The ongoing development of my research and the design of my thinking depends on the active pursuit of new, novel, and challenging intellectual material. If I am to be a responsible member of a professional network, it is necessary for me to engage and promote the ideas of others.
The information sources below serve as striking-yet-underdeveloped contributors to my more formal research and intellectual design. At its most simple, the following lists serve as temporary repositories for stimuli that hold relationships with my “field” (whatever that is, exactly) that are either active voices or have yet to reach some degree of stasis in my understanding.
One’s awareness is inherently incomplete. I encourage visitors to recommend other sources worth considering in the comments at the bottom of the page.
Concepts and resources I am currently exploring
Those I actively follow and who, on occasion, may be following me
Readings to Annotate
Atenas, J., Havemann, L., & Priego, E. (2015). Open Data as Open Educational Resources: Towards Transversal Skills and Global Citizenship. Open Praxis, 7(4), 377-389. doi:10.5944/openpraxis.7.4.233
Conole, G. (2012). Fostering social inclusion through open educational resources (OER). Distance Education, 33(2), 131–134. doi:10.1080/01587919.2012.700563
Conrad, D. (2013). Assessment challenges in open learning: Way-finding, fork in the road, or end of the line?. Open Praxis, 5(1), 41-47. doi:10.5944/openpraxis.v5i1.17
Crissinger, S. (2015, October 21). A critical take on OER practices: Interrogating commercialization, colonialism, and content. Retrieved November 28, 2015, from http://www.inthelibrarywiththeleadpipe.org/2015/a-critical-take-on-oer-practices-interrogating-commercialization-colonialism-and-content/
Deimann, M., & Farrow, R. (2013). Rethinking OER and their use : Open education as bildung. International Review Of Research In Open & Distance Learning, 14(3), 344-360. Retrieved from
Flores Fahara, M., & Lozano Castro, A. (2015). Teaching Strategies to Promote Immediacy in Online Graduate Courses. Open Praxis, 7(4), 363-376. doi:10.5944/openpraxis.7.4.228
Gamage, A., Larsen, D. S., Smith, A., Allen, G., Guzman-Alvarez, A., & Molinaro, M. (2015). Evaluating the effectiveness of the open-access ChemWiki resource as a replacement for traditional general chemistry textbooks.Chem. Educ. Res. Pract., 16(4), 939–948. doi:10.1039/C5RP00084J
Guo, Y. Zhang, M., Bonk, C. J., & Li. Y. (2015). Chinese faculty members’ open educational resources (OER) usage status and the barriers to OER development and usage. International Journal of Emerging Technologies in Learning (iJET), 10(5), 59-65. Retrieved from https://www.academia.edu/18822392/Guo_Y._Zhang_M._Bonk_C._J._and_Li._Y._2015__Chinese_Faculty_Members_Open_Educational_Resources_OER_Usage_Status_and_th_Barriers_to_OER_Development_and_Usage._International_Journal_of_Emerging_Technologies_in_Learning_iJET_10_5_59-65
Hilton III, J., Wiley, D., Stein, J., & Johnson, A. (2010). The four ‘R’s of openness and ALMS analysis: Frameworks for open educational resources. Open Learning: The Journal of Open and Distance Learning, 25(1), 37–44. doi:10.1080/02680510903482132
Laman, C., Hilton, J., Petrides, L., al, et, Marshall, J., Okamoto, K., … Nikoi, S. (2012). One college’s use of an open psychology textbook. Open Learning: The Journal of Open, Distance and e-Learning. doi:10.1080/02680513.2012.716657
Mott, J., & Wiley, D. (2009). Open For Learning: The CMS and the Open Learning Network. In Education, 15(2). Retrieved from http://ineducation.couros.ca/index.php/ineducation/article/view/53/529
Simões, J., Mateus, S., Redondo, R., & Vilas, A. (2015). An experiment to assess students’ engagement in a gamified social learning environment. From the field: eLearning Papers, 43, 38–42. Retrieved from file:///Users/LashleyOnline/Downloads/Applied-Games-and-Gamification-Drivers-for-Change_From%20Field_43-5.pdf
Sutton, S. C., & Chadwell, F. A. (2014). Open textbooks at Oregon State University: A case study of new opportunities for academic libraries and university presses. Journal of Librarianship and Scholarly Communication, 2(4), 34-48. doi:10.7710/ 2162-3309.1174