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Plenary SessionNovember 10, 2011 - 8:50amCable Green (Creative Commons, US)
Dr. Cable Green
Director of Global Learning
As Director of Global Learning, Cable is responsible for setting Creative Commons strategic direction and priorities to build on the global Open Educational Resources (OER) movement that will enable robust and vibrant practices and policies for free and open sharing of learning assets. Cable is a strong advocate for open policies that ensure publicly funded education materials are freely and openly available to the public that paid for them.
Cable will lead Creative Commons’ recently-announced project to provide technical assistance to winning grantees of the US Department of Labor TAACCCT grant program with our partnering organizations Carnegie Mellon Open Learning Initiative, CAST, and the Washington State Board for Community and Technical Colleges.
Previously, as Director of eLearning & Open Education for the Washington State Board for Community & Technical Colleges, he led a project to create and share low-cost, digital, instructional materials for 81 general education community college courses under a Creative Commons Attribution (CC BY) license. They call it the "Open Course Library."
Cable also served as the Director of Technology for the Ohio Learning Network and Director of Educational Technology for the Ohio State University College of Pharmacy where he built Ohio State’s first online doctoral program. He earned his PhD (educational technology) from Ohio State University, MA (communication) from Ohio State, MPC from Westminster College, and BS (international affairs) from Lewis and Clark College.Keynote @ time index: 10:25YouTube Link (CC BY)60 Minutes
The Internet, increasingly affordable computing, open licensing, open access journals and open educational resources provide the foundation for a world in which a quality education can be a basic human right. Yet before we break the "iron triangle" of access, cost and quality with new models, we need to educate policy makers about the obviousness of open policy: public access to publicly funded resources.
Plenary SessionNovember 11, 2011 - 8:50amHoward Rheingold
Photo Credit: Karsten Lemm
He has held positions as: editor of Whole Earth Review (http://en.wikipedia.org/wiki/Whole_Earth_Review); editor of The Millennium Whole Earth Catalog (http://www.well.com/user/hlr/mwecintro.html); founding executive editor of Hotwired (http://en.wikipedia.org/wiki/HotWired); founder of Electric Minds (http://www.rheingold.com/electricminds/html/); Non-resident Fellow, Annenberg Center for Communication, USC, 2007 (http://www.annenberg.edu/info/rheingold.php); and Visiting Professor, De Montfort University, UK.
He has taught: Participatory Media and Collective Action (UC Berkeley, SIMS, Fall 2005, 2006, 2007) (http://www.seedwiki.com/wiki/participatory_media_and_collective_action/participatory_media_and_collective_action.cfm, http://www.sims.berkeley.edu/programs/courses/296a-pmca); Virtual Community/Social Media (Stanford, Fall 2007, 2008, 2009, 2010; UC Berkeley, Spring 2008, 2009) (http://socialmediaclassroom.com/host/vircom); Toward a Literacy of Cooperation (Stanford, Winter, 2005); Digital Journalism (Stanford University Winter, 2005, 2006, 2007, 2008) (http://socialmediaclassroom.com/digitaljournalism09).
He is currently working on: Social Media Classroom (http://socialmediaclassroom.com); The Cooperation Project (http://www.cooperationcommons.org); Rheingold U (http://www.rheingold.com/university); 21st Century Literacies 40 min video (http://blip.tv/file/2373937); 6 minute vid interview (same subject: http://bit.ly/eFqeI).
Howard can be reached at: firstname.lastname@example.org and tweets at: http://twitter.com/hrheingold. http://www.rheingold.com
http://www.rheingold.com/university <---Rheingold U!
what it is ---> is --->up to us60 Minutes
Although not an educator by trade, I've been interested in the potential of online media for learning since I started exploring what I called "virtual communities" in the 1980s. In particular, I was attracted to the ways online media could facilitate collaborative knowledge sharing and exploration. In 1995, I designed a demonstration of a "university of the future" for NEC corporation. In 2006, I started teaching at UC Berkeley and Stanford. I was initially drawn to formal education because I perceived a need to introduce students to the issues of identity, privacy, collective action, public sphere, social capital raised by our increasing use of what are now called social media. It only made sense to use blogs, wikis, forums, chat, and social bookmarking when introducing these subjects. Contrary to popular beliefs about "digital natives," I soon learned that social media literacies are not uniformly understood by today's students. At the same time, by paying attention to what students were telling me about our encounters, I was led to forms of pedagogy that have existed at least since the time of John Dewey but which have not been practical until the advent of social media -- teaching and learning that is more collaborative and inquiry based and which extends beyond the face to face classroom. In addition to the blended learning I've facilitated at Stanford and Berkeley, I've also started a totally online set of courses: http://www.rheingold.com/university -- and I'm exploring the variety of peer-to-peer courses that are springing up online. I'll talk about how I've learned from my students, how we've learned to learn together, and how I am now experimenting with purely online teaching and learning. I'll touch upon the social media literacies that are the subject of my current book in progress: attention, participation, collaboration, crap detection, and network awareness.