Simplest Possible Lucid Online Technology


SPLOTpoint: (SPLOTs and Darkweb Plots example)

The same tool that this presentation is built in. A replacement for PowerPoint? Not really. This is meant to leverage the affordances of the web.

TRU Writer (see a random writing sample)

This SPLOT let’s participants quickly publish fully formatted, media rich articles — without requiring any logins or the need to make an account.

TRU Collector (let’s try it out)

Participants can upload an image,  title it, provide an attribution (optional), caption, source, identify a license,  select categories to organize them, and add tags.

SPLOTbox (let’s try it out)

Participants can embed a video from Youtube, Vimeo, and the Internet Archive. They can provide a title, description, license, source, categorize, and tag the video.

DS106 Assignment Bank (check out the samples)

Tired of the same old quizzes and exams? Try changing up your assessment practice by using an assignment bank, allowing your students to complete a variety of different assessments and even contribute their own.

The Daily Blank (check out the samples)

Publish a new challenge for your participants to tackle each day over the course of your event.

OWLTEH (see multiple SPLOTs in action)

Bigger tools – Creating Content for Courses

There really are just so many ways to engage in open education, using any number of tools. The majority of practices seem to include publishing content to the open web. One way to get started is by creating content for your course, either just a module or a course hub. Perhaps the best way to gather some ideas is to check out some examples. Examples for course content creation in this section are selected with an Independent Community model in mind. This is a more traditional approach to course design and provides carefully structured and sequenced materials. In no particular order:

Professional Communications Open Textbook – Olds College Alberta

This textbook and its ancillaries was written and is available through Google Docs. The materials themselves are organized using a WordPress site, where you can filter content by topic, types of resource, etc. A tool that better integrates Google Docs publishing and WordPress is now available.

Graphic Design History – H/T Tom Woodward, Virginia Commonwealth University

This website delivers a sequence of videos for the course. A quick an simple design. Notice that the organization of information is clear, and navigation is straight forward.

Brand Centre Demo – H/T Tom Woodward, Virginia Commonwealth University

Another example of a course site design organized by week. Each week includes content (text, video, etc) and each lesson includes a list of its components at the bottom of the page.

Introduction to Solid Mechanics & Finite Element AnalysisSamer Adeeb, University of Alberta

This Creative Commons licensed textbook is delivered via WordPress, but includes a number of interactive elements powered by Mathematica. These interactions make the textbook less static, like a paper textbook, and utilize some of the affordances of the web to allow students to try a variety of tasks for more active learning.

PR PubsAdam Croom, University of Oklahoma

This course hub is the central spot for students to view all of their learning materials. It also includes syndicated student blogs an links out to other tools used in the course. Adam built this site which is publicly accessible, but also embedded the site into their institution’s learning management system. This gave him the opportunity to use the few tools in the LMS he needed, but to have the look and feel of the course he wanted.

Including more collaboration and contribution

In no particular order:

Astronomy of Planets Student Projects –

The Judah Will – H/T Tom Woodward, Virginia Commonwealth University

This will was trascribed and annotated using Google Docs. A great example of students working on an authentic project in a digital history class.

Jackson Ward Then and Now – H/T Tom Woodward, Virginia Commonwealth University

An archival site where you can compare historic photos to contemporary ones. Two tools you could use to do this include the Comparitor (WordPress based) by Alan Levine or Juxtapose available from H5P.

The Open Anthology of Earlier American Literature – Robin Derosa and her students

This anthology is comprised of public domain works. The students had to source the PD works, transcribe and publish them, annotate and provide synopses of the work. This is a great example of student generated work in an authentic and open setting. Robin writes about the process in fuller detail in My Open Textbook: Pedagogy and Practice.

Astronomy of PlanetsDaryl Janzen, University of Saskatchewan

Astronomy of Planets is a website showcasing research that was conducted by Astronomy 104 students at the U of S.

Student Curated Geology Video CollectionKarla Panchuk, University of Saskatchewan

This site showcases student curated videos, including summaries, categorization based on course themes, and test questions for the course GEOL 109 | The Earth and Life Through Time.

Weed Control in Organic Agriculture – Brenda Frick, University of Saskatchewan

This resources website showcases research and analysis developed by the students of PLSC 234. This course examines the principles and practices of weed management in organic agriculture. Students are asked to produce crop and weed profiles as well as summaries for weed management techniques, which they use in their major assignment of creating a complete 6 year Crop Rotation Management Plan.

Towards Connectivist based approaches

In no particular order:

#ETMOOCAlec Couros, University of Regina

This course hub makes use of syndicated blogging for course participants, while hosting the foundational course materials on a WordPress site. You can see there is a strong community presence on the site, beyond simply content.

#DCMOOC a Digital Citizenship MOOC – Alec Couros, University of Regina

This course hub makes use of syndicated blogging for course participants, while hosting the foundational course materials on a WordPress site. You can see there is a strong community presence on the site, beyond simply content.

Teaching with WordPress – University of British Columbia

This course hub made use of syndicated blogs, and gravity forms to submit assignment/task suggestions as well as deliver the content of the course.

PhonarJonathan Worth and Matt Johnston

I first heard about this course on Twitter when a few instructors were talking about Connected Courses, similar courses that run at about the same time around the world whose virtual communities merge. This photo-narrative course  delivers its course content via a website, but uses syndication and social media platforms to aggregate participant contributions.


Featured image, by Jared Sluyter, published under a CC0 License