CDATA[Christopher Lee Kennedy]]></data>
<data col="Institution or Organization"><![CDATA[The Institute for Applied Aesthetics]]></data>
<data col="Job Title"><![CDATA[Director]]></data>
<data col="Email"><![CDATA[artiscycle@gmail.com]]></data>
<data col="Phone Number"><![CDATA[201-981-1576]]></data>
<data col="Personal Website"><![CDATA[http://www.applied-aesthetics.org/]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[A Platform for Applied Aesthetics]]></data>
<data col="Abstract "><![CDATA[The Institute for Applied Aesthetics will present research findings from an ongoing project entitled Artiscycle. The Artiscycle platform is a project to translate applied aesthetics, art practices that address socio-cultural issues, into frameworks for education and project development. Artiscycle is collecting field research from artists and educators at the forefront of collaborative and interdisciplinary practice. The idea is to take these ?best practices? and create an open-source online platform that will provide dynamic translation functions of effective projects and art initiatives into methodologies, learning techniques and frameworks for reproduction in schools. Art as catalyst for situated learning.  www.artiscycle.net]]></data>
<data col="Full Proposal "><![CDATA[The Institute for Applied Aesthetics will present findings on an ongoing research project entitled: Artiscycle - A Platform for Applied Aesthetics. The Institute will show slides of the organizations that we are currently profiling and lead a comprehensive discussion in regards to the methodologies in which the Institute intends to organize and present our model for using aesthetics as a means to catalyze and engage communities within the disciplines of education and art. 

A discussion of the term ?applied aesthetics? in the context of theories pioneered by Jean Lave such as Legitimate Peripheral Participation (LPP) and Situated Learning will be facilitated. The Institute will posit that by harnessing learning models of situated learning and LPP as inspiration, the Artiscycle project will create a new pattern language of how art can serve as a framework for initiating and sustaining authentic communities of practice and interest ? in which students can be situated.

The inner workings of this research project will be discussed and the Institute will reach out to members of the conference for help in developing the online portion of the Artiscycle Platform, which will serve as an online open-source database of applied aesthetic learning strategies.

About the Artiscycle Project:
Artiscycle is a framework to harness aesthetic strategies as a means to improve socio-cultural conditions. To facilitate this, the Artiscycle project seeks to develop:
1. An online platform and database of applied aesthetics and project development & education tools.
2. A re-imagined collaboration and physical project incubation space

More than this, Artiscycle is a project to further an understanding of the role of art in building community, creative problem solving and situated learning. The Artiscycle project is collecting stories, ideas and tools from artists, designers and citizens at the forefront of collaborative and interdisciplinary art practice. The idea is to create a dialogue between communities in need and creative solutions from artists and designers around the world.

The Artiscycle project will connect artists and citizens to collaborative education and project development tools and motivate a new way of thinking about art as a tool for creative problem solving and learning. To develop these tools the Institute for Applied Aesthetics, a design studio dedicated to the progression of aesthetics as tool for community restoration, is conducting research into applied aesthetics ? art practices that engage and find creative solutions to emergent challenges and facilitate new models of situated learning; educational strategies to re-connect students to their local communities.

Artiscycle is a project in three parts:

1. Research and Documentation

The Artiscycle project will be consist of applied research that will aid in translating artistic practices into frameworks for education and creative problem solving.

2. Database Development

The Artiscycle project will establish an online open-source database for participants to search projects, adapt effective models and create custom educational & project tools. 

3. Tools and Development

The Artiscycle project will develop teaching and learning applications and tools meant to aid artists and citizens effectively incubate and implement projects.

www.artiscycle.net]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[9mdg]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-03-20 16:30:59" ip="192.65.245.43">
<data col="Name"><![CDATA[Jim Groom]]></data>
<data col="Institution or Organization"><![CDATA[University of mary Washington]]></data>
<data col="Job Title"><![CDATA[Instructional Technology Specialist]]></data>
<data col="Email"><![CDATA[jimgroom@gmail.com]]></data>
<data col="Phone Number"><![CDATA[540 654 1997]]></data>
<data col="Personal Website"><![CDATA[http://bavatuesdays.com]]></data>
<data col="Other Presenters"><![CDATA[Shannon Hauser
Student, University of Mary Washington
shauser@umw.edu]]></data>
<data col="Session Title"><![CDATA[The Design of Openness]]></data>
<data col="Abstract "><![CDATA[This presentation will frame how to use open source applications to design a cheap, open and syndicated educational publishing platform.]]></data>
<data col="Full Proposal "><![CDATA[This presentation will frame how to use open source applications to design a cheap, open and syndicated educational publishing platform. Using UMW Blogs (http://umwblogs.org) as an example, we will explore how the logic of Content Management Systems might be re-imagined along the lines of a syndication bus that helps shape the flow of information rather than locking in content to any one system or logic. The focus will be on providing a loosely-coupled infrastructure that can both deliver content easily as well as provide individual spaces for people to frame their own work and control their online presence beyond the walls of the university.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[]]></data>
<data col="Verification"><![CDATA[daf57]]></data>
</entry>
<entry form="Paper Proposal Form" date="2009-03-19 22:02:59" ip="202.49.0.2">
<data col="Name"><![CDATA[Leigh Blackall]]></data>
<data col="Institution or Organization"><![CDATA[Otago Polytechnic New Zealand Aoteoroa]]></data>
<data col="Job Title"><![CDATA[Educational Developer]]></data>
<data col="Email"><![CDATA[leighblackall@gmail.com]]></data>
<data col="Phone Number"><![CDATA[+64(0)21736539]]></data>
<data col="Personal Website"><![CDATA[http://learnonline.wordpress.com]]></data>
<data col="Other Presenters"><![CDATA[Please give the name, title, organization and email address of any additional presenters]]></data>
<data col="Session Title"><![CDATA[Models for free and open education]]></data>
<data col="Abstract "><![CDATA[Otago Polytechnic has been testing open education models to be able to offer free education to anyone]]></data>
<data col="Full Proposal "><![CDATA[Otago Polytechnic has been developing its open education capacity since 2006. Using creative commons licensing, wikis and social media, teaching staff have been developing open educational resources and practices to the point that some have been trialing open access and free education, assessment and certification models. 

These models are attracting international engagement in Otago's courses, enhancing the learning environment for students, professionally networking teaching staff and students, and potentially leading to educational partnerships and skilled migration and investment to New Zealand and Otago. 

This presentation will reflect on all these aspects and lead discussion on how open education might evolve in the near future, and achieve much of what it has always set out to achieve: Improving efficiency, improving quality, and lowering barriers to access and achievement.]]></data>
<data col="Special Requirements / Other Things You'd Like Us to Know"><![CDATA[Background links:
* http://wikieducator.org/Otago_Polytechnic
* http://wikieducator.org/Educational_Development_at_Otago_Polytechnic]]></data>
<data col="Verification"><![CDATA[3vadc]]></data>
</entry>
</entries>
