{"id":58,"date":"2018-06-19T15:26:04","date_gmt":"2018-06-19T15:26:04","guid":{"rendered":"https:\/\/www.publiconsulting.com\/wordpress\/onlinelearning\/back-matter\/appendix-list-of-links-by-chapter-for-print-users\/"},"modified":"2021-01-14T12:48:42","modified_gmt":"2021-01-14T12:48:42","slug":"appendix-list-of-links-by-chapter-for-print-users","status":"publish","type":"back-matter","link":"https:\/\/www.publiconsulting.com\/wordpress\/onlinelearning\/back-matter\/appendix-list-of-links-by-chapter-for-print-users\/","title":{"rendered":"Links by Chapter"},"content":{"raw":"

Front Matter<\/h1>\r\nMavs Open Press\u00a0(https:\/\/library.uta.edu\/scholcomm\/mavs-open-press<\/a>)\r\n\r\nCreative Commons Licenses\u00a0(https:\/\/creativecommons.org\/licenses\/)<\/a>\r\n\r\nUTA Libraries' OER (https:\/\/library.uta.edu\/scholcomm\/open-education\/oer)<\/a>\r\n\r\nPressbooks Accessibility Policy (https:\/\/pressbooks.org\/blog\/2018\/05\/01\/our-accessibility-policy-and-forthcoming-accessibility-improvements<\/a>)\r\n\r\nOpen Education at UTA\u00a0(http:\/\/libguides.uta.edu\/utacares)<\/a>\r\n\r\nOER Adoption Form (https:\/\/uta.qualtrics.com\/jfe\/form\/SV_8HTkgCym5Q6Mk7j<\/a>)\r\n\r\nBCcampus Open Education Resources (https:\/\/open.bccampus.ca\/)<\/a>\r\n\r\nLINK Research Lab\u00a0(http:\/\/linkresearchlab.org\/)<\/a>\r\n

Chapter 1<\/h1>\r\nN\/A\r\n

Chapter 2<\/h1>\r\nBringing out the Human in Synchronous and Asynchronous Media for Learning (https:\/\/humanmooc.pressbooks.com\/chapter\/bringing-out-the-human-in-synchronous-and-asynchronous-media-for-learning\/<\/a>)\r\n\r\nFrom Instructivism to Connectivism: Theoretical Underpinnings of MOOCs\u201d by Matt Crosslin (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/<\/a>)\r\n\r\n\u201cLearning -agogy Overload\u201d by Matt Crosslin (\u00a0http:\/\/www.edugeekjournal.com\/2015\/09\/22\/learning-agogy-overload\/)<\/a>\r\n\r\n\u201cThe Difference Between Instructivism, Constructivism, and Connectivism\u201d by Terry Heick (http:\/\/www.teachthought.com\/learning\/the-difference-between-instructivism-constructivism-and-connectivism\/)<\/a>\r\n\r\n\u201cConnectivism: A Learning Theory for the Digital Age\u201d by George Siemens (http:\/\/www.itdl.org\/journal\/jan_05\/article01.htm)<\/a>\r\n\r\n\u201cMaker Education: Pedagogy, Andragogy, Heutagogy\u201d by Jackie Gerstein (https:\/\/usergeneratededucation.wordpress.com\/2016\/06\/14\/maker-education-pedagogy-andragogy-heutagogy\/)<\/a>\r\n\r\n\u201cHeutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning\u201d by Lisa Marie Blaschke (http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/1076\/2087)<\/a>\r\n\r\n\u201cRhizomatic Education: Community as Curriculum\u201d by Dave Cormier (http:\/\/nsuworks.nova.edu\/cgi\/viewcontent.cgi?article=1045&context=innovate)<\/a>\r\n\r\n\u201cA Primer on Writing Effective Learning-Centered Course Goals\u201d by Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy (http:\/\/www.designlearning.org\/wp-content\/uploads\/2010\/03\/Writing-Good-Learning-Goals-by-Robert-Noyd-US-Air-Force-Academy.pdf)<\/a>\r\n\r\nHow to Write Learning Objectives that Meet Demanding Behavioral Criteria\u201d by Bob Kizlik (http:\/\/www.adprima.com\/objectives.htm)<\/a>\r\n\r\n3 Key Characteristics of Competency Based Learning\u201d by Deb Everhart (http:\/\/blog.blackboard.com\/3-key-characteristics-of-competency-based-learning\/)<\/a>\r\n\r\nWhat is Competency-Based Learning?\u201d by TeachThought Staff (http:\/\/teachthought.com\/learning\/what-is-competency-based-learning\/)<\/a>\r\n\r\nContrast checker (http:\/\/webaim.org\/resources\/contrastchecker\/)<\/a>\r\n\r\nMathML (https:\/\/www.w3.org\/Math\/)<\/a>\r\n\r\nWebAIM (https:\/\/webaim.org\/)<\/a>\r\n\r\nW3C (https:\/\/www.w3.org\/WAI\/)<\/a>\r\n\r\nGuide on captions (http:\/\/ncam.wgbh.org\/experience_learn\/educational_media\/stemdx\/exi)<\/a>\r\n\r\nWebAIM screen reader simulation (https:\/\/webaim.org\/simulations\/screenreader)<\/a>\r\n

Chapter 3<\/h1>\r\nQuality Matters Rubric (https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\/higher-ed-rubric)<\/a>\r\n\r\nOnline Learning Consortium (OLC) Quality Course Teaching and Instructional Practice Scorecard (<\/em>https:\/\/onlinelearningconsortium.org\/consult\/olc-quality-course-teaching-instructional-practice\/)<\/a>\r\n\r\nCanvas (https:\/\/www.instructure.com)<\/a>\r\n\r\nBlackboard (http:\/\/www.blackboard.com)<\/a>\r\n\r\nMoodle\u00a0(https:\/\/moodle.org)<\/a>\r\n\r\nEdX (https:\/\/www.edx.org)<\/a>\r\n\r\nCoursera\u00a0(https:\/\/www.coursera.org)<\/a>\r\n\r\nWordPress (https:\/\/wordpress.com)<\/a>\r\n\r\nWordPress as a classroom (https:\/\/wordpress.com\/classrooms\/)<\/a>\r\n\r\nMoodle\u00a0<\/strong>(https:\/\/moodlecloud.com)<\/a>\r\n\r\nReclaim Hosting (<\/strong>http:\/\/reclaimhosting.com)<\/a>\r\n\r\nBlackboard\u00a0(https:\/\/www.coursesites.com)<\/a>\r\n\r\nGoogle Classroom (<\/strong>https:\/\/classroom.google.com)<\/a>\r\n\r\nThe Handbook of Learning Analytics (https:\/\/solaresearch.org\/hla-17\/)<\/a>\r\n\r\n\u201c7 Ethical Concerns With Learning Analytics\u201d By Jim Yupangco (https:\/\/elearningindustry.com\/7-ethical-concerns-with-learning-analytics<\/a>)\r\n\r\n\u201c'Personalized Learning' and the Power of the Gates Foundation to Shape Education Policy\u201d by Audrey Watters (http:\/\/hackeducation.com\/2017\/07\/18\/personalization<\/a>)\r\n\r\n\u201cPedagogy and the Logic of Platforms\u201d by Chris Gilliard (http:\/\/er.educause.edu\/articles\/2017\/7\/pedagogy-and-the-logic-of-platforms<\/a>)\r\n\r\nTressie McMillan Cottom (https:\/\/tressiemc.com<\/a>)\r\n\r\nLowerEd<\/em> (http:\/\/thenewpress.com\/books\/lower-ed<\/a>)\r\n\r\nThe work of Audrey Watters (http:\/\/audreywatters.com<\/a>)\r\n\r\nHack Education (http:\/\/hackeducation.com<\/a>)\r\n\r\nChris Gilliard\u2019s work (http:\/\/hypervisible.com<\/a>)\r\n\r\nDigital Redlining (http:\/\/digitalredlining.com<\/a>)\r\n\r\nMaha Bali (https:\/\/blog.mahabali.me<\/a>)\r\n\r\nAlgorithms of Oppression<\/em> by Safiya Umoja Noble (https:\/\/nyupress.org\/books\/9781479837243\/<\/a>)\r\n

Chapter 4<\/h1>\r\nN\/A\r\n

Chapter 5<\/h1>\r\n\u201cLearning and Teaching as Communicative Actions: A Mixed-Methods Twitter Study\u201d by Jenny S. Wakefield, Scott J. Warren, and Metta Alsobrook (http:\/\/www.kmel-journal.org\/ojs\/index.php\/online-publication\/article\/viewFile\/145\/115<\/a>)\r\n\r\n\u201cLearning and Teaching as Communicative Actions: Improving Historical Knowledge and Cognition Through Second Life Avatar Role Play\u201d by Jenny S. Wakefield, Scott J. Warren, Monica A. Rankin, Leila A. Mills, and Jonathan S. Gratch (http:\/\/www.kmel-journal.org\/ojs\/index.php\/online-publication\/article\/viewFile\/199\/151<\/a>)\r\n\r\nTheoretical Underpinnings of MOOCs\u201d by Matt Crosslin (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/<\/a>).\r\n\r\nThe Community of Inquiry main website (https:\/\/coi.athabascau.ca<\/a>)\r\n\r\n\u201cHumanizing Online Learning\u201d 2 week course by Michelle Pacansky-Brock (http:\/\/brocansky.com\/humanizing-online-learning<\/a>)\r\n\r\nHumanizing Online Learning and Teaching<\/em> compilation edited by Whitney Kilgore (https:\/\/humanmooc.pressbooks.com<\/a>)\r\n\r\nZoom<\/strong> (https:\/\/www.zoom.us)<\/a>\r\n\r\nSkype\u00a0<\/strong>(https:\/\/www.skype.com)<\/a>\r\n\r\nMIT\u2019s Unhangout (<\/strong>https:\/\/unhangout.media.mit.edu\/about\/)<\/a>\r\n\r\nYouTube Live (<\/strong>https:\/\/www.youtube.com\/my_live_events)<\/a>\r\n\r\n\u201cWhat\u2019s the Problem with Grades?\u201d by Alfie Kohn (http:\/\/blogs.ibo.org\/blog\/2017\/05\/11\/whats-the-problem-with-grades\/<\/a>)\r\n\r\n\u201cWhy I Don't Grade\u201d by Jesse Stommel (http:\/\/www.jessestommel.com\/why-i-dont-grade\/<\/a>)\r\n\r\n\u201c12 Alternatives To Letter Grades In Education\u201d by Terry Heick (https:\/\/www.teachthought.com\/pedagogy\/12-alternatives-to-letter-grades-in-education\/<\/a>)\r\n\r\n\u201cUngrading My Class \u2013 Reflections on a Second Iteration\u201d by Maha Bali (https:\/\/www.chronicle.com\/blogs\/profhacker\/ungrading-my-class-reflections-on-a-second-iteration\/65235<\/a>)\r\n

Chapter 6<\/h1>\r\n\u201cToward Renewable Assessments\u201d by David Wiley (https:\/\/opencontent.org\/blog\/archives\/4691<\/a>)\r\n\r\n\u201cOpting for Renewable Assessments\u201d by Jason B. Jones (https:\/\/www.chronicle.com\/blogs\/profhacker\/opting-for-renewable-assessments\/62523<\/a>)\r\n\r\n\u201cRenewable Assignments: Student Work Adding Value to the World\u201d by Christina Hendricks (http:\/\/flexible.learning.ubc.ca\/news-events\/renewable-assignments-student-work-adding-value-to-the-world\/<\/a>)\r\n\r\nJim Groom\u2019s ds106 (Digital Storytelling) course at the University of Mary Washington (UMW): assignment bank\u00a0(http:\/\/assignments.ds106.us<\/a>)\r\n\r\nFrom Instructivism to Connectivism: Theoretical Underpinnings of MOOCs (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/)<\/a>\r\n

Chapter 7<\/h1>\r\nmicro podcasts from Dr. Peggy Semingson on the audio platform SoundCloud (https:\/\/soundcloud.com\/peggy-semingson)<\/a>\r\n\r\nSoundCloud (https:\/\/soundcloud.com<\/a>)\r\n\r\nAudioboom (https:\/\/audioboom.com<\/a>)\r\n\r\nMixcloud (https:\/\/www.mixcloud.com\/<\/a>)\r\n\r\nFind OER (https:\/\/open4us.org\/find-oer\/<\/a>)\r\n

Chapter 8<\/h1>\r\nList of OER definitions (https:\/\/wiki.creativecommons.org\/wiki\/What_is_OER%3F)<\/a>\r\n\r\n5R Open Course Design Framework<\/em> by Lumen Learning (http:\/\/lumenlearning.com\/about\/whats-oer\/<\/a>)\r\n\r\nExample of the differences with in the United States about copyright status of government documents (http:\/\/copyright.lib.harvard.edu\/states\/)<\/a>\r\n\r\nCreative Commons (CC) license (https:\/\/creativecommons.org\/licenses\/<\/a>)\r\n\r\nCC License Chooser help page (https:\/\/creativecommons.org\/choose\/)<\/a>\r\n\r\nOER Commons (https:\/\/www.oercommons.org\/<\/a>)\r\n\r\nList of other resource options with an educational or multi-media focus (http:\/\/libguides.brooklyn.cuny.edu\/research\/oer\/createoer)<\/a>\r\n\r\nFuture Learning: Expert teaching delivered by world-class universities and organisations (https:\/\/www.futurelearn.com<\/a>)\r\n

Chapter 9<\/h1>\r\n\u201cShaming and Framing: Imagining Students at an Education Conference\u201d by Chris Gilliard (http:\/\/hypervisible.com\/post\/shaming-and-framing-imagining-students-at-an-education-conference\/<\/a>)\r\n\r\nCredly: free service for up to 500 badges: https:\/\/credly.com<\/a>\r\n\r\nOpenBadges: widely accepted open credentialing system: https:\/\/openbadges.org<\/a>\r\n\r\nIssuing OpenBadges: https:\/\/openbadges.org\/get-started\/issuing-badges\/<\/a>\r\n\r\nBadgr: free, open-source credentialing system: https:\/\/info.badgr.io<\/a>\r\n

Chapter 10<\/h1>\r\n\u201cHow to Create an SRT File\u201d by Andrew Meer (http:\/\/www.ehow.com\/how_6901846_create-srt-file.html<\/a>)\r\n\r\n\u201cHow to Write an Awesome Video Script in 8 Steps\u201d by Jake Kilroy (https:\/\/www.columnfivemedia.com\/how-to-write-a-video-script-like-video-agency<\/a>)\r\n

Chapter 11<\/h1>\r\nOfficial FERPA Recap (https:\/\/www2.ed.gov\/policy\/gen\/guid\/fpco\/ferpa\/index.html)<\/a>\r\n\r\nExample of FERPA at a Glance for Faculty from one college (http:\/\/www.emich.edu\/registrar\/registration_info\/FERPA\/Faculty%20FERPA.pdf)<\/a>\r\n\r\n\u201c15 Social Networking Safety Tips from Norton Security\u201d by Emma Kavanagh (http:\/\/www.nortonsecurityonline.com\/security-center\/15-social-networking-safety-tips.html<\/a>)\r\n\r\n\u201c5 Do's and Don'ts for College Students Using Social Media\u201d by Jeff Greer (https:\/\/www.usnews.com\/education\/articles\/2010\/05\/12\/5-dos-and-donts-for-college-students-using-social-media<\/a>)\r\n\r\nHootsuite (https:\/\/hootsuite.com<\/a>)\r\n\r\nKnown (https:\/\/withknown.com<\/a>)\r\n\r\nSlack (https:\/\/slack.com<\/a>)\r\n\r\n\u201cShould You Podcast Under Your Real Name, or a Pseudonym?\u201d\u00a0by Daniel J. Lewis (https:\/\/theaudacitytopodcast.com\/should-you-blog-podcast-youtube-under-your-real-name-or-a-pseudonym-tap183\/<\/a>)\r\n\r\nWhat are the Best Alternatives to Facebook? (https:\/\/www.1and1.com\/digitalguide\/online-marketing\/social-media\/the-best-facebook-alternatives\/<\/a>)\r\n\r\nMastodon (https:\/\/mastodon.social\/about<\/a>)\r\n\r\nPersonal Learning Network (PLN) (https:\/\/en.wikipedia.org\/wiki\/Personal_learning_network<\/a>).\r\n\r\nConnectivism (http:\/\/en.wikipedia.org\/wiki\/Connectivism)<\/a>\r\n\r\nSample Connectivist MOOC Handbook (http:\/\/ds106.us\/handbook\/)<\/a>\r\n\r\n\u201cCreating a Course Hub\u201d by Alan Levine (http:\/\/cogdogblog.com\/2014\/07\/14\/feed-wordpress-101\/<\/a>)\r\n\r\nCultural Awareness Online Continuing Education Course (http:\/\/www.culture-advantage.com\/awarenesspage1.html<\/a>)\r\n\r\nAnalysis into the Bystander Effect - \u201cSocial Media: The Modern Stage for the Bystander Effect?\u201d (http:\/\/ron-sheese.wikidot.com\/tutorial-6-2<\/a>)\r\n\r\nthe wisdom of the crowds - \u201cThe Madness of the Crowds\u201d by Tim Hwang\u00a0(https:\/\/logicmag.io\/01-the-madness-of-the-crowd\/<\/a>)\r\n\r\n\u201cCodes of Conduct 101 + FAQ\u201d by Ashe Dryden (https:\/\/www.ashedryden.com\/blog\/codes-of-conduct-101-faq<\/a>)\r\n\r\n\u201cMOOCs and Codes of Conduct\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/10\/24\/moocs-and-codes-of-conduct\/<\/a>)\r\n\r\nExample MOOC Code of Conduct (https:\/\/linkresearchlab.org\/dalmooc\/policies\/)<\/a>\r\n

Chapter 12<\/h1>\r\nTransforming Business, Society, and Self with U.Lab. (https:\/\/www.edx.org\/course\/u-lab-leading-emerging-future-mitx-15-671-1x-0#<\/a>!)\r\n\r\nCoaching circles(https:\/\/www.youtube.com\/watch?time_continue=19&v=dJTrLUgI-qE<\/a>)\r\n\r\ncoaching circles livestream (https:\/\/livestream.com<\/a>)\r\n\r\nMindfulness-Based Stress Reduction developed by Jon Kabat-Zinn (https:\/\/www.umassmed.edu\/cfm\/mindfulness-based-programs\/<\/a>)\r\n\r\nMindful Tech<\/em> by David M. Levy (http:\/\/www.davidmlevy.net\/mindful-tech\/<\/a>)\r\n\r\nContemplative Practices in Higher Education<\/em> by Daniel Barbezat and Mirabai Bush (http:\/\/www.contemplativemind.org\/book<\/a>)\r\n\r\nStop, Breathe, and Think (https:\/\/www.stopbreathethink.com\/<\/a>)\r\n

Chapter 13<\/h1>\r\n\u201cDesigning a Dual Layer cMOOC\/xMOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/05\/04\/designing-a-dual-layer-cmoocxmooc\/<\/a>)\r\n\r\n\u201cDigging Into What \u201cChoice\u201d is in Customizable Modality\/Dual-Layer\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2015\/10\/01\/digging-into-what-choice-is-in-customizable-modalitydual-layer\/<\/a>)\r\n\r\n\u201cEvery Choice is Awesome. Every Path is Cool When You\u2019re in #HumanMOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2015\/12\/28\/every-choice-is-awesome-every-path-is-cool-when-youre-in-humanmooc\/<\/a>)\r\n\r\n\u201cDocumenting Customizable Pathways\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/04\/10\/documenting-customizable-pathways\/<\/a>)\r\n\r\n\u201cDual Pathways in Online Learning\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/04\/03\/dual-pathways-in-online-learning\/<\/a>)\r\n\r\n\u201cThe Messiness of Online Teaching\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/07\/17\/the-messiness-of-online-teaching\/<\/a>)\r\n\r\n\u201cBridging Learners From Instructivism to Connectivism\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/07\/11\/bridging-learners-from-instructivism-to-connectivism\/<\/a>)\r\n\r\nExample of interactive map of options in one MOOC (http:\/\/mattcrosslin.com\/humanmooc\/syllabus\/tools\/)<\/a>\r\n\r\n\u201cVisual Flow of Learner Tools in the Dual Layer MOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/09\/26\/visual-flow-of-learner-tools-in-the-dual-layer-mooc\/<\/a>)\r\n\r\n\u201cCreating a Self-Mapped Learning Pathway\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2017\/03\/28\/creating-a-self-mapped-learning-pathway\/<\/a>)\r\n\r\n\u201c4 Ways To Bring Gamification of Education To Your Classroom\u201d by Suzanne Holloway (https:\/\/tophat.com\/blog\/gamification-education-class\/<\/a>)\r\n\r\n\u201cGamification in Education\u201d by Vicki Davis (https:\/\/www.edutopia.org\/blog\/gamification-in-education-vicki-davis<\/a>)\r\n\r\nGamification of Learning (https:\/\/en.wikipedia.org\/wiki\/Gamification_of_learning<\/a>)\r\n\r\n\u201cThe Difference between Gamification and Game-Based Learning\u201d by Steven Isaacs (http:\/\/inservice.ascd.org\/the-difference-between-gamification-and-game-based-learning\/<\/a>)\r\n\r\n\u201cGame-Based Learning: What it is, Why it Works, and Where it's Going\u201d by Jessica Trybus (http:\/\/bit.ly\/game-based-learning-trybus<\/a>)\r\n\r\nEducational Game (https:\/\/en.wikipedia.org\/wiki\/Educational_game<\/a>)\r\n\r\nVirtual Reality for Education (https:\/\/virtualrealityforeducation.com\/<\/a>)\r\n\r\n\u201cReal Uses of Virtual Reality in Education: How Schools are Using VR\u201d by Kelly Walsh (http:\/\/www.emergingedtech.com\/2017\/06\/real-uses-of-virtual-reality-in-education-how-schools-are-using-vr\/<\/a>)\r\n\r\n\u201cVirtual Reality And Augmented Reality In Education\u201d by Leticia Lafuente L\u00f3pez (https:\/\/elearningindustry.com\/virtual-reality-augmented-reality-education<\/a>)\r\n\r\n\u201cAugmented Reality Brings New Dimensions to Learning\u201d by Todd Nesloney (https:\/\/www.edutopia.org\/blog\/augmented-reality-new-dimensions-learning-drew-minock<\/a>)\r\n\r\neleVR (http:\/\/elevr.com\/<\/a>)\r\n\r\nTwine (https:\/\/twinery.org\/<\/a>)\r\n\r\neXperience Play (https:\/\/experienceplay.education\/)<\/a>\r\n\r\nM-Learning (https:\/\/en.wikipedia.org\/wiki\/M-learning<\/a>)\r\n\r\n12 Principles of Mobile Learning (http:\/\/www.teachthought.com\/learning\/12-principles-of-mobile-learning\/<\/a>)\r\n\r\n\u201cThe Ultimate Teacher\u2019s Guide To Creating Educational Apps\u201d by Jeff Dunn (http:\/\/www.edudemic.com\/the-ultimate-guide-to-creating-educational-apps\/<\/a>)\r\n\r\n\u201c5 Simple Tools For Teachers To Create And Publish Apps Of Their Own\u201d (http:\/\/www.teachthought.com\/technology\/5-tools-teachers-create-publish-apps\/<\/a>)\r\n\r\n\u201cRhizomatic Education: Community as Curriculum\u201d by Dave Cormier (http:\/\/davecormier.com\/edblog\/2008\/06\/03\/rhizomatic-education-community-as-curriculum\/<\/a>)\r\n\r\n\u201cRhizomatic Learning\u201d (https:\/\/www.heacademy.ac.uk\/enhancement\/starter-tools\/rhizomatic-learning<\/a>)\r\n\r\n\u201cA Practical Guide to Rhizo15\u201d by Dave Cormier (http:\/\/davecormier.com\/edblog\/2015\/04\/10\/a-practical-guide-to-rhizo15\/<\/a>)\r\n\r\n\u201cWhat is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14\u201d by Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, & Lenandlar Singh (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/4<\/a>)\r\n\r\n\u201cHow the Community Became More Than the Curriculum: Participant Experiences In #RHIZO14\u201d by Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, & Dave Cormier (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/3<\/a>)\r\n

Chapter 14<\/strong><\/h1>\r\nN\/A\r\n\r\n ","rendered":"

Front Matter<\/h1>\n

Mavs Open Press\u00a0(https:\/\/library.uta.edu\/scholcomm\/mavs-open-press<\/a>)<\/p>\n

Creative Commons Licenses\u00a0(https:\/\/creativecommons.org\/licenses\/)<\/a><\/p>\n

UTA Libraries’ OER (https:\/\/library.uta.edu\/scholcomm\/open-education\/oer)<\/a><\/p>\n

Pressbooks Accessibility Policy (https:\/\/pressbooks.org\/blog\/2018\/05\/01\/our-accessibility-policy-and-forthcoming-accessibility-improvements<\/a>)<\/p>\n

Open Education at UTA\u00a0(http:\/\/libguides.uta.edu\/utacares)<\/a><\/p>\n

OER Adoption Form (https:\/\/uta.qualtrics.com\/jfe\/form\/SV_8HTkgCym5Q6Mk7j<\/a>)<\/p>\n

BCcampus Open Education Resources (https:\/\/open.bccampus.ca\/)<\/a><\/p>\n

LINK Research Lab\u00a0(http:\/\/linkresearchlab.org\/)<\/a><\/p>\n

Chapter 1<\/h1>\n

N\/A<\/p>\n

Chapter 2<\/h1>\n

Bringing out the Human in Synchronous and Asynchronous Media for Learning (https:\/\/humanmooc.pressbooks.com\/chapter\/bringing-out-the-human-in-synchronous-and-asynchronous-media-for-learning\/<\/a>)<\/p>\n

From Instructivism to Connectivism: Theoretical Underpinnings of MOOCs\u201d by Matt Crosslin (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/<\/a>)<\/p>\n

\u201cLearning -agogy Overload\u201d by Matt Crosslin (\u00a0http:\/\/www.edugeekjournal.com\/2015\/09\/22\/learning-agogy-overload\/)<\/a><\/p>\n

\u201cThe Difference Between Instructivism, Constructivism, and Connectivism\u201d by Terry Heick (http:\/\/www.teachthought.com\/learning\/the-difference-between-instructivism-constructivism-and-connectivism\/)<\/a><\/p>\n

\u201cConnectivism: A Learning Theory for the Digital Age\u201d by George Siemens (http:\/\/www.itdl.org\/journal\/jan_05\/article01.htm)<\/a><\/p>\n

\u201cMaker Education: Pedagogy, Andragogy, Heutagogy\u201d by Jackie Gerstein (https:\/\/usergeneratededucation.wordpress.com\/2016\/06\/14\/maker-education-pedagogy-andragogy-heutagogy\/)<\/a><\/p>\n

\u201cHeutagogy and Lifelong Learning: A Review of Heutagogical Practice and Self-Determined Learning\u201d by Lisa Marie Blaschke (http:\/\/www.irrodl.org\/index.php\/irrodl\/article\/view\/1076\/2087)<\/a><\/p>\n

\u201cRhizomatic Education: Community as Curriculum\u201d by Dave Cormier (http:\/\/nsuworks.nova.edu\/cgi\/viewcontent.cgi?article=1045&context=innovate)<\/a><\/p>\n

\u201cA Primer on Writing Effective Learning-Centered Course Goals\u201d by Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy (http:\/\/www.designlearning.org\/wp-content\/uploads\/2010\/03\/Writing-Good-Learning-Goals-by-Robert-Noyd-US-Air-Force-Academy.pdf)<\/a><\/p>\n

How to Write Learning Objectives that Meet Demanding Behavioral Criteria\u201d by Bob Kizlik (http:\/\/www.adprima.com\/objectives.htm)<\/a><\/p>\n

3 Key Characteristics of Competency Based Learning\u201d by Deb Everhart (http:\/\/blog.blackboard.com\/3-key-characteristics-of-competency-based-learning\/)<\/a><\/p>\n

What is Competency-Based Learning?\u201d by TeachThought Staff (http:\/\/teachthought.com\/learning\/what-is-competency-based-learning\/)<\/a><\/p>\n

Contrast checker (http:\/\/webaim.org\/resources\/contrastchecker\/)<\/a><\/p>\n

MathML (https:\/\/www.w3.org\/Math\/)<\/a><\/p>\n

WebAIM (https:\/\/webaim.org\/)<\/a><\/p>\n

W3C (https:\/\/www.w3.org\/WAI\/)<\/a><\/p>\n

Guide on captions (http:\/\/ncam.wgbh.org\/experience_learn\/educational_media\/stemdx\/exi)<\/a><\/p>\n

WebAIM screen reader simulation (https:\/\/webaim.org\/simulations\/screenreader)<\/a><\/p>\n

Chapter 3<\/h1>\n

Quality Matters Rubric (https:\/\/www.qualitymatters.org\/qa-resources\/rubric-standards\/higher-ed-rubric)<\/a><\/p>\n

Online Learning Consortium (OLC) Quality Course Teaching and Instructional Practice Scorecard (<\/em>https:\/\/onlinelearningconsortium.org\/consult\/olc-quality-course-teaching-instructional-practice\/)<\/a><\/p>\n

Canvas (https:\/\/www.instructure.com)<\/a><\/p>\n

Blackboard (http:\/\/www.blackboard.com)<\/a><\/p>\n

Moodle\u00a0(https:\/\/moodle.org)<\/a><\/p>\n

EdX (https:\/\/www.edx.org)<\/a><\/p>\n

Coursera\u00a0(https:\/\/www.coursera.org)<\/a><\/p>\n

WordPress (https:\/\/wordpress.com)<\/a><\/p>\n

WordPress as a classroom (https:\/\/wordpress.com\/classrooms\/)<\/a><\/p>\n

Moodle\u00a0<\/strong>(https:\/\/moodlecloud.com)<\/a><\/p>\n

Reclaim Hosting (<\/strong>http:\/\/reclaimhosting.com)<\/a><\/p>\n

Blackboard\u00a0(https:\/\/www.coursesites.com)<\/a><\/p>\n

Google Classroom (<\/strong>https:\/\/classroom.google.com)<\/a><\/p>\n

The Handbook of Learning Analytics (https:\/\/solaresearch.org\/hla-17\/)<\/a><\/p>\n

\u201c7 Ethical Concerns With Learning Analytics\u201d By Jim Yupangco (https:\/\/elearningindustry.com\/7-ethical-concerns-with-learning-analytics<\/a>)<\/p>\n

\u201c’Personalized Learning’ and the Power of the Gates Foundation to Shape Education Policy\u201d by Audrey Watters (http:\/\/hackeducation.com\/2017\/07\/18\/personalization<\/a>)<\/p>\n

\u201cPedagogy and the Logic of Platforms\u201d by Chris Gilliard (http:\/\/er.educause.edu\/articles\/2017\/7\/pedagogy-and-the-logic-of-platforms<\/a>)<\/p>\n

Tressie McMillan Cottom (https:\/\/tressiemc.com<\/a>)<\/p>\n

LowerEd<\/em> (http:\/\/thenewpress.com\/books\/lower-ed<\/a>)<\/p>\n

The work of Audrey Watters (http:\/\/audreywatters.com<\/a>)<\/p>\n

Hack Education (http:\/\/hackeducation.com<\/a>)<\/p>\n

Chris Gilliard\u2019s work (http:\/\/hypervisible.com<\/a>)<\/p>\n

Digital Redlining (http:\/\/digitalredlining.com<\/a>)<\/p>\n

Maha Bali (https:\/\/blog.mahabali.me<\/a>)<\/p>\n

Algorithms of Oppression<\/em> by Safiya Umoja Noble (https:\/\/nyupress.org\/books\/9781479837243\/<\/a>)<\/p>\n

Chapter 4<\/h1>\n

N\/A<\/p>\n

Chapter 5<\/h1>\n

\u201cLearning and Teaching as Communicative Actions: A Mixed-Methods Twitter Study\u201d by Jenny S. Wakefield, Scott J. Warren, and Metta Alsobrook (http:\/\/www.kmel-journal.org\/ojs\/index.php\/online-publication\/article\/viewFile\/145\/115<\/a>)<\/p>\n

\u201cLearning and Teaching as Communicative Actions: Improving Historical Knowledge and Cognition Through Second Life Avatar Role Play\u201d by Jenny S. Wakefield, Scott J. Warren, Monica A. Rankin, Leila A. Mills, and Jonathan S. Gratch (http:\/\/www.kmel-journal.org\/ojs\/index.php\/online-publication\/article\/viewFile\/199\/151<\/a>)<\/p>\n

Theoretical Underpinnings of MOOCs\u201d by Matt Crosslin (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/<\/a>).<\/p>\n

The Community of Inquiry main website (https:\/\/coi.athabascau.ca<\/a>)<\/p>\n

\u201cHumanizing Online Learning\u201d 2 week course by Michelle Pacansky-Brock (http:\/\/brocansky.com\/humanizing-online-learning<\/a>)<\/p>\n

Humanizing Online Learning and Teaching<\/em> compilation edited by Whitney Kilgore (https:\/\/humanmooc.pressbooks.com<\/a>)<\/p>\n

Zoom<\/strong> (https:\/\/www.zoom.us)<\/a><\/p>\n

Skype\u00a0<\/strong>(https:\/\/www.skype.com)<\/a><\/p>\n

MIT\u2019s Unhangout (<\/strong>https:\/\/unhangout.media.mit.edu\/about\/)<\/a><\/p>\n

YouTube Live (<\/strong>https:\/\/www.youtube.com\/my_live_events)<\/a><\/p>\n

\u201cWhat\u2019s the Problem with Grades?\u201d by Alfie Kohn (http:\/\/blogs.ibo.org\/blog\/2017\/05\/11\/whats-the-problem-with-grades\/<\/a>)<\/p>\n

\u201cWhy I Don’t Grade\u201d by Jesse Stommel (http:\/\/www.jessestommel.com\/why-i-dont-grade\/<\/a>)<\/p>\n

\u201c12 Alternatives To Letter Grades In Education\u201d by Terry Heick (https:\/\/www.teachthought.com\/pedagogy\/12-alternatives-to-letter-grades-in-education\/<\/a>)<\/p>\n

\u201cUngrading My Class \u2013 Reflections on a Second Iteration\u201d by Maha Bali (https:\/\/www.chronicle.com\/blogs\/profhacker\/ungrading-my-class-reflections-on-a-second-iteration\/65235<\/a>)<\/p>\n

Chapter 6<\/h1>\n

\u201cToward Renewable Assessments\u201d by David Wiley (https:\/\/opencontent.org\/blog\/archives\/4691<\/a>)<\/p>\n

\u201cOpting for Renewable Assessments\u201d by Jason B. Jones (https:\/\/www.chronicle.com\/blogs\/profhacker\/opting-for-renewable-assessments\/62523<\/a>)<\/p>\n

\u201cRenewable Assignments: Student Work Adding Value to the World\u201d by Christina Hendricks (http:\/\/flexible.learning.ubc.ca\/news-events\/renewable-assignments-student-work-adding-value-to-the-world\/<\/a>)<\/p>\n

Jim Groom\u2019s ds106 (Digital Storytelling) course at the University of Mary Washington (UMW): assignment bank\u00a0(http:\/\/assignments.ds106.us<\/a>)<\/p>\n

From Instructivism to Connectivism: Theoretical Underpinnings of MOOCs (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/6\/)<\/a><\/p>\n

Chapter 7<\/h1>\n

micro podcasts from Dr. Peggy Semingson on the audio platform SoundCloud (https:\/\/soundcloud.com\/peggy-semingson)<\/a><\/p>\n

SoundCloud (https:\/\/soundcloud.com<\/a>)<\/p>\n

Audioboom (https:\/\/audioboom.com<\/a>)<\/p>\n

Mixcloud (https:\/\/www.mixcloud.com\/<\/a>)<\/p>\n

Find OER (https:\/\/open4us.org\/find-oer\/<\/a>)<\/p>\n

Chapter 8<\/h1>\n

List of OER definitions (https:\/\/wiki.creativecommons.org\/wiki\/What_is_OER%3F)<\/a><\/p>\n

5R Open Course Design Framework<\/em> by Lumen Learning (http:\/\/lumenlearning.com\/about\/whats-oer\/<\/a>)<\/p>\n

Example of the differences with in the United States about copyright status of government documents (http:\/\/copyright.lib.harvard.edu\/states\/)<\/a><\/p>\n

Creative Commons (CC) license (https:\/\/creativecommons.org\/licenses\/<\/a>)<\/p>\n

CC License Chooser help page (https:\/\/creativecommons.org\/choose\/)<\/a><\/p>\n

OER Commons (https:\/\/www.oercommons.org\/<\/a>)<\/p>\n

List of other resource options with an educational or multi-media focus (http:\/\/libguides.brooklyn.cuny.edu\/research\/oer\/createoer)<\/a><\/p>\n

Future Learning: Expert teaching delivered by world-class universities and organisations (https:\/\/www.futurelearn.com<\/a>)<\/p>\n

Chapter 9<\/h1>\n

\u201cShaming and Framing: Imagining Students at an Education Conference\u201d by Chris Gilliard (http:\/\/hypervisible.com\/post\/shaming-and-framing-imagining-students-at-an-education-conference\/<\/a>)<\/p>\n

Credly: free service for up to 500 badges: https:\/\/credly.com<\/a><\/p>\n

OpenBadges: widely accepted open credentialing system: https:\/\/openbadges.org<\/a><\/p>\n

Issuing OpenBadges: https:\/\/openbadges.org\/get-started\/issuing-badges\/<\/a><\/p>\n

Badgr: free, open-source credentialing system: https:\/\/info.badgr.io<\/a><\/p>\n

Chapter 10<\/h1>\n

\u201cHow to Create an SRT File\u201d by Andrew Meer (http:\/\/www.ehow.com\/how_6901846_create-srt-file.html<\/a>)<\/p>\n

\u201cHow to Write an Awesome Video Script in 8 Steps\u201d by Jake Kilroy (https:\/\/www.columnfivemedia.com\/how-to-write-a-video-script-like-video-agency<\/a>)<\/p>\n

Chapter 11<\/h1>\n

Official FERPA Recap (https:\/\/www2.ed.gov\/policy\/gen\/guid\/fpco\/ferpa\/index.html)<\/a><\/p>\n

Example of FERPA at a Glance for Faculty from one college (http:\/\/www.emich.edu\/registrar\/registration_info\/FERPA\/Faculty%20FERPA.pdf)<\/a><\/p>\n

\u201c15 Social Networking Safety Tips from Norton Security\u201d by Emma Kavanagh (http:\/\/www.nortonsecurityonline.com\/security-center\/15-social-networking-safety-tips.html<\/a>)<\/p>\n

\u201c5 Do’s and Don’ts for College Students Using Social Media\u201d by Jeff Greer (https:\/\/www.usnews.com\/education\/articles\/2010\/05\/12\/5-dos-and-donts-for-college-students-using-social-media<\/a>)<\/p>\n

Hootsuite (https:\/\/hootsuite.com<\/a>)<\/p>\n

Known (https:\/\/withknown.com<\/a>)<\/p>\n

Slack (https:\/\/slack.com<\/a>)<\/p>\n

\u201cShould You Podcast Under Your Real Name, or a Pseudonym?\u201d\u00a0by Daniel J. Lewis (https:\/\/theaudacitytopodcast.com\/should-you-blog-podcast-youtube-under-your-real-name-or-a-pseudonym-tap183\/<\/a>)<\/p>\n

What are the Best Alternatives to Facebook? (https:\/\/www.1and1.com\/digitalguide\/online-marketing\/social-media\/the-best-facebook-alternatives\/<\/a>)<\/p>\n

Mastodon (https:\/\/mastodon.social\/about<\/a>)<\/p>\n

Personal Learning Network (PLN) (https:\/\/en.wikipedia.org\/wiki\/Personal_learning_network<\/a>).<\/p>\n

Connectivism (http:\/\/en.wikipedia.org\/wiki\/Connectivism)<\/a><\/p>\n

Sample Connectivist MOOC Handbook (http:\/\/ds106.us\/handbook\/)<\/a><\/p>\n

\u201cCreating a Course Hub\u201d by Alan Levine (http:\/\/cogdogblog.com\/2014\/07\/14\/feed-wordpress-101\/<\/a>)<\/p>\n

Cultural Awareness Online Continuing Education Course (http:\/\/www.culture-advantage.com\/awarenesspage1.html<\/a>)<\/p>\n

Analysis into the Bystander Effect – \u201cSocial Media: The Modern Stage for the Bystander Effect?\u201d (http:\/\/ron-sheese.wikidot.com\/tutorial-6-2<\/a>)<\/p>\n

the wisdom of the crowds – \u201cThe Madness of the Crowds\u201d by Tim Hwang\u00a0(https:\/\/logicmag.io\/01-the-madness-of-the-crowd\/<\/a>)<\/p>\n

\u201cCodes of Conduct 101 + FAQ\u201d by Ashe Dryden (https:\/\/www.ashedryden.com\/blog\/codes-of-conduct-101-faq<\/a>)<\/p>\n

\u201cMOOCs and Codes of Conduct\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/10\/24\/moocs-and-codes-of-conduct\/<\/a>)<\/p>\n

Example MOOC Code of Conduct (https:\/\/linkresearchlab.org\/dalmooc\/policies\/)<\/a><\/p>\n

Chapter 12<\/h1>\n

Transforming Business, Society, and Self with U.Lab. (https:\/\/www.edx.org\/course\/u-lab-leading-emerging-future-mitx-15-671-1x-0#<\/a>!)<\/p>\n

Coaching circles(https:\/\/www.youtube.com\/watch?time_continue=19&v=dJTrLUgI-qE<\/a>)<\/p>\n

coaching circles livestream (https:\/\/livestream.com<\/a>)<\/p>\n

Mindfulness-Based Stress Reduction developed by Jon Kabat-Zinn (https:\/\/www.umassmed.edu\/cfm\/mindfulness-based-programs\/<\/a>)<\/p>\n

Mindful Tech<\/em> by David M. Levy (http:\/\/www.davidmlevy.net\/mindful-tech\/<\/a>)<\/p>\n

Contemplative Practices in Higher Education<\/em> by Daniel Barbezat and Mirabai Bush (http:\/\/www.contemplativemind.org\/book<\/a>)<\/p>\n

Stop, Breathe, and Think (https:\/\/www.stopbreathethink.com\/<\/a>)<\/p>\n

Chapter 13<\/h1>\n

\u201cDesigning a Dual Layer cMOOC\/xMOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/05\/04\/designing-a-dual-layer-cmoocxmooc\/<\/a>)<\/p>\n

\u201cDigging Into What \u201cChoice\u201d is in Customizable Modality\/Dual-Layer\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2015\/10\/01\/digging-into-what-choice-is-in-customizable-modalitydual-layer\/<\/a>)<\/p>\n

\u201cEvery Choice is Awesome. Every Path is Cool When You\u2019re in #HumanMOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2015\/12\/28\/every-choice-is-awesome-every-path-is-cool-when-youre-in-humanmooc\/<\/a>)<\/p>\n

\u201cDocumenting Customizable Pathways\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/04\/10\/documenting-customizable-pathways\/<\/a>)<\/p>\n

\u201cDual Pathways in Online Learning\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/04\/03\/dual-pathways-in-online-learning\/<\/a>)<\/p>\n

\u201cThe Messiness of Online Teaching\u201d by Leigh A. Hall (http:\/\/teachingacademia.com\/index.php\/2017\/07\/17\/the-messiness-of-online-teaching\/<\/a>)<\/p>\n

\u201cBridging Learners From Instructivism to Connectivism\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/07\/11\/bridging-learners-from-instructivism-to-connectivism\/<\/a>)<\/p>\n

Example of interactive map of options in one MOOC (http:\/\/mattcrosslin.com\/humanmooc\/syllabus\/tools\/)<\/a><\/p>\n

\u201cVisual Flow of Learner Tools in the Dual Layer MOOC\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2014\/09\/26\/visual-flow-of-learner-tools-in-the-dual-layer-mooc\/<\/a>)<\/p>\n

\u201cCreating a Self-Mapped Learning Pathway\u201d by Matt Crosslin (http:\/\/www.edugeekjournal.com\/2017\/03\/28\/creating-a-self-mapped-learning-pathway\/<\/a>)<\/p>\n

\u201c4 Ways To Bring Gamification of Education To Your Classroom\u201d by Suzanne Holloway (https:\/\/tophat.com\/blog\/gamification-education-class\/<\/a>)<\/p>\n

\u201cGamification in Education\u201d by Vicki Davis (https:\/\/www.edutopia.org\/blog\/gamification-in-education-vicki-davis<\/a>)<\/p>\n

Gamification of Learning (https:\/\/en.wikipedia.org\/wiki\/Gamification_of_learning<\/a>)<\/p>\n

\u201cThe Difference between Gamification and Game-Based Learning\u201d by Steven Isaacs (http:\/\/inservice.ascd.org\/the-difference-between-gamification-and-game-based-learning\/<\/a>)<\/p>\n

\u201cGame-Based Learning: What it is, Why it Works, and Where it’s Going\u201d by Jessica Trybus (http:\/\/bit.ly\/game-based-learning-trybus<\/a>)<\/p>\n

Educational Game (https:\/\/en.wikipedia.org\/wiki\/Educational_game<\/a>)<\/p>\n

Virtual Reality for Education (https:\/\/virtualrealityforeducation.com\/<\/a>)<\/p>\n

\u201cReal Uses of Virtual Reality in Education: How Schools are Using VR\u201d by Kelly Walsh (http:\/\/www.emergingedtech.com\/2017\/06\/real-uses-of-virtual-reality-in-education-how-schools-are-using-vr\/<\/a>)<\/p>\n

\u201cVirtual Reality And Augmented Reality In Education\u201d by Leticia Lafuente L\u00f3pez (https:\/\/elearningindustry.com\/virtual-reality-augmented-reality-education<\/a>)<\/p>\n

\u201cAugmented Reality Brings New Dimensions to Learning\u201d by Todd Nesloney (https:\/\/www.edutopia.org\/blog\/augmented-reality-new-dimensions-learning-drew-minock<\/a>)<\/p>\n

eleVR (http:\/\/elevr.com\/<\/a>)<\/p>\n

Twine (https:\/\/twinery.org\/<\/a>)<\/p>\n

eXperience Play (https:\/\/experienceplay.education\/)<\/a><\/p>\n

M-Learning (https:\/\/en.wikipedia.org\/wiki\/M-learning<\/a>)<\/p>\n

12 Principles of Mobile Learning (http:\/\/www.teachthought.com\/learning\/12-principles-of-mobile-learning\/<\/a>)<\/p>\n

\u201cThe Ultimate Teacher\u2019s Guide To Creating Educational Apps\u201d by Jeff Dunn (http:\/\/www.edudemic.com\/the-ultimate-guide-to-creating-educational-apps\/<\/a>)<\/p>\n

\u201c5 Simple Tools For Teachers To Create And Publish Apps Of Their Own\u201d (http:\/\/www.teachthought.com\/technology\/5-tools-teachers-create-publish-apps\/<\/a>)<\/p>\n

\u201cRhizomatic Education: Community as Curriculum\u201d by Dave Cormier (http:\/\/davecormier.com\/edblog\/2008\/06\/03\/rhizomatic-education-community-as-curriculum\/<\/a>)<\/p>\n

\u201cRhizomatic Learning\u201d (https:\/\/www.heacademy.ac.uk\/enhancement\/starter-tools\/rhizomatic-learning<\/a>)<\/p>\n

\u201cA Practical Guide to Rhizo15\u201d by Dave Cormier (http:\/\/davecormier.com\/edblog\/2015\/04\/10\/a-practical-guide-to-rhizo15\/<\/a>)<\/p>\n

\u201cWhat is it Like to Learn and Participate in Rhizomatic MOOCs? A Collaborative Autoethnography of #RHIZO14\u201d by Maha Bali, Sarah Honeychurch, Keith Hamon, Rebecca J. Hogue, Apostolos Koutropoulos, Scott Johnson, Ronald Leunissen, & Lenandlar Singh (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/4<\/a>)<\/p>\n

\u201cHow the Community Became More Than the Curriculum: Participant Experiences In #RHIZO14\u201d by Sarah Honeychurch, Bonnie Stewart, Maha Bali, Rebecca J. Hogue, & Dave Cormier (http:\/\/scholarworks.umb.edu\/ciee\/vol3\/iss1\/3<\/a>)<\/p>\n

Chapter 14<\/strong><\/h1>\n

N\/A<\/p>\n

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