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Beyond Textbooks and OER: reflecting on #OpenEd15

ProfHacker

I realize I only have a biased slice of the conference based mainly around tweeters I know who (I realize now) mostly have similar stances as mine on openness (Phil Hill and Mike Feldstein in their keynote made a good point about how utterly useless this kind of social circle is for advocacy). This is the opposite of a textbook.

OER 40
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Toward Renewable Assessments

Iterating Toward Openness

That’s the core idea between renewable assessments like Murder, Madness, and Mayhem, or Project Management for Instructional Designers , or Blogs vs Wikis , or the DS106 Assignment Bank , or The Open Anthology of Earlier American Literature , and many of the other examples listed by the community here. But what happens to learning?

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Creating your virtual library (quickly) using Slides and Bitmojis)

NeverEndingSearch

website evolution. I thought quite a bit about how important this virtual presence was to me over the course of 25 years.

Libraries 145
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A letter of support

NeverEndingSearch

These new collections support new literacies and leverage the new bounty of open educational resources (OER) supported by the White House’s #GoOpen initiative, as well as streamed media, and software for creating and sharing powerful, effectively, ethically produced digital stories.

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A true gift from SHEG: DIY digital literacy assessments and tools for historical thinking

NeverEndingSearch

You may remember Stanford History Education Group (SHEG) for its groundbreaking and utterly depressing report, Evaluating Information: The Cornerstone of Online Civic Reasoning. In the November 2016 Executive Summary , the researchers shared: When thousands of students respond to dozens of tasks there are endless variations.