Dear all,
Thanks for the replies (Cormac, Teemu, Gerald) regarding this research
project. I think there are definitely links with the other research
areas mentioned (e.g. Education_and_collaboration and
Developing_Wikiversity_through_action_research) and I look forward to
interacting with other participants.
I have (hopefully properly) registered and created a research page:
http://en.wikiversity.org/wiki/Elearning_in_open_source_education and
will add links between pages.
I have so far really focused on testing the concept of 'open source
education' more than exploring the details and technologies involved,
but there are good complements here with research with a more specific
or practical focus. For example, my research seems to be confirming
that wiki technology is uniquely aligned with collaborative learning
approaches. There are also many related ideas and phenomena e.g. OERs.
I will add further results, comments and details about the planned
focus group in due course.
All the best,
BrentC
----- End forwarded message -----
--
Brent Cunningham
brent.cunningham(a)kcl.ac.uk
fyi - i noted that open office folk seem to be interested in trialling
the fckeditor:
http://website.openoffice.org/servlets/ReadMsg?listName=dev&msgNo=9641
Leigh Blackall wrote:
> in summary, I agree :)
>
> On Sat, Mar 22, 2008 at 12:15 PM, James Neill <lists(a)wilderdom.com
> <mailto:lists@wilderdom.com>> wrote:
>
> In summary, IMHO, something like this would significantly enhance
> the usability of MW projects:
>
>
> (from Confluence)
>
>
>
>
> --
> --
> Leigh Blackall
> +64(0)21736539
> skype - leigh_blackall
> SL - Leroy Goalpost
> http://learnonline.wordpress.com
> --~--~---------~--~----~------------~-------~--~----~
> You received this message because you are subscribed to the Google
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> To post to this group, send email to wikieducator(a)googlegroups.com
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Email: james(a)wilderdom.com <mailto:james@wilderdom.com>
Web: http://wilderdom.com
Twitter: http://twitter.com/jtneill
Wiki/blog: http://ucspace.canberra.edu.au/x/fIAeAg
Bookmarks: http://del.icio.us/jtneill
i would like to export several of my spaces from the university's wiki
(confluence) to spaces on wikiversity (probably my userspace to start with)
here are my export options:
http://ucspace.canberra.edu.au/spaces/exportspace.action?key=~s613374
can anyone help me in trying to do this?
Dear list members,
intention of this mail: to inform about the status of the reading group
reading group goal: discussing the History of The Peloponnesian War (431 -
404 BC) by Thucydides
http://en.wikiversity.org/wiki/Thucydides:_The_Peloponnesian_War
We have today finished discussing book 2 (in total there are 8 books).
We would be happy, if any of you joins us next Saturday in IRC
(just lurking is also perfect: my history teacher told: history is one
aspect better than e.g. mathematics because you can join at any time).
To get a picture, please have a look at the last 12 meetings - with
published chat sessions (permission granted by participants):
http://en.wikiversity.org/wiki/Thucydides:_The_Peloponnesian_War/Meetings
More info on Wikiversity reading groups you can find here:
http://en.wikiversity.org/wiki/Portal:Reading_groups
Sincerely, Erkan
http://en.wikiversity.org/wiki/User:Erkan_Yilmaz
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I'm guessing the use of the Image: namespace for all kinds of
attachments arises from historical legacy? But as a way to upload and
link to files it is far from intuitive, particularly for newcomers. Does
anyone know if there's any work towards, say, upcoming MW versions using
something like File: or Attachment: namespaces for non-image files?
Hi all,
Some of you may find this new book interesting:
"Wikiworld - Political Economy and the Promise of Participatory Media"
From the book:
"A case in point in the collaborative turn is Wikipedia and its
sister projects like Wikiversity, which in our estimate will soon
confront nationally governed educational systems. Researchers,
educators, teachers and other cultural workers are tired of waiting
to get on board the Wikiworld through their institutions, and are
building their blogs and wikis and forming alliances globally with
their peers and like-minded people. They are part of informal
networks and "invisible colleges."
I already read the first chapter and scanned the rest of the book and
it looks for me another - but pretty well grounded - attempt to
locate the Wikimedia phenomena to wider historical and social
context. The book is here:
http://wikiworld.wordpress.com/2007/03/21/6/
The authors are scholars from the University of Tampere in Finland:
philosopher and professor of adult education. I am trying to get them
to come over to the Wikimania 2008.
- Teemu
-----------------------------------------------
Teemu Leinonen
http://www.uiah.fi/~tleinone/
+358 50 351 6796
Media Lab
http://mlab.uiah.fi
University of Art and Design Helsinki
-----------------------------------------------
Hi
I'm working on a mini-research project entitled "E-learning in 'open source'
education: exploratory study'" (as part of a short course at University
College London).
The idea is that the "open source" way of working (used to develop software
e.g. Linux) can also be useful as an approach in education. So I'm reviewing
various education initiatives, like some addressed in this email, that have
elements of an open source approach to education. I'm basically documenting
the pedagogies, open source elements and uses of e-learning.
It's very much work in progress, but I wanted to make initial contact. I've
also had to do a draft abstract for my class a bit early in the research
(reproduced below for further info), but there will be a full spreadsheet
review and report later which I'll release more generally e.g. to some of
the other mailing lists.
In doing this review I'm also hoping to promote different approaches and
contribute to dialogue. There will be an open invitation workshop/focus
group in London, UK, probably during May '08, to identify ideas for teaching
and learning generally.
Any thoughts or comments are welcome. Also, if any websites have not
explicitly stated they are copyleft or similar, and 'website owners' would
like me to use logos and images in presentations, let me know.
Compliments on all the good work going on and I hope to meet some of you in
due course.
Brent Cunningham
Learning Technology Officer
Nursing & Midwifery
Kings College London
Rm 2.31 James Clerk Maxwell Building
57 Waterloo Road
London, SE1 8WA
0207 848 3916
<mailto:brent.cunningham@kcl.ac.uk> brent.cunningham(a)kcl.ac.uk
<http://www.kcl.ac.uk/clinicalskills> http://www.kcl.ac.uk/clinicalskills
<http://www.kcl.ac.uk/ipe/swipe.html> http://www.kcl.ac.uk/ipe/swipe.html
The draft abstract follows:
This study reviews a range of post-secondary education initiatives broadly
within the radical / critical tradition that exhibit an open source approach
to education, analysing their pedagogies, open source elements and uses of
e-learning.
The open source idea is very successful in software development where there
is a peer-production process of community-owned 'open source' software. The
potential of this approach for education has been indicated (Staring et al,
2005; Dillon & Bacon, 2006) and this study is a qualitative review of
education initiatives that embody this approach, leading to a focus group
asking what can be learnt from these ideas.
Radical pedagogy is a broad term related to alternative educational
approaches including critical pedagogy and popular education, and
educational concepts like collaborative and constructivist learning. History
and influences range through Foucault, socialism, Freire, de-schooling and
anarchism to traveller culture. Major themes are non-alignment, critique of
power, non-hierarchical self-organisation, political activism and critical
consciousness (Smith 1996; Wright 1989 and others).
The research is evaluating the open source approach as a significant concept
in education thinking and identifying pedagogical and e-learning ideas or
techniques from such approaches that can be valuable for teaching and
learning.
The initial method is a qualitative literature and internet review of about
20 English-language initiatives with open source elements found by searching
within radical pedagogy and related arenas. The pedagogical philosophies and
practices are analysed into major themes and e-learning uses catalogued.
Pedagogical themes are further analysed to identify open source elements.
The review has sensed a certain dynamic 'fluidity' evident in, for example
varying levels of activity, and also explicit in many of the practices and
philosophies.
The pedagogies are typically politicised and often broadly anti-capitalist,
working for critical consciousness and social change. Other emphases include
knowledge as social, collaborative learning, lifelong and informal learning,
learner-directedness, learning through practice, independent thinking and
connecting with the local community.
There are strong open source elements often implicit rather than explicit,
but directly referred to by some, and repeated emphasis on the collective
production and free exchange of knowledge with many calls for participation.
There is general use of IT, wiki technology is popular for e-learning, and
discussion boards, community blogs and mailing lists. Many have document
repositories, often taking submissions. Others include chat, skill sharing
forums, video and radio. Some publish journals or newsletters and there are
many real-world events.
There will be an open invitation focus group where this review is presented
and some examples used. We will discuss pedagogical and e-learning ideas and
techniques from these that can be worthwhile for teaching and learning and
produce summaries of the main points for further analysis.
This investigation has successfully identified the use of open source type
pedagogies in a tradition of education initiatives and reviewed the
e-learning technologies used. The 'teacher' concept can still be felt,
perhaps as a "facilitator" role that participants fulfil. This is work in
progress and further dialogue, research and evaluations regarding these
ideas will be worthwhile.
Selected references
Dillon, T., Bacon, S., 2006. Opening education. The potential of open source
approaches for education. Bristol: www.futurelab.org.
McGettigan , T. 1999.What is Radical Pedagogy? Radical Pedagogy (1999).
Canada: ICAAP.
Smith, M. K., 1996. ideas. key concepts and theories in informal education,
lifelong learning and social action. http://www.infed.org/ideas/index.htm.
[Accessed 02-03-2008].
Staring, K., Titlestad, O. & Gailis, J., 2005. Educational transformation
through open source approaches. Norway: Information Systems Research
Seminar.
Wright, N., 1989. Assessing radical education. Milton Keynes/Philadelphia:
Open University Press.
These are the projects I've looked at in some detail so far:
Autonomous University of Lancaster www.knowledgelab.org.uk/AUL
Copenhagen Free University www.copenhagenfreeuniversity.dk
exco|experimentalcollege www.excotc.org
Free Floating Faculty www.kristinask.net/Freefloatingfaculty.html
Free University of Los Angeles www.freeuniversityla.org
Highlander Research and Education Center www.highlandercenter.org
The Independent Art School www.independent-art-school.org.uk
manoa free university www.manoafreeuniversity.org
MeineAkademie www.meineakademie.tk
Minciu Sodas www.ms.lt
mobilised investigation http://manifestor.org/mi
New University Coop www.newuniversity.ca
Olympia Community Free School http://oly-wa.us/freeschool
Pirate University www.pirate-university.org
RAD. EDU http://radical.temp.si
Seattle free school http://seattlefreeschool.googlepages.com
Toronto Anarchist Free University http://anarchistu.org
The Travelling School of Life www.tsolife.org
University of Openess http://uo.twenteenthcentury.com
Vidya Ashram www.vidyaashram.org
Wikiversity http://en.wikiversity.org
Background presentation:
http://www.slideshare.net/thebrentc/elearning-in-open-source-education
----- End forwarded message -----
--
Brent Cunningham
brent.cunningham(a)kcl.ac.uk
Hi
I'm working on a mini-research project entitled "E-learning in 'open source'
education: exploratory study'" (as part of a short course at University
College London).
The idea is that the "open source" way of working (used to develop software
e.g. Linux) can also be useful as an approach in education. So I'm reviewing
various education initiatives, like some addressed in this email, that have
elements of an open source approach to education. I'm basically documenting
the pedagogies, open source elements and uses of e-learning.
It's very much work in progress, but I wanted to make initial contact. I've
also had to do a draft abstract for my class a bit early in the research
(reproduced below for further info), but there will be a full spreadsheet
review and report later which I'll release more generally e.g. to some of
the other mailing lists.
In doing this review I'm also hoping to promote different approaches and
contribute to dialogue. There will be an open invitation workshop/focus
group in London, UK, probably during May '08, to identify ideas for teaching
and learning generally.
Any thoughts or comments are welcome. Also, if any websites have not
explicitly stated they are copyleft or similar, and 'website owners' would
like me to use logos and images in presentations, let me know.
Compliments on all the good work going on and I hope to meet some of you in
due course.
Brent Cunningham
Learning Technology Officer
Nursing & Midwifery
Kings College London
Rm 2.31 James Clerk Maxwell Building
57 Waterloo Road
London, SE1 8WA
0207 848 3916
<mailto:brent.cunningham@kcl.ac.uk> brent.cunningham(a)kcl.ac.uk
<http://www.kcl.ac.uk/clinicalskills> http://www.kcl.ac.uk/clinicalskills
<http://www.kcl.ac.uk/ipe/swipe.html> http://www.kcl.ac.uk/ipe/swipe.html
The draft abstract follows:
This study reviews a range of post-secondary education initiatives broadly
within the radical / critical tradition that exhibit an open source approach
to education, analysing their pedagogies, open source elements and uses of
e-learning.
The open source idea is very successful in software development where there
is a peer-production process of community-owned 'open source' software. The
potential of this approach for education has been indicated (Staring et al,
2005; Dillon & Bacon, 2006) and this study is a qualitative review of
education initiatives that embody this approach, leading to a focus group
asking what can be learnt from these ideas.
Radical pedagogy is a broad term related to alternative educational
approaches including critical pedagogy and popular education, and
educational concepts like collaborative and constructivist learning. History
and influences range through Foucault, socialism, Freire, de-schooling and
anarchism to traveller culture. Major themes are non-alignment, critique of
power, non-hierarchical self-organisation, political activism and critical
consciousness (Smith 1996; Wright 1989 and others).
The research is evaluating the open source approach as a significant concept
in education thinking and identifying pedagogical and e-learning ideas or
techniques from such approaches that can be valuable for teaching and
learning.
The initial method is a qualitative literature and internet review of about
20 English-language initiatives with open source elements found by searching
within radical pedagogy and related arenas. The pedagogical philosophies and
practices are analysed into major themes and e-learning uses catalogued.
Pedagogical themes are further analysed to identify open source elements.
The review has sensed a certain dynamic 'fluidity' evident in, for example
varying levels of activity, and also explicit in many of the practices and
philosophies.
The pedagogies are typically politicised and often broadly anti-capitalist,
working for critical consciousness and social change. Other emphases include
knowledge as social, collaborative learning, lifelong and informal learning,
learner-directedness, learning through practice, independent thinking and
connecting with the local community.
There are strong open source elements often implicit rather than explicit,
but directly referred to by some, and repeated emphasis on the collective
production and free exchange of knowledge with many calls for participation.
There is general use of IT, wiki technology is popular for e-learning, and
discussion boards, community blogs and mailing lists. Many have document
repositories, often taking submissions. Others include chat, skill sharing
forums, video and radio. Some publish journals or newsletters and there are
many real-world events.
There will be an open invitation focus group where this review is presented
and some examples used. We will discuss pedagogical and e-learning ideas and
techniques from these that can be worthwhile for teaching and learning and
produce summaries of the main points for further analysis.
This investigation has successfully identified the use of open source type
pedagogies in a tradition of education initiatives and reviewed the
e-learning technologies used. The 'teacher' concept can still be felt,
perhaps as a "facilitator" role that participants fulfil. This is work in
progress and further dialogue, research and evaluations regarding these
ideas will be worthwhile.
Selected references
Dillon, T., Bacon, S., 2006. Opening education. The potential of open source
approaches for education. Bristol: www.futurelab.org.
McGettigan , T. 1999.What is Radical Pedagogy? Radical Pedagogy (1999).
Canada: ICAAP.
Smith, M. K., 1996. ideas. key concepts and theories in informal education,
lifelong learning and social action. http://www.infed.org/ideas/index.htm.
[Accessed 02-03-2008].
Staring, K., Titlestad, O. & Gailis, J., 2005. Educational transformation
through open source approaches. Norway: Information Systems Research
Seminar.
Wright, N., 1989. Assessing radical education. Milton Keynes/Philadelphia:
Open University Press.
These are the projects I've looked at in some detail so far:
Autonomous University of Lancaster www.knowledgelab.org.uk/AUL
Copenhagen Free University www.copenhagenfreeuniversity.dk
exco|experimentalcollege www.excotc.org
Free Floating Faculty www.kristinask.net/Freefloatingfaculty.html
Free University of Los Angeles www.freeuniversityla.org
Highlander Research and Education Center www.highlandercenter.org
The Independent Art School www.independent-art-school.org.uk
manoa free university www.manoafreeuniversity.org
MeineAkademie www.meineakademie.tk
Minciu Sodas www.ms.lt
mobilised investigation http://manifestor.org/mi
New University Coop www.newuniversity.ca
Olympia Community Free School http://oly-wa.us/freeschool
Pirate University www.pirate-university.org
RAD. EDU http://radical.temp.si
Seattle free school http://seattlefreeschool.googlepages.com
Toronto Anarchist Free University http://anarchistu.org
The Travelling School of Life www.tsolife.org
University of Openess http://uo.twenteenthcentury.com
Vidya Ashram www.vidyaashram.org
Wikiversity http://en.wikiversity.org
Background presentation:
http://www.slideshare.net/thebrentc/elearning-in-open-source-education
Hi, I would like to clear up a few of what I see as misunderstandings in
this thread (and absolutely not necessarily in the mail I'm replying to
:-))...
There is a perception that Wikiversity is more oriented around the developed
than the developing world. This is completely untrue. The fact that a
majority of the people in Wikiversity right now are from developed countries
is because it does not have the same exposure, connections, and
organisational background that Wikieducator has. It is true that
Wikieducator is in large part oriented towards the developing world - but
that does not mean that Wikiversity is somehow the opposite. On the contrary
- a large (and core) part of the Wikimedia community have spent years
actively searching for ways to service the developing world, and to increase
participation from the developing world (for one example see <
http://wikimediafoundation.org/wiki/Press_releases/Wikipedia_Academies>).
The Wikimedia Foundation (WMF) is *not* a US-centric organisation - in its
goals, in its operation (though it is based in the US), nor in its funding -
what Brent pointed out is that *Wikieducator* has had funding from a US body
(as well as the CoL), and so there is, again, no clear distinction on a
US/developed/ing world level. *Both* organisations have a variety of modes
of funding - though Wikimedia is predominantly reliant on public donations,
meaning that it is in a continual struggle for funds. I would say this is
much more the reason behind the WMF not appearing to some people (including
Brent) to do a lot for Wikiversity - it is absolutely not the case that the
WMF doesn't "give a toss" - again, quite the opposite. That things don't get
done very quickly is quite simply because the WMF is still evolving into a
structured organisation, and having inevitable teething problems along the
way (as Brent points out). But the fact that Wikieducator has had funding
from UNESCO does not mean that it is somehow more international - it is down
to it having a better evolved organisational context (even if that is
simply "Wayne" :-) - in other words, I don't know exactly how Wikieducator
is organised). And more organisational (as opposed to community) oversight
of the technology is also why Wikieducator has been more free to experiment
with the technical extrensions than Wikiversity has (though this is
something I wonder about from a WMF perspective, I must admit).
Oh yes - Wikiversity is for content too! I know some people have argued
against this (for various reasons), but Wikiversity is absolutely set up to
develop a repository of educational content - as well as trying to develop a
wiki-based learning space. This latter agenda much more reflects the
interests of a few core Wikiversity people - including myself, Brent,
JWSchmidt, and others - than the whole Wikiversity/Wikimedia community.
That's more or less the parts of this discussion that I was worried about. I
think Leigh asked good questions, but I fear that some of the responses have
tended to polarise some of the issues more than needs doing. I'm also
frustrated and perplexed by some of the same things that Leigh mentions -
mainly, for me, more than anything else, the lack of sharing *experiences*.
I think we should be doing this much more but aren't - for example, this
thread started between both mailing lists, but has now been channelled into
just one, leaving out the Wikiversity community who haven't joined this list
:-( (ie the vast majority) - which is why I'm replying to both lists.
Just on one more technical extension, James asked if there was a way of
adding commons images into other wikis - yes, there's a proposed feature
called InstantCommons <http://www.mediawiki.org/wiki/InstantCommons>, which
will work on all mediawiki wikis, though I don't know how close to
implementation it is. In fact, it strikes me that this is another really
great thing to be working on as *joint projects* - develop technical
wishlists and write proposals to fund their development. (This is what has
happened with the PediaPress initiative, btw.)
So, that's about it for the moment. Maybe my clarifications went beyond what
was actually said in this thread, but I felt it might be useful to say them
anyway. :-)
Cheers,
Cormac
On Wed, Mar 19, 2008 at 11:47 PM, James Neill <lists(a)wilderdom.com> wrote:
>
> thanks for these thoughts everyone (brent, leigh, etc.) - i remain open
> and persuadable
>
> perhaps the answer for me is to use/try both
>
> can i (automatically) use wiki commons stuff in wikieducator - that was
> one of my main considerations - if i go under a bus tomorrow i would
> like to have left my material is the most readily accessible and
> re-usable location
>
> will wiki commons ALLOW non-WM foundation wikis to be able to
> automatically use content? i.e., is this just a matter of wikieducator
> setting up to do so - or is it a matter of wiki commons being set up to
> do so? easy inter-wiki sharing/use from an author's POV is most attractive
>
> in teaching a university course, i can see a basic structure which i
> could replicate and teach colleagues to use:
> - open textbook on wikibooks
> - course-related structure and learning activities on wikiversity
> (again, the inter-wikiness here is attractive)
>
> i haven't yet quite been able to visualise such a separation of
> materials on wikieducator
>
> maybe i can get over my allergic sense of post-colonialism in
> wikieducator - since other's i respect suggest its a non-issue (and
> correctly brent points out the potential for WM's US-centric funding) -
> it's just that i kind of thought the commonwealth was dead in the new
> world order - e.g. is there a wikieducator type model being pursued at a
> UN level?
>
> --~--~---------~--~----~------------~-------~--~----~
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>