Multilitteratus Incognitus

Disclaimer/Heads-up: This is a short post connected to my work on the Creative Commons Workshop (aka “mini book report” or “homework”). It’s not meant to be an exhaustive copyright analysis, nor legal advice. Reader discretion is advised. Oh yes - this is also licensed under CC-BY 4.0 😃 For this final post for CC-Cert will look briefly at Greece, specifically with regard to Copyright and Creative Commons usage. Πνευματική ιδιοκτησία (intellectual property) or πνευματικά δικαιώματα (intellectual rights) are the Greek terms for denoting copyright, as well as the borrowed term “copyright” itself. The entity, in Greece, that “guards” the rights of IP holders is the Hellenic Copyright Organization (OPI) “ supervises the operation of the system for protecting the authors and the related rights rightsholders; safeguards the rights of the users and the public; balances the interests of copyright sectors with those of industrial property sectors; incorporates and adjusts in Greece t

This blogpost is connected to my participation in this fall’s Creative Commons Certification course . The track that I picked was the educator track, but I’ll deviate a bit from the traditional educator track♦ and put on the hat of a college administrator♥. In my day job, I am the main administrative person for an online master’s program. To borrow a phrase - the “Soup to Nuts” guy for my program.  I am there when prospective students ask questions about our program, help shepherd them through the admissions process if our program is the right fit for their needs, help guide them through the program, and see them through to graduation. Sometimes I am also the alumni contact.  That’s not to say I am alone in this endeavor, there are many people who are part of this intricate machine: from faculty who teach courses, to colleagues at the Registrar’s office who actually schedule courses, colleagues in Admissions, and even other students in the program who help provide an on-the-ground

You don't go to Harvard for the Education. You go to Harvard for the Connections! - someone from my past (I don't remember who). The other day a long-distance friend and colleague posted an interesting blog post pondering (or positing?) that Social and Cultural capital are the main problem in online education . A very engaging twitter thread and discussion ensued (which I am having trouble locating at the moment), but I thought I'd let the dust settle a bit and collect my thoughts on the matter first.  It is a little self-serving too because I wanted to get back into the habit of writing and this seemed like a good opportunity.  As I was thinking about where to start untangling this thread the quote at the beginning of this post came to mind†. As I was thinking about this I interrogated some of my educational experiences, both undergraduate, and graduate, and free-range learning (like MOOCs).  Most of my education was residential in nature. Although I do prefer  di

Summer is usually the time for some professional development, after all during the academic year things are going at such a fast and furious pace that it doesn't leave much time (let alone brain/mind-space) to undertake much professional development.  This summer (because of "factors") professional development was not as easy going  as it has been the past few years, so I needed to pick a time to do schedule in the PD rather than pick it up throughout the summer.  This year one of my big work projects was  to manage and lead an OSCQR review of my department's online courses.  I started out with a manageable goal of 10 courses (our core courses consisting of 80% of the required curriculum for all of our students), but once I saw that our I am our three fabulous summer student aides were cracking through those 10 courses in about half the time I had originally budgeted, I decided to utilize the resources that I had on had (three great reviewers) and add another

In my last blog post I was responding to the academy that isn't - or, perhaps, as some comments indicated, the academy that never actually was .  This past week I was at MIT's LINC conference.  It was a good opportunity to attend (since it was local), listen into some interesting panel discussions, and meet some folks from all over the world doing interesting things.  It was also a good opportunity to connect with folks (via twitter mostly for me) to think about academia (and the role it has) from a systems point of view.  I was rather happy to have been there to see Peter Senge speak at the end of LINC 2019 as he is a systems person, and someone whose work was foundational in my instructional design learning. Now, I wasn't really planning a follow up to my last post.  I sort of wrote it in order to contribute my 2-cents to the discussion, as a response to @Harmonygritz (George), and also point people to it when they ask me if I want to pursue a tenure-track job.

Have PhD...( source ) George Station had posted this article titled " The academy I dreamed of for 20 years no longer exists, and I am waking up " with the lead in of: Ellen Kirkpatrick has yearned for an academic career for many years. But 18 months after finally earning her doctorate, she is no longer sure she wants to remain in a sector defined by precarity, exploitation – and ‘quit lit’  George asked us (tried to bait us? 😏) to see what we think about it in his Fb posting, and I am surprised (given the circle of people George and I follow) that no one else jumped into the discussion.  I though I'd give it the old college try and write a blog post about it.  It is something that's been on my mind in the past couple of years. Once the coursework component of my EdD was done people started asking me what I plan to do after I earn my EdD.  I am still at the proposal stage (one of these days I'll write about it), but inching forward, so I guess the end wil

Over the few weeks and interesting discussion has been taking place over the Creative Commons Open Platform mailing list . The Creative Commons group has created, and is now offering, CC certification.  The certification consists of a 10-week online course with a traditional number of students in the cohort (around 20), and there is a cost associated with it ($500). I'll be honest, when I saw the cost I did an eyeroll (at no one in particular).  My initial reaction was that I too shared the sentiment that some people on the mailing list reacted to: I've been in the realm of CC for more than five years.  I have (or think I have) a solid understanding of CC.  Why does this thing cost $500.  The fact that Maha speaks highly of her experiences in the course did serve as a  means to get over my original reaction to it - which got me thinking...and which brought me back to another point that friends, colleagues, and I have discussed for a while:  the difference between learning an

Closure screen on Open2Study Last night, while browsing through my Reddit subscriptions, I noticed on one of the EdTech Reddits that Open2Study is now closed, and that the site redirects to Open Universities Australia (which was the parent entity).  I was a little in disbelief, but since I had not visited O2S in a while I thought I'd check it out with my own two eyes.  Lo and behold, the site was closed (see screencap above) and it was directing people to OU Australia. On the one hand this wasn't surprising.  I had completed most of the courses that I was interested in within the first year of operation (2013?).  I did check back periodically to see if they had added anything new, but the course offerings seemed to stagnate. I don't think that the platform added any new courses past that initial batch in 2013.  With this stagnation it does seem normal that the platform would close.  However, it does seem a little weird that no announcement was made. Even as late

The last week of EL30 was on the topic of Agency.  The video chat was quite interesting to watch but the topic of agency wasn't as big as I thought it would be (maybe time to rewatch? It's been a few weeks since I watched it).  The conversation started off with some interesting examples of community agency, but it seems to have gone beyond that. I have taken some snippets of the conversation and reflected a bit on them. Just to situate this blog post, here is the information about this week from the course page: "Each of the major developments in the internet - from the client-server model to platform-based interoperability to web3-based consensus networks - has been accompanied by a shift in agency. The relative standing of the individual with respect to community, institutions, and governments was shifted, for better or worse." One of the things that jumped out at me was an issue with analytics, an issue brought up by the discussants of the week: the data

Well, the penultimate topic for EL30 is on the subject of experience.  I wasn't quite sure, when I started watching that week's recorded chat , what I would get from the week, but unsurprisngly I had a few "AHA!!!" moments. From the course page: "It is a truism that we learn from experience, and yet creating a role for experience in learning has been one of the most difficult problems in education. And so much of education continues to rely on indirect methods depending on knowledge transfer - reading, lectures, videos - rather than hands-on practice and knowledge creation." One of the first connections that came to mind was a connection to an overall curriculum.  When someone attends your school, or even your program, should there be  a requirement to go out in the field and do something?  Let's say for my department (we educate applied linguists who aim to be language teachers), should everyone be required to do a practicum as part of their d

Continuing on with my quest to experience the remainder of el30 before work begins again, today I'll write a bit about my thoughts about the topic of Week 7 which was community. From the course page for the week: "The traditional concept of community was built on sameness, on collections of people from the same family, speaking the same language, living in the same place, believing the same things. The fundamental challenge to community is to make decisions on matters affecting everybody while leaving to individuals, companies and institutions those matters not effectively managed by consensus." The interesting thing for me with this topic is that I sort of had an "AHAAAA!" moment (didn't quite scream it though...the all-caps was more for effect 😜).  My aha moment revolved around my dissertation proposal and the concept of collaboration in MOOCs and what came to mind is that there needs to be a certain amount or type of community to exist in orde

Time-vortex initiated... loading Week 5 of EL30 ;-) eL30's topic in Week 5 was all about resources, and specifically OER.  This is a fun topic to return to from time to time to discuss, especially now given that my state seems to have taken it a step further by having a Massachusetts Open Education initiative which my university is promoting. There were a few things that came up as interesting in the interview, some newer to me, and some things that have come up in previous posts about OER. One interesting comment that came from the discussion is when Stephen mentioned during the chat that he is more reluctant to share a resource if it goes through a vetting/accrediting/QA process; not because he doesn't like quality, but because someone can just say "this resource doesn't deserve to be shared". I found this quite interesting. It's not that I disagree with Stephen, I too would be reluctant to share in an official capacity any work of mine if it meant t