a. 505- Outcome and Evidence
OLTD Learning Outcomes
Evidence to support learning outcome:
Reflection to Support Evidence:
As part of our weekly assignments in OLTD 505, we were given a variety of different topics to blog about that pertained to OER’s. In the second week of the class, one of the options was to discuss the necessity and value of Copyleft. Having never come across the term before, I started to investigate this issue and wrote my weekly blog on this topic. My blog consisted of a brief history of how Copyleft came about and why it is necessary to have Copyleft coincide along Copyright laws. I then posted it on my OLTD Weebly site. From there, other members on the cohort had an opportunity to comment and provide feedback.
From researching and then writing the blog, I learnt that Copyleft is just as important as Copyright rules. With Copyleft, information can be truly shared without the risk of others profiting from your ideas. Copyleft first originated in the software industry to protect coders’ work that was being openly shared and modified on the internet. If Copyleft guidelines were not put into place, the knowledge that was meant for the greater good of all could quickly become owned or Copyrighted by a few individuals. The goal behind Copyright is to encourage others to share their work openly with others without it being owned and licensed by someone else.
Open Educational Resources are a valuable tool for anyone interested in teaching online. Understanding the difference and similarities between Copyleft and Copyright regulations is important as a start to build and design online courses. It’s imperative that when I use other peoples’ work product that they are given the proper citation and credit. When possible, it would be best to use open educational resources that are intended to be shared so as to improve the knowledge of the global community. The other flip side of this argument is for me to increase my willingness and propensity to share the resources that I make. As a classroom teacher, I seldom have the opportunity to share my work with others and if I do, it’s often inside of the same building. From this course, I now realize that there is a global community of similar educators that would value the work and resources that I have created.
OLTD Learning Outcomes
- Demonstrate familiarity with common terms, definitions, and elements related to OERs and, more generally, open education.
- Demonstrate knowledge of the history and foundations of open education, including conflicting viewpoints around the ownership of knowledge, copyright, and copyleft licenses.
- Share course-related learning with members of the course and greater educational community.
- Support the learning of classmates through discussion postings, blog comments, and social sharing activities.
Evidence to support learning outcome:
- Weebly blog posting on Copyleft
Reflection to Support Evidence:
As part of our weekly assignments in OLTD 505, we were given a variety of different topics to blog about that pertained to OER’s. In the second week of the class, one of the options was to discuss the necessity and value of Copyleft. Having never come across the term before, I started to investigate this issue and wrote my weekly blog on this topic. My blog consisted of a brief history of how Copyleft came about and why it is necessary to have Copyleft coincide along Copyright laws. I then posted it on my OLTD Weebly site. From there, other members on the cohort had an opportunity to comment and provide feedback.
From researching and then writing the blog, I learnt that Copyleft is just as important as Copyright rules. With Copyleft, information can be truly shared without the risk of others profiting from your ideas. Copyleft first originated in the software industry to protect coders’ work that was being openly shared and modified on the internet. If Copyleft guidelines were not put into place, the knowledge that was meant for the greater good of all could quickly become owned or Copyrighted by a few individuals. The goal behind Copyright is to encourage others to share their work openly with others without it being owned and licensed by someone else.
Open Educational Resources are a valuable tool for anyone interested in teaching online. Understanding the difference and similarities between Copyleft and Copyright regulations is important as a start to build and design online courses. It’s imperative that when I use other peoples’ work product that they are given the proper citation and credit. When possible, it would be best to use open educational resources that are intended to be shared so as to improve the knowledge of the global community. The other flip side of this argument is for me to increase my willingness and propensity to share the resources that I make. As a classroom teacher, I seldom have the opportunity to share my work with others and if I do, it’s often inside of the same building. From this course, I now realize that there is a global community of similar educators that would value the work and resources that I have created.
copyleft_blog.pdf | |
File Size: | 131 kb |
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b. 505- Outcome and Evidence
OLTD Learning Outcomes
- Demonstrate familiarity with common terms, definitions, and elements related to OERs and, more generally, open education.
- Demonstrate knowledge of the history and foundations of open education, including conflicting viewpoints around the ownership of knowledge, copyright, and copyleft licenses.
- Articulate a summary of personal learning in the course in a multimedia, online format.
- Share course-related learning with members of the course and greater educational community.
Evidence to support learning outcome:
A slide show presentation created using Powtoon embedded with a YouTube video made with Screencast-o-matic and boards using Pintrest. Once the presentation was created, it was then shared in various locations (Twitter, Weebly site and our 505 G+ Community) to share with my peers.
Reflection to Support Evidence:
For my final project in OLTD 505 on Open Educational Resources (OER), Robert Hills and I collaborated by creating a slide show using the Web 2.0 tool, Powtoon. Powtoon is a freemium website that allows you to create a slide show using animated characters while also linking to outside sources and embedding multimedia into the presentation. We chose this tool as a way to blend our individual pieces of work but also as a way to have a dialogue which allowed us to discuss our learning journey into the discovery and implication of Open Educational Resources. Although a bit finicky at the beginning, Powtoon proved to be a powerful tool demonstrate our final evidence of learning for OLTD 505.
From this process, I learnt the history of OER’s, their role in current evolution of online education and the importance of sharing information openly with peers. Prior to the course, I was not well acquainted with OER’s. I had heard of the term but was not well aware of the multitude of open resources that were available or value in contributing to such resources. This is one of the aspects what we discussed in length in our presentation. I also learnt new terminology and the relevance of terms such as copyleft and creative commons. Most of us are well aware of copyright right rules and regulation but if one wants to share resources openly then understanding the differences between copyleft and copyright is essential. Lastly, from this course and from the creation of this presentation, I learnt the value of social networking with my peers. Throughout this course, we were constantly encouraged to share our opinion and pieces of work on various different social networking sites. The feedback and ideas that were shared amongst the members of our cohort and eventually beyond as our social network grew, was invaluable to our own personal growth. Our final project for OLTD 505 contained many different learning opportunities that allowed me to develop my personal capacity as an online educator.
The outcomes mentioned above were important for me in my own professional development because they were the catalyst for me in exploring new field in online education that I would not have attempted. Working collaboratively with Robert created dialogue which lead us to discussing and exploring different aspects of the course which were important to us. We both used a variety of different tools (Powtoon, screensast-o-matic, Pintrest and Youtube) inside of our presentation. As time progresses in this program, the final projects are becoming more complex with greater variety of multimedia tools. And finally, the importance of networking and sharing information was