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Title	Reclaiming the open learning environment
Creator	Lamb, Brian Festinger, Jon Engle, Will
Date Issued	2013-10-23
Description	The delivery of open online learning has become a more common practice (or at least a more desired practice) in higher education in recent years. In this session, two diverse universities will share their lessons learned in delivering open learning. UBC has long embraced open learning projects through a robust WordPress and MediaWiki publishing framework that helped advance a broad range of open educational activities, including student produced OER and open courses. UBC’s embrace of both a self-maintained open infrastructure as well as emerging third party platforms is creating new potentials for open education at UBC. Meanwhile Thompson Rivers University (TRU) has an “Open Learning” division with a long history of providing open access post-secondary distance education (online and print) by offering continuous enrolment, flexible scheduling and minimal admission requirements, as well as extensive capacity for Prior Learning Assessment and Recognition (PLAR) and a well-established transfer credit system. It is working to enhance its capacity to support learning and public engagement via open platforms as well, via alignment with the Open Educational Resources university (OERu) and by working with UBC to adapt its MediaWiki and WordPress framework for its own needs. This session examines how institutions and instructors can provide open educational experiences and develop the required expertise, capacity and support systems. The co-faciliators of this session identify sharable and extensible tools, approaches and means of cooperation that will allow educators and learners to shape their open learning experiences.
Genre	Presentation
Type	Text Moving Image
Language	eng
Series	Open Access Week
Date Available	2013-11-19
Provider	Vancouver : University of British Columbia Library
Rights	Attribution-NonCommercial-NoDerivatives 4.0 International
DOI	10.14288/1.0077866
URI	http://hdl.handle.net/2429/45516
Affiliation	Law, Faculty of Continuing Studies Teaching, Learning and Technology, Centre for (Distance Learning) Non UBC
Peer Review Status	Unreviewed
Scholarly Level	Faculty Researcher Other
Rights URI	http://creativecommons.org/licenses/by-nc-nd/4.0/
AggregatedSourceRepository	DSpace

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 Reclaiming The Open Learning Environment OPEN UBC WEEK October 23, 2013       Jon Festinger Q.C. Centre for Digital Media Festinger Law & Strategy  http://videogame.law.ubc.ca @gamebizlaw                 http://videogame.law.ubc.ca              Course Origins   ? 7th year being taught ? Originally a book; but a course outline before a book.. ? 2005/2006 UBC/UVic video experiment ? Last year ? started from scratch ? Began as iTunes U project ??? ? Begat ? blog-site ? This Year ? website http://videogame.law.ubc.ca  All thanks to UBC CTLT     Well actually?.the original concept?             Pedagogic Goals ? One word: ENGAGEMENT ? Two words: CREATING PERSPECTIVE ? Three words: APPRECIATING (LEGAL) COMPLEXITY        Meaning what exactly?? * ?Quest? = Great paper, great contributions * ?Open World? = Vast terrain to be explored and navigated in your own way & on your unique(non-linear) path  Can be played from a ?1st  or 3rd person? perspective * Provide tools for ?user generated content? ? Provide additional ?downloadable content? (DLC) ? Encourage ?multiplayer? engagement ? In other words Skyrim (if it had multiplayer..)   Why Course Content To The Web? 1. Engagement is interactivity  2. Metaphor: of Law 423B as the ?MMORPG? Game of            3. The native language of students is the web   4. Still can?t figure out Moodle  5. Perfect for the Law ? Openness is a fundamental principle of Justice & ?Ignorantia juris non excusat?  6. Course tends away from the biblical model of ?immaculate creation? and it?s attendant copyright consequences   7. So                     obvious choice                   Hits & Misses HITS: 1. The research on open teaching is correct?. (Teachers prepare MUCH harder) 2. Student engagement (& amazement) 3. ?Living? Syllabus 4. Persistent materials 5. Appreciation from ?everywhere? 6. Invitations 7. Easy to adopt and adapt  (YouTube, ?Paper Talk?) MISSES: 8. Part of evaluation? 9. Student filming idea              Biggest Hit Give a person a  fish and you  feed him for a  day. Teach a   person to fish and  you feed them for  a lifetime.                Evolutions          STUDENT CONNECTIVITY LAYER   Horizontal not vertical is the crucial on-line learning plane                       Why?   Because it?s the most crucial off-line learning plane       Why have we not figured this out? 1. Real time co-posting with text/audio/video background connection 2. Smart student Avatar/Surrogate  This Is?  EASY NOT HARD OPEN NOT CLOSED CONSISTENT WITH FURTHERING KNOWLEDGE (not limiting it) SCALEABLE INCLUSIVE INFINITELY MORE VISUALLY APPEALING HIGHLY RECOMMENDED (by me?)      What I Really Learned ?             Always include a cat picture?    Our Academic Partners  

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