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http://leighblackall.blogspot.com.au/2017/08/re-humanise.html The organisers of eLearning Korea 2017 have invited me to give a talk on the future of education and educational technology. The conference has a curious byline “a happy encounter with new technology”, and it's to this byline I target the presentation. I aim to acknowledge the unhappiness created by technology and propose humanism to ward off technocratic tyranny and to discover what technological happiness might be. I hope my proposition is clear - that for there to be a happy encounter with technology, we need to re-orientate ourselves to humanist perspectives. Those perspectives can be found in history, philosophy, ethics, anthropology, theory, art, storytelling, questioning, criticism and debate. Sensitivity to humanism needs to be nurtured, the ember that might make a flame seems at risk of being extinguished. It is with humility and hope that I offer this idea to the eLearning Korea 2017 Conference.

Rehumanise

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This paper accounts for a small range of open online courses that helped to inform the early development of Massive Open Online Courses (MOOCs). It laments the loss of meaning in the word open and its historic alignment to free and open source principles. It calls for more academic work to better represent the histories and range of critical perspectives on open online courses, and outlines how Wikipedia can be used as a central organising platform for such work. https://en.wikiversity.org/wiki/User:Leighblackall/Open_Online_Courses_and_Massively_untold_stories

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I don't reckon 'privacy' is the right word to frame the issues around data. It doesn't connect with the unsettled feelings we have with corporate and state collection and use of it. I think the issue is really about power, and through this frame we connect to a range of critical, political and economic ideas that may be more useful to consider. Here's my slides for the University Analytics Forum tomorrow. As with all the presentations I do, these are initial ideas and thoughts that will hopefully generate comments to guide a more focused look. If it goes anywhere, I'll keep notes on a Wikiversity page. http://en.wikiversity.org/wiki/User:Leighblackall/Data_and_Power

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http://en.wikiversity.org/wiki/User:Leighblackall/An_ethical_framework_for_ubiquitous_learning Ubiquitous learning, through its association to the phrase ‘ubiquitous computing’, is often taken to mean learning mediated through portable computing devices that are coupled with digital media and data. This paper argues for a consideration that is less determined by technology, positioning instead that it be used to describe a broad and deliberate approach to learning generally, with or without the aid of computing devices or digital media. Based on a feed-back structure of ethics, principles, methods and outcomes used by David Holgrem to popularise Permaculture Design, an ethical framework for ubiquitous learning is put forward to guide considerations. It draws on the theories, critiques and proposals of Ivan Illich, Neil Postman, Jean Lave and Etienne Wenger, Christopher Alexander, Richard Stallman and others to form three primary ethics: That learning happens everywhere; that it be relevant and; that it is shared. These ethics are substantiated through a number of principles that guide methods and hold outcomes accountable. And finally, to illustrate methods through this framework a range of projects and initiatives are presented. They include a situationist theatre production, The School of Everything and other convivial learning networks, and Open Educational Practices

Ethical framework for ubiquitous learning

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A short presentation given to the Faculty of Health Sciences at La Trobe University, Bendigo Campus. Points raised include: Professional education is ignoring the impact of Google, Youtube and Wikipedia. That 4 minutes and 12 seconds is a target time frame for teaching through video. That Michael Wesch's video called An Anthropological Introduction to Youtube is a good reference. And that mini lectures and short demos recorded using a mobile phone are a simple place to start. References: Average Youtube video: http://www.sysomos.com/reports/youtube/ The Disconnect between learning and education: http://www.slideshare.net/leighblackall/the-disconnect-between-learning-and-education-429513 An Anthropological Introduction to Youtube: http://www.youtube.com/watch?v=TPAO-lZ4_hU Robin McConnell's mini lectures: https://www.youtube.com/user/robinmcconnell1 Short demo videos: http://www.youtube.com/playlist?list=PL3C208C8CF3C8A8BA Image credits: http://commons.wikimedia.org/wiki/File:SteffiWeismann-Glossolalie.jpg http://commons.wikimedia.org/wiki/File:Octopus_macropus_Merculiano.jpg http://commons.wikimedia.org/wiki/File:Lecture-RIT.jpg http://commons.wikimedia.org/wiki/File:Running-shorts-black.png Slide design by Sunshine Connelly http://www.sunshineconnelly.com/ Related works http://www.leighblackall.com

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In this article <http://wikieducator.org/User:Leighblackall/Open_educational_resources_and_practices> I take a look at what constitutes an open educational resource and consider the issues and benefits to an educational institution. An institution which is moving to participate in open educational resource development and adopt more open educational practices. There is a description of the initial steps being made by the Educational Development Centre at Otago Polytechnic - a tertiary education and vocational training institution in Southern New Zealand.

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