Opened Practices Users from usa
27578 S Buffalo Gap Rd
The OER (Open Education Resources) Movement has reignited my passion for teaching, learning, collaborating, and contributing to the greater global good of higher ed.
Being a product of the 70s, it is safe to say I’m on the edge of a midlife crisis. I’ve spent the last 35 years yearning for a political or social movement I could run with. In hindsight, I was born two decades too late: too young for Vietnam, the Civil Rights Movement, and even the feminists, who burned their bras before I had a chance to fill one out.
In hindsight though, I realize this is likely the reason I gravitated towards a career in education. At 18 my plan was to change the world, and I believed that college was my ticket to doing just that. The picture I painted for my future after college was me donning worn Birkenstocks, sipping honey-sweetened Green Tea, and discussing, forever, Thoreau, Blake and Woolf to high school students that cared little about anything other than exactly what I was saying.
And of course, that painting never happened.
Fast forward a decade—or two—and now I’m here in higher ed simultaneously raising two kids, “volunteering” on my husband’s family’s South Dakota ranch, and doing everything I can to live up to my Pearl Buck mantra: “the secret of joy in work is contained in one word: excellence.”
Yet I question, how do I stay the course of motivation, organization, and effectiveness when the current drivers of change in higher education threaten not just the institution but me personally: budget cuts and rising costs, greater expectations from taxpayers, rapidly changing technology, embracing diversity in learning, and intensifying pressure on completion rates—am I really as powerless as I feel?
The problem with age is experience, which is easily transformed into cynicism. How many newfangled initiatives have I seen promising to be that silver bullet mitigating all those aforementioned threats and espousing some audacious diatribe about changing-- transforming even--higher education? It’s clear to me now that my 18 year-old wish to change the world seems far simpler than effecting any change in higher education.
Where is my place? What is my value? Who is my voice? Waking everyday inspired and rejuvenated is a supreme challenge, but nevertheless key to longevity in work and life.
I've dedicated my career to improving higher education because I believe in higher education. Yet there are days when I feel I’ve been lifting that torch perhaps a little too long serving the poor, tired huddled masses yearning to breathe free (with the help of my employing institution). What's inspiring me to wake up and want to change the world--again--is Open Education. I know it's not the only answer…but it surely is a place to start.
My name is Rab i am a marketer
943 San Dieguito Drive
Dr. Margaret Riel is the Academic Program Chair for the Master of Arts in Learning Technologies Program at the Graduate School of Education and Psychology. She also directs the Center for Collaborative Action Research at Pepperdine University. Building on her earlier work with Learning Circles, Riel combines the Learning Circle model (onlinelearningcircles.org) with online teaching of Action Research (ccar.wikispaces.com) in a course that was recognized by the United Stated Distance Learning Association with a Gold Award. She has designed professional development workshops around action research and given presentations at national and international conferences. Over her career, she has written research reports and articles, designed computer programs, authored curriculum books and software documentation, designed websites, and consulted on television broadcasts around the use of learning technologies. She is the current Chair of the American Educational Research Association Action Research Special Interest Group.
Margaret Riel, Ph.D.
Visiting Faculty, Education
B.A., University of California, San Diego; M.A., University of Chicago; Ph.D., University of California, Irvine
Dr. Margaret Riel is Academic Chair of the Master of Arts in Learning Technologies Program at GSEP. Her early work involved the design of a model of cross-classroom communication -- Online Learning Circles -- in the K-12 context. She designed the program for thousands of teachers from schools around the world to engage their students in the work of learning circles. The Learning Circle model has become the structural design of her online teaching of Action Research at Pepperdine for which she received an award from the prestigious United Stated Distance Learning Association. She has designed and participated in workshops to provide professional development with technology to teachers at universities, at national conferences, and as a consultant for professional education organizations. Over her career, she has written research reports and articles, designed computer programs, authored curriculum books and software documentation and developed websites, and consulted on television broadcasts. She serves as a fellow for the George Lucas Education Foundation and as the director of Center for Collaborative Action Research.
Contact: margaret.riel@pepperdine.edu
Key Awards/Affiliations:
Gold-level award for Online Technology in Higher Education in the category of Best Practices for Excellence in Distance Learning Teaching
Academic Interests:
Participatory action research
Personalized learning communities
Social capital and network ties among school teachers
Teacher professional development
Technology for knowledge-building
Distance learning
School reform
Selected Links:
Faculty Spotlight
My Courses
My Online Office
Center for Collaborative Action Research
George Lucas Education Foundation
601 University Drive
I am a long time video/media producer, an educator and currently a resource for faculty at Texas State University-San Marcos, Texas. The implementation of Sakai (TRACS) at Texas State is one of several projects with which I am involved. I have completed work on my PhD degree and will graduate in December 2011 with a PhD in Adult and Community Education. My dissertation research focused on how online instructors create a sense of social presence with students in virtual worlds like Second Life.
In my other life, I produce educational videos and short-form video documentaries. I am passionate about organic gardening and have an organic gardening web site at www.gardentoad.com.
It is health that is real wealth and not pieces of gold and silver.
Wells Library 305 West Tower
1320 East 10th Street
Kate Ellis is a Learning Technologies Consultant at the Teaching and Learning Technologies Center at Indiana University Bloomington.
Kate Ellis is a Learning Technologies Consultant at the Teaching and Learning Technologies Center at Indiana University Bloomington. She works with faculty in incorporating instructional technology into their courses as well as developing and implementing programing initiatives. She is an active member of the international Sakai open-source community and supports Oncourse CL, the IU implementation of Sakai. Her areas of interest include blended learning environments, podcasting for instruction, user-centered web design and visual literacy.
Kate received a Master of Fine Arts in graphic design and new media from the School of Fine Arts, Indiana University Bloomington in 2002 (terminal degree), and a BFA in Fine Arts from IUB in 1977. She has worked as the Webmaster for a newspaper in the Knight Ridder network, Assistant Curator at the Indianapolis Museum of Art and co-director of Artlink Artspace. She has taught classes and workshops at Artlink and the Bloomington John Waldron Art Center. As a graduate student at IUB, she received the Glaubinger Fellowship and did graphic design and web development for the Indiana University Art Museum.
June Spring Contact Solutions specializes in providing flexible, high quality customer support outsourcing solution, both inbound and outbound communication support.
113E Burruss Hall
I am an A/P faculty member working in the Center for Student Engagement and Community Partnerships. As part of this role, I coordinate a small living-learning community focused on civic engagement and instruct a section of the associated LDRS 1015-1016 Exploring Citizen Leadership course series.
fdd
My experience during the last few years was focused on learning what is a dip switch, momentary, electrical, magnetic & electronic switches and push button switches.
good person
Char focuses on the intersection of education, research, technology, and design in library services.
Char focuses on the intersection of education, research, technology, and design in library services. She was E-Learning Librarian and liaison to the School of Information at UC Berkeley between 2008 and 2011, and recently joined the Claremont Colleges Library as Instruction Services Manager and E-Learning Librarian. Char completed a Master's of Educational Technology at Ohio University in 2008, a MSIS at the University of Texas at Austin's School of Information in 2005, and a B.A. in History at Reed College in Portland, Oregon in 2001.
3459 NW 115th avenue
Member of the Sakai Board of Directors. Currently consulting with educational institutions and some commercial partners with a focus on open source software and open education resources for enhancing teaching and learning in both K-12 and Higher Education. Over 35 years of educational experience both in teaching and administration ranging from K-12 to Community Colleges and Universities. Previous higher education experience includes: Chief Technology Officer, Dean of Distance Education, Director of Center for Academic Excellence, Faculty member in Education. Particular interests lie at the intersection of Open Software Development and Open Education Initiatives particularly as the relate to web-based delivery.
3403 Weeping Cherry Court
teach mental health nursing for BSN students
HPB 171
Department of Communication Disorders
Texas State University - San Marcos
601 University Drive
I am an Assistant Professor in the Department of Communication Disorders. I teach graduate courses in adult neurogenic speech disorders, introductory research methods, voice disorders, and fluency disorders.
I am an Assistant Professor in the Department of Communication Disorders. I teach graduate courses in adult neurogenic speech disorders, introductory research methods, voice disorders, and fluency disorders. In addition, I am also the coordinator of the fluency cognate and offer a summer intensive stuttering therapy program for adolescents and adults who stutter. The fluency cognate and the summer intensive stuttering therapy program allows me to mentor students in best clinical practices, and the application of evidence-based practice in the real world. My primary research interest is in evaluating treatment outcomes for adolescents and adults who stutter, which is supported by the fluency cognate and the summer clinic.
