Wisconsin Distance Education Conference 2010 open access publishing seminar

Editor's Notes

1. 08/05/10 13:55 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
2. 08/05/10 13:55 © 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries. The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.
3. These are just some. They may not be representative, but they are some that have worked for me.
4. This picture was taken in 1963 at a showing of "Saint George and the Dragon" in Paris. Just as the dragon is slain, some children cry out in a combination of horror and delight, while others are taken aback in shock. Every child is consumed with emotion. The experience is captivating, memorable, and lasting. Now let’s compare this to our educational systems.
5. too much research that deals with perceptions, perspectives, experiences of learners in small cases with little obvious relevance beyond the case- heavily interpretivist in orientation - qualitative methods more needed on organizational issues, policy issues, change management, innovationn- research hasn't adequately addressed emergence of new technologies and impact on design of DE,  i.e, the PLN, edupunk etc- lack of historical perspective - a lot of what people think is new is not: edupunk = self directed learning; online learning is often not considered as part of DE (see Garrison's article in JDE); e-learning is treated as something new and different serious problem: can't think of a single research article that has influence my practice in the last 10 yrs- partly due to ed research being part of the university model of research - not required to be practical, funding doesn't require it.- need funding that is tied to practical outputs- need research that focuses on applied learning contexts- research needs to be part of practice. Currently they are separate activities