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What do stick figures, surveys, and lots of Post-It notes have in common? Badges, of course! It’s all part of an increasingly multifaceted and exciting project the Open.Michigan team has embarked on over the past ten months. While we’ve been dedicating time and energy to our badging project since spring 2011, it all started back in fall 2010 when we began an evaluation of the impact of the Open.Michigan initiative. 
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This bulletin provides an overview of the current state of mobile learning in higher education, speculates on future directions, and suggests questions that educators might ask of themselves and their institutions in preparation for the onset of mobile education. Ignoring mobile learning is not an option when it has already begun to show a strong potential to disrupt existing pedagogical infrastructure, including that of online education. It is up to those in higher education to adapt this freewheeling trend to best serve the core mission of educating students.
Citation for this Work: Rick Oller. “The Future of Mobile Learning” (Research Bulletin). Louisville, CO: EDUCAUSE Center for Applied Research, May 1, 2012, available from http://www.educause.edu/ecar.
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According to some, there's a "badging movement" underway that has the potential to change the landscape of education. Learners will be accumulating "digital badges" that are not just icons representing something they have learned or mastered, but active links back to the criteria for earning the badge and perhaps the tool used to make the assessment and the work, project, or performance submitted as evidence. Funded by the MacArthur foundation and developed by Mozilla (the open source folks who brought you Firefox and the Mozilla browser before that), an infrastructure is under construction that will support badge issuers, badge earners and badge displayers, which will likely include FaceBook, Linked In, and other public places where badges can be displayed and "clickable."
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The Massachusetts Institute of Technology, Stanford University, and other institutions are old hands now at taking course material from the classroom and lab and putting it online for learners anywhere to use.
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The Ted-Ed website was introduced today and received a lot of press coverage: The Atlantic: The Digital Education Revolution, Cont’d: Meet TED-Ed’s New Online Learning Platform Fast Com... Via Dr. Susan Bainbridge
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OpenScout - Skill-based scouting of open management content...
The OpenScout project invites you to a series of four webinars showing you how you can take full advantage of Business and Management Open Educational Resources (OER). Do you also recognize a growing need to improve your Business and Management skills but are confronted with a lack of time or financial resources to keep up with the latest developments? Are you a student in Business and would like to learn with high-quality, up-to-date, yet free learning materials? Are you a teacher of Business and Management and would like to re-use or adapt existing learning materials of competent peers to enhance your learning offerings? Are you a Business and Management institution looking for new distribution channels for your open learning materials?
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By MartinWeller
Abstract: The nature of openness in education has transformed from just relating to open access to encompass a wide range of interpretations. This paper explores the concept of an 'open scholar' whose practice is shaped by digital and networked technologies. It is argued that openness represents an effective working method in this environment, and that creativity plays a key role in realising this. The relationship between creativity and open educational resources is outlined to demonstrate that there is a positive feedback loop between the two processes. Via Paulo Simões
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Massive Open Online Courses are leveraging today's technology to provide (typically) free access to world class education.
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The diverse team of eLearning advisors provide elearning workshops, send out periodic newsletter, provide customised consultation, support the eScholar program and more.
Use the 'Filter' pull-down menu above to search for topics by keywords. Via Kim Flintoff
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Open Culture bills itself as a source for the best free cultural and educational media on the web. I will leave it up to you to decide as I am always leery of anything that claims to be the best. That being said, it is an interesting space and one that is rich with possibilities. Here you will find free audio books, online courses, movies, language and literature lessons, eBooks and more. As an example of some of what you might find, this little gem came from the section labeled film.
Did you see the movie Dark Knight? Do you know what film critics mean when they say, “an action scene is flawed and violates the language of film making”? Take a look at this three part lesson titled- The Dark Knight: Anatomy of a Flawed Action Scene. Now you can extend the concept of grammar to that of film making and the importance of following rules for clarity of communication and intent. Via Jim Lerman, Kim Flintoff
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A module designed for the Responsive Open Learning Environment's (ROLE) project looking at the role of self regulated learning...
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From
www
TED Talks Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects.
"It's not just a flip model he is promoting, with content acquisition happening outside the class and working with that content happening in the class, he's getting down into the psychology of learning, contrasting encouraging failure but expecting mastery, with penalising failure while not expecting mastery." Senior Associate, Liberating Learning
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I know a lot of people view curation as a buzz word devoid of meaning, but I like the metaphor!
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How Mozilla and others are working to help solve the problem of recognizing and legitimizing learning and skill development that happens outside of the classroom.
About This Speaker
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The digital revolution has begun and successful institutions will be those that use the opportunity to collaborate, grow and widen their influence, says Anka Mulder...
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Rees asks a really important question: why would a school opt to spend so much money on an LMS when many of its features go unused? Why pay when you can find cheap or free alternatives elsewhere?
Alberto Rivera's curator insight,
June 5, 2022 3:59 AM
Google has grown significantly, It has slowly added so many new apps. The important thing about Google is they are constantly improving its software. I can see how they would slowly be taking over the LMS system and be their own LMS which would be a true testament to how google is they develop their own versions of software and improve it and making it all connect.
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Mulling over the OU’s OULearn pages on Youtube a week or two ago, colleague Bernie Clark pointed out to me how the links from the OU clip descriptions could be rather hit or miss: Via @laurad...
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Will Massive Open Online Courses replace the conventional system? Probably not, but they can offer something different...
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Learning today happens everywhere. But it's often difficult to get recognition for skills and achievements that happen online or out of school. Mozilla Open Badges helps solve that problem, making it easy for any organization to issue, manage and display digital badges across the web.
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Generate attribution text for flickr creative commons photos that is one click to copy and another to paste where you need (web page, presentation, email)...
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As interest in badges continues to increase, it occurs to me that in their passion for gameification, innovation, and outright reinvention, many in the field are overlooking the place where badges make the most sense of all – the formal higher education institution. There are at least two high-level reasons why higher education is the perfect place for badging.
Via Peter Mellow
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This post will review existing literature on Open Educational Resources, introducing five critiques: 1.) An under-theorisation of ‘openness’, in which the concepts of positive and negative liberty will be used to suggest a neglect of coherent theorisation concerning the practice of self-directed learning. 2.) The simultaneous privileging and rejection of institutional authority, where OER literature will be shown to endorse the reputations of established institutions while claiming liberation from them. 3.) The diminishing of the role of pedagogy, in which OER will be aligned with an untheorised learner-centred model of education. 4.) Humanistic assumptions of unproblematic self-direction and autonomy, and 5.) an alignment with the needs of capital, in which a Foucauldian interpretation of subjectivity will offer alternative perspectives on the notions of power and emancipation in OER discourse. It is suggested that these critiques may provide a framework for OER to develop a theoretically rigorous area of scholarship.
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