Y2013

2013.12
Don't worry. Be happy. 2014 2013 1928 1927 - Lindburg flies solo New York to Paris, Babe Ruth is a baseball superstar.
 * Winter Olympics in Russia
 * interest rates low, residential housing robust, inventories (unintentionally) high
 * China launches lunar lander - interested in exploration, resources, estimate 1m people working on space program, European nations interested in collaboration, US prohibited by law from cooperation with China
 * NASA having to choose between existing space projects with funding cutbacks, estimate that NASA's annual budget about the same as what US military spends on air conditioning in middle east conflicts
 * party-ready homes - feature in Dec 27 WSJ
 * interest rates are still held artificially low by the Federal Reserve, stocks and the stock markets are at record highs and continue to make new highs most days.
 * media reports of inflation, unemployment, economic recover, general prosperity
 * increasing frequency of executive orders, administration overriding judges
 * Pope Francis is Man of the Year
 * U.S. military presence worldwide still substantial
 * China / Japan contesting waters, islands
 * ? interest rates, credit, housing, manufacturing inventories
 * Aviator Amelia Earhart becomes the first woman to successfully fly in an aircraft across the Atlantic Ocean.
 * Amsterdam 1928 Summer Olympics, Olympic Winter Games St. Moritz, Switzerland
 * Italy Prime Minister Benito Mussolini, Japan Prime Minister Giichi Tanaka, Russia/Soviet Union General Secretary of the Central Committee Joseph Stalin, United States President Calvin Coolidge, United Kingdom Prime Minister Stanley Baldwin. United States Presidential Election 1928 Herbert Hoover (Republican)
 * The Okeechobee Hurricane or Hurricane San Felipe Segundo was a deadly hurricane that struck the Leeward Islands, Puerto Rico, the Bahamas, and Florida on September 16th, causing the loss of over 500 lives.
 * Japan breaks off relations with China following the attacks in China by Japanese.
 * Alexander Fleming discovered penicillin - not in mass production until 1940s
 * Kellogg-Briand Pact 1928 - Treaty between the United States and other Powers providing for the renunciation of war as an instrument of national policy. Signed at Paris, August 27, 1928

Learn more...
 * []
 * www.yale.edu/lawweb/avalon/imt/kbpact.htm‎

Open Educational Resources OER 
 * Open Educational Resources have been defined by the William and Flora Hewlett Foundation as, “teaching, learning and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and re-purposing by others.”
 * adoption - []
 * book contribution [|http://wikieducator.org/Learning_objects,_personal_learning_environments,_study_guides#Remix_using_individual_open_objects]

2013.11

 * researchgate.net - researchers contacts, collaboration, ask questions, provide answers
 * [|Deanza course outlines] - [|CIS 89A], [|HTML and CSS: Visual QuickStart Guide (8th Edition) (Visual Quickstart Guides)]Paperback - Elizabeth Castro (Author), Bruce Hyslop (Author)
 * Creekside library
 * deanza - learning literacies - welcome to online learning - winter 2014
 * Project Management mooc - opendoors
 * [|Make/Hack/Play Together] - mooc
 * [|Moodle MOOC 3]
 * [|great design research] * Do Your Homework; Know Your Limits * Once You Know Your Audience, Use the Right Tools for the Job * Take (Good) Risks * Learn to Love the Bias: If You Can't Beat 'Em, Join 'Em

Spending 
 * contract law enforcement, national defense, education, healthcare, parks, libraries, research, exploration
 * flat tax
 * ?? food and drug safety, infrastructure, interstate commerce, emergency assistance
 * x military intervention, presence, foreign aid, welfare

2013.10
Feng Shui Kua Number [|v.6 m.8 both west]
 * [|NUMBER] For Money and Success . To Improve Health . To Attract Love . For Personal Growth
 * v. 6 West . Northeast . Southwest . Northwest
 * m. 8 Southwest . Northwest . West . Northeast

WP:OPEN
 * [|WikiProject Open - planning]


 * declarative ('what'), procedural ('how'), conditional ('when' and 'where'), and reflective ('why'). One wonders why 'who' didn't make the cut. [[|[1]]]

2013.10.02 Libraries Lead the Way - Open courses, OER and open policy
 * The Orange Grove - open source courses. textbooks
 * LIS 2004 - Internet Research - 1 credit
 * Link to open courses at the Orange Grove. []
 * LIS1000 Information literacy []
 * Public Library of Science - open access journal [] - video singing mouse - middle school []

Science Fairs - research, online logs, scalable, discoverable
 * SciFri podcast
 * Google Science Fair [|2013] - project reports - [|math game], [|drinking water]. [|vertical farming]
 * Science education - Arizona
 * Intel competition

Engineering - Why - computers - differentiated learning - multiple answers to "why?" bot - script > engineering questions - self directed learning []
 * login
 * []
 * [] - CleverScript Manual
 * []
 * []

B&GC - community service
 * e4k review
 * Project Gutenberg []
 * suitcase museums
 * edmodo, google group

Calcium - [|World's Healthiest - Calcium], [|Nutrition Data]

ERAU Human factors @ERAUwwmooc on Twitter. This course will use the hashtag #ERAUHFA. 
 * [|ERAU Human Factors mooc] @ERAUwwmooc human performance, benefits of training, advanced technology, automation, and situational awareness with the goal of strengthening safety in the aviation environment.

Flexible Learning

 * [|Flexible learning - course], [|blog], [|resources]
 * [|course outline, assessments, schedule]

3 - 4 19 August – 1 September Diversity Activity 4 5 - 6 2 – 15 September Trends Online session to be negotiated Activity 5 7 16 – 22 September Study course material and work on activities. 8 - 10 23 September - 13 October Sustainable Education Online session to be negotiated. Activities 6 & 7 11 – 13 14 October – 3 November Strategies Activity 8 – formative for Assessment 1 14 – 15 – Final weeks 4 – 15 November Finalise assessment tasks Online session to be negotiated. Assessment 1 & 2 - summative

Week 1-2 - August 5–18 ... Getting Started. What is Flexible Learning? ... Activities 1, 2 & 3. 
 * [|reflection template] Step 1: Take notice & describe the experience - description of evidence – Description. - Step 2: Analyse the experience - implications of your decisions, learning, reactions – Critical analysis. - Step 3: Take action - Reflect on what you learned and how you will use this – Goals and Application.
 * [|What is flexible learning?]
 * Moodle ?
 * components - technology, pedagogy, implementation strategies, organisational framework
 * five dimensions which can impact:time; content of the course; entry requirements; instructional approaches and resources; delivery and logistics
 * meaning of flexible learning. - explore, goals - less reading / text ? learner-centered / directed > cMOOC-like ? learn to be self-directed - scaffold, skills
 * examples - cMOOCs - CCK08, flexible learning - 5 dimensions - [|flexibility grid]] - Table 2.2, p. 7 & 8, and also Appendix 3, p. 41-44

Scenario Planning for Educators 13.07 #SP4Ed
[|Scenario planning for educators] #SP4Ed - [|blog] ? triggers - events that would indicate that some branch point, alternative needs to be examined - trends changing, diverging, something completely new / different > action, re-evaluation, analysis open mobile learning in k-8 - replace textbook, enable differentiated learning, inquiry-based self-directed learning -
 * 2013.8.5 - [|3 worlds / 6 scenarios] - [|implications]
 * 2013.8.4 - systems thinking. deductive scenarios - individual. usually based on two or more uncertainties to structure the scenario worlds. Deductive scenarios require the prioritisation of the list of factors and assures that individual scenarios are qualitatively different using a logical and non-random structure for the individual scenario story lines.
 * [] - cooperation. consumerism without regard to impact. protectionism / not invented here. competition / cooperation. greater good / future
 * [] [] 4 higher ed - student as client, employee, learner, student. global / local. who pays - student, social. ? who determines what's learned ? stress test strategic plan

2013.8.2 - scenarios 
 * 2013.8.3 - Scenarios can’t predict the future, so what’s the point? [[|Shell]] - mountains, oceans - just 2 scenarios, long time horizons. so what? what if? curiosity, expertise. not about the future - how you make decisions now. stress test existing strategy. new growth options. educate within the organization > framework for better dialog. start with what you don't know (not what you know) and plan for those uncertainties. think about the future from the same premise - south africa government, trade unions, business,... methodology = language to talk about complex issues. important analytical tool.
 * 2013.8.3 - three most important skills for generating effective scenarios and why these skills to be important. curiosity in everything. broad perspective. contributors from many diverse backgrounds. open to all possibilities. storytelling, methodology. language to frame discussion about complex issues with many unknowns.
 * education is free, credit cost money - enough open content, paths, networks - government funded content for needs of their domain
 * certification - assessment, prior knowledge, professional organizations - work experience
 * apprenticeship, studio - paid guides
 * research - direction, funding ? government, corporate - open, sharing
 * [|Drucker] - already happened > identify and prepare - ok but assumes you identify cf scenario - may not identify something that has happened, (happened but you didn't know about it) but breadth of scenarios includes something similar
 * 2013.7.30 - [] California - 1993 ?
 * [|scenario planning] - quest - questions, map issues > framing question, focal question - explore environments, external impacting us in the future > bundle worlds, 4 worlds that cover range of futures with stories > history of future, back casting, how would it have happened, established > sets - cover range, combination > t - transformation - strategic domains, choices, what to do in each scenario worlds, some strategies needed in all, some for specific world > what to do now for all, or just in case one happens
 * betty 1994-1995
 * not just planning for hike [|[2]] - broader range of possibilities, longer time horizon, trigger / action (betty), back casting - how that would come to pass

MOOCs - SJSU and others
2012.7.27 To add another perspective to the discussion... I participated in the first MOOC Connectivism and Connective Knowledge - CCK08 - wiki, groups, blog, moodle Stephen Downes, George Siemens This was an interesting learning experience. Lots going on in a subject that was of interest to me, with some world-class thought leaders and researchers, theoreticians and practitioners. During the course, the organizers worked to put collection and distribution tools in place with daily email summaries of blog posts, moodle discussions, tweets, ... Many people complained that this wasn't the right way to do an online course - which was the whole point. The facilitators were deliberately trying something completely different. They wanted learners to direct their own learning, and to connect with others. There was a wide range of levels of participation, but most of the 2000+ registered participants "lurked," posted or commented a few times and were happy with that. We knew we were a part of educational history in the making. I have also participated in several other MOOCs including a couple from Stanford. Having a schedule with assignments, submission deadlines and rudimentary text exchanges with other participants provided some structure, but there was no real sense of "class" - more like facilitated independent study. The distance learning courses that we have been offering for 10 years are more engaging. DeAnza courses are "almost free" when compared with a regular Stanford tuition, but the students are much better served with more personal attention and interactivity with classmates. Other than "rock star" faculty giving the 6 minute lectures, these MOOCs were below average as online courses go. The SJSU choice of courses - Remedial/Developmental Math course and College Algebra course, are part of the problem. These are not students or topics that are going to benefit from the open connections, sharing of ideas, collaboration and self-directed investigation of a topic of personal interest. These are required courses. Remedial says the students have been down this path before without sufficient skill or adequate motivation or both. Offering free open courses is a great idea - serving the global good,... but the course objectives and delivery have to be better aligned with the content, assessments, student prior knowledge, interests, motivation and credit requirements. My $0.02 worth 

be happy
skill, people, activity 
 * happiness is - [|You're a Good Man Charlie Brown song]
 * curiosity, satisfaction - discovering something that makes you go hmmm..
 * good company
 * exercise - enough to get heart rate up - hiking
 * something breath-takingly beautiful
 * creating, curating, sharing
 * others - teaching, helping
 * love, legacy ? learning - habits
 * sailing - [|sailing club - Big Lake] 65mi 1:30. Seward 125mi 2:30 - [|Seward Yacht Club], [|Kenai Fjords Yacht Club]
 * flying - [|lessons] - Merrill Field
 * [|RC aircraft]
 * Masters - [|UA Anchorage]

L4C June 2013
2013.06.26 - course start email Hello everyone. My name is Valerie Taylor. I volunteer with several organizations that work with youth and educators to promote STEM education. We want kids everywhere to have the opportunity to learn about Engineering - the E in Engineering. Very few educators have the background or the time to include Engineering in their regular curriculum. By providing interesting stories and engaging activities online, kids can explore Engineering on their own. Educators can facilitate inquiry-based learning, encouraging kids to ask questions that interest them, find the answers and create online reports as blog posts and wiki stories to share with others in their class and around the world. Solomon Island Youth of the Ministry of Women, Youth, Children and Family Affairs - Welcome to you all. I would like to offer my assistance to you and your projects. Please think about how I can help and we can "talk" about it during the eL4C54 course.
 * [|eL4C54] Learning4Content EL4C54 Workshop "Leveraging the potential of Open Educational Resources" - June 26 to July 10, 2013
 * [|Solomon Islands] government officers in the Youth Division of the Ministry of Women, Youth, Children and Family Affairs who wish to use WikiEducator to collaboratively develop Youth training resources, [|PNG mobile learning], [|Community Media/Isabel]

Virtual volunteering
 * [|User:Vtaylor/Digital_brownies]
 * [|OERu volunteer page]
 * [|Virtual Volunteering] - student group project (summer 2008)

Learning / training development 
 * [|Learning development] - good overview of learning design
 * [Inquiry-based Learning]
 * [Engineering 4 Kids], [blog]

Physics
2013.5
 * [] - labs - cell phone video camera, free software

Write Wikipedia
2013.05
 * [|Week 2] - [|WikiProject Education]. [|Communicate OER] - [|review guide]
 * [|curriculum] - interesting, learn more
 * [|practices] - edit
 * [|Week 1] - [|How Wikipedia Works pdf], [|teams]
 * [|Wikipedia Articles]
 * [|p2pu course]
 * [|OERs]

OER practice
article - []
 * review practices in links
 * big ideas - community of learners as creators, not just consumers. Mooc / MOoc
 * expand - other initiatives developing, recommending practices
 * best practices - suggestions
 * Open Educational Practices** (OEP) is defined as "the use of [|Open Educational Resources] (OER) to raise the quality of education and training and innovate educational practices on institutional, professional and individual level". O’Donoghue J. (2011) [|Towards Open Educational Practices] Accessed April 29, 2012

The [|International Council for Open and Distance Education] sees OEP as those practices which support the production, use and reuse of high quality [|open educational resources] and [|reagrsd] that OEP are often achieved through institutional policies, which promote innovative pedagogical models, and respect. Learners are empowered as co-producers on their [|lifelong learning] path. The scope of OEP covers all areas of OER governance: policy makers, managers and administrators of organizations, educational professionals and learners. [|Definition of Open Educational Practices] International Council for Open and Distance Education Accessed April 29, 2012

2013.5.22 [] Open Educational Practices (OEP) are defined as practices which support the production, use and reuse of high quality open educational resources (OER) through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path. OEP address the whole OER governance community: policy makers, managers and administrators of organizations, educational professionals and learners.

[|initiatives] - [|OER Commons] was spearheaded in 2007 by [|ISKME], a nonprofit education research institute dedicated to innovation in open education content and practices, as a way to aggregate, share, and promote open educational resources to educators, administrators, parents, and students. [|OER Commons] also provides educators tools to align OER to the [|Common Core State Standards]; to evaluate the [|quality of OER] to [|OER Rubrics] developed by [|Achieve]; and to contribute and share OERs with other teachers and learners worldwide. To further promote the sharing of these resources among educators, in 2008 ISKME launched the [|OER Commons Teacher Training Initiative], which focuses on advancing [|Open Educational Practices] and on building opportunities for systemic change in teaching and learning. A database or repository of open educational resources is not open educational practice. The pure usage of these open educational resources in a traditional closed and top-down, instructive, exam focussed learning environment is not open educational practice. However, if OER are used to create resources which are more learner-centred than the ones existing before, if learners are involved into the creation of content which is taken seriously by the teachers/facilitators, if teachers are moving away from a content centred teaching to “human resource” based teaching, if learning processes are seen as productive processes and learning outcomes are seen as artefacts which are worth sharing and debating, improving and reusing, then OER might improve the learning process and then we talk about open educational practices. four OEP dimensions were identified:
 * [] - blog, ? author of WE article - conflict of interest
 * strategies and policies - clear and effective strategies and policies in place about OER. innovative business model for generating OER and making them widely available.
 * tools and tool practices - online Web 2.0 environment to enable users to share and discuss the use of the OER. use of Web 2.0 tools to support scholarly dialogue and good practice in terms of quality through peer reflection
 * barriers and success factors
 * skills development and support.
 * comment - involve all stakeholders in it. Only when all parties involved start communicating can effective and real change in practice and approach start happening.
 * from comment [|http://www.tandfonline.com/doi/abs/10.1080/019722497129214#.UZzZ_Ovrj8U] Unparalleled in human experience, the Internet, or simply the Net, is the code word for the technosocial accident that gives large numbers of people the means by which they can speak for themselves in public. ... Nudging along the process of democratic self-representation is the central issue for the Net, and the epochal project for community networks.


 * []
 * []
 * [|http://en.wikipedia.org/wiki/Open_Educational_Resources#Initiatives]
 * []
 * [] ? quality of OERs
 * [] OpenupEd - a pan-European MOOCs initiative. Partners in eleven countries have launched the first pan-European MOOCs (Massive Open Online Courses) initiative. The initiative is led by the European Association of Distance Teaching Universities (EADTU) and includes many ICDE member institutions. It receives support from the European Commission. MOOCs are online university courses which enable people to access quality education without having to leave their homes. Around 40 courses, covering a wide variety of subjects, will be available free of charge and in 12 different languages.
 * [] activities which demonstrate the successes of open and distance education ... development of new methodologies and technologies.
 * [|http://en.wikipedia.org/wiki/Open_Educational_Resources#Initiatives] Connexions, Rice University starting in 1999. content licenses are required to be open under a Creative Commons Attribution only license. The hallmark of Connexions is the use of a custom XML format CNXML, designed to aid and enable mixing and reuse of the content.

Crash Course in Creativity
2013.04 - Crash Course in Creativity > Our last submission was remarkable. It represented the work of a team of 24 educators from a dozen countries and time zones. Unbelievable, and Tina said the teams should be small to work. Several small teams couldn't get everyone to work together. > I strongly suggest we worry less about how pretty the final product is. We should focus on working together to include everyone's great ideas. We did it once. We can do it again only better. Mind map - Rainy Day [|Educator's Team] - The team description and picture sound interesting. I have been teaching community college distance learning courses for a number of years. I also volunteer at a local K-8 STEM school. Still lots to learn, and plenty to share from working with many really creative teachers and learners. I would like to join the Educator's Team and work with the group. 2013.5.1
 * [|Brainstorming - challenging assumptions]. [|[3]] - hook, image, imagination
 * [|Brainstroming - Chindogu] assignment 3, different smaller team. cat + laser + mouse = dinner
 * Just a reminder - we are educators. Our 'deliverable' should reflect that. I thought our first assignment was pretty good - lots of good educational uses for chewing gum. There are other submissions that were beautiful - great photography, music, ... and only one person's work so they didn't have the benefit of working in this amazing huge team! I'm here for the educational experience and a creativity boost. There are people from all over the world. How cool is that! All the team communication has been enjoyable and interesting but time consuming. Even if I could do some of the professional production work, I don't have time. I'm too busy teaching and learning.
 * [|time use mindmap] - interesting idea. I feel like this too - busy but not doing what I want to accomplish sometimes.
 * Earth > Grass, Trees, Flowers, Water > Ponds, Gutters, run off, Puddles
 * Sky > Clouds, overcast
 * Sounds > Birds chirping, Tree frogs, Rain on roof, Breeze, wind gusts, Golfers hitting balls, Tires on wet road
 * Images > Landscape > intense greens, flat light. Flowers with rain drops > Hibiscus. Puddles > Raindrop rings, Wind ruffle. Kids playing in gutter > bright shirts, soaking wet, having a lovely time, mom with umbrella watching
 * Feel > Rain on jacket, Breeze on hair, Humidity
 * Smell > Fresh, clean
 * bios - Above all, I want my life to have been about leaving the world a bit better place than I found it, and that’s perhaps the [|best problem to try to solve...], [|puzzle - change for good], [|engineering student / dancer], [|lego girl], [|math guy], [|open access]
 * [|Yours to Discover] (Great Lakes over NSB from Skylark) - Advocating universal access to science and engineering. Promoting open education resources, personal learning networks and educator collaboration. Discovering open learning communities, networks and new ideas. "May you live in interesting times." As a Gen-BB (aka Baby Boomer), life has been pretty amazing - full of surprises, change, prosperity and innovation. Technology, and the internet in particular play a big part in this story. They provide an opportunity to contribute to global understanding of science and engineering. Image that - I'm part of the community sharing information and access to learning with anyone anywhere in the world. But wait, there's more... 2013.4.5
 * http://engineering4kids.wikispaces.com/Creativity

important and interesting
2013.05.27 - [|‘Resident’] - The resident is an individual who lives a percentage of their life online. The web supports the projection of their identity and facilitates relationships. These are people who have an persona online which they regularly maintain. This persona is normally primarily in a social networking sites but it is also likely to be in evidence in blogs or comments, via image sharing services etc The Resident will of course interact with all the practical services such as banking, information retrieval and shopping etc but they will also use the web to socialise and to express themselves. 2013.04 - Data stories > vt - country(s) with good standard of living, industrialization and responsible energy consumption practices > what is their sustainable level of co2 emissions? replicatable?
 * google hangout
 * etherpad [] - others say they can see it
 * p2pu - global Carbon Dioxide emissions [] . source: [] . The Guardian article [] . toolset: Doodle to schedule the regular weekly meeting: [] . Google+ for meetings: [] . Etherpad for notes: [] . Badges.p2pu.org: create an account and read [] . [] for your reference.
 * Look for trends and make notes to yourself. What piques your interest about this dataset? What potential stories are there? Find a question. Come to your first meeting with a potential question you’d want to answer with the dataset you’ve been given.

> [|2. storytelling], [|Digital literacy] Buddha in a toga 200 CE
 * 2013.03**
 * [|ETMOOC] - [|etmooc community google+], #etmooc. Dave Cormier “What is learning for?” - learning is preparing for uncertainty. thinking of teaching, then, as mimicking the process of being confronted with uncertain situations, that develop the literacies required to deal with uncertainty. There are alot of good words that go along with this… responsibility, self-reliance, creativity… but I’m starting to think that it all comes down to uncertainty. [|[4]] an intuitive sense that learning is more like magic in its vagaries, complexities and un-predictibilies than it is a process that can be described or manipulated using scientific/technical frameworks.[|[5]] learners as weeds or explorers and survivors? [|[6]]
 * community college - hybrid linked courses - 2 or 3 core courses part on-campus, part on-line, count as 2 courses, 2 instructors ? STEM + writing - critical mass, keep kids enrolling, guarantee even below minimum enrollment to ensure opportunity to test idea for a couple of semesters.
 * 2013.02**
 * Cooperation - where there is interaction and exchange, but not a melding into a single unity. ... not collaboration - is where we should trace the future of learning online. [|[7]]
 * 2013.01**
 * [|Imaginative Education Research Group] - [|example - geometry lesson] Cognitive Tools used: Heroic Quality, Narrative, Image, Extremes and Limits, Collections and Hobbies, Connection to Hopes and Fears, Change of Context, Literate Eye, Sense of Wonder, Embryonic Philosophic, Somatic, Mythic
 * [|hiking - Leeper], [|Longleaf Pine], [|parks]
 * a learning environment (to my mind) is a collect of resources and activities for learning. The resources may be inanimate or human; the activities may be formal or informal. A well designed learning environment is curated with a specific need in mind. It may be curated by an individual (as in a personal learning environment), by a group (such as a community of practice), or by a designer who is supporting a specific complex need that can’t be met by training or other formal programs alone. [|[8]] [|via oldaily] - I concur. This is pretty much what I said in the book chapter before it was edited. There will be situations where there is a need to have a skilled (design) and/or knowledgeable (content) other curate the environment scaffold, structural elements, paths - mine, whatever...

been there...

 * [|Math is hard because the UI sucks] - Ex-Apple Designer Creates Teaching UI That "Kills Math" Using Data Viz - System complexity doesn't have to be "just the way it is". We are designers and it is our job to make things easier to use. That said, it takes a designer with huge balls to tackle a problem the size of math.