Begets

One thing begets another. Sometimes in very cool ways. Here are cool things that lead to other things for me this summer.

Step 1. Jenni Hayman (@jennihayman) from eCampusOntario asks me to share my story about how I got into Open Education on the #101OpenStories series

Step 2: Write a post about that story to get my thoughts together.

Step 3: Go on the #101OpenStories video chat to share that story. Get upstaged by Alice in adorable ways. Just watch her:

Step 4: Doug Pete’s This Week in Ontario Edublogs features the aforementioned blog post “Things Open“. Colour me flattered.

Step 5: Doug Pete also chats about this post, with Stephen Hurley, on his radio show of the same name on the VoicEd.ca radio station which chats about education in Canada 24/7. Colour me extra flattered.

Step 6: Stephen Hurley from aforementioned VoicEd.ca has me on his own radio show “In Conversation with Stephen Hurley”. I am now painted a nice, deep red flattered colour.

Step 7: (not yet completed) Stephen Hurley offers me the opportunity to have some time on the station to do a thing… A show? A… what? A weekly chat about Open Education? Sharing student projects? I don’t know yet! What would you do with the air time if you were me? Comment below if you have any brilliant ideas or want to go on air with me at some point.

“Baguettes” flickr photo by SteveR- https://flickr.com/photos/git/200262036 shared under a Creative Commons (BY) license

Things Open

How did I become involved in things open? Funny you should ask because I’ve been asked to contribute to www.101openstories.org to tell my Open Education origin story. I’ll be on a live video call on that site on July 27th telling this story. If my past video experience can predict the outcome of this one, it should be funny for you and embarrassing for me. Luckily for me I haven’t been in the open game long, so I seem to still have access to most of the memories. I’ll tell you the story here, too. Spoiler alert if you want to watch the video!

It was a dark and stormy night way back in the fall of 2015. And by dark and stormy night, I believe it was actually quite mild and the middle of the day. I was in the office of Judith Limkilde, then the Dean of General Arts and Science of Fleming College, for my performance review. As any good boss would do, Judith asked me what I would like to do for professional development over the next year. I knew this question would be coming and I had prepared an in depth answer that was probably something like: “Umm, I’d like to brush up on some, like, digital skills and stuff.” I had come across some weird, free thing that was called ds106 that promised to show you a thing or two about digital storytelling. I wanted to do it, but I wasn’t sure exactly why at the time. Judith said okay, go right ahead.

I know what it was that drew me in now. I wasnt looking for “open” or “free” or anything. Just some online learning. There’s a lot of learning stuff on the Internet: Coursera, Udacity, Lynda, whatever. It all looks slick and umm… what’s the word? Lifeless. ds106 was different though. It wasn’t all that polished looking, but here’s a lesson for all the other slicker than snot venture capital funded bore-o-systems: You could see the work of the students everywhere. What? I get to see what the other people do with these instructions? I can take their ideas and build off them? I could add my ideas for how to participate in the course? I might see my own stuff on this site?  That was my fire for open all lit up right there.

I’ve been opening up ever since.

Since then, and directly or indirectly from participating in ds106, I have been able to:

  • Grow a pretty darn good professional learning network on Twitter where I can actually ask questions of and get response from superheroes in Open Education. You can, too.
  • Volunteer with Virtually Connecting, where I get to be involved with and help others get access to educational conferences all over the world that we would not otherwise have access to. Another chance to connect with and have access to open thinkers around the world.
  • Participate and practice regular, reflective and creative open practice through a few different domains. These include one for my own personal professional learning banter (this one), a weekly professional learning blog for Fleming College faculty which adds about 500% more fun to my day job (The Teaching Hub) and The Open Faculty Patchbook. (More about that one in the next bullet point.)
  • Help create a how-to-teach manual for higher ed pedagogy called the Open Faculty Patchbook in which faculty from all over tell us how they deploy specific pedagogical skills. What we’ve collected so far is being published into the first iteration of the manual. You can see it on its Pressbook site here. All of the patches are wonderful tales of the trials and tribulations from people in the thick of higher ed teaching and learning. It’s a testament to the wonderful character of the people of open that these 21 people took the time to write a chapter of our book and share it openly with everyone for no incentive other than the desire to contribute.
  • Use and contribute to the Creative Commons by openly licensing my work and using the openly licensed work available. For those of you out there who openly license your photos, my blog posts and slide decks thank you dearly for the added panache!
  • Be added to the roster of Ontario’s Open Education Rangers by eCampusOntario. I believe this means I am able to deputize people into the movement.
  • Become known in certain open circles as the #crapbadge hander-outer. I wrote a reflective blog post after attending the Open Ed conference in Fall 2016: An Opening Move. In it I awarded a very poorly drawn badge to someone whom I thought did a great presentation. I now use my sub-par artistic skills and the Snipping Tool to award crap-badges for simple but awesome deeds on request. Sometimes on demand. Here’s my latest, awarded to Chuck Pearson for his amazing patch of the Open Faculty Patchbook. You can just see the artistry oozing out of it:DFQjOlNUMAADMlS.jpg
  • Oh and, to me, the ultimate sign of making it as a member of ds106 culture and open in general; look up and to your right and see that I am an Official Talky Tina character of the Internet. This fact will be on my gravestone or urn or whatever I end up in.

It’s been a pretty great time opening up so far. Join in! You can find me in twitter @greeneterry

“Open the door” flickr photo by hernanpba https://flickr.com/photos/hernanpc/15475728248 shared under a Creative Commons (BY-SA) license

 

 

 

Summer’s Killing Us: Summer Reading List

It’s just read, read, read all day.

What’s on your summer reading list? For fun or for learning, what do you plan to read? Here’s mine:

Finish Mindstorms, Seymour Papert

#EdTechRations, David Hopkins

We Make the Road By Walking, Myles Horton and Paulo Friere

The Revenge of The Monsters of Educational Technology and anything Audrey Watters

Blogs or any writing from Alan Levine, Maha Bali, Amy Collier, Jim Groom, Adam Croom, Martin Weller, Gardner Campbell and on and on!

I also hope to read a bunch of blogs from Fleming faculty about what they’re thinking of doing this fall in their teaching. You can see some on the RSS feed sidebar on this page

By the way, Summer’s Killing Us is a song from that other Tragically Hip. The second one. The one we all thought wasn’t as good. The one I think I realize now is better than the first. They didn’t give us more of the same. They kept changing. Kept not being what we thought of them. I’m happy to realize it now because now I have all this great stuff to re-discover. It’s going to do me like the dishes.

What We Can Have With Open

Think of one of your favorite bands. Think of who influenced them and whom they in turn influenced further. Think of the bands that they toured with or were ‘competing with’ at the time. They all relied on each other to be what they were and are. They all knew what the other bands were doing with their craft. That’s what we can have if we share our teaching and learning more. Much more.

Music is not quite open like education can be. Musicians mostly retain their copyright and want to make money off of it. But it is open as in we mostly have access to hearing it. Whether it’s on the radio, online sharing or even actually buying music, we mostly all can pretty much hear what’s out there.

Not so much in education. Not enough anyway.

We wouldn’t have the Rolling Stones and Led Zeppelin without the blues. We wouldn’t have Kendrick Lamar without Snoop Dogg and Dr. Dre. We wouldn’t have much anything without The Beatles. Heck, Canada wouldn’t have The Tragically Hip without the Rolling Stones. This would make Canada sad.

We wouldn’t have lots of things without being able to hear about lots of other things. Look at how many sub-genres of “Rock” there are on the Free Music Archive

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What would music be like if the only time you could ever hear The Clash was inside the one classroom where Joe Strummer was teaching his Writing the Future class? It would be crap, I tells ya.

Here’s what we can have a lot more of if our educational practices were shared as openly as music:

We can have “influences”

I am influenced in my thinking about teaching and learning by Maha Bali, Alan Levine, Gardner Campbell, Audrey Watters and Robin DeRosa among a whole bunch of others. Good thing they are all super open, or I wouldn’t know who the heck they are. More sharing so I can have more influences, please.

We can have “scenes”

Did you hear that the Indie Ed-Tech scene in Oklahoma is so hot right now? Well, you can hear about it, because open. Let’s have Seattle Grunge, Montreal Indie Rock, and Chicago Hip Hop-like scenes for education.

We can have “new genres”

I for one want to be associated with the Trailing Cutting Edge genre in which we don’t think ed-tech is cool until it’s like ten years old at least. We’re weirdos.

How will this happen?

Not much to it but to get yourself writing about your teaching. And sharing that. On a blog, probably. And tweet it out, too. Tweet it to me (@greeneterry). I’ll check it out.

featured image: “Showcase @ Diablo •  Dia 3 • 10/05/2017” flickr photo by Festival Bananada 2017 https://flickr.com/photos/bananada2017/34428700640 shared under a Creative Commons (BY-SA) license

 

The Huck Finnification of Education

“83” flickr photo by Sharon Gerald https://flickr.com/photos/sgerald/24608048596 shared under a Creative Commons (BY-SA) license

Earlier this week I attended a Creativity Workshop put on by the International Center for Studies in Creativity.

I want to share just one activity we went through in which I inadvertently Huck Finnified education. Now to be fair, all I really remember about Huck Finn is him + raft + river = freedom. That seems like a good direction for some (lots) of education to go.

The activity was a story-boarding exercise that is meant to help you to plan for reaching your goals. You get a 6 or 8 panel sheet and start by drawing your starting point in panel one and your end point in the last panel. You then fill in the blanks in between, making them up as you go. It being a creativity workshop you were free to be free thinking, so somehow mine involved a gondola and Huckleberry Finn. Despite (or maybe because of) those silly bits, I was able to maybe see some stepping stones to a less silly goal.

Here is the legend for what you are about to witness

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…and here is the sheet, pre-‘art’

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The beginning: a class with PowerPoint stinking onto students. PowerPoint really is the Nickelback of ed-tech, isn’t it?

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The end goal: learning whilst floating down a river on a raft like Huck Finn

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How do we get there? I don’t know! Maybe this is step one: Screen share from devices to screens on the side of the room.

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And then what? I don’t know! Maybe this is the next step. Why even those side screens. Step 2 was silly. Let’s just share device to device. Also less walls now somehow.

20170524_152148What is even the next step? Who knows! Maybe this ridiculous step. We can just share device to device now so we can take the imaginary gondola down to the river. How come gondolas aren’t used as public transit options by the way?20170524_152748

And then what? This is so ridiculous now does it even matter? Oh yeah! We’re at the river. Let’s get on these rafts. Huck Finn time.

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Now we can go full Ed-Huck Finn.

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The whole silly affair.20170526_131602

You may be able to use this story-boarding activity to actual good use yourself. try it out!

 

Introducing the PhysicaLMS

Now available at low, low prices from my as-yet-unnamed ed-tech startup: a physical Learning Management System. The physicaLMS. It’s real life. Outside of the Internet. It’s in your hands. For reals.

Here’s the assignment dropbox in action..

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Simulation of receiving assignment instructions for PhysicaLMS dropbox
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Exporting work from PhysicaLMS to put into the drop box

Here’s the quiz tool in action.

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Submitting a quiz
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Receiving graded quiz

Here’s the grades tool in action.

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Searching through physicaLMS for grades. It allows you to add up your scores yourself.

Here is the content tool in action.

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physicaLMS allows you to add the content that you want.

Here is the workspace tool in action: Not entirely sure if this one really exists in a traditional online LMS. I guess it sort of does here and there.

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Take work out of physicaLMS if you want. Put it back in if you want. Do work in it or out of it if you want.

What physicaLMS can do that your traditional online LMS can’t:

  • Learner choice of what’s in it and how it’s structured.
  • Learner choice of what comes out of it.
  • Learner security of not being surveiled at any time.

What physicaLMS can’t do that a traditional LMS can:

  • Ummmm can’t like do a discussion board, I guess.
  • Can’t add up grades for me. I’d have to do that myself.
  • Can’t decide for me which content I should see.
  • Can’t let a bunch of people look into my ‘behaviours’.

Here’s how to share your work in physicaLMS

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Take your work out to share it.

Here’s what happens to your work in physicaLMS at the end of semester.

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Here’s what happens to your work in the traditional LMS at the end of the semester

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Oh and physical LMS comes in 3 sizes:

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Tall
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Grande
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Venti

 

Stay tuned for our next product! It does all the things that the physicaLMS does only online! Like an online binder!

featured image credit:”pen and paper” flickr photo by mlpdesign https://flickr.com/photos/mlpdesign/23643416 shared under a Creative Commons (BY) license
GIFs of physicaLMS in action source: https://www.youtube.com/w-goSoxUfzE
Delete gif source: https://giphy.com/gifs/P7PmvHY6kzAqY

Getting To Open

Resources for Getting to Open Session at Advancing Learning 2017
Terry Greene and Dennis Vanderspek

This page includes links to things mentioned in our talk today.

Presentation Slide Deck

5 Rs of Open by David Wiley

Where some of the background images came from https://search.creativecommons.org/

Where the others did: https://unsplash.com/

Domain of One’s Own reading: https://www.wired.com/insights/2012/07/a-domain-of-ones-own/

Farm of One’s Own http://cgfarm.ca/farmsite/example_portfolio.html (also set up instructions for this project

The Teaching Hub – LDS Department Blog https://fleminglds.wordpress.com/category/teaching-hub/

A Spartan LMS: What should go in LMS and what can be out there in the wild.

https://unsplash.com/@jorisoi Shared under Creative Commons Public Domain CC0

 

 

Is There a Problem Here? An Instructional Alternate Reality Game

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This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

It’s not too late to share this. This is the biggest thing I can give to the Creative Commons. I made it well before I knew about The Commons and am only now remembering to do this. This is many many hours of my time. This is the scholarly project which completed my M.Sc. in Instructional Design and Technology.

It is an exercise in embedding instruction into an alternate reality game. Or it’s an exercise in deeply embedding narrative into learning. Either way I tried my best and I want the commons to have it.

It is an alternate reality game in which players need to learn about problem gambling behaviors and harm reduction strategies in order to bring a story to its end. That story is the dognapping of a mildly famous and much-loved English Mastiff.

Oh and it’s so low tech it’s hardly ed-tech at all.

Chance on the Rick Mercer Report

Here is the zip file of all the pieces to the game Missing Chance. The main piece to look for to guide you through are the ‘Puppet Master Instructions’. Here is a little excerpt:

The Story:
Jack Berlian is a YMCA board member who fought to get the original funding for the Youth Gambling Awareness Program. He was one of the first people to realize the potential harm that gambling is doing to our youth and was in a position to do something about it. We just found out that his dog, Chance, has gone missing from the YMCA and there was a clue that made him think that Chance was stolen to help pay off a gambling debt. Chance is actually a bit of a celebrity dog, so she is worth quite a bit of money. Since we know a little something about risky gambling behaviours and ways to reduce the harm, we are in a unique position to help Jack. You (the puppet master) have been up all night, prior to coming to the YGAP meeting, preparing a plan to help Jack. You feel like this is our chance to pay back Jack’s efforts in creating YGAP, by helping to find Chance. You also feel like this is an opportunity to truly validate all of the work that YGAP does.
The Rabbit Hole:
The beginning of an alternate reality game (ARG) is called a ‘rabbit hole’. This is the point at which we enter the alternate reality of the game. For this game, the rabbit hole is simply the lost dog poster that Jack has prepared to try to get people to help find Chance. This poster will be posted in and around the site that you are running the game, in places
where your game players will likely see it before coming to your session. This will add some ‘reality’ to the story when you tell them that we will be spending our time today trying to help find this dog.
The Puppet Master:
The remainder of the document is a set of instructions for you, the Youth Outreach Worker, to follow in order to take this game to its conclusion. You will be in front and behind the scenes, pulling the puppet strings.

If you know of any organization that works with problem gambling behaviours that might like to use this, let them know about this and let me know if I can help them.

Featured image from: https://unsplash.com/@bkotynski CCO

The Ghost of CC Future

The whole reason the Ghost of Christmas Future shows up is just to say “Don’t eff this up, Ebenezer. Get your act together and avoid your terrible future”. It worked for that cranky old bastard and it could work for us.

On Saturday at The Creative Commons Global Summit in Toronto, Ashe Dryden showed us some of our past futures. Things that we used to think might be our future. What I take from that is the need to think about the things that could have happened, the things we hoped would happen, the things we hoped wouldn’t happen and what actually did happen to help us try to forge the best future that we can. The ruby red-lipped, shark people of Jupiter with 8-pack abs have not yet taken over, but we still want to avoid it. Maybe they are super chill, though, so who knows?

So in that spirit, I want to make sure I don’t squander the opportunities that attending the #CCSummit afforded me and forge the best path that I can from here. If Scrooge can do it, I can, too.

Here’s my quick list. It is not exhaustive of all the things I want to take from the summit, but it’s my start:

  • Read my signed copy of ‘Made With Creative Commons”.

Popping into Helen DeWaard’s Virtually Connecting Session with Rajiv Jhangiani (@thatpsychprof)

  • Get CC certified and hope that they go with tattoos as their form of certificate/badge because that would be tight.
  • Use those pretty pictures on unsplash. Hopefully they can get themselves a button on the CC Search page. Found a pretty sweet one of a ‘ghost’ for the featured image of this post, I think.
  • Finish colouring my Women of The Commons colouring book if I can get it back from Alice.

  • Work to put a project in place to make sure we’re using all of the open textbooks that we can and move towards contributing as well. All the amazing work BC Campus has done for open textbooks is soon going to be adopted by eCampusOntario so that we can join the party, too!
  • Convince Matt Ryan and Tom Jenkins to get on Twitter and join the party.

What’s your CC future?

 

Feature photo: https://unsplash.com/@luisdelrio

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This work is licensed under a Creative Commons Attribution 4.0 International License.

p.s. Here are the culprits who broke the news/Internet

 

Digital Pedagogy: It’s Like Riding a Digital Bike

The saying, ‘it’s like riding a bike’ means you just don’t forget. Even if you don’t use a skill for a long time. You can pick it right back up. I can see that has truth to it, but it got me thinking about what it is actually like to learn to ride a bike.

It starts out with just about as much support as possible. A grown up literally supporting you, balancing you, giving you instant feedback and encouragement. And oh the rush of emotion when you actually do it on your own! Just a few months ago, I witnessed this happen. The boy shouting “I’m doing it! I’m doing it!” as he rode away for the first time. It struck me that I witnessed an event that boy would probably remember for the rest of his life.

After that first time you ride away from your support person, what kind of ‘formal’ instruction do you really get or want in your bike riding skill acquisition program? Not much at all, really. Now it’s all about experiential learning. You learn from the crashes what not to do. You learn from exhilaration what to do. You try different bikes and they feel weird at first, but then you figure it out. You roll over new terrain shaky at first, but then you get used to it and enjoy the challenge.

I can remember most of the actual instructional events in my life to do with biking. Probably because they are so few and far between. Any formal tips or tricks for biking have been searched and sought out on my own here and there in magazines or from other cyclists and I have just been ‘experientially learning’ the rest of the way (the experientalliest learning being the year I spent as a bike courier.)

But I digress and lose sight of the point I haven’t yet made. So, to review what I’ve been trying to say: learning to ride a bike includes large amounts of start up support and then you’re mostly on your own.

I think that the bike-learning methodology is kind of what it’s like to wade into the digital world as an educator. You can find those opportunities for the start up support to get going, but from there you’re on your own to choose your path. Going into new systems is like trying out a new, different bike. WordPress might be your all purpose commuter and a flat-tired unicyle might be your Learning Management System. And like biking, you can get more out of it by adding some accessories (Slack, Twitter, etc) and joining a club or community (Virtually Connecting, #OpenLearning17, #ds106 etc.). Your friends are here to help, but it’s up to you to ride through new terrain and feel the wind blow your hair back. It’s great fun that you have to work for.

“Bike near campground First Landing State Park” flickr photo by vastateparksstaff https://flickr.com/photos/vastateparksstaff/33089545372 shared under a Creative Commons (BY) license

featured photo: “riding bikes” flickr photo by jonny.hunter https://flickr.com/photos/jonnyhunter/1043775061 shared under a Creative Commons (BY) license