Jared Stein – Education, Technology, Culture, and the Internet

For David Wiley’s Intro to Open Ed course I had settled on the “artisan” character class, helping to round out the on-campus “guild”. Though the artisan had clear value and balance with the other classes, I was not satisfied with it for a couple of reasons (more…)

Over the next ten weeks or so I’ll be looking at the viability and results of different methods and approaches to reusing and remixing OERs for David Wiley’s Intro to Open Ed course.

I would love to see examples of your reuses/remixes so I can highlight them in future posts, and gain new ideas and insights. Please comment, pingback, or e-mail me URLs or details!

I was dizzy with excitement and inspiration from today’s live class meeting of Intro to Open Ed course, and so with lots to mull over I chose to walk back the University Mall in Orem where my car was parked. The weather has begun to warm here in central Utah, and I had music (The National) and a book (Kaku’s Hyperspace) to ease the trip, but half-way there I wimped out and grabbed the next bus (more…)

The bitter cold and a late bus did not prevent me from attending David Wiley’s IPT692R course today. And though the class period was set aside to choosing “classes” for the rest of the course, several discussions bubbled up that were noteworthy (more…)

I’m certainly not the first to suggest that sustainability is an elephantine problem for current and future OER projects. But it’s a problem that may take several perspectives and ideas in order to condense workable solutions (more…)

In David Wiley’s Intro to Open Education course students were asked to randomly choose and then examine 5 MIT OpenCourseWare (MIT OCW) courses, and 5 Carnegie Mellon Open Learning Initiative (OLI) courses. I’ve done random examinations of OCW/OER in the past, so I changed this up a bit to fit my own inclinations: first, I made my choices semi-randomly (more…)

During the past month my unit’s offices have been affected by construction in the building in the form of diesel fumes filtering in through the HVAC system. Today a couple of staff members who were toughing it out were told by doctors that they have high levels of carbon monoxide in their blood and the offices have to be cleared out. This might explain (1) my fatigue, and (2) the pleasure I’ve been finding in spending a little more time out of doors as I walk across the BYU campus to David Wiley’s IPT 692R. Today’s topic: Media Issues begins with the question,” what is ‘open’?” and examines the 4 Rs of Openness (more…)

For reference here’s a quick run-down of Creative Commons (CC) v. 3 licenses with comments on their usefulness for open education. As most of you probably already know, CC provides a means by which creators can license their works differently from pre-existing intellectual property licenses. In the USA the two options have been copyright or public domain. CC provides for lots of options in between (more…)

It wasn’t snowing heavily like it was last Tuesday, and I had extra time to get to the BYU campus, but I decided to save myself some future headaches by learning to take the bus. I got on the right line, but going in the wrong direction. Thirty minutes later, I switched buses and made my way just in time to the second live meeting of David Wiley’s IPT 692R: Intro to Open Education course. Here are my notes (more…)

I’ve suggested that “open education” should not be seen as synonymous with various related efforts. Just as there are only approximations at a manifesto for the open education movement, there is no single definition of what efforts constitute or contribute to open education, and open education can not be fairly defined by more granular efforts for the production of open educational resources, opencourseware, etc. That is as much due to conflicting definitions of “open” as it is to organizational motivations (more…)