I started to post this as a comment on Mike’s amazing essay Information Underload, but I’m going to put it here instead. Read Mike’s whole piece - it’s worth it. He writes: Endless thinkpieces have been written about the Netflix matching algorithm [including in education], but for many years that algorithm could only match you with the equivalent of the films in the Walmart bargain bin, because Netflix had a matching algorithm but nothing worth watching. (emphasis in original) ...

Last week I shared a little of my thinking about the problems inherent in the way people in the field talk about OER. Primary among those problems is our bewildering refusal to talk about the permissions necessary to engage in the 5R activities. These permissions are a critical part of the definition of what it means for a learning resource to be open. Second among the problems I discussed is our seeming inability to be clear about OER being free (the other critical part of the definition of what it means for a learning resource to be open), while services provided in conjunction with OER might cost money. ...

In a recent webinar about OER, organized by one of the major textbook publishers, there was a lot of conversation about whether OER are “free” or “affordable.” This conversation was problematic in two ways. Before I begin though, just to be clear, allow me to reaffirm that OER are free, plain and simple, full stop, period. That is literally part of the definition of OER. OER = free + permissions. ...

This is just a quick note to say that if you’re following the work being done on JSON feeds (as a compliment to - or potential replacement for - RSS), I’ve activated JSON feeds on opencontent.org. If you want to try reading Iterating Toward Openness that way, you can access this new feed at https://opencontent.org/feed/json.

Today and tomorrow I’m at the EdTech Efficacy Research Academic Symposium in Washington, DC. The conversations here have been wonderful and have reminded me of something… For many years, several friends and I have argued about the following question: After accounting for all other differences - differences in a student’s age, race, gender, income, and prior academic success; differences in school environments; differences in teachers; differences in support available from friends, family, and other out-of-school sources; &c. - what is the theoretical upper limit on the impact a specific textbook, digital learning platform, or other edtech product can have on educational measures we care about (e.g., final grade, completion rate, time to graduation, satisfaction, etc.)? ...

Over the last several weeks there has been an incredible amount of writing about open pedagogy and open educational practices (samples collected here by Maha). There have been dozens of blog posts. Countless tweets. There was a well-attended (and well-viewed) conversation via Google Hangout. At the Hewlett OER Meeting last week over a dozen people spent another hour talking about the issue during the unconference time. There were additional conversations on the topic during walks through the incredibly beautiful countryside outside Toronto. I had particularly helpful talks with John Hilton and Rajiv Jhangiani - but don’t blame them if you don’t like what you read below. ...

Some random thoughts emerging in my mind as a result of yesterday’s wonderful conversation on “open pedagogy.” Don’t work too hard to figure out how they’re supposed to connect up. What we do with tools and resources is more important than the tools and resources themselves. However, without tools and resources there is precious little we can do. Many (e.g., Vygotsky, Leont’ev, Wertsch) have argued persuasively that learning is mediated. Some have argued (again, I think persuasively) that the primary tool that mediates learning is language. Whether learning is being supported through conversation, lecture, argument, video, adaptive courseware, plain old textbook, or Google Hangout, words are absolutely critical to supporting learning. ...

In my recent post How is Open Pedagogy Different?, I defined open pedagogy as ”the set of teaching and learning practices only possible or practical in the context of the 5R permissions” - a definition I have been using in my writing and public speaking since I first blogged about open pedagogy back in 2013 (except there were only 4Rs back then). Although none of my other posts or talks on this topic over the past four years managed to, How is Open Pedagogy Different? elicited quite a response. Many of these responses were deeply interesting and informative. For example, I learned that when I first started writing about open pedagogy in 2013, I made the cardinal mistake of not checking to see if the term might have a long history of use by others in a context completely outside the one I was writing about. It does. Oops. However, this is not actually what led to the strong reaction to my post. ...

A quick search via Google shows that Stephen Downes is mentioned over 500 times on the pages of Iterating Toward Openness. What would I do without him to disagree and argue with? I would certainly be intellectually impoverished. As I’ve said before, everyone needs a Stephen in their life. Anyway, here’s another page to add to the pile… In commenting on the recent announcement about the partnership between Follett and Lumen, Stephen asks: ...

In 2012 Kim Thanos and I founded Lumen Learning because, through our Gates-funded work on the Kaleidoscope Project, we had seen first-hand how hard it was for faculty to replace publisher materials with OER. The 2000s were an inspiring decade as institutions and individuals created and published a huge amount of openly licensed educational materials (e.g., MIT OCW, Wikipedia, Khan Academy), but in 2010 it was difficult to find a faculty member who had made the switch. It seemed like lots of people wanted to publish and share their own OER, but no one wanted to use anyone else’s. ...