Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community

This paper describes a participatory online culture – Connected Learning Massive Open Online Collaboration (CLMOOC) – and asks how its ethos of reciprocity and creative playfulness occurs. By analysing Twitter interactions over a four-week period, we conclude that this is due to the supportive nature of participants, who describe themselves as belonging to, or connected with, the community. We suggest that Gee’s concept of an affinity space is an appropriate model for CLMOOC and ask how this might be replicated in a higher education setting

Repurposing resources as open content: studying the experiences of new providers

Much educational content sits within institutional systems protected from global access, this proprietary approach restricts opportunities for informal learning and the exchange of materials between cultures. One response to reducing this particular digital divide is to open up access to existing courses by providing them as free to use Open Educational Resources (OERs). This is being addressed through work on OpenLearn (the open content initiative from The Open University developed with support from the William and Flora Hewlett Foundation) and POCKET (The Project on Open Content for Knowledge Exposition and Teaching, supported by JISC under the repositories and preservation programme). The approach is evaluative considering transfer of lessons from work on the reworking of distance learning materials (within the OpenLearn initiative) to the reworking of material from campus-based universities (supported by the POCKET project). Analysis will include the role of supporting artifacts (guidelines, examples, tools) and the process support required (shared aims, workshops, structure). Evaluation tools that are being applied include logging of experience, stake holder interviews, and analytics data. We are building on existing evaluation of the OpenLearn initiative that has revealed models for learner use of open educational resources and studied the reuse of released open resources. Results include the need for a range of reworkable formats, support and time pressures on voluntary use – these results are supported by case study information and overall usage statistics. Further data that will be available from POCKET by September 2008 will include reflections from participants, workshop outcomes and initial stakeholder interviews, full evaluation of POCKET will be complete by April 2009. This paper will have examined our understanding of the process by which content can be transformed from existing learning materials to freely available open educational resources. Conclusions at this stage will focus on the process of adoption and transfer from OpenLearn and the effectiveness of the evaluation and project approach. Comparison will be made with the advantages and disadvantages of the self supported approach adopted initially in OpenLearn and suggestions given for structures that enable collaboration in producing open educational resources

The DOJ OLC Transparency Act: Is Transparency Enough to Combat Problematic Norms in the Office of Legal Counsel?

Over the last two decades, the Office of Legal Counsel has come under scrutiny for controversial opinions that have advised the President on the constitutionality of his actions, from interrogation and detention of military detainees to presidential immunity from congressional investigation and subpoenas to testify. Its opinions tend to conform with the unitary executive theory and defer to the executive’s position—and that’s only the opinions the public knows about. The Office of Legal Counsel is not required to disclose its opinions, and often does not, citing concerns about national security and the need for confidentiality. A recent legislative effort, the DOJ OLC Transparency Act, introduced in 2022, has attempted to address secrecy and deference to the executive in the Office of Legal Counsel. Although the bill has yet to be re-introduced in the 118th Congress, this Comment addresses whether the DOJ OLC Transparency Act is enough to combat OLC secrecy and deference to the executive, with the hope that future legislative efforts would take the criticisms in the Comment into consideration. The Act would require the OLC to publish all opinions on the DOJ website and allow free access to the public. However, transparency alone is not enough to combat problematic norms in the Office of Legal Counsel. This Comment addresses concerns with the Act’s scope, its class classification measures, and its enforcement mechanism

Chinese International Students’ Reactions to Tutor Talk: Using Scaffolding Strategies to Support Language Acquisition in the Writing Center

University Writing Cente

People's perceptions and classifications of sounds heard in urban parks : semantics, affect and restoration

Sounds have been broadly categorized by researchers into ‘human’, ‘nature’ and ‘mechanical’. It is less clear if the general public define and classify sounds in the same way and which factors influence their classification process. Establishing people’s classification and impression of urban park sounds helps identify their perception and experience of urban parks. This in turn aides the process of defining parks with reference to soundscapes, to produce an appreciated and potentially restorative place. This study involved urban park sounds, identified by park users, being presented in card sorts and survey items. Participants sorted the sounds into similar groups, in reference to a visited park. The terminology, factors involved and classification of the sounds was assessed using multidimensional scaling. Triangulation of the results suggests affect is a key factor in people’s classification process. Participants’ grouped sounds were labelled by affective terms more often than their perceived physical properties. Affective evaluations of each sound produced a similar classification structure as the card sort results. People’s classification structure also varied depending on how restorative they found their urban park. Furthermore schematic recollections played a part with many sounds being ‘expected’. Overall similarities and differences with ‘human’, ‘nature’ and ‘mechanical’ classifications were observed