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2013-08-27T21:56:58Z

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2013-05-01T22:38:39Z

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Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:26:32Z

WikiAdministrator: /* Issuer Experience */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as both an alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest and awareness in providing alternative methods of motivation and credentialing has also increased. Implementing a badge system intersects with various initiatives and conversations around campus and digital badges may provide an opportunity to support initiatives that would like to provide evidence for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have also expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

The CTLT is critically engaged in exploreing the issues of recognition and motivation of learners. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, open courses, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on two different use cases for badges at UBC
*Generate understanding about full resource, administrative, and technical needs of supporting badges at UBC.
*Create a white paper on our experience with formal recommendations for next steps
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project shall focus on two different use cases for issuing bades:
#A CTLT Professional Development track
#An open course

The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.Depending on the identified and chosen use cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
*Offer flexible approaches to learner motivation and engagement in blended and distant environments
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*What recommendations can be made about a process for deciding who can issue UBC Badges
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:18:16Z

WikiAdministrator: /* Stakeholder Analysis */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as both an alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest and awareness in providing alternative methods of motivation and credentialing has also increased. Implementing a badge system intersects with various initiatives and conversations around campus and digital badges may provide an opportunity to support initiatives that would like to provide evidence for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have also expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

The CTLT is critically engaged in exploreing the issues of recognition and motivation of learners. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, open courses, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on two different use cases for badges at UBC
*Generate understanding about full resource, administrative, and technical needs of supporting badges at UBC.
*Create a white paper on our experience with formal recommendations for next steps
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project shall focus on two different use cases for issuing bades:
#A CTLT Professional Development track
#An open course

The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.Depending on the identified and chosen use cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
*Offer flexible approaches to learner motivation and engagement in blended and distant environments
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:17:03Z

WikiAdministrator: /* Project Need: Supporting Learners */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as both an alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest and awareness in providing alternative methods of motivation and credentialing has also increased. Implementing a badge system intersects with various initiatives and conversations around campus and digital badges may provide an opportunity to support initiatives that would like to provide evidence for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have also expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

The CTLT is critically engaged in exploreing the issues of recognition and motivation of learners. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, open courses, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on two different use cases for badges at UBC
*Generate understanding about full resource, administrative, and technical needs of supporting badges at UBC.
*Create a white paper on our experience with formal recommendations for next steps
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project shall focus on two different use cases for issuing bades:
#A CTLT Professional Development track
#An open course

The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.Depending on the identified and chosen use cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:10:52Z

WikiAdministrator: /* Project Need: Supporting Learners */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as both an alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest and awareness in providing alternative methods of motivation and credentialing has also increased. Implementing a badge system intersects with various initiatives and conversations around campus and digital badges may provide an opportunity to support initiatives that would like to provide evidence for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have also expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

The CTLT is critically engaged in exploreing the issues of recognition and motivation of learners. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, open courses, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a white paper on our experience with formal recommendations for next steps
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:10:03Z

WikiAdministrator: /* Project Need: Supporting Learners */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as both an alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest and awareness in providing alternative methods of motivation and credentialing has also increased. Implementing a badge system intersects with various initiatives and conversations around campus and digital badges may provide an opportunity to support initiatives that would like to provide evidence for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have also expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

The CTLT is critically engaged in exploreing the issues of recognition and motivation of learners. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, open courses, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T21:05:10Z

WikiAdministrator: /* Project Need */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need: Supporting Learners=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with digital badges as alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

UBC has long embraced online learning and with the recent attention to flexible and open pedagogies, interest in providing alternative methods of motivation and credentialing has increased. Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of traditional credentialing. For example, open courses, such as the Arts One Digital Project, has expressed an interest in using badges to increase participation by learners who are not formally enrolled in the course. Additionally, courses in UBC's MOOC pilot project, which do not award credit, have expressed interest in awarding digital badges as a motivation tool to help increase engagement in their courses.

Implementing a badge system intersects with various initiatives and conversations around campus. The University’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a MOOC who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:53:35Z

WikiAdministrator: /* Executive Summary */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool that provides information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with badges as alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:53:03Z

WikiAdministrator: /* Executive Summary */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

Digital badges are being leveraged institutions of higher education as both a motivation and recognition tool the provide information about what the learner knows and can do. The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with badges as alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:49:55Z

WikiAdministrator: /* Project Need */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in a variety of contexts (e.g. scouts, gaming) as both evidence of a person’s skills and learning and as a motivation tool for people to gain additional skills and learning. Higher education institutions, including universites like Purdue, Carnegie Mellon, and the University of California have begun to experiment with badges as alternative means of providing recognition and motivation for learning. The use of badges in higher education is being spearheaded by the Mozilla Foundation, creators of Firefox, who recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:41:02Z

WikiAdministrator: /* Project Need */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in other contexts (e.g. scouts, gaming) as evidence of a person’s skills and learning. The Mozilla Foundation, creators of Firefox, recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept badging pilot as a way to assess the feasibility of a university-wide badging system, including resourcing needs, technical frameworks, and legal/privacy implications
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:38:12Z

WikiAdministrator: /* Executive Summary */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="100%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in other contexts (e.g. scouts, gaming) as evidence of a person’s skills and learning. The Mozilla Foundation, creators of Firefox, recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept of a badging system as a way to help learners recognize their learning within and outside of their classes.
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Assess the feasibility of a university-wide badging system, including resourcing needs, hosting frameworks, and legal/privacy implications
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Documentation:CTLT Resources/Badge Pilot Project Plan

2013-04-10T20:37:25Z

WikiAdministrator: /* Executive Summary */

==Elements Needed==
*Staff Resources
*Technical Requirements
*Use Cases
*Why should UBC do badges
*Value to Flexible Learning

=Executive Summary=

The UBC Open Badges Pilot Project aims to develop a proof of concept in the issuing of open digital badges at the University of British Columbia. Several use-cases are proposed to contextualize the proof of concept each. All of them will attempt to answer questions around issuing badges (i.e. who gets to issue badges) , earning badges (i.e. how will learners earn badges), and storage of badges (i.e. where will they be stored) in different contexts. An evaluation will be done in order to gather the lessons learned and the next steps forward if a university-wide system is implemented.

{| class="wikitable" border="1" width="85%"
|-
! Project Owner
||
*Michelle Lamberson, Managing Director, Centre for Teaching, Learning and Technology
*Simon Bates, Academic Director, Centre for Teaching, Learning and Technology
|-
! Project Manager
|| TBD
|-
! Project Team
||
* '''Partner Units'''
* '''Centre for Teaching, Learning and Technology'''
*:*''Teaching and Learning Professional Development''
*:*:*Will Engle, Teaching and Learning Strategist
*:*:*Zack Lee, Educational Resources Developer
*:*:*Cindy Underhill, Learning Resource Design Strategist
*:*:*Lucas Wright, Educational Technology Specialist
*:*''Teaching and Learning Technologies''
*:*:*Scott McMillan, Applications Developer / Sysadmin
*:*:*Novak Rogic, Web Strategy Manager
*:*:*Joe Zerdin Emerging Technologies Analyst
*:*''Distance and Blended Learning''
*:*:*Janet McCracken, Instructional Designer/Project Manager
*:*:*Nicole Ronan, Web Designer/Programmer
|-
! Project Deadline
||
*Pilot to be developed during summer 2013
*Delivered in the fall term 2013
*Final report delivered by February 2014
|}

=Project Need=

Badges have been used quite extensively in other contexts (e.g. scouts, gaming) as evidence of a person’s skills and learning. The Mozilla Foundation, creators of Firefox, recognized the range of skills participants demonstrated during their 2010 Mozilla Festival (MozFest) during their "maker sessions". These same skills were not represented or in some cases recognized due to a lack of formal certification from educational institutions. The Open Badge Initiative (OBI) was developed to bridge the gap in the recognition of out of school/class learning that many people go through on a regular basis.

Implementing a badge system intersects with various initiatives and conversations around campus. The university’s strategic plan on student learning asks the community to implement a plan for the understanding, delivery and assessment of enriched educational experiences. Conversations revolved around developing a companion transcript that records a students co-curricular and extracurricular activities. At the same time, conversations around eportfolios have been continuing as a space to document a learner’s development throughout their time at UBC and beyond.

Badges may provide an opportunity to support these two initiatives where badges are evidence of the recognition for a learner’s work and experience outside of their classes. An ePortfolio becomes a space or a backpack where learners can store all the badges that they earned or awarded to them.

CTLT is engaged in these same issues regarding many of the projects we are a part of. How do we reward and recognize the professional development of instructors and graduate students when it comes to their teaching? How do recognize outstanding learners in a Coursera course who have provided help to their peers? How can we provide a personalized learning path for community members who varying skills and experiences? How can we connect and share our clients and colleagues expertise in order to build capacity beyond CTLT? Badges can provide an opportunity to explore potential solutions to these questions.

With the university determined to invest in a flexible learning initiative, there is a need to recognize the learning that happens everywhere, such as student-organized events, international exchange opportunities, and professional development activities, that provides added-value to the learning experience at UBC.

{| class="wikitable" border="1"
|-
! Goal
|| Develop a proof of concept of a badging system as a way to help learners recognize their learning within and outside of their classes.
|-
! Objectives
||
*Develop a small pilot project on one or two use-cases for badges at UBC
*Assess the feasibility of a university-wide badging system, including resourcing needs, hosting frameworks, and legal/privacy implications
*Generate interests about badges from different university units
*Create a badges white paper on our experience and the next steps forward
|-
! Alignment with CTLT Mandate
|| The intention behind the badges project aims to put CTLT in a leadership role to innovate on approaches to teaching and learning, to advance the understanding of how technology can advance the learning environment, and identify questions for further research.
|-
! Project Scope
|| The project is currently a collaboration between members of the Distance and Blended Learning team, Teaching and Learning Professional Development team, and the Teaching and Learning Technologies team.

Depending on the identified and chosen use-cases, CTLT will also collaborate with other UBC units such as the Learning Commons and Continuing studies.
|-
! Strategies
||
*Gather expressions of interest from units on who would like to commit to a pilot project.
*Design the learning path and criteria for earning badges
*Implement a low-impact hosting solution for the badges
*Conduct focus groups with “issuers” and “earners”
*Blog ongoing development and progress
*Create reports and documents on either the UBC Wiki or Google Docs
|-
|}

=Environmental Scan=

*Enables CTLT to experiment with an emerging open standard as well as an emerging trend in teaching and learning
*Engage the UBC community in different ways to recognize student learning and professional development
*Assess a complementary form of credentialing
*Articulate connections between flexible learning, enriched educational experiences, eportfolios, and learning technologies

=Stakeholder Analysis=

{| class="wikitable" border="1"
|-
! Stakeholder Group
! Issues/Perspectives
! Impact/Influence
|-
| CTLT TLPD
||
*Need to find new ways to document/recognize learning/professional/skills development
*Find ways to integrate the use of eportfolios
*Need to update the Passport of Participation program
||
*Contributes to opportunities for flexible learning
*Further understanding of how learning works
*Benefits from a renewed institutional focus on eportfolios
*Can impact discussions on professional development for faculty members and graduate students
|-
| CTLT TLT
||
*Further enhance the value of the WordPress platform for the UBC community
||
|-
| CTLT DBL
||
||
|-
| Instructors
||
*Need to represent their skills/proficiency in pedagogical techniques
*Need to build and/or collect evidence for their teaching portfolio
*Need to recognize student skills/achievements beyond grades
||
*Better representation/skills gained through their teaching experience
*More evidence for their portfolios
*Better understanding of professional development paths
|-
| Students
||
*Need to represent skills/experience gained from opportunities within and outside of the classroom setting
*Want to personalize the learning path during their time at UBC
||
*Recognition of achievements/experience within and outside the classroom
*Greater understanding of their own learning and career paths
*Gain “institutional” representation of employable skills gained while at UBC
|-
|}

=Risk Analysis=

{| class="wikitable" border="1"
|-
! Risk
! Probability
! Severity
! Action to Prevent
|-
| Participants do not want to use the Mozilla Backpack due to privacy reasons
||Unlikely
||Severe
||
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
| Technology implementation is more complex than first explored
|| Possible
|| Moderate
||
*Assess integration with current WordPress platforms
*Extensively test relevant plugins
*Plan for potential alternatives
|-
| Badges are not valued by earners
|| Possible
|| Minimal
||
*Design several criteria for earning badges based on program/course-based goals (e.g. task-based, challenge-based, participation-based, assessed work)
*Clearly outline the benefits of the open standards behind badges as well as the community behind it
|-
|}

=Resource Requirements=

{| class="wikitable" border="1"
|-
! Team Member
! Task
! Time
|-
| Scott McMillan
|| Implement required technology/software
||
|-
| Will Engle
||
*Gather expressions of interest from other units
*Liaise with Mozilla for potential support and collaboration
||
|-
| Zack Lee
||
* Draft initial report and project proposal
||
|-
| Joe Zerdin
||
*Research other implementations and use cases from other institutions
||
|-
| Nicole Ronan
||
*Design badges
||
|-
| Cindy Underhill
||
* Develop learning paths for participants
||
|-
|}

=Timeline=

{| class="wikitable" border="1"
|-
! Task
! Responsibility
! Deadline
|-
| Draft & submit pilot project proposal
|| Zack/WIll
|| April 2013
|-
| Proposal approved by Senior Management Team (SMT)
|| kele/Marianne
|| May 2013
|-
| Scope out expressions of interest from other units
|| Everyone
|| June 2013
|-
| Choose 2 - 3 use-cases for pilot project
|| Everyone
|| June 2013
|-
| Implement software/technology requirements
|| Scott/Novak
|| July 2013
|-
|Design & Develop badge earning criteria
||
|| August 2013
|-
| Test out software and earning criteria
||
|| August 2013
|-
| Use cases programs/courses starts
||
|| September 2013
|-
| Use cases programs/courses ends
||
||December 2013
|-
| Data Collection (e.g. focus groups, interviews) & Assessment
||
|| February 2014
|-
| Draft white paper
||
|| March 2014
|-
| Team review of white paper
||
||March 2014
|-
| Submission of white paper to SMT
||
|| April 2014
|}

=Budget=

{| class="wikitable" border="1"
|-
! Item
! Quantity/Time
! Notes
! Cost
|-
|
||
||
||
|-
|
||
||
||
|-
|}

=Evaluation=

CTLT and partner units will evaluate the pilot project with particular foci on the following areas:

==Software/Technology==

*What are the resource requirements for scaling up the badging infrastructure?
*Document tiered support needed during the pilot process.
*Document development process on a blog on UBC Blogs.

==Privacy/Security==

*What are the privacy preferences of badge earners if we do not develop a locally hosted badge backpack?
*Information will be gathered through online surveys and focus groups.

==Earner Learning Experience==

*Were earners motivated to earn badges? Did it motivate them to go further and earn other badges? How did it compare with other programs/classes? Do they plan to share their badges? Do they want badges? What other learning contexts can badges be applied?
*Information will be gathered through online surveys and focus groups.

==Issuer Experience==

*What was the experience of the issuer? Can we expand the issuers beyond just programs or classes? At what level? Did units/programs/instructors find value in awarding badges? Did they notice a change from their learners? What other learning contexts can badges be applied?
*A post-program/course evaluation will be conducted with participating units, instructors, facilitators.

==Sustainability==

*Is this something UBC can support going forward? What are the next steps?
*Answers will be derived from an analysis of previously mentioned focus areas.

=Success Measures=

*Develop a workflow for creating and earning badges in a variety of learning contexts.
*Creation of a “light” or simple technical infrastructure for issuing full metadata enabled or baked badges that are compliant with the OBI standard.
*Ability for earners to display badges in relevant spaces such as ePortfolios, UBC Blogs and other social media spaces.
*Establish resource requirements for feasibility and sustainability of a university-wide badging system.
*Publish a white paper to be shared with the broader UBC/teaching and learning community.

=Sustainability=

The badges pilot project is meant to assess the feasibility and sustainability of a university-wide badging system. Discussions on the future of badges at UBC will be informed by what we have learned during the pilot.

All project resources such as planning documents, project status updates, and research resources are and will be made available through the UBC Wiki and UBC Blogs. The final white paper will also be shared publicly through both systems.

=Communication=

*Primary project communication and planning will be done through the UBC Wiki with the category of “Badges”
*A blog will be started to contain reflections from team members
*Monthly meetings to touch base on development and project status

=Privacy/Security Considerations=

The Open Badge Initiative is developed by the Mozilla Foundation, a US-based non-profit group. They have taken the lead in developing the badge infrastructure and metadata standards. Standard badge metadata will include the earner’s name with the added function, if implemented, of linking to the earner’s work. Some Open Badge implementation enables earners to send their badges to a storage server/backpack run by Mozilla, which in turn is hosted in the US.

From initial research of the badge infrastructure, it is a complex system that will take significant resources to properly implement at UBC. Current WordPress plugins creates and stores the badges on UBC servers. Once awarded though, earners can only receive and store badges via Mozilla’s backpack.

For a relatively easier implementation of the pilot project, we will be using already available technologies to issue, award and store badges. Participation in the pilot will be optional. Badge earners will be informed of the privacy concerns and will be asked to sign a waiver.

[[Category:Badges]]

Paul Stacey - Creating a Global Education Commons

2013-03-26T18:18:44Z

WikiAdministrator: /* Streaming Version */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples was used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://archive.org/download/PaulstaceyCc20130305/paulstacey-cc-20130305.mp3</flashmp3><br />

==View the Slides==

[http://www.slideshare.net/slideshow/embed_code/16949846 Open on SlideShare]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-26T18:18:24Z

WikiAdministrator: /* Streaming Version */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples was used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://archive.org/download/PaulstaceyCc20130305/paulstacey-cc-20130305.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==

[http://www.slideshare.net/slideshow/embed_code/16949846 Open on SlideShare]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:54:42Z

WikiAdministrator: /* How Open Textbooks, Open Educational Resources & MOOC's are Changing Education */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples was used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==

[http://www.slideshare.net/slideshow/embed_code/16949846 Open on SlideShare]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:48:04Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==

[http://www.slideshare.net/slideshow/embed_code/16949846 Open on SlideShare]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare

2013-03-12T19:45:02Z

WikiAdministrator: Reverted edits by WikiAdministrator (talk) to last revision by ScottMcMillan

<noinclude>
This widget allows you to embed '''[http://SlideShare.com SlideShare]''' files onto your wiki page.

== Using this widget ==
For information on how to use this widget, see [[Help:Widgets/SlideShare]] widget description page.
</noinclude>

<includeonly><object width="" height=""><param name="movie" value="https://static.slidesharecdn.com/swf/ssplayer.swf?doc=" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><embed src="https://static.slidesharecdn.com/swf/ssplayer.swf?doc=" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="" height=""></embed></object></includeonly>

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:44:44Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|url=http://www.slideshare.net/slideshow/embed_code/16949846
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare

2013-03-12T19:44:29Z

WikiAdministrator: /* Using this widget */

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:43:40Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=http://www.slideshare.net/slideshow/embed_code/16949846
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare

2013-03-12T19:43:25Z

WikiAdministrator: /* Using this widget */

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:40:03Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=Paul_Stacey/oer-open-textooksmoocsubc
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:39:45Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=oer-open-textooksmoocsubc
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:38:48Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=slideshow/embed_code/16949846
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:38:36Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=http://www.slideshare.net/slideshow/embed_code/16949846
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare

2013-03-12T19:36:11Z

WikiAdministrator: Reverted edits by WikiAdministrator (talk) to last revision by ScottMcMillan

Widget:SlideShare

2013-03-12T19:34:52Z

WikiAdministrator: /* Using this widget */

Widget:SlideShare

2013-03-12T19:33:48Z

WikiAdministrator: /* Using this widget */

Widget:SlideShare Document

2013-03-12T19:32:57Z

WikiAdministrator: Reverted edits by WikiAdministrator (talk) to last revision by ScottMcMillan

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This widget allows you to embed '''[http://www.slideshare.com/ SlideShare]''' Documents onto your wiki page.

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For information on how to use this widget, see [[Help:Widgets/SlideShare Document]] widget description page.
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2013-03-12T19:32:09Z

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2013-03-12T19:30:09Z

WikiAdministrator: /* Using this widget */

<noinclude>
This widget allows you to embed '''[http://www.slideshare.com/ SlideShare]''' Documents onto your wiki page.

== Using this widget ==
For information on how to use this widget, see [[Help:Widgets/SlideShare Document]] widget description page.
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<includeonly><iframe src='http://www.slideshare.net/slideshow/embed_code/</iframe></includeonly>

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="512" height="421" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:27:25Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=16949846
}}

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare Document

2013-03-12T19:26:53Z

WikiAdministrator: /* Using this widget */

<noinclude>
This widget allows you to embed '''[http://www.slideshare.com/ SlideShare]''' Documents onto your wiki page.

== Using this widget ==
For information on how to use this widget, see [[Help:Widgets/SlideShare Document]] widget description page.
</noinclude>

<includeonly><iframe src='http://www.slideshare.net/slideshow/embed_code/&size=m' frameborder='0' width='555' height='451'></iframe><iframe src='http://www.slideshare.net/slideshow/embed_code/&size=l' frameborder='0' width='700' height='559'></iframe><iframe src='http://www.slideshare.net/slideshow/embed_code/' frameborder='0' width='512' height='421'></iframe></includeonly>

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:25:32Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=16949846
|width=427
|height= 356
}}

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Widget:SlideShare Document

2013-03-12T19:25:15Z

WikiAdministrator: /* Using this widget */

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This widget allows you to embed '''[http://www.slideshare.com/ SlideShare]''' Documents onto your wiki page.

== Using this widget ==
For information on how to use this widget, see [[Help:Widgets/SlideShare Document]] widget description page.
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Paul Stacey - Creating a Global Education Commons

2013-03-12T19:21:24Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=embed_code/16949846
|width=427
|height= 356
}}

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:16:42Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=embed_code/16949846
|width=427
|height= 356
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="427" height="356" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:16:27Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=slideshow/embed_code/16949846
|width=427
|height= 356
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="427" height="356" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:15:41Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=Paul_Stacey/oer-open-textooksmoocsubc#
|width=427
|height= 356
}}

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="427" height="356" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:13:34Z

WikiAdministrator: /* View the Slides */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==
{{#widget:SlideShare
|doc=16949846
|width=427
|height= 356
}}

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:12:21Z

WikiAdministrator: /* Listen to the Presentation */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==View the Slides==

<iframe src="http://www.slideshare.net/slideshow/embed_code/16949846" width="427" height="356" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" style="border:1px solid #CCC;border-width:1px 1px 0;margin-bottom:5px" allowfullscreen webkitallowfullscreen mozallowfullscreen> </iframe> <div style="margin-bottom:5px"> <strong> <a href="http://www.slideshare.net/Paul_Stacey/oer-open-textooksmoocsubc" title="How Open Textbooks, Resources & MOOC's are Changing Education" target="_blank">How Open Textbooks, Resources & MOOC's are Changing Education</a> </strong> from <strong><a href="http://www.slideshare.net/Paul_Stacey" target="_blank">Paul_Stacey</a></strong> </div>

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:06:14Z

WikiAdministrator: /* How Open Textbooks, Open Educational Resources & MOOC's are Changing Education */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|right]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:05:55Z

WikiAdministrator:

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
[[File:Cc-srr.png|frame]]Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:04:00Z

WikiAdministrator: /* Streaming Version */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering is slow''

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:03:47Z

WikiAdministrator: /* Listen to the Presentation */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering will be slow''

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:03:31Z

WikiAdministrator: /* Download the MP3 */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering will be slow''

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:03:18Z

WikiAdministrator: /* Streaming Version */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3><br />
''Please note: Buffering will be slow''

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]

Paul Stacey - Creating a Global Education Commons

2013-03-12T19:03:02Z

WikiAdministrator: /* Streaming Version */

Paul Stacey spoke at UBC on the topic of the impact of [http://creativecommons.org Creative Commons] on education as part of the part of the [http://ctlt.ubc.ca/programs/all-our-programs/teaching-learning-with-technology-tlt-series/ Teaching, Learning, & Technology] lecture series and the [http://ctlt.ubc.ca/programs/communities-of-practice/open-education/ Open Education Community of Practice]. This session was recorded on Tuesday, March 5th, 2013, at the [[Irving K Barber Learning Centre]] at UBC.

==How Open Textbooks, Open Educational Resources & MOOC's are Changing Education==
Over the past ten years [http://creativecommons.org Creative Commons] has enabled the creation of a global education commons by providing legal and technical infrastructure for maximizing digital creativity, sharing, and innovation.This presentation explored the growth of the global education commons, its current state, and future directions.

There is a great deal of energy, enthusiasm, and change happening in higher education. Existing and new education providers are leveraging the Internet, ICT infrastructure, digital content, open licensing, social networking, and interaction to develop new forms of education. While "open education" has long played a role in removal of barriers to education it's meaning is being reshaped in light of MOOC's, open textbooks, open educational resources, open source software, open access, open data, and open policy. This presentation explored how these new forms of open are affecting education globally.

Teaching and learning involve knowledge creation and dissemination requiring faculty, librarians, students and staff to work within legal requirements of copyright and intellectual property. For many this has been highly contentious, pitting end users against major publishers or resulting in widespread abuse of the law. Creative Commons licenses give rights owners and users a set of tools that enable a differently balanced copyright system. This session explored the opportunity and benefits associated with faculty and students using Creative Commons licensed resources in courses. A wide range of examples will be used to show how Creative Commons licenses work and how resources can be sourced and used without having to go through onerous permission seeking cycles or paying large sums of money.

==Listen to the Presentation==

===Streaming Version===
<flashmp3>http://wiki.ubc.ca/File:Paul_Stacey_Creative_Commons.mp3</flashmp3>
'''Please note: Buffering will be slow'''

===Download the MP3===

[http://wiki.ubc.ca/images/9/97/Paul_Stacey_Creative_Commons.mp3 MP3 File (58 MB)]

==About Mr. Stacey==

With over 25 years as an educator in adult learning, Paul has delivered high-tech educational programs in the private and public sector around the world. AT [http://bccampus.ca BCcampus], Paul led initiatives to forward use of educational technology for online learning, development of open educational resources, and professional development services for educators across all of BC’s public post-secondary institutions. Now at Creative Commons Paul is working to support the build out of an education and culture commons around the world.

{{Template:Cc-by-3.0}}

[[Category:Presentations]][[Category:Creative Commons]][[Category:Open Education]]