#SCP12: Oracy and Creativity

I look forward to Fridays.

it is the day I meet students in the Sport Coaching Pedagogy unit at the University of Canberra.

This week our tutorials explored ideas linked to oracy and creativity. My presentation in the lecture was on Produsing Resources.

The day coincided with the submission of online presentations as part of the unit’s assessment.

I think we had lots to talk about and the Slideshow gives a feel for some of the tutorial activities in the beautiful InSPIRE Building 25 on the University of Canberra campus.

As we were working through some ideas, far away (but conversely very near) Stephen Downes was making a point in his talk (Slide 20) in Tallinn, Estonia, about aggregating, remixing, repurposing, and feeding forward.

Almost synchronously Alan Levine was posting about web thinking. Alan shared his thoughts about how web users become web thinkers and web makers after listening to Jon Udell.

To cap a rich day of connections my son Sam shared with me a link to Andrew Grauer’s post on Course Hero developments. Andrew and his colleagues have developed free online courses. He points out:

To create these courses, we scoured the web for the best freely available educational content in all formats, whether videos, papers, articles, or webpages. We then broke the content down into digestible clips and reassembled the pieces into navigable learning paths. We layered in interactive quizzes and added badges, points and levels at different progress checkpoints.  This decentralization and gamification allowed us to create a scalable learning solution that is both high quality and engaging.

Quite a Friday!

#SCP12 Produsing Resources for Teaching and Coaching

This is week 10 of the Sport Coaching Pedagogy unit at the University of Canberra.

This week’s theme is Produsing resources.

Although my spellchecker and search engines want me to write Producing, it is Produsing.

I am grateful to Axel Bruns for providing a great deal of information about Produsing.

He points out:

In the online, networked, information economy, participants are not simply passive consumers, but active users, with some of them participating more strongly with a focus only on their own personal use, some of them participating more strongly in ways which are inherently constructive and productive of social networks and communal content. These latter users occupy a hybrid position of being both users and what in traditional terms would have to be described loosely as producers: they are productive users, or produsers, engaged in the act of produsage.

This week’s presentation focuses on this hybrid role.

I thought I would reintroduce Gary Brolsma into this discussion. I have missed the creativity stimulated by Numa Numa.

This is the SlideCast of the presentation.

Open Language

UCNISS submitted an open tender to the Australian Paralympic Committee this week.

We submitted a proposal to produce A History of the Paralympic Movement in Australia, and to establish a repository of media and digitised primary resources to compliment the text.

The tender was written as a Wikiversity page.

The process of becoming open has been a great personal learning experience. I am fortunate to have had Leigh Blackall and James Neill as my guides and to access Stephen Downes’ OLDaily to extend my horizons.

Stephen has presented his ideas on The Role of Open Educational Resources in Personal Learning this week. I liked his discussion of a language of open learning:

  • We have to stop treating online resources as though they were ‘content’
  • The people who actually use them have moved far beyond that
  • These artifacts constitute a new language; they are a large, complex, post-linguistic vocabulary
  • That’s why they need to be open

Our open tender has received a great deal of interest and comment. The objections to the project we are proposing to the Australian Paralympic Committee underscore for me how important it is to revisit and develop the forms an open language may take.

I am still waiting for the arrival of Stanley Fish’s book in my local bookshop and hope the issues raised there will help me develop my open language and practice.

Advocacy of openness requires many literacies. I am keen to explore how the form of our writing contributes to the flourishing of a sustainable, collaborative approach to the produsing of open educational resources.