25 Years of Ed Tech Transistor (https://transistor.fm) https://feeds.transistor.fm/25-years-of-ed-tech 25 Years of Ed Tech is a serialized audio version of the book 25 Years of Ed Tech, written by Martin Weller of the Open University and published by AU Press. The audio version of the book is a collaborative project with a global community of volunteers contributing their voices to narrate a chapter of the book. Bonus episodes are a series of conversations called "Between the Chapters" to chat about these topics and more! "In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students." Credits: Text in quotes from the book website published by Athabasca University Press CC-BY-NC-ND BG music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time. Artwork X-Ray Specs by @visualthinkery is licenced under CC-BY-SA. Audio book chapters produced by Clint Lalonde. Between the Chapters bonus podcast episodes produced by Laura Pasquini. CC-BY-NC-ND 7147c92d-d004-5ede-a7ed-31e57c7cc55d no 25 Years of Ed Tech Trailer en Wed, 23 Jul 2025 07:34:21 -0700 Tue, 02 Dec 2025 13:47:21 -0800 https://25years.opened.ca/ https://img.transistor.fm/_rolwYzINaMlTFTNkKocjvgBwYXDkeniZ_rdlHBgGmo/rs:fill:0:0:1/w:1400/h:1400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9zaG93/LzE0ODMxLzE2MDE2/NzYyMTAtYXJ0d29y/ay5qcGc.jpg 25 Years of Ed Tech https://25years.opened.ca/ serial Martin Weller & Friends 25 Years of Ed Tech is a serialized audio version of the book 25 Years of Ed Tech, written by Martin Weller of the Open University and published by AU Press. The audio version of the book is a collaborative project with a global community of volunteers contributing their voices to narrate a chapter of the book. Bonus episodes are a series of conversations called "Between the Chapters" to chat about these topics and more! "In this lively and approachable volume based on his popular blog series, Martin Weller demonstrates a rich history of innovation and effective implementation of ed tech across higher education. From Bulletin Board Systems to blockchain, Weller follows the trajectory of education by focusing each chapter on a technology, theory, or concept that has influenced each year since 1994. Calling for both caution and enthusiasm, Weller advocates for a critical and research-based approach to new technologies, particularly in light of disinformation, the impact of social media on politics, and data surveillance trends. A concise and necessary retrospective, this book will be valuable to educators, ed tech practitioners, and higher education administrators, as well as students." Credits: Text in quotes from the book website published by Athabasca University Press CC-BY-NC-ND BG music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time. Artwork X-Ray Specs by @visualthinkery is licenced under CC-BY-SA. Audio book chapters produced by Clint Lalonde. Between the Chapters bonus podcast episodes produced by Laura Pasquini. 25 Years of Ed Tech is a serialized audio version of the book 25 Years of Ed Tech, written by Martin Weller of the Open University and published by AU Press. ed tech, education, technology, learning, online, higher ed Clint Lalonde & Laura Pasquini No No 25 Years of Ed Tech Trailer 25 Years of Ed Tech Trailer trailer 3ec77eb2-96d6-4cbd-95a6-bb8bc4e9c34e https://share.transistor.fm/s/077b3a70 Background music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time.

]]> Background music Abstract Corporate by Gribsound released under a CC-BY license. Track was edited for time.

]]> Sat, 03 Oct 2020 12:08:32 -0700 Martin Weller & Friends Martin Weller & Friends 80 Trailer for upcoming 25 Years of Ed Tech audio book and Between the Chapters podcast. Trailer for upcoming 25 Years of Ed Tech audio book and Between the Chapters podcast. ed tech, education, technology, learning, online, higher ed No Acknowledgments and Introduction Acknowledgments and Introduction full 2507f66e-8a63-44e3-b307-7c921e4b8515 https://share.transistor.fm/s/347228be Mon, 02 Nov 2020 01:00:00 -0800 Martin Weller Martin Weller 948 In this episode, author Martin Weller kicks off the audio version of the book with his book acknowledgements & the book introduction which establishes the major themes of the book. In this episode, author Martin Weller kicks off the audio version of the book with his book acknowledgements & the book introduction which establishes the major themes of the book. ed tech, education, technology, learning, online, higher ed No About the 25 Years of Ed Tech Audio Project About the 25 Years of Ed Tech Audio Project bonus 91e41302-e646-4788-8a8b-43827a68180d https://share.transistor.fm/s/ec18b964 How this audio project for the 25 Years of Ed Tech book got started. From a Google doc for chapter narrators to the bonus podcast banter, Clint, Martin, & Laura discuss the goals of this audiobook and companion podcast are all about. As open audiophiles who love audiobooks, podcasts, and other things we can listen to, we are excited to hear other voices from the community to gain their insights and perspectives. We hope the reading of this book and the chat on the bonus episodes encourage others to reflect, blog, tweet, and comment as to what these topics of educational technology mean to you!


Thanks to Athabasca University Press for their open access to journals, books, and this project!

Shout out to Brian Mathers for the 25 Years of Ed Tech Image Remixer 


Here’s to overcoming the “Amnesia of Ed Tech”… we’ve got the cure? Or maybe a series of conversations and audio book readings to prompt a discussion.

Follow on Twitter: @YearsEd

Do you want to talk about a chapter? Let us know at https://25years.opened.ca/contact-us/ 


Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Matteo Mathers

]]> How this audio project for the 25 Years of Ed Tech book got started. From a Google doc for chapter narrators to the bonus podcast banter, Clint, Martin, & Laura discuss the goals of this audiobook and companion podcast are all about. As open audiophiles who love audiobooks, podcasts, and other things we can listen to, we are excited to hear other voices from the community to gain their insights and perspectives. We hope the reading of this book and the chat on the bonus episodes encourage others to reflect, blog, tweet, and comment as to what these topics of educational technology mean to you!


Thanks to Athabasca University Press for their open access to journals, books, and this project!

Shout out to Brian Mathers for the 25 Years of Ed Tech Image Remixer 


Here’s to overcoming the “Amnesia of Ed Tech”… we’ve got the cure? Or maybe a series of conversations and audio book readings to prompt a discussion.

Follow on Twitter: @YearsEd

Do you want to talk about a chapter? Let us know at https://25years.opened.ca/contact-us/ 


Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Matteo Mathers

]]> Tue, 03 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1419 Listen to how this audio project for the 25 Years of Ed Tech book got started with Martin, Clint, & Laura Listen to how this audio project for the 25 Years of Ed Tech book got started with Martin, Clint, & Laura ed tech, education, technology, learning, online, higher ed No Behind the "Between the Chapters" Episodes Behind the "Between the Chapters" Episodes bonus 29d44939-cdfc-41d9-a7fd-f4fdb7866cb4 https://share.transistor.fm/s/f07d0123 In this episode, Laura talks to Jason Finnery who wrote an article about the 25 Years of Ed Tech Audiobook & Between The Chapters podcast  for BCCampus (thanks!). This is a cut of the interview to give you more “behind the scenes” of how the bonus podcast episodes came about where we banter/discuss each book chapter. Here are a few podcasting tools mentioned in our conversation:

Zoom

Audio Hijack

Transitor.fm 

Auphonic

Dig CC Mixer

25 Years of Ed Tech Image Remixer 

Audacity

Garageband

Laura’s “technical pro-podcasting” setup (in her closet)


Terry Gross - NPR’s All Things Considered


Fancy a discussion or conversation with us about a book chapter? Do you have suggestions to improve Laura’s podcasting skills? Let us know at https://25years.opened.ca/contact-us/ 


Follow on Twitter: @YearsEd

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Dr Maren Deepwell

]]> In this episode, Laura talks to Jason Finnery who wrote an article about the 25 Years of Ed Tech Audiobook & Between The Chapters podcast  for BCCampus (thanks!). This is a cut of the interview to give you more “behind the scenes” of how the bonus podcast episodes came about where we banter/discuss each book chapter. Here are a few podcasting tools mentioned in our conversation:

Zoom

Audio Hijack

Transitor.fm 

Auphonic

Dig CC Mixer

25 Years of Ed Tech Image Remixer 

Audacity

Garageband

Laura’s “technical pro-podcasting” setup (in her closet)


Terry Gross - NPR’s All Things Considered


Fancy a discussion or conversation with us about a book chapter? Do you have suggestions to improve Laura’s podcasting skills? Let us know at https://25years.opened.ca/contact-us/ 


Follow on Twitter: @YearsEd

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Dr Maren Deepwell

]]> Wed, 04 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1050 This episode gets meta. An episode about the bonus podcast episodes discussing the audiobook for the 25 Years of Ed Tech. Pulling back the curtain, baby! How the "bonus" episodes came about. This episode gets meta. An episode about the bonus podcast episodes discussing the audiobook for the 25 Years of Ed Tech. Pulling back the curtain, baby! How the "bonus" episodes came about. ed tech, education, technology, learning, online, higher ed No Between the Chapters: Introduction with @mweller Between the Chapters: Introduction with @mweller bonus d27d8fdd-1e8b-49a0-8bc0-49f528b0bb49 https://share.transistor.fm/s/3f654c91 In this episode, Laura has a chat with Martin about the creation of the 25 Years of Ed Tech. From a blog post series to exploring each year in more depth to now -- the book is born! 

We discuss how the chapters came about, the introduction chapter, and take a sneak peek behind the scenes for the writing process. In talking about the history of ed tech, Martin has offered a few themes and issues from his perspective that he hopes the larger community of teaching and learning continues to draw from, add to, or even fill in the gaps. We discuss the history of ed tech shared in the book, and what it means for our pivot to online learning now. 


Martin’s Blog - The Ed Techie

The Association for Learning Technology (ALT) & ALT-C (Conference)

25 Years of Ed Tech Book

Thanks to Athabasca University Press for their open access to journals, books, and this project!

Follow on Twitter: @YearsEd
Do you have a question about this audio project? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Ken Bauer Favel

]]> In this episode, Laura has a chat with Martin about the creation of the 25 Years of Ed Tech. From a blog post series to exploring each year in more depth to now -- the book is born! 

We discuss how the chapters came about, the introduction chapter, and take a sneak peek behind the scenes for the writing process. In talking about the history of ed tech, Martin has offered a few themes and issues from his perspective that he hopes the larger community of teaching and learning continues to draw from, add to, or even fill in the gaps. We discuss the history of ed tech shared in the book, and what it means for our pivot to online learning now. 


Martin’s Blog - The Ed Techie

The Association for Learning Technology (ALT) & ALT-C (Conference)

25 Years of Ed Tech Book

Thanks to Athabasca University Press for their open access to journals, books, and this project!

Follow on Twitter: @YearsEd
Do you have a question about this audio project? Let us know at https://25years.opened.ca/contact-us/
Podcast episode art:
X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Ken Bauer Favel

]]> Thu, 05 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1811 From a blog post series to exploring each year in more depth to now -- the book is born! In this episode, Laura has a chat with Martin about the creation of the 25 Years of Ed Tech book. From a blog post series to exploring each year in more depth to now -- the book is born! In this episode, Laura has a chat with Martin about the creation of the 25 Years of Ed Tech book. ed tech, education, technology, learning, online, higher ed No Chapter 1: 1994 Bulletin Board Systems Chapter 1: 1994 Bulletin Board Systems full cf14027f-a2e7-43f3-ae57-ad6b468b13c1 https://share.transistor.fm/s/d467286d Our historical review of education technology begins in 1994 with Bulletin Board Systems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter looks at how the BBS changed the nature of distance in distance education, student resistance to this new form of communication in distance learning, and how the BBS surfaced early issues around copyright of digitized materials. The chapter is read by Bonni Stachowiak host of the Teaching in Higher Ed podcast.

]]> Our historical review of education technology begins in 1994 with Bulletin Board Systems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter looks at how the BBS changed the nature of distance in distance education, student resistance to this new form of communication in distance learning, and how the BBS surfaced early issues around copyright of digitized materials. The chapter is read by Bonni Stachowiak host of the Teaching in Higher Ed podcast.

]]> Mon, 09 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 705 Our historical review of education technology begins in 1994 with Bulletin Board Sustems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter is read by Bonni Stachowiak host of the Teaching in Higher Ed podcast. Our historical review of education technology begins in 1994 with Bulletin Board Sustems or BBS and looks at how BBS laid the groundwork for much of the networked communications we now use on a daily basis. The chapter is read by Bonni Stachowiak host of ed tech, education, technology, learning, online, higher ed No Between the Chapters: #1 talking BBS with @cogdog Between the Chapters: #1 talking BBS with @cogdog bonus 0e99caeb-e624-485b-85d0-7563d2feb9f0 https://share.transistor.fm/s/ad5b1181 In this episode, Laura Pasquini chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. We reflect back to the time of dial-up internet, the start community interest groups, and the beginnings of how these technologies would have impacted educational technology. What we learned then, that maybe we could be reminded of nowadays.

Questions from the chapter: What else is going on in this BBS space in the 1990s? What have we learned from these early days of BBS, for the things that came next?


Connect to Alan: http://cog.dog/ 

Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Laura Pasquini

]]> In this episode, Laura Pasquini chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. We reflect back to the time of dial-up internet, the start community interest groups, and the beginnings of how these technologies would have impacted educational technology. What we learned then, that maybe we could be reminded of nowadays.

Questions from the chapter: What else is going on in this BBS space in the 1990s? What have we learned from these early days of BBS, for the things that came next?


Connect to Alan: http://cog.dog/ 

Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Laura Pasquini

]]> Thu, 12 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2940 In this episode, Laura chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. In this episode, Laura chats with Alan Levine about Bulletin Board Systems (BBS) and what was going on in the land of learning online in 1994. ed tech, education, technology, learning, online, higher ed No Chapter 2: 1995 The Web Chapter 2: 1995 The Web full e96a6230-a5e1-4ddf-ad0b-75c6aaa4afe4 https://share.transistor.fm/s/0cb75572 Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other technology has gone on to profoundly alter not only education but society as a whole. Chapter 2 is narrated by Jeffery Saddoris. 

]]> Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other technology has gone on to profoundly alter not only education but society as a whole. Chapter 2 is narrated by Jeffery Saddoris. 

]]> Mon, 16 Nov 2020 07:40:49 -0800 Martin Weller & Friends Martin Weller & Friends 686 Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other technology has gone on to profoundly alter not only education but society as a whole. Chapter 2 is narrated by Jeffery Saddoris. Even though it was invented in the late 1980s by CERN researcher Time Berners-Lee, 1995 marks the year that the World Wide Web burst into wide public consciousness. Initially dismissed as a passing fade by many in education, the web more than any other te ed tech, education, technology, learning, online, higher ed No Between the Chapters: #2 on the Web with @jimgroom Between the Chapters: #2 on the Web with @jimgroom bonus c0b1907a-9eb2-4c16-97ab-1085e4b370ca https://share.transistor.fm/s/2511e40d In this episode, Laura Pasquini and Jim Groom reflect back to their OG Internet experiences as they get nostalgic about Chapter 2: The Web. The World Wide Web vs. the Internet as we know is discussed, specifically for what it means for learning, teaching, and more in higher education. The Web was a really powerful way to share educational resources, plus gave access and new avenues for how, where, and when people learn. We hope you enjoy this conversation as we talk about the affordances and tensions of the Web, and perhaps we will consider how this will impact education moving forward.


“The realization that anyone in the world could now see their page was a revelation. This act now seems like the mythical mudskipper crawling from the sea to the land: a symbolic evolutionary moment.” ~@mweller, Chapter 2: The Web 


Here are a few of the many aspects of the Web threw back to in the episode:

Connect to Jim: https://bavatuesdays.com/ 


Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Katy Jordhal

]]> In this episode, Laura Pasquini and Jim Groom reflect back to their OG Internet experiences as they get nostalgic about Chapter 2: The Web. The World Wide Web vs. the Internet as we know is discussed, specifically for what it means for learning, teaching, and more in higher education. The Web was a really powerful way to share educational resources, plus gave access and new avenues for how, where, and when people learn. We hope you enjoy this conversation as we talk about the affordances and tensions of the Web, and perhaps we will consider how this will impact education moving forward.


“The realization that anyone in the world could now see their page was a revelation. This act now seems like the mythical mudskipper crawling from the sea to the land: a symbolic evolutionary moment.” ~@mweller, Chapter 2: The Web 


Here are a few of the many aspects of the Web threw back to in the episode:

Connect to Jim: https://bavatuesdays.com/ 


Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Katy Jordhal

]]> Thu, 19 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1915 In this episode, Laura Pasquini and Jim Groom reflect back to their first Internet experiences as they get nostalgic about The Web from Chapter 2 of the book. In this episode, Laura Pasquini and Jim Groom reflect back to their first Internet experiences as they get nostalgic about The Web from Chapter 2 of the book. ed tech, education, technology, learning, online, higher ed No Chapter 3: 1996 Computer-Mediated Comunication Chapter 3: 1996 Computer-Mediated Comunication full 2732bca4-7c9b-4cb2-8baf-b9521ab14ad4 https://share.transistor.fm/s/4a8a88a7 Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.

]]> Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini.

]]> Mon, 23 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 669 Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators to explore the implicit assumptions involved in teaching & learning and begin to unpack those assumptions to meet the demands of CMC environments. This chapter is read by Laura Pasquini. Computer-Mediated Communication (CMC) marks the point where the technology began to be used with pedagogical intent in education, providing support for emerging Constructivist models of learning. The use of CMC's also began to force questions of educators ed tech, education, technology, learning, online, higher ed No Between the Chapters: #3 CMC with @slowtech2000 & @mbrownz Between the Chapters: #3 CMC with @slowtech2000 & @mbrownz bonus f06d6da4-d784-41bd-bdb5-c52c65c033d9 https://share.transistor.fm/s/d762e6f8 In this Between the Chapters episode, Laura is joined by Clare Thomson and Mark Brown to get nostalgic for the things we were building and working on back in the mid-90s with computer-mediated communication (CMC)... and then some for Chapter 3. We dig into the pioneering practices and “cottage innovations” that were groundbreaking at the time, and offer us some sound learned lessons for today. What we did then, may still be relevant now for how we are thinking about online learning. Here are a few things we mentioned during this episode:

“Ed tech is not a game for the impatient.” ~ @mweller 


How can we go back, to the things we learned then, to move us forward in the virtual learning environments?

How will our community be dialoguing about these ideas and issues related to CMC for how we teach and learn now?


Learn more about the guests in this episode:

Clare: https://www.lostandfoundinedtech.org/ 

Mark: https://www.dcu.ie/nidl/director-nidl 


Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Clare Thomson.

]]> In this Between the Chapters episode, Laura is joined by Clare Thomson and Mark Brown to get nostalgic for the things we were building and working on back in the mid-90s with computer-mediated communication (CMC)... and then some for Chapter 3. We dig into the pioneering practices and “cottage innovations” that were groundbreaking at the time, and offer us some sound learned lessons for today. What we did then, may still be relevant now for how we are thinking about online learning. Here are a few things we mentioned during this episode:

“Ed tech is not a game for the impatient.” ~ @mweller 


How can we go back, to the things we learned then, to move us forward in the virtual learning environments?

How will our community be dialoguing about these ideas and issues related to CMC for how we teach and learn now?


Learn more about the guests in this episode:

Clare: https://www.lostandfoundinedtech.org/ 

Mark: https://www.dcu.ie/nidl/director-nidl 


Follow on Twitter: @YearsEd

Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Clare Thomson.

]]> Thu, 26 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1957 Laura chats with Clare Thomson & Mark Brown on all things CMC, and how it relates to our teaching and learning practice online then and now. Laura chats with Clare Thomson & Mark Brown on all things CMC, and how it relates to our teaching and learning practice online then and now. ed tech, education, technology, learning, online, higher ed No Chapter 4: 1997 Constructivism Chapter 4: 1997 Constructivism full 50544b96-3db7-4fc7-a665-4976716f50e6 https://share.transistor.fm/s/c7aeb83b Chapter 4 1997 looks at, not a specific technology, but at the learning theory Constructivism and a number of different pedagogical models that the increased use of technology in education inspired including Problem Based Learning (PBL), Resource-Based Learning (RBL), and Communities of Practice (COP). Read by Tim Carson, host of the Praxis Pedagogy podcast

]]> Chapter 4 1997 looks at, not a specific technology, but at the learning theory Constructivism and a number of different pedagogical models that the increased use of technology in education inspired including Problem Based Learning (PBL), Resource-Based Learning (RBL), and Communities of Practice (COP). Read by Tim Carson, host of the Praxis Pedagogy podcast

]]> Mon, 30 Nov 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1298 Tim Carson, host of the Praxis Pedagogy podcast narrates chapter 4 1997 Constructivism. In this chapter, Martin explores not a specific technology, but a number of different pedagogical models & learning theories that became popular because of the increased use of networked technologies. Tim Carson, host of the Praxis Pedagogy podcast narrates chapter 4 1997 Constructivism. In this chapter, Martin explores not a specific technology, but a number of different pedagogical models & learning theories that became popular because of the inc ed tech, education, technology, learning, online, higher ed No Between the Chapters: #4 deconstructing constructivism with @Jessifer Between the Chapters: #4 deconstructing constructivism with @Jessifer bonus 513051ab-578a-4349-a750-0d5e6714d92c https://share.transistor.fm/s/b8b291a6 In this Between the Chapters episode, Laura chats with Jesse Stommel about constructivism (Chapter 4) and everything in the universe of education. We work through Jesse’s detest of “scaffolding” and praise for the Dewey’s ideas from over a hundred years ago. You’ll hear what we’re thinking about being more student-centered to move us outside of current learning panopticons -- by actually talking to students to figure out how we can learn today. We bat around ideas for a more nuanced conversation of what ed tech can look like now during a pandemic, and perhaps in the future if we think more critically about our digital pedagogy and listen to one another. Imagine that! 


“In higher education, pedagogical thought just isn’t a thing -- it doesn’t even actually exist as a thing.” ~ @jessifer


Here are a few things we discuss, rant, and praise in this episode of the pod:

Community Challenge: Let’s ask ourselves hard questions about what does and doesn’t work in our online learning spaces and places.


Question: How does Papert’s Constructionism learning theory fit in with constructivism and what is discussed in Chapter 4 and our conversation?


Connect with and learn more about Jesse’s work at: 

https://www.jessestommel.com/ 

@HybridPed

@DigPedLab

https://urgencyofteachers.com/

---

Tell your friends/colleagues to subscribe to the podcast & connect to @YearsEd on Twitter. Do you have thoughts, comments, or questions about this podcast? Contact us! Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Rajiv Jhangiani.

]]> In this Between the Chapters episode, Laura chats with Jesse Stommel about constructivism (Chapter 4) and everything in the universe of education. We work through Jesse’s detest of “scaffolding” and praise for the Dewey’s ideas from over a hundred years ago. You’ll hear what we’re thinking about being more student-centered to move us outside of current learning panopticons -- by actually talking to students to figure out how we can learn today. We bat around ideas for a more nuanced conversation of what ed tech can look like now during a pandemic, and perhaps in the future if we think more critically about our digital pedagogy and listen to one another. Imagine that! 


“In higher education, pedagogical thought just isn’t a thing -- it doesn’t even actually exist as a thing.” ~ @jessifer


Here are a few things we discuss, rant, and praise in this episode of the pod:

Community Challenge: Let’s ask ourselves hard questions about what does and doesn’t work in our online learning spaces and places.


Question: How does Papert’s Constructionism learning theory fit in with constructivism and what is discussed in Chapter 4 and our conversation?


Connect with and learn more about Jesse’s work at: 

https://www.jessestommel.com/ 

@HybridPed

@DigPedLab

https://urgencyofteachers.com/

---

Tell your friends/colleagues to subscribe to the podcast & connect to @YearsEd on Twitter. Do you have thoughts, comments, or questions about this podcast? Contact us! Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by Rajiv Jhangiani.

]]> Thu, 03 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2151 In this episode, Laura & Jesse chat/rant/think about constructivism (Chapter 4) and ALL THE THINGS about teaching & learning. In this episode, Laura & Jesse chat/rant/think about constructivism (Chapter 4) and ALL THE THINGS about teaching & learning. ed tech, education, technology, learning, online, higher ed No Chapter 5: 1998 Wikis Chapter 5: 1998 Wikis full 3591e4d0-b254-448a-bf68-2fc27409a266 https://share.transistor.fm/s/818bff3b 1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer. 

]]> 1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer. 

]]> Mon, 07 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 818 1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the development of one of the most popular collaborative websites in the world in Wikipedia. This chapter is read by Ken Bauer. 1998 is the year of the Wiki. With its roots in the hippie culture of California, the wiki was one of the first collaborative web platforms that led to the rise of a web that was not only consumable by anyone, but also writeable by anyone, and led to the ed tech, education, technology, learning, online, higher ed No Between the Chapters: #5 collaborating in wikis with @guzdial Between the Chapters: #5 collaborating in wikis with @guzdial bonus 49751757-70c2-4bb7-9b17-07dddd0f8f10 https://share.transistor.fm/s/3a0db139 This episode is targeted at Chapter 5: Wikis, but really we talk even more about how we create collaborative learning experiences, empower learners to contribute to their own courses, and how knowledge can be co-created in our educational spaces. Here are a few things we mentioned in the episode - enjoy:

Questions:

  • How do you create a culture of collaborative learning that is valued by your students?
  • How can we better meet teaching and student needs with the ed tech tools, platforms, and spaces? (Imagine!) 
  • Martin: How is the Open U using some of these technologies, and what can other institutions learn from your institution's experiments and innovations?

Connect to Mark’s work at: https://computinged.wordpress.com/ 


Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by texto digital.

]]> This episode is targeted at Chapter 5: Wikis, but really we talk even more about how we create collaborative learning experiences, empower learners to contribute to their own courses, and how knowledge can be co-created in our educational spaces. Here are a few things we mentioned in the episode - enjoy:

Questions:

  • How do you create a culture of collaborative learning that is valued by your students?
  • How can we better meet teaching and student needs with the ed tech tools, platforms, and spaces? (Imagine!) 
  • Martin: How is the Open U using some of these technologies, and what can other institutions learn from your institution's experiments and innovations?

Connect to Mark’s work at: https://computinged.wordpress.com/ 


Do you have thoughts, comments, or questions about this podcast? Let us know at https://25years.opened.ca/contact-us/ 

Podcast episode art:

X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remixed by texto digital.

]]> Thu, 10 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2211 In this Between the Chapters book club conversation, Laura is joined by Mark Guzdial to talk about all things wikis, specifically the collective learning and teaching with wikis and the web. In this Between the Chapters book club conversation, Laura is joined by Mark Guzdial to talk about all things wikis, specifically the collective learning and teaching with wikis and the web. ed tech, education, technology, learning, online, higher ed No Chapter 6: 1999 E-Learning Chapter 6: 1999 E-Learning full 29a42bc8-160f-4719-80cd-cb014053cc08 https://share.transistor.fm/s/4c49b666 It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder.

]]> It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder.

]]> Mon, 14 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 817 It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution and connective network. E-Learning is read by Angela Gunder. It could be argued that, at the turn of the last century, E-Learning ushered in a golden age of education technology with educators experimenting with numerous models and technologies to facilitate learning using the internet as the primary distribution a ed tech, education, technology, learning, online, higher ed No Between the Chapters #6 e-learning like it's 1999 with @blacktimelord Between the Chapters #6 e-learning like it's 1999 with @blacktimelord bonus e492e733-e270-4c73-b574-1d400b15fc43 https://share.transistor.fm/s/30823454 In this week’s Between the Chapters episode, Laura chats with Kelvin Bentley about all things e-Learning based on Martin’s Chapter 6: e-Learning. These reflections discuss how far e-Learning has and hasn’t come now that many higher ed institutions are being challenged during the pandemic, and what distance education will continue to look like post-COVID-19. More importantly, we discuss what we can learn from 1999 and take these building blocks for how we want learning to look like in the future at our colleges and universities.

Questions for the community:

  • What skills are you putting into your own practice or toolkit to support online learning now and for the future?
  • How are we preparing ourselves for this evolving future for digital learning?
  • What are people thinking about the future of professional organizations? Can we stay engaged in an “unconference” way to stay engaged with our colleagues/peers/professionals in the field? 
  • How will we chart the future of our own professional development?
  • What ways are you planning post-pandemic learning at your university or college?

Connect with Kelvin and follow his work on Twitter & LinkedIn.


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Dr Maren Deepwell.

]]> In this week’s Between the Chapters episode, Laura chats with Kelvin Bentley about all things e-Learning based on Martin’s Chapter 6: e-Learning. These reflections discuss how far e-Learning has and hasn’t come now that many higher ed institutions are being challenged during the pandemic, and what distance education will continue to look like post-COVID-19. More importantly, we discuss what we can learn from 1999 and take these building blocks for how we want learning to look like in the future at our colleges and universities.

Questions for the community:

  • What skills are you putting into your own practice or toolkit to support online learning now and for the future?
  • How are we preparing ourselves for this evolving future for digital learning?
  • What are people thinking about the future of professional organizations? Can we stay engaged in an “unconference” way to stay engaged with our colleagues/peers/professionals in the field? 
  • How will we chart the future of our own professional development?
  • What ways are you planning post-pandemic learning at your university or college?

Connect with Kelvin and follow his work on Twitter & LinkedIn.


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Dr Maren Deepwell.

]]> Thu, 17 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2263 It looks like we're still at the 1999 party for e-Learning... listen to Laura & Kelvin Bentley discuss how this distance education disco has and hasn't changed in this Between the Chapters episode. It looks like we're still at the 1999 party for e-Learning... listen to Laura & Kelvin Bentley discuss how this distance education disco has and hasn't changed in this Between the Chapters episode. ed tech, education, technology, learning, online, higher ed No Chapter 7: 2000 Learning Objects Chapter 7: 2000 Learning Objects full a9fff307-6807-4806-927a-2852678a6841 https://share.transistor.fm/s/b3db312c Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb.

]]> Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb.

]]> Mon, 21 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 801 Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb. Did Learning Objects succeed, or did they fail? Why did something that seemed to have such a compelling argument for their development seem to sputter in implementation? Read by Brian Lamb. ed tech, education, technology, learning, online, higher ed No Between the Chapters #7 searching for learning objects with @brlamb, @realdlnorman, & @kavubob Between the Chapters #7 searching for learning objects with @brlamb, @realdlnorman, & @kavubob bonus 90ad3847-8138-4342-9890-6b425403a63a https://share.transistor.fm/s/0a864449 In this Between the Chapters episode Laura talks with Brian Lamb, D’Arcy Norman, and John Robertson about Chapter 7: Learning Objects. We learn about Brian and D’Arcy’s “meet cute” over moveable objects requests for repositories, and how John and others see learning objects as OERs with an open license. And see how some of these early tools, platforms, and ideas from learning objects helped to evolve into other useful learning spaces (e.g. blogs and wikis), attribution + open licensing (Creative Commons), and more! 

“What do people do with all this stuff?... And, what do you actually do with all these things?” D’Arcy Norman, digital hoarding and reusability of the Learning Objects


Questions for Martin & Friends:

  • Do you think that, in terms of the time, money, and effort spent on repositories and learning objects, we are having better conversations about our teaching and learning? 
  • How would we approach a similar type of project now with cross-institutional sharing? 
  • What would have we learned from learning objects from the past that can apply to a project like this in the future?

Connect and learn with these lads at:

Brian Lamb: https://abject.ca/ 

D’Arcy Norman: https://darcynorman.net/ 

John Robertson: http://kavubob.com/ 


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by KevinHodgson.

]]> In this Between the Chapters episode Laura talks with Brian Lamb, D’Arcy Norman, and John Robertson about Chapter 7: Learning Objects. We learn about Brian and D’Arcy’s “meet cute” over moveable objects requests for repositories, and how John and others see learning objects as OERs with an open license. And see how some of these early tools, platforms, and ideas from learning objects helped to evolve into other useful learning spaces (e.g. blogs and wikis), attribution + open licensing (Creative Commons), and more! 

“What do people do with all this stuff?... And, what do you actually do with all these things?” D’Arcy Norman, digital hoarding and reusability of the Learning Objects


Questions for Martin & Friends:

  • Do you think that, in terms of the time, money, and effort spent on repositories and learning objects, we are having better conversations about our teaching and learning? 
  • How would we approach a similar type of project now with cross-institutional sharing? 
  • What would have we learned from learning objects from the past that can apply to a project like this in the future?

Connect and learn with these lads at:

Brian Lamb: https://abject.ca/ 

D’Arcy Norman: https://darcynorman.net/ 

John Robertson: http://kavubob.com/ 


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by KevinHodgson.

]]> Thu, 24 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2282 Learning Objects, metadata, and repositories.... OH MY! In this Between the Chapters "book club" Laura gathers 'round the fire with John, Brian, & D'Arcy reminisce about the early aughts of learning object repositories and interoperable metadata standards. "Every time a bell rings, an angel fills in a LOM record." ~D'Arcy Norman Learning Objects, metadata, and repositories.... OH MY! In this Between the Chapters "book club" Laura gathers 'round the fire with John, Brian, & D'Arcy reminisce about the early aughts of learning object repositories and interoperable metadata stand ed tech, education, technology, learning, online, higher ed No Chapter 8: 2001 eLearning Standards Chapter 8: 2001 eLearning Standards full 79b5c2c9-4a78-400c-8649-d16f94b1d2c3 https://share.transistor.fm/s/edddab9c Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged. 

]]> Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged. 

]]> Mon, 28 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 887 Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged. Metadata, SCORM, LTI. This chapter takes a look at the year 2001 when technical standards for the creation of interoperable learning content emerged. ed tech, education, technology, learning, online, higher ed No Between the Chapters #8 reflecting on eLearning Standards with @LornaMCampbell & @philbarker Between the Chapters #8 reflecting on eLearning Standards with @LornaMCampbell & @philbarker bonus 03375a5e-0a3f-4cfd-a475-d256352b6487 https://share.transistor.fm/s/0f10156f For this Between the Chapters book club episode, Laura is joined by Lorna Campbell and Phil Barker to talk about E-Learning Standards from Chapter 8 of Martin’s book. They discuss how learning resources were a challenge to define and became a challenge to standardize, as Phil said:

“We have to remember that learning is not something that’s delivered. Learning is an activity. Learning is not content. Learning is a verb and not a noun.”

“The [learning] resources themselves would be self-describing.” ~ @KavuBob


Questions for Martin & the community:

What were the challenges we encountered when considering standards of learning? Why will this be important in the future?


Are you interested in connecting to guests from this episode? Find their work at: 

Lorna Campbell: https://lornamcampbell.org/ 

Phil Barker: https://blogs.pjjk.net/phil/


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by MakeThisButter.

]]> For this Between the Chapters book club episode, Laura is joined by Lorna Campbell and Phil Barker to talk about E-Learning Standards from Chapter 8 of Martin’s book. They discuss how learning resources were a challenge to define and became a challenge to standardize, as Phil said:

“We have to remember that learning is not something that’s delivered. Learning is an activity. Learning is not content. Learning is a verb and not a noun.”

“The [learning] resources themselves would be self-describing.” ~ @KavuBob


Questions for Martin & the community:

What were the challenges we encountered when considering standards of learning? Why will this be important in the future?


Are you interested in connecting to guests from this episode? Find their work at: 

Lorna Campbell: https://lornamcampbell.org/ 

Phil Barker: https://blogs.pjjk.net/phil/


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by MakeThisButter.

]]> Thu, 31 Dec 2020 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2590 For this book club chat, Between the Chapters, Laura talks with Lorna and Phil all about eLearning Standards. What they are, why they were developed, and what we can learn from these now. For this book club chat, Between the Chapters, Laura talks with Lorna and Phil all about eLearning Standards. What they are, why they were developed, and what we can learn from these now. ed tech, education, technology, learning, online, higher ed No Chapter 9: 2002 Learning Management Systems (LMS) Chapter 9: 2002 Learning Management Systems (LMS) full bb0ed660-5121-4d8c-bdce-6e3d41576317 https://share.transistor.fm/s/f1ed38c7 Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one size fits all LMS/VLE, it has, like the institutions it serves, proved to be resilient and hard to break down. However, is this because the LMS is a "good enough" tool, or is it a result of "software sedimentation" that has resulted in enterprise process and structures being built around the LMS/VLE in such a way that alternatives become impossible to imagine, let alone implement. 

]]> Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one size fits all LMS/VLE, it has, like the institutions it serves, proved to be resilient and hard to break down. However, is this because the LMS is a "good enough" tool, or is it a result of "software sedimentation" that has resulted in enterprise process and structures being built around the LMS/VLE in such a way that alternatives become impossible to imagine, let alone implement. 

]]> Mon, 04 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 738 Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one size fits all LMS/VLE, it has, like the institutions it serves, proved to be resilient and hard to break down. However, is this because the LMS is a "good enough" tool, or is it a result of "software sedimentation" that has resulted in enterprise process and structures being built around the LMS/VLE in such a way that alternatives become impossible to imagine, let alone implement. Without a doubt, the dominant educational technology in use today in most educational institutions is the Learning Management System (LMS) or Virtual Learning Environment (VLE). Despite repeated calls over the years by educators for the end of the one siz ed tech, education, technology, learning, online, higher ed No Between the Chapters #9 resistance & care for the LMS with @OnlineCrsLady, @brennacgray & @carolak Between the Chapters #9 resistance & care for the LMS with @OnlineCrsLady, @brennacgray & @carolak bonus 3991a5d1-f74d-4e3d-a237-54d6cda52ca0 https://share.transistor.fm/s/de9a2bd9 In this Between the Chapters episode Laura talks with Laura Gibbs, Brenna Clarke Gray, and Caroline Kuhn about Chapter 9: The Learning Management System (LMS). The panel of this episode rejects how the LMS is not “linky” and how closed LMS constrains both the learner and educator from engaging online. But we also caution against how this LMS hub has grown since 2002 in its role for digital teaching and learning for higher ed institutions to also expand into a repository for data collection, learning analytics, and surveillance. Listen to our metaphors and meanderings about the LMS, and what we’ve been thinking about thanks to Martin’s chapter #9:

Questions for Martin & the community:

  • Where do we put the resources needed to actually use the LMS?
  • What are the metaphors should we collect and dissect around teaching & learning?
  • Do you think the LMS is a best practice? Or how do you push against that idea?

Be sure to connect and follow the guests of this episode at:

Laura Gibbs: http://mythfolklore.net/ 

Brenna Clarke Gray: https://blog.communityofpraxis.ca/ 

Caroline Kuhn: https://carolinekuhn.net/ 


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Tom Farrelly.

]]> In this Between the Chapters episode Laura talks with Laura Gibbs, Brenna Clarke Gray, and Caroline Kuhn about Chapter 9: The Learning Management System (LMS). The panel of this episode rejects how the LMS is not “linky” and how closed LMS constrains both the learner and educator from engaging online. But we also caution against how this LMS hub has grown since 2002 in its role for digital teaching and learning for higher ed institutions to also expand into a repository for data collection, learning analytics, and surveillance. Listen to our metaphors and meanderings about the LMS, and what we’ve been thinking about thanks to Martin’s chapter #9:

Questions for Martin & the community:

  • Where do we put the resources needed to actually use the LMS?
  • What are the metaphors should we collect and dissect around teaching & learning?
  • Do you think the LMS is a best practice? Or how do you push against that idea?

Be sure to connect and follow the guests of this episode at:

Laura Gibbs: http://mythfolklore.net/ 

Brenna Clarke Gray: https://blog.communityofpraxis.ca/ 

Caroline Kuhn: https://carolinekuhn.net/ 


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Tom Farrelly.

]]> Thu, 07 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2903 On this episode Laura is joined by Brenna, Caroline, & Laura to unpack the learning management system (LMS). We've got a few thoughts, metaphors, and words for you, dear LMS. Listen up! On this episode Laura is joined by Brenna, Caroline, & Laura to unpack the learning management system (LMS). We've got a few thoughts, metaphors, and words for you, dear LMS. Listen up! ed tech, education, technology, learning, online, higher ed No Chapter 10 2003 Blogs Chapter 10 2003 Blogs full f83349b3-bc44-412a-85ce-fc3b2105604b https://share.transistor.fm/s/4be21192 Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more accessible dissemination of research findings, and the development of professional networks. But like other technologies examined in this book, blogging was not without challenges and setbacks before they gained academic acceptance.

]]> Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more accessible dissemination of research findings, and the development of professional networks. But like other technologies examined in this book, blogging was not without challenges and setbacks before they gained academic acceptance.

]]> Mon, 11 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 887 Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more accessible dissemination of research findings, and the development of professional networks. But like other technologies examined in this book, blogging was not without challenges and setbacks before they gained academic acceptance. Although blogs were not a technology developed specifically for education, it did not take long for educators and academics to realize the benefits associated with blogging. These ranged from the development of academic identities, quicker and more access ed tech, education, technology, learning, online, higher ed No Between the Chapters #10 blogging with @bonstewart & @edtechfactotum Between the Chapters #10 blogging with @bonstewart & @edtechfactotum bonus f7601cf8-5b64-44bb-86f0-9c3dc8b1b7f1 https://share.transistor.fm/s/d1e6e2ee In this episode of Between the Chapters Laura chats with Bonnie Stewart and Clint Lalonde about their blogging journey. We reflect on the posts we’ve written, the community of bloggers, and what it means related to Chapter 10: Blogs. Initially the affinity of “bloggers” connected a number of educators and academics to meet up at conferences and make connections with others in higher ed. Additionally, we saw how these personal blogs morphed towards commodification and commercial -- with the goals for putting out content or creating a brand. We miss the candid, vulnerable spaces of what edu blogs were back in 2003 and what it means to still be blogging today. 

Thanks for blogging, Martin. Keep on keepin’ on with your blog. We’re grateful for your words that have morphed into this book.


Find these bloggers and connect with these peers of mine online at: 

Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Deb Baff.

]]> In this episode of Between the Chapters Laura chats with Bonnie Stewart and Clint Lalonde about their blogging journey. We reflect on the posts we’ve written, the community of bloggers, and what it means related to Chapter 10: Blogs. Initially the affinity of “bloggers” connected a number of educators and academics to meet up at conferences and make connections with others in higher ed. Additionally, we saw how these personal blogs morphed towards commodification and commercial -- with the goals for putting out content or creating a brand. We miss the candid, vulnerable spaces of what edu blogs were back in 2003 and what it means to still be blogging today. 

Thanks for blogging, Martin. Keep on keepin’ on with your blog. We’re grateful for your words that have morphed into this book.


Find these bloggers and connect with these peers of mine online at: 

Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Deb Baff.

]]> Thu, 14 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2951 All about blogs, bloggers, blog communities, and the blog posts we have or should have written as we reflect on Chapter #10: Blogs. All about blogs, bloggers, blog communities, and the blog posts we have or should have written as we reflect on Chapter #10: Blogs. ed tech, education, technology, learning, online, higher ed No Chapter 11: 2004 OER Chapter 11: 2004 OER full 90d08e8a-9075-440a-beca-8ff01190e14f https://share.transistor.fm/s/d589a27c M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still pushing the concept forward and into mainstream adoption. This chapter explores some of the early days of OER and how those early projects & pioneers influenced a global movement that continues to build and evolve today. 

]]> M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still pushing the concept forward and into mainstream adoption. This chapter explores some of the early days of OER and how those early projects & pioneers influenced a global movement that continues to build and evolve today. 

]]> Mon, 18 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 992 M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still pushing the concept forward and into mainstream adoption. This chapter explores some of the early days of OER and how those early projects & pioneers influenced a global movement that continues to build and evolve today. M.I.T. is credited with the first large scale Open Education Resource (OER) project with the launch of their Open Courseware initiative in 2002. Since then, OER's have become something of a success story in education with OER projects and educators still ed tech, education, technology, learning, online, higher ed No Between the Chapters #11 sharing about OER & our open practices with @judyphalet, @catherinecronin, @vrodes, & @marendeepwell Between the Chapters #11 sharing about OER & our open practices with @judyphalet, @catherinecronin, @vrodes, & @marendeepwell bonus b0e20d54-d0fe-4e7c-af17-e667b58440f3 https://share.transistor.fm/s/394e8243 For this Between the Chapters episode, I have a 2-part conversation about open educational resources (OER) with Part I Judith Pete and Catherine Cronin, and then Part II with Virginia Rodés and Maren Deepwell. This extended episode dives into topics from Chapter 11 and beyond as we talk about practices, tensions, and context for OER around the world. We move beyond content and licensing to talk about what OER means now with the pivot to online and how it transforms the work we do for teaching, learning, and research. I hope you enjoy hearing about these opportunities and advances being made in open work from these scholars and practitioners.

“Enacting openness and engaging in open educational practices is always complex, personal, contextual, and continually negotiated. What will you do now?” ~ Catherine


“That tension between content and practice in education is quite important… but that is a continuum within the curriculum.” ~ Virginia


Questions for Martin, the OER community, Ed Tech friends, etc.:

  • How can I convince my colleagues to share their content to transform?
  • What can we learn from other OER institutions, e.g. MIT OCW?
  • What will you do now?
  • How are you thinking about “open” in the work you do for teaching, research, and learning practices?
  • How will you lead in an open, authentic way as an administrator?

Connect to and learn more about work from guests of this episode at:

Do you want to share your thoughts about OER? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Karyn Wisselink.

]]> For this Between the Chapters episode, I have a 2-part conversation about open educational resources (OER) with Part I Judith Pete and Catherine Cronin, and then Part II with Virginia Rodés and Maren Deepwell. This extended episode dives into topics from Chapter 11 and beyond as we talk about practices, tensions, and context for OER around the world. We move beyond content and licensing to talk about what OER means now with the pivot to online and how it transforms the work we do for teaching, learning, and research. I hope you enjoy hearing about these opportunities and advances being made in open work from these scholars and practitioners.

“Enacting openness and engaging in open educational practices is always complex, personal, contextual, and continually negotiated. What will you do now?” ~ Catherine


“That tension between content and practice in education is quite important… but that is a continuum within the curriculum.” ~ Virginia


Questions for Martin, the OER community, Ed Tech friends, etc.:

  • How can I convince my colleagues to share their content to transform?
  • What can we learn from other OER institutions, e.g. MIT OCW?
  • What will you do now?
  • How are you thinking about “open” in the work you do for teaching, research, and learning practices?
  • How will you lead in an open, authentic way as an administrator?

Connect to and learn more about work from guests of this episode at:

Do you want to share your thoughts about OER? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Karyn Wisselink.

]]> Thu, 21 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 4464 Let's get open about our resources, practices, teaching, learning, research, and all the things in between. Enjoy this extended, 2-part conversation on OER for Chapter 11. Let's get open about our resources, practices, teaching, learning, research, and all the things in between. Enjoy this extended, 2-part conversation on OER for Chapter 11. ed tech, education, technology, learning, online, higher ed No Chapter 12: 2005 Video Chapter 12: 2005 Video full e9245d5c-8aa0-4a0e-a0fc-47e3ab2bd9ee https://share.transistor.fm/s/2048dc8c While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video use in education and enabled new pedagogical models of teaching & learning, such as the flipped classroom. Read by Chad Flinn.

]]> While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video use in education and enabled new pedagogical models of teaching & learning, such as the flipped classroom. Read by Chad Flinn.

]]> Mon, 25 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 762 While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video use in education and enabled new pedagogical models of teaching & learning, such as the flipped classroom. Read by Chad Flinn. While video has a long history of use in education, it was the advent of YouTube in 2005 combined with an increasingly Do-It-Yourself participatory culture attitude and the decrease in costs in video production equipment that ushered in a new era of video ed tech, education, technology, learning, online, higher ed No Between the Chapters #12 talking videos with @readywriting Between the Chapters #12 talking videos with @readywriting bonus 791205de-65e1-4b97-8bd0-21a4143fabee https://share.transistor.fm/s/8ea4f09f On this episode of Between the Chapters, Laura talks with Lee Skallerup Bessette about how the video killed the teaching pedagogical star. Chapter 12: Videos (2005) brings up all the thoughts on how we weave media into teaching and learning. We talk about how we moved from film strips, TV, and videos … to the world of production and presentation we see now on Zoom. Listen to how we think about being purposeful with all the media (not just video) and how multimodal learning can be intentional as we design for digital engagement.

Questions for the ed tech community:

  • What sort of access and support do your faculty/instructors have with regard to technology?
  • How are we setting our educators up for success with technology? (e.g. time, resources, training, support, etc.)
  • How do you support all stakeholders at your university/college with technology for learning?

Connect to Lee on Twitter and listen to her podcast at: https://allthethingsadhd.com/ 


Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by kevin tsakuhhin.

]]> On this episode of Between the Chapters, Laura talks with Lee Skallerup Bessette about how the video killed the teaching pedagogical star. Chapter 12: Videos (2005) brings up all the thoughts on how we weave media into teaching and learning. We talk about how we moved from film strips, TV, and videos … to the world of production and presentation we see now on Zoom. Listen to how we think about being purposeful with all the media (not just video) and how multimodal learning can be intentional as we design for digital engagement.

Questions for the ed tech community:

  • What sort of access and support do your faculty/instructors have with regard to technology?
  • How are we setting our educators up for success with technology? (e.g. time, resources, training, support, etc.)
  • How do you support all stakeholders at your university/college with technology for learning?

Connect to Lee on Twitter and listen to her podcast at: https://allthethingsadhd.com/ 


Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by kevin tsakuhhin.

]]> Thu, 28 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2943 Video killed the pedagogical teaching star... or did it? We dive into talk about video, media, and more for teaching and learning related to Chapter 12 on this episode. Video killed the pedagogical teaching star... or did it? We dive into talk about video, media, and more for teaching and learning related to Chapter 12 on this episode. ed tech, education, technology, learning, online, higher ed No BONUS: Meta Pod with @laurapasquini, @edtechfactotum, & @mweller BONUS: Meta Pod with @laurapasquini, @edtechfactotum, & @mweller bonus c5e0844a-cc10-4cb9-ba9c-bfe297d375a6 https://share.transistor.fm/s/bcc83071 In this bonus episode of “Between the Chapters” Martin, Clint, and Laura take a pause to get meta -- it’s a podcast about the podcast. We share about our audio labour of love, specifically as we discover what it means to augment text to audio and how to share an aural history of ed tech through these episodic personal/professional reflections. 

Questions for the @YearsEd community:

  • What location should the TV/film version of this book be shot?
  • Who should play Martin Weller in the film/TV adaptation of the podcast?
  • Anyone want to help with the graphic novel version?

Do you have thoughts, comments, or reflections for a chapter, topic, or year connected to the 25 Years of Ed Tech book -- read the book, reflect via audio, and send us the link:

  1. How are you involved with this ______ topic/chapter?
  2. What were your reflections back to a particular year in the book?
  3. Share your experience with this particular technology, practice, or ed tech topic. 
  4. What ideas and concepts most interested you from a specific chapter?
  5. What is missing from a specific chapter or the book that we should talk about now? 
  6. What questions do you have for the author, Martin Weller? 
  7. Do you have questions or challenges you want to pose to the @YearsEd community?

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.

]]> In this bonus episode of “Between the Chapters” Martin, Clint, and Laura take a pause to get meta -- it’s a podcast about the podcast. We share about our audio labour of love, specifically as we discover what it means to augment text to audio and how to share an aural history of ed tech through these episodic personal/professional reflections. 

Questions for the @YearsEd community:

  • What location should the TV/film version of this book be shot?
  • Who should play Martin Weller in the film/TV adaptation of the podcast?
  • Anyone want to help with the graphic novel version?

Do you have thoughts, comments, or reflections for a chapter, topic, or year connected to the 25 Years of Ed Tech book -- read the book, reflect via audio, and send us the link:

  1. How are you involved with this ______ topic/chapter?
  2. What were your reflections back to a particular year in the book?
  3. Share your experience with this particular technology, practice, or ed tech topic. 
  4. What ideas and concepts most interested you from a specific chapter?
  5. What is missing from a specific chapter or the book that we should talk about now? 
  6. What questions do you have for the author, Martin Weller? 
  7. Do you have questions or challenges you want to pose to the @YearsEd community?

Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.

]]> Fri, 29 Jan 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1692 We're halfway through this audio project of the #25YearsOfEdTech -- so we thought we'd podcast about the podcast. Enjoy! We're halfway through this audio project of the #25YearsOfEdTech -- so we thought we'd podcast about the podcast. Enjoy! ed tech, education, technology, learning, online, higher ed No Chapter 13: 2006 Web 2.0 Chapter 13: 2006 Web 2.0 full 6a4627c8-9cf9-4e96-bd92-f7539ec11556 https://share.transistor.fm/s/5c82ee5e In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji.

]]> In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji.

]]> Mon, 01 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 888 In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a joke. So, for something that has become something of a joke, what lessons can educators take away from the time of Web 2.0? And how did the culture of Web 2.0 influence and change both technology and our institutions? This chapter is read by Sukaina Walji. In 2006, the hype about Web 2.0 reaches a fever pitch. Everything was suddenly "2.0" to indicate a new and improved version. Ed Tech and higher education were not immune, with 2.0 things becoming so ubiquitous that the term soon became irrelevant and a jo ed tech, education, technology, learning, online, higher ed No Between the Chapters #13 connecting to Web 2.0 past with @alexpickett & @BryanAlexander Between the Chapters #13 connecting to Web 2.0 past with @alexpickett & @BryanAlexander bonus 6fcabb1e-26fd-464f-95c4-d04bffaba9c1 https://share.transistor.fm/s/acecce93 For this Between the Chapters episode, Laura welcomes Bryan Alexander and Alexandra Pickett to discuss Chapter 13 (2006) web 2.0 and all the user-generated experiences this technology brought for teaching, learning, and more! We talk about the experimentation days of Web 2.0, the connections we made to peers, and the challenges we’re seeing over a decade later as things got social and scaled. 

Questions to ask Martin & the community of @YearsEd listeners:

  • What does the sandbox of technologies and tools look like for others now when you first go online to explore?
  • How does AI and algorithms modify how we use these technologies?
  • How does copyright advance?
  • Where does the LMS go in the future related to these tools & technologies?
  • How does radicalization impact the use of these technologies? How does this impact the use of these mediums for education?
  • What insights/changes/ramifications might be seen for these technologies on the effect on higher ed, with regards to the granularity & microcredentials for education?

Want to learn more from the guests of this episode, be sure to connect to both:

Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.

]]> For this Between the Chapters episode, Laura welcomes Bryan Alexander and Alexandra Pickett to discuss Chapter 13 (2006) web 2.0 and all the user-generated experiences this technology brought for teaching, learning, and more! We talk about the experimentation days of Web 2.0, the connections we made to peers, and the challenges we’re seeing over a decade later as things got social and scaled. 

Questions to ask Martin & the community of @YearsEd listeners:

  • What does the sandbox of technologies and tools look like for others now when you first go online to explore?
  • How does AI and algorithms modify how we use these technologies?
  • How does copyright advance?
  • Where does the LMS go in the future related to these tools & technologies?
  • How does radicalization impact the use of these technologies? How does this impact the use of these mediums for education?
  • What insights/changes/ramifications might be seen for these technologies on the effect on higher ed, with regards to the granularity & microcredentials for education?

Want to learn more from the guests of this episode, be sure to connect to both:

Do you want to share your thoughts about video, media or more for learning? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Laura Pasquini.

]]> Thu, 04 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 2312 Oh web 2.0... where did you go? Lessons learned and testing of tools in the land of user-generated ed tech. Oh web 2.0... where did you go? Lessons learned and testing of tools in the land of user-generated ed tech. ed tech, education, technology, learning, online, higher ed No Chapter 14: 2007 Second Life Chapter 14: 2007 Second Life full ff9f843b-a043-4a9e-9548-c755af94f52b https://share.transistor.fm/s/7fc609c1 While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the "real world", Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. The chapter is read by Grant Potter.

]]> While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the "real world", Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. The chapter is read by Grant Potter.

]]> Mon, 08 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 565 While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recreate existing structures and pedagogies that occurred in the "real world", Second Life has paved the way for larger social acceptance and use of augmented reality platforms and may still see a number of applications for education emerge in the future. Chapter is read by Grant Potter. While Virtual Worlds had been around for a number of years, 2007 marked a peak in interest by educators to the environments and, specifically, Second Life. While much of the experimentation in education within Second Life often failed to do more than recr ed tech, education, technology, learning, online, higher ed No Between the Chapters #14 getting a Second Life & Virtual World living with @janesaid6 & @grantpotter Between the Chapters #14 getting a Second Life & Virtual World living with @janesaid6 & @grantpotter bonus 9725233e-776a-448c-9eca-f04b4ad6854a https://share.transistor.fm/s/d568cf8a In this episode of Between the Chapters of @YearsEd, Laura talks to Sarah Frick and Grant Potter about Second Life, Virtual Words, role-playing and more! In reflecting back to 2007 in Chapter 14, we talk about how these virtual spaces impacted our working, teaching, learning, and personal lives. This chapter pokes at ways we can play, create, and experiment to share teaching and learning practices in these virtual worlds, games, and more! We can learn so much from digital online environments and think more about virtual communities online today.

Questions asked for the ed tech community:

  • What’s the point of the virtual world, if we’re just going to replicate the same thing digitally? How can we do better?
  • What is the disconnect between higher ed & industry, with regards to gaming or ed tech software development for teaching & learning?
  • Where did we lose the “play” in teaching and learning? 
  • Were you in Second Life or in another virtual world? What was your name & experience? 

Connect and learn more about the guests on this episode at:

Do you want to share your thoughts about a virtual world, game community, or SL? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is lic...

]]> In this episode of Between the Chapters of @YearsEd, Laura talks to Sarah Frick and Grant Potter about Second Life, Virtual Words, role-playing and more! In reflecting back to 2007 in Chapter 14, we talk about how these virtual spaces impacted our working, teaching, learning, and personal lives. This chapter pokes at ways we can play, create, and experiment to share teaching and learning practices in these virtual worlds, games, and more! We can learn so much from digital online environments and think more about virtual communities online today.

Questions asked for the ed tech community:

  • What’s the point of the virtual world, if we’re just going to replicate the same thing digitally? How can we do better?
  • What is the disconnect between higher ed & industry, with regards to gaming or ed tech software development for teaching & learning?
  • Where did we lose the “play” in teaching and learning? 
  • Were you in Second Life or in another virtual world? What was your name & experience? 

Connect and learn more about the guests on this episode at:

Do you want to share your thoughts about a virtual world, game community, or SL? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is lic...

]]> Thu, 11 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 3119 Welcome to the rabbit hole of virtual worlds, gaming communities, Second Life and more... buckle up, this episode is going to take us on a virtual journey back to 2007 and Chapter 14. Welcome to the rabbit hole of virtual worlds, gaming communities, Second Life and more... buckle up, this episode is going to take us on a virtual journey back to 2007 and Chapter 14. ed tech, education, technology, learning, online, higher ed No Chapter 15: 2008 E-Portfolios Chapter 15: 2008 E-Portfolios full ac68375e-4a80-4c45-a99e-a6dbf32a8a09 https://share.transistor.fm/s/847dc7db E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learning, both formal and informal, in order to support lifelong learning and career development. It is an idea that has significant impact for education — instead of recognizing education at the level of qualification, such as a degree in a particular subject, it allows a more granular recognition of specific skills, linked to evidence. This chapter is read by Julian Prior.

Read the full chapter text and find the book references on the Athabasca University Press site.

]]> E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learning, both formal and informal, in order to support lifelong learning and career development. It is an idea that has significant impact for education — instead of recognizing education at the level of qualification, such as a degree in a particular subject, it allows a more granular recognition of specific skills, linked to evidence. This chapter is read by Julian Prior.

Read the full chapter text and find the book references on the Athabasca University Press site.

]]> Mon, 15 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 747 E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learning, both formal and informal, in order to support lifelong learning and career development. It is an idea that has significant impact for education — instead of recognizing education at the level of qualification, such as a degree in a particular subject, it allows a more granular recognition of specific skills, linked to evidence. This chapter is read by Julian Prior. E-portfolios provide a digital means of gathering together a range of outputs, assessments, and resources for a student. The argument for e-portfolios is a compelling one — they provide a place to store all the evidence a learner gathers to exhibit learni ed tech, education, technology, learning, online, higher ed No Between the Chapters #15 curating e-portfolios with @orna_farrell & @drdavidwicks Between the Chapters #15 curating e-portfolios with @orna_farrell & @drdavidwicks bonus d307595b-8a8a-461c-b805-ee18e1168a31 https://share.transistor.fm/s/4a8e5bb5 In this episode of Between the Chapters of @YearsEd, Laura dives deep into the land of e-portfolios with Orna Farrell and David Wicks. We chat about sharing standards/competencies, reflecting on learning, and thinking about how to share practical inquiries in portfolio format for the topics of 2008 & Chapter 15: E-Portfolios. We define what e-portfolios are and aren’t, discuss the affordances of sharing publicly, being open about our failures, building personal learning networks with portfolios, and upack what it means to share & showcase with digital portfolios now. 

Questions to reflect on from this chapter:

  • How can portfolios provide a better form of assessment of learning?
  • What ways can we think about using the standards, practices, and ways of curating learning experiences in Eportfolios for understanding our work and knowledge?
  • Are your learners using their portfolios (or blogs) beyond your course? If so, how? 
  • What is the balance to engage learners to contribute to adding to their portfolio for professional practice? 
  • How are you pausing to reflect on the work you do? E.g. the why and what of our practice of teaching, learning, and research

Learning more about guests of this episode at:

Do you want to share your thoughts about e-portfolios or how you curate & reflect on your work? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Alan Levine.

]]> In this episode of Between the Chapters of @YearsEd, Laura dives deep into the land of e-portfolios with Orna Farrell and David Wicks. We chat about sharing standards/competencies, reflecting on learning, and thinking about how to share practical inquiries in portfolio format for the topics of 2008 & Chapter 15: E-Portfolios. We define what e-portfolios are and aren’t, discuss the affordances of sharing publicly, being open about our failures, building personal learning networks with portfolios, and upack what it means to share & showcase with digital portfolios now. 

Questions to reflect on from this chapter:

  • How can portfolios provide a better form of assessment of learning?
  • What ways can we think about using the standards, practices, and ways of curating learning experiences in Eportfolios for understanding our work and knowledge?
  • Are your learners using their portfolios (or blogs) beyond your course? If so, how? 
  • What is the balance to engage learners to contribute to adding to their portfolio for professional practice? 
  • How are you pausing to reflect on the work you do? E.g. the why and what of our practice of teaching, learning, and research

Learning more about guests of this episode at:

Do you want to share your thoughts about e-portfolios or how you curate & reflect on your work? Do you have comments or questions about this podcast? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Alan Levine.

]]> Thu, 18 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 3342 Curating all the practice, reflections, and learning ... in portfolio format for this @YearsEd book club episode. Curating all the practice, reflections, and learning ... in portfolio format for this @YearsEd book club episode. ed tech, education, technology, learning, online, higher ed No Chapter 16: 2009 Twitter and Social Media Chapter 16: 2009 Twitter and Social Media full 164a0514-71b7-49fa-aa71-a284bfa1c83c https://share.transistor.fm/s/d5bef5e4 If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a short chapter, and most people will have their own views on its role in education, but it would be remiss to leave it out of any historical account. Read by Simon Horrocks.

This chapter contains an illustration of a typical review process (Figure 1). The illustration is described in the chapter. View the illustration.

Read the chapter online
View the complete reference list for the book.

]]> If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a short chapter, and most people will have their own views on its role in education, but it would be remiss to leave it out of any historical account. Read by Simon Horrocks.

This chapter contains an illustration of a typical review process (Figure 1). The illustration is described in the chapter. View the illustration.

Read the chapter online
View the complete reference list for the book.

]]> Mon, 22 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1107 If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a short chapter, and most people will have their own views on its role in education, but it would be remiss to leave it out of any historical account. Read by Simon Horrocks If the Learning Management System (LMS) represents the dominant educational technology, then Twitter is the behemoth of third-party tech that has been adopted in education. There’s too much that can be said about Twitter to do the subject justice in a sho ed tech, education, technology, learning, online, higher ed No Between the Chapters #16 being in community on Twitter & social media with @suebecks & @chrissinerantzi Between the Chapters #16 being in community on Twitter & social media with @suebecks & @chrissinerantzi bonus b234183a-0e01-4260-acfd-3da38a4baff3 https://share.transistor.fm/s/d48df6a4 For this Between the Chapters, Laura welcomes Sue Beckingham and Chrissi Nerantzi to talk about all things related to Twitter and Social Media from Chapter 16. Reflecting back to our use of the mediums to be social and talk with educators, learners, researchers, and more -- we see how these public, open spaces have changed and challenged us over the last 10+ years. Twitter has brought about community and connection through hashtags; however, it is not the same as it once was -- or is it?

Questions for the community about Twitter and Social Media:

  • How can we move beyond social media to study more around social learning?
  • What are the interesting communities, interactions, and lessons learned in social media to enhance teaching and learning?
  • What is the work of the moderators and facilitators in this social media space? What is the hidden work behind these communities online?
  • What is the real value and opportunities in these social media spaces?
  • What are the learners and students interested in now? Do they want to engage in social media spaces for teaching, learning, or research?
  • Is the default of being open, public the norm for the next generation of learners and educators?

Connect with the guests on Twitter and find their work at:

What social media platforms and online communities are relevant to you, dear educator? How are you engaging with Twitter or other social spaces these days? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Erika Smith, PhD.

]]> For this Between the Chapters, Laura welcomes Sue Beckingham and Chrissi Nerantzi to talk about all things related to Twitter and Social Media from Chapter 16. Reflecting back to our use of the mediums to be social and talk with educators, learners, researchers, and more -- we see how these public, open spaces have changed and challenged us over the last 10+ years. Twitter has brought about community and connection through hashtags; however, it is not the same as it once was -- or is it?

Questions for the community about Twitter and Social Media:

  • How can we move beyond social media to study more around social learning?
  • What are the interesting communities, interactions, and lessons learned in social media to enhance teaching and learning?
  • What is the work of the moderators and facilitators in this social media space? What is the hidden work behind these communities online?
  • What is the real value and opportunities in these social media spaces?
  • What are the learners and students interested in now? Do they want to engage in social media spaces for teaching, learning, or research?
  • Is the default of being open, public the norm for the next generation of learners and educators?

Connect with the guests on Twitter and find their work at:

What social media platforms and online communities are relevant to you, dear educator? How are you engaging with Twitter or other social spaces these days? Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licenced under CC-BY-SA & Remix by Erika Smith, PhD.

]]> Thu, 25 Feb 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 3074 Tweets, posts, hashtags... OH MY! Getting social with our media has impacted how we teach, learn, research, and work. Tweets, posts, hashtags... OH MY! Getting social with our media has impacted how we teach, learn, research, and work. ed tech, education, technology, learning, online, higher ed No Chapter 17: 2010 Connectivism Chapter 17: 2010 Connectivism full 3991b4c9-0d1a-457e-b16b-fb100608ee80 https://share.transistor.fm/s/e7a1ebf5 As we saw earlier, the initial enthusiasm for e-learning led to several pedagogies being resurrected or adopted to meet the new potential of the digital, networked context. Constructivism, problem-based learning, and resource-based learning all saw renewed interest as educators sought to harness the possibility of abundant content and networked learners.

By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core assumptions. The theory of connectivism, as proposed by George Siemens and Stephen Downes in 2004–2005, could lay claim to being the first Internet-native learning theory. Chapter read by Terry Greene.

Read the book chapter & view all book references at the AU Press site.

]]> As we saw earlier, the initial enthusiasm for e-learning led to several pedagogies being resurrected or adopted to meet the new potential of the digital, networked context. Constructivism, problem-based learning, and resource-based learning all saw renewed interest as educators sought to harness the possibility of abundant content and networked learners.

By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core assumptions. The theory of connectivism, as proposed by George Siemens and Stephen Downes in 2004–2005, could lay claim to being the first Internet-native learning theory. Chapter read by Terry Greene.

Read the book chapter & view all book references at the AU Press site.

]]> Mon, 01 Mar 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 955 By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core assumptions. The theory of connectivism, as proposed by George Siemens and Stephen Downes in 2004–2005, could lay claim to being the first Internet-native learning theory. Chapter read by Terry Greene. By the late 2000s though, with the advent of greater connectivity, user-generated content, and social media, a number of educators began to explore the possibilities of education in a more networked, connected model that had these new developments as core ed tech, education, technology, learning, online, higher ed No Between the Chapters #17 connecting the dots to connectivism with @tanbob Between the Chapters #17 connecting the dots to connectivism with @tanbob bonus d7f04124-8235-49d4-b4ed-b8278d466c00 https://share.transistor.fm/s/06beb992 For this Between the Chapters, Laura connects the dots to all things connectivism with Tanis Morgan. In reflecting on how Connectivism (Chapter 17) showed up in 2010, they reflect on the disconnects and missed opportunities, plus what it means to deal with a “pedagogy of abundance” today. This mega theory/framework/ideology/whatever you want to call it impacted teaching, learning, and research in higher ed -- we try to unpack what this means then and share what was missing from the connectivism conversations.  

P.s. Get yourself connected to Tanis Morgan: http://homonym.ca/ 


Questions for Martin & the community:

  • How did you land in 2010 for connectivism year, Martin? 
  • What’s your experience with connectivism and how did it actually influence your work?
  • Who’s going to be the one to clean up the pedagogy of abundance?
  • What do we do with all the stuff shared online and across these domains from connectivism experiences?

How did connectivism show up in your work? Get yourself connected… the writings on the [insert social media platform] wall. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Rajiv Jhangiani.


]]> For this Between the Chapters, Laura connects the dots to all things connectivism with Tanis Morgan. In reflecting on how Connectivism (Chapter 17) showed up in 2010, they reflect on the disconnects and missed opportunities, plus what it means to deal with a “pedagogy of abundance” today. This mega theory/framework/ideology/whatever you want to call it impacted teaching, learning, and research in higher ed -- we try to unpack what this means then and share what was missing from the connectivism conversations.  

P.s. Get yourself connected to Tanis Morgan: http://homonym.ca/ 


Questions for Martin & the community:

  • How did you land in 2010 for connectivism year, Martin? 
  • What’s your experience with connectivism and how did it actually influence your work?
  • Who’s going to be the one to clean up the pedagogy of abundance?
  • What do we do with all the stuff shared online and across these domains from connectivism experiences?

How did connectivism show up in your work? Get yourself connected… the writings on the [insert social media platform] wall. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Rajiv Jhangiani.


]]> Thu, 04 Mar 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 1989 Get yourself connected... the writing is on the [social media platform] wall. Get yourself connected... the writing is on the [social media platform] wall. ed tech, education, technology, learning, online, higher ed No Chapter 18: 2011 Personal Learning Environments Chapter 18: 2011 Personal Learning Environments full 5516c479-7a85-426d-a6a6-cbd7c441b90e https://share.transistor.fm/s/f2ac7f20 Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions. The collection of these learning-support tools, both formally and informally, began to be referred to as a Personal Learning Environments or PLE. Educause (2009) defined them as “tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals” (p.1). They could be viewed as a useful term for what people were doing with the tools, a framework for educators in how to approach social media in education, or a technical solution that sought to integrate tools. Chapter read by Clint Lalonde

Read the chapter online or view the book references.

]]> Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions. The collection of these learning-support tools, both formally and informally, began to be referred to as a Personal Learning Environments or PLE. Educause (2009) defined them as “tools, communities, and services that constitute the individual educational platforms that learners use to direct their own learning and pursue educational goals” (p.1). They could be viewed as a useful term for what people were doing with the tools, a framework for educators in how to approach social media in education, or a technical solution that sought to integrate tools. Chapter read by Clint Lalonde

Read the chapter online or view the book references.

]]> Mon, 08 Mar 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 772 Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and educators began to gather a set of tools to realize a number of functions. Personal Learning Environments (PLE) were an outcome of the proliferation of services that suddenly became available following the Web 2.0 boom, combined with the thinking around distributed learning that we looked at in the previous chapter. Learners and ed tech, education, technology, learning, online, higher ed No Between the Chapters #18 @vconnecting with @rjhogue, @bali_maha, @autumm, @friedelitis & @hj_dewaard Between the Chapters #18 @vconnecting with @rjhogue, @bali_maha, @autumm, @friedelitis & @hj_dewaard bonus e0072deb-5178-4e0f-89b8-884cb1b45b8e https://share.transistor.fm/s/908da0c3 In this Between the Chapters episode, Laura talks to the co-directors of Virtually Connecting -- Maha Bali, Autumm Caines, Helen DeWaard, Christian Friedrich, and Rebecca Hogue about all the things related to networked learning. This group unpacks the differences between personal learning environments (PLEs) and personal learning networks (PLNs), to reflect on how these spaces, places, and more importantly the people in these communities mean to them. We dig into what is in and beyond Chapter 18 related to learning environments, revolutions, online communities, and more!

Questions for Martin & the listening community:

  • How do you define a learning environment?
  • What does it mean to model intentional community building online?
  • What mistakes have we learned from being in a PLN on certain platforms?
  • How can we look at the past to improve where we go in the future?

Connect to the @vconnecting co-directors on Twitter & their blog or website:

PLE or PLN -- what do these letters mean to you? Tell us about it! Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.


]]> In this Between the Chapters episode, Laura talks to the co-directors of Virtually Connecting -- Maha Bali, Autumm Caines, Helen DeWaard, Christian Friedrich, and Rebecca Hogue about all the things related to networked learning. This group unpacks the differences between personal learning environments (PLEs) and personal learning networks (PLNs), to reflect on how these spaces, places, and more importantly the people in these communities mean to them. We dig into what is in and beyond Chapter 18 related to learning environments, revolutions, online communities, and more!

Questions for Martin & the listening community:

  • How do you define a learning environment?
  • What does it mean to model intentional community building online?
  • What mistakes have we learned from being in a PLN on certain platforms?
  • How can we look at the past to improve where we go in the future?

Connect to the @vconnecting co-directors on Twitter & their blog or website:

PLE or PLN -- what do these letters mean to you? Tell us about it! Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.


]]> Thu, 11 Mar 2021 01:00:00 -0800 Martin Weller & Friends Martin Weller & Friends 3083 PLEs, PLNs, and connecting virtually online with a community... it's always about the people! PLEs, PLNs, and connecting virtually online with a community... it's always about the people! ed tech, education, technology, learning, online, higher ed No Chapter 19: 2012 MOOC Chapter 19: 2012 MOOC full 5440c485-1237-4072-aa25-ad65a3635da5 https://share.transistor.fm/s/d226664f Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz.

Read the chapter online or view the book references.

]]> Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz.

Read the chapter online or view the book references.

]]> Mon, 15 Mar 2021 10:29:25 -0700 Martin Weller & Friends Martin Weller & Friends 1152 Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly the MOOC phenomenon can be viewed as the combination of several preceding technologies: some of the open approach of OER, the application of video, and the revolutionary hype of Web 2.0. The MOOC were an idea waiting to happen. This chapter is read by Laura Czerniewicz. Inevitably, the selection for 2012 is massive open online courses, or MOOC, with The New York Times declaring it “the year of the MOOC” (Pappano, 2012). We have looked at the roots of MOOC in the explorations of connectivist approaches, but more broadly t ed tech, education, technology, learning, online, higher ed No Between the Chapters #19 more about MOOCs with @sukainaw, @davecormier & @RMoeJo Between the Chapters #19 more about MOOCs with @sukainaw, @davecormier & @RMoeJo bonus 9c5d405c-dca8-4c17-8355-3f53c4007736 https://share.transistor.fm/s/bc9a9461 For this episode of @YearsEd Between the Chapters, Laura chats about almost everything related to the acronym MOOC: Massive Open Online Course with Sukaina Walji, Dave Cormier, and Rolin Moe. We dive into The Year of the MOOC (2012) and Chapter 19 of Martin’s book to share how we stumbled upon MOOCs in our work, research, teaching, and learning life. 

Questions for the listening community:

  • What is student engagement and what is the value add for higher education?
  • How do you sustain and influence the conversation about online/digital learning beyond the pandemic times?
  • What are the levers we might have to promote better student learning in multiple modes?
  • What advice do you have for others who explain either MOOCs & this book means for others just joining this conversation?
  • What does it mean to be truly accessible in our global world of learning in online education?

Beyond MOOCs, these guests do a few other things so you should connect and find them at:

What does the world of MOOCs mean to you? What have you learned about MOOCs after all the fury died down in 2012?Let us know. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by

]]> For this episode of @YearsEd Between the Chapters, Laura chats about almost everything related to the acronym MOOC: Massive Open Online Course with Sukaina Walji, Dave Cormier, and Rolin Moe. We dive into The Year of the MOOC (2012) and Chapter 19 of Martin’s book to share how we stumbled upon MOOCs in our work, research, teaching, and learning life. 

Questions for the listening community:

  • What is student engagement and what is the value add for higher education?
  • How do you sustain and influence the conversation about online/digital learning beyond the pandemic times?
  • What are the levers we might have to promote better student learning in multiple modes?
  • What advice do you have for others who explain either MOOCs & this book means for others just joining this conversation?
  • What does it mean to be truly accessible in our global world of learning in online education?

Beyond MOOCs, these guests do a few other things so you should connect and find them at:

What does the world of MOOCs mean to you? What have you learned about MOOCs after all the fury died down in 2012?Let us know. Send us a message or tweet. Podcast episode art: -Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by

]]> Thu, 18 Mar 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 3394 Let's talk about MOOCs! Looking at the year of the MOOC (2012) and what we have learned/not learned about massive open online courses. Let's talk about MOOCs! Looking at the year of the MOOC (2012) and what we have learned/not learned about massive open online courses. ed tech, education, technology, learning, online, higher ed No Chapter 20: 2013 Open Textbooks Chapter 20: 2013 Open Textbooks full ef7dc302-d9de-46f9-8b8c-1fdb57487f10 https://share.transistor.fm/s/c4f47306 If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani.

Read the book chapter online & see the complete book reference list.

]]> If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani.

Read the book chapter online & see the complete book reference list.

]]> Mon, 22 Mar 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 777 If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and Canada, open textbooks provided openly licensed versions of bespoke written textbooks, with the digital version being free and printed versions at low cost. Read by Rajiv Jhangiani. If MOOC were the glamorous side of open education, claiming all the headlines and sweeping predictions, then open textbooks were the practical, even dowdy, application. An extension of the OER movement, and particularly pertinent in the United States and ed tech, education, technology, learning, online, higher ed No Between the Chapters #20 opening up a textbook & more access to learning with @acoolidge Between the Chapters #20 opening up a textbook & more access to learning with @acoolidge bonus 9d4ad185-819b-43e0-aaf0-70b1dfcf50c9 https://share.transistor.fm/s/bffa2f4e In this episode of @YearsEd Between the Chapters, Laura chats with Amanda Coolidge about open educational resources (OERs) and the open textbooks. Listen to this book club chat about Chapter 20 (2013): Open Textbooks as we talk about localization of OERs for all teaching and learning classrooms around the world. It’s more than just digital or a platform, there’s such a great ability to see how grassroots initiatives offer ways to provide open textbooks & OERs multiple formats that are not digital to empower educators and learners' ways to co-create knowledge. Listen in as we get to the root of why open textbooks matter: access for learning! P.s. We love the library.

Pro-Tip: Meet instructors, faculty, and administrators where they are with their teaching and learning practice to build the relationship around open textbooks and OERs.


Questions for the community to ponder about open textbooks & access:

  • Why are we creating those walls for education and textbooks?
  • Where are the spaces and places for the commons in learning to come together?
  • What are the pedagogical positives behind an open textbook?
  • What does access mean to you, your institution, and how you are providing that access, when you think about learning resources?

Are you meeting your learners/educators where they are? What does access mean to you for teaching & learning? Tell us about it. Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Karyn Wisselink.

]]> In this episode of @YearsEd Between the Chapters, Laura chats with Amanda Coolidge about open educational resources (OERs) and the open textbooks. Listen to this book club chat about Chapter 20 (2013): Open Textbooks as we talk about localization of OERs for all teaching and learning classrooms around the world. It’s more than just digital or a platform, there’s such a great ability to see how grassroots initiatives offer ways to provide open textbooks & OERs multiple formats that are not digital to empower educators and learners' ways to co-create knowledge. Listen in as we get to the root of why open textbooks matter: access for learning! P.s. We love the library.

Pro-Tip: Meet instructors, faculty, and administrators where they are with their teaching and learning practice to build the relationship around open textbooks and OERs.


Questions for the community to ponder about open textbooks & access:

  • Why are we creating those walls for education and textbooks?
  • Where are the spaces and places for the commons in learning to come together?
  • What are the pedagogical positives behind an open textbook?
  • What does access mean to you, your institution, and how you are providing that access, when you think about learning resources?

Are you meeting your learners/educators where they are? What does access mean to you for teaching & learning? Tell us about it. Send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Karyn Wisselink.

]]> Thu, 25 Mar 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2484 Open means access for learning. It's not just about free textbooks and learning resources -- listen and learn more on this between the chapters conversation. Open means access for learning. It's not just about free textbooks and learning resources -- listen and learn more on this between the chapters conversation. ed tech, education, technology, learning, online, higher ed No Chapter 21: 2014 Learning Analytics Chapter 21: 2014 Learning Analytics full 07d9244f-23bf-43ec-ab53-1e75050f8200 https://share.transistor.fm/s/12b76f99 Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray.

Read the chapter online or view the book references.

]]> Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray.

Read the chapter online or view the book references.

]]> Mon, 29 Mar 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 951 Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning environments, particularly LMS and MOOC, but also the increased data available across a university, including library usage, attendance, demographic data, and so on. This chapter is read by Brenna Clarke Gray. Data, data, data. It’s the new oil and the new driver of capitalism, war, and politics, so inevitably its role in education would come to the fore. Interest in analytics is driven by the increased amount of time that students spend in online learning envi ed tech, education, technology, learning, online, higher ed No Between the Chapters #21 analyzing the metrics & data in learning with @ammienoot & @dgasevic Between the Chapters #21 analyzing the metrics & data in learning with @ammienoot & @dgasevic bonus 372f645b-c756-4a18-aa9a-ca55b35bd02d https://share.transistor.fm/s/76f686d0 For Between the Chapters episode for Chapter #21 (2014), Laura is joined by Anne-Marie Scott and Dragan Gašević to talk about learning analytics (LA). This conversation outlines a definition of LA, in terms of higher education -- for practice, within products in ed tech, for online learning/teaching, and evidence-based research. There are so many interpretations as to what LA is, and we hope this episode unpacks the myths and misconceptions as to what metrics and data within learning and/or measurement science. For LA, it is important to talk about the use, ethics in data collection, and supporting learner agency talk about the use, ethics, and learner agency when examining learning, teaching, and design of both. Get your notebooks out for this master class in all things learning analytics!

Questions to reflect on from this chapter:

  • What does learner success look like? What’s the measure of learner success? 
  • What are students here for? And what are our higher ed institutions for?
  • How can data be used as a form of feedback to develop towards their own goals?
  • What are the core values you want learning analytics to promote? 

Connect to the episode guests:

How are you connecting your teaching, learning, and design to effective data measurement? Are you thinking differently about learning analytics after listening to this conversation? Let us know -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Terry Elliot.

]]> For Between the Chapters episode for Chapter #21 (2014), Laura is joined by Anne-Marie Scott and Dragan Gašević to talk about learning analytics (LA). This conversation outlines a definition of LA, in terms of higher education -- for practice, within products in ed tech, for online learning/teaching, and evidence-based research. There are so many interpretations as to what LA is, and we hope this episode unpacks the myths and misconceptions as to what metrics and data within learning and/or measurement science. For LA, it is important to talk about the use, ethics in data collection, and supporting learner agency talk about the use, ethics, and learner agency when examining learning, teaching, and design of both. Get your notebooks out for this master class in all things learning analytics!

Questions to reflect on from this chapter:

  • What does learner success look like? What’s the measure of learner success? 
  • What are students here for? And what are our higher ed institutions for?
  • How can data be used as a form of feedback to develop towards their own goals?
  • What are the core values you want learning analytics to promote? 

Connect to the episode guests:

How are you connecting your teaching, learning, and design to effective data measurement? Are you thinking differently about learning analytics after listening to this conversation? Let us know -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Terry Elliot.

]]> Thu, 01 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2851 Let's get behind the learning analytics and do better: “Because what we measure sends a message about what matters.” ~ @ammienoot #truth Let's get behind the learning analytics and do better: “Because what we measure sends a message about what matters.” ~ @ammienoot #truth ed tech, education, technology, learning, online, higher ed No Chapter 22: 2015 Digital Badges Chapter 22: 2015 Digital Badges full 17302b53-3d3e-4584-94fc-ee71f9301dd2 https://share.transistor.fm/s/ab0f5d97 Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff.

Read the chapter online or view the book references.

]]> Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff.

Read the chapter online or view the book references.

]]> Mon, 05 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 686 Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills and experience gained in formal education than a degree classification. In this, they are an extension of the desire of e-portfolios to surface skills and competencies that are useful to employers. Read by Deb Baff. Digital badges are a good example of how ed tech evolves when several other technologies, such as those that we have seen in this book, make the environment favourable for their implementation. Badges allow for a more fine-grained representation of skills ed tech, education, technology, learning, online, higher ed No Between the Chapters #22 open credentials & digital badges with @catspyjamasnz Between the Chapters #22 open credentials & digital badges with @catspyjamasnz bonus 8ddfccd8-9d5f-44cf-ac26-fbed9864691c https://share.transistor.fm/s/cb9ec1c0 For this Between the Chapters episode, Laura chats with Joyce Seitzinger about all things badged connected to Chapter 22: Digital Badges. In reflecting back to 2015, we have much to say about microcredential, open badges, and what it means to get digital street cred based on a certificate, credential, course, or training. We share how we have been working to upskill with professional credentials as the world of work is changing, and how higher ed might consider what it means to embed badges, training, or certifications related to the skills needed for employment. Maybe badging and credentials offer ways for colleges and universities to have an ongoing, lifelong relationship with learners? Or perhaps we need more partnerships across sectors of work and education? 

Questions to ponder from this open/digital badge conversation:

  • How can we collaborate and partner education and industry sectors for credentials?
  • What would it look like if particular sectors helped train and credential with badges?
  • What are the small pieces that you could break down or give recognition that X competency or skill be met (for a badge)?
  • What are the opportunities and limitations, within your own system, of how far digital credentials can actually go? How can we make connections to these credentials?
  • What are the systems you need to tap into or can you hook your current training/learning programs into that already offer credentials? 

Connect to Joyce’s work at RMIT Online and maybe she’ll badge you.  


Would you upskill if you could get a credential easily? How could open/digital badges offer credentials within your teaching/learning practice? Please share -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by philippe petitqueux.

]]> For this Between the Chapters episode, Laura chats with Joyce Seitzinger about all things badged connected to Chapter 22: Digital Badges. In reflecting back to 2015, we have much to say about microcredential, open badges, and what it means to get digital street cred based on a certificate, credential, course, or training. We share how we have been working to upskill with professional credentials as the world of work is changing, and how higher ed might consider what it means to embed badges, training, or certifications related to the skills needed for employment. Maybe badging and credentials offer ways for colleges and universities to have an ongoing, lifelong relationship with learners? Or perhaps we need more partnerships across sectors of work and education? 

Questions to ponder from this open/digital badge conversation:

  • How can we collaborate and partner education and industry sectors for credentials?
  • What would it look like if particular sectors helped train and credential with badges?
  • What are the small pieces that you could break down or give recognition that X competency or skill be met (for a badge)?
  • What are the opportunities and limitations, within your own system, of how far digital credentials can actually go? How can we make connections to these credentials?
  • What are the systems you need to tap into or can you hook your current training/learning programs into that already offer credentials? 

Connect to Joyce’s work at RMIT Online and maybe she’ll badge you.  


Would you upskill if you could get a credential easily? How could open/digital badges offer credentials within your teaching/learning practice? Please share -- send us a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by philippe petitqueux.

]]> Thu, 08 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2300 What would an open/digital badge mean for your future of work? We talk about this and more on this book club episode for Chapter #22. What would an open/digital badge mean for your future of work? We talk about this and more on this book club episode for Chapter #22. ed tech, education, technology, learning, online, higher ed No Chapter 23: 2016 The Return of Artificial Intelliegence Chapter 23: 2016 The Return of Artificial Intelliegence full 5bc885f5-bf3a-48a5-8531-773d0c542f37 https://share.transistor.fm/s/c5ba0108 Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali.

Read the chapter and see a list of all the book references on the Athabasca Press site. 

]]> Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali.

Read the chapter and see a list of all the book references on the Athabasca Press site. 

]]> Mon, 12 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 764 Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its application. Read by Maha Bali. Artificial intelligence (AI) is an interesting case study in ed tech, combining several themes that have already arisen in this book: promise versus reality, the cyclical nature of ed tech, and the increasingly thorny ethical issues raised by its applicat ed tech, education, technology, learning, online, higher ed No Between the Chapters #23 looking in the black box of A.I. with @hypervisible Between the Chapters #23 looking in the black box of A.I. with @hypervisible bonus 798748fb-df2e-43f8-b559-36381a07deb0 https://share.transistor.fm/s/c13b5602 In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work.

Questions and thoughts for the community:

Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.

]]> In this episode of Between the Chapters, Laura chats with Chris Gilliard about artificial intelligence (A.I.) in educational technology from Chapter 23 of Martin’s book. If you don’t follow the prolific Twitter account of @hybervisible -- you should. He’s been railing against the broad, sweeping claims ed tech vendors make about A.I. and outcomes of these software/systems in higher ed for a while. How does ed tech codify teaching, learning, and administration needs at our universities and colleges with a.i.? If things seem magical or improbable, we need to have more critical questions and understanding of how these “black boxes” work for our campus stakeholders. We talk about how robots may or may not be coming for our jobs, and what we need to understand about the technologies implemented for our work.

Questions and thoughts for the community:

Are you seeking a robot application for your job? What do you think about A.I. in higher ed? Let us know -- send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Franny French.

]]> Thu, 15 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2585 Don't call it a comback... A.I. has been around higher ed for a while. Don't call it a comback... A.I. has been around higher ed for a while. ed tech, education, technology, learning, online, higher ed No Chapter 24: 2017 Blockchain Chapter 24: 2017 Blockchain full c8932c34-f89c-4260-b2eb-33c82c0ff303 https://share.transistor.fm/s/17f5d658 Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.

]]> Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn.

]]> Mon, 19 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 1165 Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of hype that surrounds a new technology that does not seem to address a clear need. Read by Caroline Kuhn. Of all the technologies covered in this book, blockchain is perhaps the most perplexing, both in how it works and in terms of its purpose in education. I include it because it received a lot of attention, but also because it is indicative of the type of h ed tech, education, technology, learning, online, higher ed No BONUS: #OERxDomains21 Panel: OER & the @YearsEd Project BONUS: #OERxDomains21 Panel: OER & the @YearsEd Project bonus f86c01dd-5fa7-46b6-87ed-47d3f153b7c6 https://share.transistor.fm/s/559bca77 In contemporary journalism, if a news story is described as “having legs” it means it has the ability to evolve and remain relevant over a long period of time to a wide community. This concept of “having legs” can also be applied to the creation of OER as there is an embedded assumption by the creator of a work that, by assigning an open license to it, their work will become flexible enough to develop “legs” and continue to be successful on its own through adaptation and adoption by others. On this panel from April 21st we talk about the “legs” on #25YearsOfEdTech lessons learned and things to consider for OEP work. Apologies for the extra sounds, we forgot to turn off the Discord notifications so you will hear people coming and going from our channel. Enjoy!

Listen to these podcast episodes to learn more about:

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections. When recorded, send a message or tweet. 

]]> In contemporary journalism, if a news story is described as “having legs” it means it has the ability to evolve and remain relevant over a long period of time to a wide community. This concept of “having legs” can also be applied to the creation of OER as there is an embedded assumption by the creator of a work that, by assigning an open license to it, their work will become flexible enough to develop “legs” and continue to be successful on its own through adaptation and adoption by others. On this panel from April 21st we talk about the “legs” on #25YearsOfEdTech lessons learned and things to consider for OEP work. Apologies for the extra sounds, we forgot to turn off the Discord notifications so you will hear people coming and going from our channel. Enjoy!

Listen to these podcast episodes to learn more about:

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections. When recorded, send a message or tweet. 

]]> Wed, 21 Apr 2021 19:31:44 -0700 Martin Weller & Friends Martin Weller & Friends 1456 A panel about our podcast turned into another episode for this podcast. You're very welcome. A panel about our podcast turned into another episode for this podcast. You're very welcome. ed tech, education, technology, learning, online, higher ed No Between the Chapters #24: beyond the blockchain buzz with @dkernohan Between the Chapters #24: beyond the blockchain buzz with @dkernohan bonus 33ed4b8d-e160-4c2c-b1cc-3cce59135664 https://share.transistor.fm/s/f6157fa4 For this Between the Chapter episode, Laura chats with David Kernohan about the blockchain and other odd things happening around the year 2017: Chapter 24. This episode will not explain what the blockchain is, but take a broad perspective about the times, questioning trust, and changing of systems. Spoiler Alert: We don’t want to crush your hopes and dreams about blockchains, but there's no real lasting impact for it in higher ed. 

Questions:

  • How can we create a set of ground rules that share trust and expertise in learning, credentials, and more? Will blockchain help?
  • How are you thinking about long term storage of digital artifacts, projects, and initiatives?
  • How do we decide which digital artifacts are given resources, time and money, to preserve these learning objects?

Are you interested in owning an NFT art piece of Martin Weller’s face? Are you using blockchain technology in higher ed? Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquni.

We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections

]]> For this Between the Chapter episode, Laura chats with David Kernohan about the blockchain and other odd things happening around the year 2017: Chapter 24. This episode will not explain what the blockchain is, but take a broad perspective about the times, questioning trust, and changing of systems. Spoiler Alert: We don’t want to crush your hopes and dreams about blockchains, but there's no real lasting impact for it in higher ed. 

Questions:

  • How can we create a set of ground rules that share trust and expertise in learning, credentials, and more? Will blockchain help?
  • How are you thinking about long term storage of digital artifacts, projects, and initiatives?
  • How do we decide which digital artifacts are given resources, time and money, to preserve these learning objects?

Are you interested in owning an NFT art piece of Martin Weller’s face? Are you using blockchain technology in higher ed? Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquni.

We want to hear from YOU, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections

]]> Thu, 22 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2403 All hype, no heart = blockchains in higher ed. All hype, no heart = blockchains in higher ed. ed tech, education, technology, learning, online, higher ed No Chapter 25: 2018 Ed Tech's Dystopian Turn Chapter 25: 2018 Ed Tech's Dystopian Turn full d178be53-3260-48b9-84dc-edd207b43eab https://share.transistor.fm/s/5dc4dffc For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.

]]> For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott.

]]> Mon, 26 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 1173 For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, technological utopia that will cure all of education’s problems. This is often a reflection-free zone, because the whole basis of this industry is built on selling perfect solutions, often to problems that have been artificially concocted. In contrast to this is a developing strand of criticality around the role of technology in society and in education in particular. This camp can sometimes be guilty of being overly critical, seeking reasons to refute every technology and dismiss any change. However, with the impact of social media on politics, Russian bots, disinformation, data surveillance, and numerous privacy scares, the need for a critical approach is apparent. Being skeptical about technology can no longer be seen as a specialist interest. Read by Anne-Marie Scott. For this final year of the 25, a trend rather than a technology is the focus. There is in much of ed tech a growing divide, particularly in evidence at conferences. One camp is largely uncritical, seeing ed tech as a sort of Silicon Valley-inspired, techn ed tech, education, technology, learning, online, higher ed No Between the Chapters #25: searching for the commons in the wasteland with @savasavasava & @audreywatters Between the Chapters #25: searching for the commons in the wasteland with @savasavasava & @audreywatters bonus 09d6f330-611b-4c28-93c0-04fb6f6ff234 https://share.transistor.fm/s/442cc432 For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018.  The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of  ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion  coexist with our practices -- let’s pack up our values & build that space again, my friends.

Questions asked:

  • Where do the responsibilities lie for educational technology?
  • When was the last time you resisted technology? How do you use refusal in ed tech?
  • What should we refuse or resist more, in general? 
  • Where did the common go in our shared institutions?
  • How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life?
  • What if we do decide that ed tech makes things worse?
  • Where do we go if ed tech is actually a dystopian project?
  • What is it that we value that is not wrapped up in ed tech we want to take with us?
  • How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech?
  • If there is a commons somewhere, where is it? Can we get an invite?

Continue learning from these guests of the pod:

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet.

Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.

]]> For Between the Chapters episode, Laura is in conversation with Audrey Watters and sava saheli singh to navigate these troubling waters of educational technology. This episode swirls around the ed tech’s dystopian storm from Chapter 25; however, we all agreed there are many dark aspects from previous chapters and years prior to hit the fever pitch of 2018.  The issues and challenges of a number teaching and learning technologies have been brought up in previous bonus book club chats. Beyond avoiding the sci-fi plot being drafted by technology companies, we can find agency through refusal and doing more than just being critical of  ed tech. We need to return to a sense of “the commons” in higher ed, where care and compassion  coexist with our practices -- let’s pack up our values & build that space again, my friends.

Questions asked:

  • Where do the responsibilities lie for educational technology?
  • When was the last time you resisted technology? How do you use refusal in ed tech?
  • What should we refuse or resist more, in general? 
  • Where did the common go in our shared institutions?
  • How can we build a better community to have reciprocity and responsibility for one another in ed tech/higher ed/life?
  • What if we do decide that ed tech makes things worse?
  • Where do we go if ed tech is actually a dystopian project?
  • What is it that we value that is not wrapped up in ed tech we want to take with us?
  • How do we reclaim some of the agency, hope, and good stuff we thought would come out of ed tech?
  • If there is a commons somewhere, where is it? Can we get an invite?

Continue learning from these guests of the pod:

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 1st to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet.

Do you have directions out of the ed tech wasteland? Are you building the commons somewhere? If so, tell us about it! Send a message or tweet. Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by kevin tsakuhhin.

]]> Thu, 29 Apr 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 2976 “Don't let the bastards grind you down.” ― Margaret Atwood, The Handmaid's Tale “Don't let the bastards grind you down.” ― Margaret Atwood, The Handmaid's Tale ed tech, education, technology, learning, online, higher ed No Conclusions: Reclaiming Ed Tech Conclusions: Reclaiming Ed Tech full b4984a9d-c8c8-484a-894c-21635d624384 https://share.transistor.fm/s/53840f72 Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.

]]> Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller.

]]> Mon, 03 May 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 1307 Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means for the next 25 years of ed tech will be proffered. Read by Martin Weller. Having surveyed one particular take on 25 years of ed tech, it is now possible to synthesize some generalities. In this chapter, several themes arising from the analysis of this history will be proposed, and then some suggestions regarding what this means ed tech, education, technology, learning, online, higher ed No Between the Chapters: Retrospective - THE END! Between the Chapters: Retrospective - THE END! bonus 8aa37c1a-b0c1-46e0-b916-5d50cbd9dd2b https://share.transistor.fm/s/c8909cb4 This 25 Years of Ed Tech Audio Project has been a blast! Thanks to all of the community:

  • Readers of the chapters
  • Guests for the "Between the Chapters" book club episodes
  • The community of listeners
  • Martin Weller -- who let us remix his book!

We appreciate ALL of you and are grateful for your contributions in this @YearsEd audiobook project. Thanks y'all! 


In this episode, you'll hear Clint Lalonde and Laura Pasquini give their 4 L Retrospective -- the things they loved, loathed, longed for, and Learned + what's next on the horizon of audio works.

Did you miss this BONUS episode?: #OERxDomains21 Panel: OER & the @YearsEd Project

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. :)

Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.

]]> This 25 Years of Ed Tech Audio Project has been a blast! Thanks to all of the community:

  • Readers of the chapters
  • Guests for the "Between the Chapters" book club episodes
  • The community of listeners
  • Martin Weller -- who let us remix his book!

We appreciate ALL of you and are grateful for your contributions in this @YearsEd audiobook project. Thanks y'all! 


In this episode, you'll hear Clint Lalonde and Laura Pasquini give their 4 L Retrospective -- the things they loved, loathed, longed for, and Learned + what's next on the horizon of audio works.

Did you miss this BONUS episode?: #OERxDomains21 Panel: OER & the @YearsEd Project

We want to hear from you, dear @YearsEd listener! Submit your audio reflections by May 15th to add your voice to the community audiobook project! #25YearsOfEdTech: Call for Audio Reflections When recorded, send a message or tweet. If/When we receive these audio reflections, you might see a few extra episodes in this podcast feed. :)

Podcast episode art: X-Ray Specs by @visualthinkery is licensed under CC-BY-SA. Remix by Laura Pasquini.

]]> Thu, 06 May 2021 01:00:00 -0700 Martin Weller & Friends Martin Weller & Friends 1714 “Every new beginning comes from some other beginning's end.” ― Lucius Annaeus Seneca “Every new beginning comes from some other beginning's end.” ― Lucius Annaeus Seneca ed tech, education, technology, learning, online, higher ed No Thank you @OpenEdGlobal for the #OEAward2021 for the @YearsEd Project! Thank you @OpenEdGlobal for the #OEAward2021 for the @YearsEd Project! bonus f77e9da1-ee80-40b1-b1f6-ee0e59247754 https://share.transistor.fm/s/fc81cd25 A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: 

The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons;
  • Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format.
  • Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book. 
  • The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks. 
  • Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse.


This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.

And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):

Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D’Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singh


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. 

]]> A huge thank you to the OE Global community for awarding our project a 2021 Open Education Award of Excellence for Reuse/ Remix/ Adaptation. for the 25 Years of EdTech: The Serialized Audio Version. From the OE Global Awards team: 

The award was given to the project in the “Open Reuse/Remix/Adaptation” category and, according to the adjudicators, the project is an outstanding example of the power of OER reuse for the following reasons;
  • Remixing the physical book into an audiobook has increased accessibility by providing the text in an alternate format.
  • Drawing together the open education community around the reading of the text sparked the companion “Between the Chapters” podcast, providing a deeper dive and critical analysis by experts into the topic of each chapter. This has added an additional layer of richness to the original book. 
  • The weekly podcast release schedule, and accompanying critical analysis created a fundamentally new way to experience the book – slower and in bitesize chunks. 
  • Each episode of the main recording or the companion podcast also now exists as an OER available for future use / reuse.


This was a project that could not have happened without an openly licensed book so thank you @mweller & @au_press -- thank you so much! This is just a quick thank you speech (in podcast format, of course) from Laura and Clint.

And a huge thank you to all the volunteers who voiced and/or guested as part of the project. We have listed everyone by name below (and we hope we did not miss anyone who contributed):

Bonni Stachowiak, Jeffery Saddoris, Tim Carson, Ken Bauer, Angela Gunder, Brian Lamb, Lorna M. Campbell & Phil Barker, Tom Farrelly, Lee Skallerup Bessette, Catherine Cronin, Chad Flinn, Sukaina Walji, Grant Potter, Julian Prior, Simon Horrocks, Terry Greene, Laura Czerniewicz, Rajiv Jhangiani, Brenna Clarke Gray, Deb Baff, Maha Bali , Caroline kuhn, Anne-Marie Scott, Alan Levine, Jim Groom, Mark Brown, Clare Thompson, Jessie Stommel Mark Guzdial, Kelvin Bentley Brian Lamb John Robertson D’Arcy Norman Laura Gibbs Bonnie Stewart, Maren Deepwell, Judith Pete, Virginia Rodés Bryan Alexander, Alexandra Pickett, Sara Frick, Orna Farrell, David Wicks, Sue Beckingham, Chrissi Nerantzi, Tanis Morgan Autumm Caines, Rebecca Hogue, Christian Frierich, Helen DeWaard, Dave Cormier, Rolin Moe, Amanda Coolidge, George Veletsianos Dragan Gasevic, Joyce Seitzinger, Chris Gilliard, David Kernohan, Audrey Watters, sava sahali singh


Do you have thoughts, comments, or questions about this podcast? Send us a message or tweet. 

]]> Sun, 24 Oct 2021 14:53:00 -0700 Martin Weller & Friends Martin Weller & Friends 396 Clint Lalonde & Laura Pasquini offer their thanks for such an honour! We appreciate the nomination, award, and kudos! Clint Lalonde & Laura Pasquini offer their thanks for such an honour! We appreciate the nomination, award, and kudos! ed tech, education, technology, learning, online, higher ed No