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\begin{document}
\title[OpenEd19: Getting the JITERs]{Getting the JITERs:\\
Just-In-Time Educational Resources\\
as a Mode of OER-enabled Pedagogy}%\\\vskip-.5cm\ }
\author[Poritz\ \ \ \ \burl{https://poritz.net/jonathan}]{Jonathan A.~Poritz\vskip-6mm\ }
\institute[{}]{\bhref{mailto:jonathan@poritz.net}{jonathan@poritz.net}\\
{\tt\tiny \bhref{https://www.poritz.net/jonathan}{www.poritz.net/jonathan}}\\
Center for Teaching and Learning {\tiny and}\\
Department of Mathematics and Physics\\
Colorado State University-Pueblo}
\date[30 October 2019\ \ \ ]{30 October 2019\\ \raisebox{-0.25\height}{\includegraphics[height=3mm]{CC-BY-SA.pdf}}\ \ {\tiny This work is released
under a \bhref{https://creativecommons.org/licenses/by-sa/4.0/}{Creative Commons Attribution-ShareAlike 4.0 International license}.}\\{\tiny These slides can be found at \burl{https://poritz.net/j/share/JITERsOct19}}}
\begin{frame}
\titlepage
\tnote{I have a specific, practical type of OER I'm going to showcase in
the last 10 minutes. But first I want to set it into a context -- a
context of which I have only recently become aware, or been thinking of
in the way I want to describe.}
\tnote{My wife and I have a joke that when we have a discussion in the
evening about something that happened in one of our work days, she usually
begins telling her anecdote by setting the context ... usually by starting
with the English Civil War.}
\tnote{I usually start with Euclid and Pythagoras, or sometimes before.}
\tnote{This talk will bounce back and forth over the last three or four
thousand years, in fact.}
\tnote{But first, let's start with a question I was asked a little more than
a year ago.}
\end{frame}
\begin{frame}{The ``ideal OER platform of the future'' question}
\begin{center}
\begin{tabular}{p{10cm}}
{\it What platform do you think would be the most ideal for OER, going
forward?}
\end{tabular}
\end{center}
\hfill\blue{\tiny\begin{tabular}{r}
[Almost certainly not an exact quote!]\\
Question posed to me almost exactly thirteen months ago by\\
\red{Jessica Stevens}, Global Network Representative for CC Australia\\
and PhD Candidate in the Intellectual Property and Innovation\\
Law Research Program at QUT in Brisbane, Australia
\end{tabular}}\hphantom{x}
\tnote{I had met her at the CC GS in 2017 which took place in Toronto.}
\tnote{She was ``conducting research on open textbook publishing, with a
particular focus on the processes of coordinating and funding open
textbook projects within higher education.''}
\tnote{In September 2018, she happened to be in the US, and wanted to do some
phone interviews of folks involved in OER in the US. I was one
interviewee.}
\tnote{I didn't have a good answer to her question during the interview.}
\tnote{But after getting off the phone with her, I thought about it some
more and, in a fit of \textit{l'esprit de l'escalier}, I wrote her a long
response.}
\tnote{It was only after I continued working in the OER world, reading and
listening to the likes of Maha Bali, Robin DeRosa, Rajiv Jhangiani, Sean
Michael Morris, Jessie Stommel, and David Wiley that it occurred to me to
put my long, emailed response into a larger setting/discussion.}
\end{frame}
\begin{frame}{The ``ideal form of OER'' question}
\begin{center}
\begin{tabular}{p{10cm}}
{\it What is the most ideal form for OER, going forward?}
\end{tabular}
\end{center}
\tnote{For the first Q here: until we know what will be living on the ideal
platform, we cannot start to think about what will be that ideal
platform.}
\vskip1.5cm
\begin{center}
\begin{tabular}{p{10cm}}
{\it What are some forms of educational resources that have been
successful in the past?}
\end{tabular}
\end{center}
\tnote{For the second Q here: I think you can see why I'm going back
thousands of years: doesn't this question just beg for that treatment?}
\end{frame}
\begin{frame}{Maybe the earliest educational resource for mathematics}
\begin{center}
\includegraphics[height=5cm]{Plimpton_322.pdf}
\end{center}
\vskip-5mm
\hfill{\tiny\begin{tabular}{r}
"Plimpton 322, Babylonian tablet listing Pythagorean triples,"
circa 1800BCE. In the public\\
domain. Downloaded from
\burl{https://commons.wikimedia.org/wiki/File:Plimpton\_322.jpg}
\end{tabular}\hphantom{x}}
\vskip6mm
\tnote{``Plimpton 322 is partly broken, approximately 13 cm wide, 9 cm
tall, and 2 cm thick. New York publisher George Arthur Plimpton purchased
the tablet from an archaeological dealer, Edgar J. Banks, in about 1922,
and bequeathed it with the rest of his collection to Columbia University
in the mid 1930s. According to Banks, the tablet came from Senkereh, a
site in southern Iraq corresponding to the ancient city of Larsa.
The tablet is believed to have been written about 1800 BC, based in part
on the style of handwriting used for its cuneiform script: Robson (2002)
writes that this handwriting ``is typical of documents from southern Iraq
of 4000–3500 years ago.'' More specifically, based on formatting
similarities with other tablets from Larsa that have explicit dates
written on them, Plimpton 322 might well be from the period 1822-1784 BC.''}
\tnote{The quote from \textit{Plimpton 322} by Wikipedia contributors,
\burl{https://en.wikipedia.org/w/index.php?title=Plimpton\_322\&oldid=917859554}, released under a Creative Commons Attribution-ShareAlike License,
\burl{https://creativecommons.org/licenses/by-sa/3.0/}.}
\tnote{It's a table of \textit{Pythagorean triples}.}
I think it's safe to say this is fairly primitive edtech, and unless this is
some early precursor of a spreadsheet, or at least a numerical table, it has
not left much of a mark on the history of educational resources.
\end{frame}
\begin{frame}{Euclid, the great stylist}
\begin{tabular}{rl}
\raisebox{.5\height}{\includegraphics[height=3cm]{POxyI29.pdf}} &
\includegraphics[height=6cm]{Euclid-proof.pdf}\\
\ & {\tiny\ \ \textit{A proof from Euclid's Elements (Book I, Proposition I)}}\\[-5pt]
\ & {\tiny\ \ The original uploader was Bcrowell at English Wikipedia.
[\bhref{http://www.gnu.org/licenses/gpl.html}{GPL}]}
\end{tabular}
\tnote{fragment}
\vskip-1.5cm
{\tiny \textit{Oxyrhynchus papyrus (P.Oxy. I 29)}}\\
\vskip-2.5mm
{\tiny This work is in the public domain in its country of origin}\\
\vskip-2.5mm
{\tiny and other countries and areas where the copyright term is}\\
\vskip-2.5mm
{\tiny the author's life plus 100 years or fewer. Downloaded from}\\
\vskip-2.5mm
{\tiny\burl{https://commons.wikimedia.org/wiki/File:P.\_Oxy.\_I\_29.jpg}}
\tnote{``Euclid's Elements has been referred to as the most successful and
influential textbook ever written. It was one of the very earliest
mathematical works to be printed after the invention of the printing
press and has been estimated to be second only to the Bible in the number
of editions published since the first printing in 1482, with the
number reaching well over one thousand. For centuries, when the
quadrivium was included in the curriculum of all university students,
knowledge of at least part of Euclid's Elements was required of all
students. Not until the 20th century, by which time its content was
universally taught through other school textbooks, did it cease to be
considered something all educated people had read.''}
\tnote{That quote from \textit{Euclid's Elements}, by Wikipedia contributors,
\burl{https://en.wikipedia.org/w/index.php?title=Euclid\%27s\_Elements\&oldid=921147061}, released under a Creative Commons Attribution-ShareAlike License,
\burl{https://creativecommons.org/licenses/by-sa/3.0/}.}
\tnote{So, I guess, a good educational resource.}
\end{frame}
\begin{frame}{Euclid's style still dominates}
\ \vskip-1.5cm\
{\tiny
\begin{tabular}{l p{4cm}}
\raisebox{-.5\height}{\includegraphics[height=8cm]{fordir_page124.pdf}} &
Drumm, Todd, and Jonathan Poritz. ``Ford and Dirichlet
domains for cyclic subgroups of $PSL_2(\CC)$ acting on
$\HH^3_{\RR}$ and $\partial\HH^3_{\RR}$." Conformal Geometry
and Dynamics of the American Mathematical Society 3.8 (1999):
116-150.
\end{tabular}}
\tnote{This is the first \textbf{interactive} research paper in the history
of mathematics publishing, I believe ... and yet, somehow, I am not
world-famous!}
\tnote{If I take off my glasses, this would almost look like Euclid.}
\tnote{I tell my students that their work should, if I take my glasses off
and look at it from across the room, look quite similar.}
\end{frame}
\begin{frame}{Well, with some changes}
The modern document has color and equations!
\vskip3mm
The technology for color already existed in the $19^{th}$ century:
\vskip3mm
\hskip2cm{\tiny
\begin{tabular}{l p{4cm}}
\raisebox{-.5\height}{\includegraphics[height=5cm]{Byrne-33.pdf}} &
``The First Six Books of the Elements of Euclid in which coloured diagrams
and symbols are used instead of letters for the greater ease of learners''
by Oliver Byrne, London (1847). In the public domain. Downloaded from
\burl{https://commons.wikimedia.org/wiki/File:Byrne-33.png}
\end{tabular}}
\tnote{The color is not really doing all that much here, in fact: it is
just standing in for letters labeling points and angles.}
\tnote{But it is a very beautiful book.}
\end{frame}
\begin{frame}{Equations were harder}
The Greeks were far from equations, because apparently their idea of numbers
was closely tied to geometry.
\vskip-3mm
\hskip2mm{\tiny
\begin{tabular}{p{8cm} r}
\bhref{https://commons.wikimedia.org/wiki/File:Euclid\%27s_algorithm_Book_VII_Proposition_2_4.png}{``English: Illustration derived from Heath 1908 showing Euclid's algorithm for finding the greatest common divisor''}
by \bhref{https://commons.wikimedia.org/wiki/User:Wvbailey}{Wvbailey}. Released under a Creative Commons
Attribution 3.0 Unported License,
\burl{https://creativecommons.org/licenses/by/3.0/}. & \hphantom{XX}\raisebox{-.5\height}{{\includegraphics[height=2cm]{EuclidsalgorithmBookVIIProposition24.pdf}}}
\end{tabular}}
\vskip3mm
Equations came from the ideas of Muhammad ibn Musa al-Khwarizmi (c.780-850CE),
but only took a form we would recognize now several hundred years later, in
western Europe.
\tnote{Of course, al-Khwarizmi's name gives us the English word
\textit{algorithm}, while the title of a book of his, specifically the
word \textit{al-jabr} meaning ``completion'' or ``rejoining,'' gives us
the English word \textit{algebra}.}
\vskip-1mm
\hskip2mm{\tiny
\begin{tabular}{p{8cm} r}
\bhref{https://commons.wikimedia.org/wiki/File:1983_CPA_5426_(1).png}{``English: en:Muḥammad ibn Mūsā al-Ḵwārizmī.''}, author unknown. This work is not an object of copyright according to article 1259 of Book IV of the Civil Code of the Russian Federation No. 230-FZ of December 18, 2006. & \hphantom{XX}\raisebox{-.5\height}{{\includegraphics[height=2cm]{1983CPA54261.pdf}}}
\end{tabular}}
\end{frame}
\begin{frame}{Monographs \textit{vs} textbooks}
I've learned from the Open Textbook Network's Pub101 Open Publishing
Curriculum that textbooks are very different from monographs.
\tnote{Maybe I shouldn't be saying to my students that I can recognize their
good writing from a distance without my glasses?}
\vskip3mm
\hskip1cm{\tiny
\begin{tabular}{l p{4cm}}
\raisebox{-.35\height}{\includegraphics[height=3cm]{authoring_open_textbooks.pdf}} &
\bhref{https://press.rebus.community/authoropen/}{Cover page for \textit{Authoring Open Textbooks}} by Melissa Falldin and Karen Lauritsen. Released under a \bhref{https://creativecommons.org/licenses/by/4.0/}{Creative Commons Attribution 4.0 International License}.
\end{tabular}}
\vskip5mm
...Maybe not always?
My research paper with Drumm is not to be expected to be in the same style
as a good textbook. But it is in a strikingly similar style to Euclid's
\textit{Elements}, and we've seen that the \textit{Elements} was used for
a couple of thousand years as a textbook.
\end{frame}
\begin{frame}{Maria Gaetana Agnesi, textbook author}
One of the earliest calculus textbooks was by the remarkable Maria Gaetana
Agnesi from Milano. It was solidly in the style of the modern
monograph/research paper (with some paper-folding innovation!), it was
definitely a \textbf{textbook}.
\hskip2cm{\tiny
\begin{tabular}{l p{3cm}}
\raisebox{-.7\height}{\includegraphics[height=4cm]{maria-gaetana-agnesi-5.pdf}} &
``Instituzioni Analitiche - Libro Secondo - Del Calcolo Differenziale''
by Maria Gaetana Agnesi, Milano (1748). In the public domain. Downloaded
from \bhref{https://giornalebibliotalamona.files.wordpress.com/2014/06/maria-gaetana-agnesi-5.jpg}{https://giornalebibliotalamona.files.}
\bhref{https://giornalebibliotalamona.files.wordpress.com/2014/06/maria-gaetana-agnesi-5.jpg}{wordpress.com/2014/06/maria-gaetana-agnesi-5.jpg}
\end{tabular}}
\tnote{``Maria Gaetana Agnesi was born in Milan, to a wealthy and literate
family. Her father Pietro Agnesi, a wealthy silk merchant, wanted to
elevate his family into the Milanese nobility. In order to achieve his
goal, he had married Anna Fortunato Brivio of the Brivius de Brokles
family in 1717. Her mother's death provided her the excuse to retire
from public life. She took over management of the household. She was one
of 21 children.
Maria was recognized early on as a child prodigy; she could speak both
Italian and French at five years of age. By her eleventh birthday, she
had also learned Greek, Hebrew, Spanish, German, and Latin, and was
referred to as the ``Seven-Tongued Orator''.
Agnesi suffered a mysterious illness at the age of twelve that was
attributed to her excessive studying and reading, so she was prescribed
vigorous dancing and horseback riding. This treatment did not work; she
began to experience extreme convulsions, after which she was encouraged
to pursue moderation. By age fourteen, she was studying ballistics and
geometry.
In 1750, on the illness of her father, she was appointed by Pope Benedict
XIV to the chair of mathematics and natural philosophy and physics at
Bologna, though she never served. She was the second woman ever to be
granted professorship at a university, Laura Bassi being the first.''}
\tnote{That quote from \textit{Maria Gaetana Agnesi}, by Wikipedia
contributors, \burl{https://en.wikipedia.org/w/index.php?title=Maria\_Gaetana\_Agnesi\&oldid=921357386}, released under a Creative Commons Attribution-ShareAlike License,
\burl{https://creativecommons.org/licenses/by-sa/3.0/}.}
\tnote{Time permitting, tell the story of the mistranslation which resulted
in the famous \textit{Witch of Agnesi}.}
\end{frame}
\begin{frame}{Other disciplinary styles through the years}
Agnesi's textbook looks a lot like the books I learned from as a student,
more than 100,000 years ago (base 2). It doesn't look much like today's
textbooks.
\vskip2mm
Maybe today's books (even in mathematics?) look like textbooks of years
past in other disciplines: different academic disciplines have different
styles!
\tnote{I learned of the Greek roots of the different styles when I team-taught
a course \textit{Think like a Greek} with an historian and a philosopher.}
\vskip2mm
Interestingly, if you look at the styles used in ancient Greece, philosophy
was often written in \textbf{dialogs}! This mostly died out before the
present time, although Galileo wrote many works in\\
dialog form (and he was a ``scientist'' from\\
the time before that word was used, so he\\
would have been called a ``natural \textit{philosopher}''!\\
\tnote{We could go all the way to looking at the different muses and their
respective specialties, but that is too far afield even for me!}
\vskip-1.7cm
\hskip-2mm
{\tiny
\begin{tabular}{p{8.5cm} r}
\bhref{https://commons.wikimedia.org/wiki/File:Dialogo_di_Galileo_Galilei_(Firenze,_1632).tif}{English: Title-page of Dialogo by Galileo Galilei (Florence, 1632)}, Museo Galileo - Istituto e Museo di Storia della Scienza. Released under a Creative Commons Attribution-ShareAlike 4.0 License,
\burl{https://creativecommons.org/licenses/by-sa/4.0/}. & \hphantom{XX}\raisebox{-.2\height}{{\includegraphics[height=2.8cm]{Dialogo.pdf}}}
\end{tabular}}
\end{frame}
\begin{frame}{Past styles ... what is the modern textbook style?}
Poetry predates writing.
\vskip3mm
Probably so does the dialog form.
\vskip3mm
The style of modern history writing can apparently be seen already in
Herodotus.
\vskip3mm
We've seen that Euclid laid down the style of mathematical writing which
persists, almost unchanged.
\vskip4mm
So what is the antecedent of the style of modern textbooks?
\end{frame}
\begin{frame}{The modern textbook style is \textbf{noisy}}
To me, the modern textbook looks like a thick, expensive version of a
\textbf{tabloid} or \textbf{glossy magazine}: full of noisy, distracting ads,
the main stories broken into little bits with panels giving some bit of
``human interest,'' the succession of articles seemingly fairly random and
not driven by the reader's sequence of intellectual curiosities, ....
\vskip5mm
\begin{center}
{\tiny
\begin{tabular}{p{5cm} p{5cm}}
\includegraphics[height=3cm]{tabloid.pdf} & \includegraphics[height=3cm]{times_square.pdf}\\
\bhref{https://www.flickr.com/photos/51764518@N02/27098384868}{Radio Show} by \bhref{https://www.flickr.com/photos/51764518@N02/}{Joe Haupt}. Released under a Creative Commons Attribution-ShareAlike 2.0 License,
\burl{https://creativecommons.org/licenses/by-sa/2.0/}. &
\bhref{https://commons.wikimedia.org/wiki/File:Times_Square_1-2.JPG}{Times Square} by \bhref{https://commons.wikimedia.org/wiki/User:MattWade}{Matt Wade}. Released under a Creative Commons Attribution-ShareAlike 3.0 License,
\burl{https://creativecommons.org/licenses/by-sa/3.0/}.
\end{tabular}}
\end{center}
\end{frame}
\begin{frame}{An alternate modern mode of expression}
Another very modern form of expression might be a better model on which to
base the structure of modern educational resources: the World Wide Web, or
a subnetwork of the whole WWW.
\vskip2mm
The modern Euclid who created this form was Tim Berners-Lee who came up
with the idea of a hyperlinked set of documents and resources when he was
working at CERN in 1989.
\hskip1cm{\tiny
\begin{tabular}{l p{4cm}}
\raisebox{-.7\height}{\includegraphics[height=4cm]{Wikipedia_Primary_School_20150821_articles_network.pdf}} &
\bhref{https://commons.wikimedia.org/wiki/File:Wikipedia\_Primary\_School\_20150821\_articles\_network.jpg}{``English: Comparison of articles network in August 2015 and August 2017''}
by G.prof - Wikipedia Primary School. Released under a Creative Commons
Attribution-ShareAlike 4.0 License,
\burl{https://creativecommons.org/licenses/by-sa/4.0/}.
\end{tabular}}
\end{frame}
\begin{frame}{Features of highly networked information resources}
Resources modeled on the WWW, or parts thereof, often have some features
in common:
\begin{itemize}
\item[$\bullet$] They are highly linked, internally and externally.
\item[$\bullet$] They often show many different styles, have different
authors, incorporate different media types, \textit{etc.}
\item[$\bullet$] The can have a non-zero number of errors!
\item[$\bullet$] Especially after Web 2.0, they are often are responsive to
their users, changing their connections and content in response to user
actions.
\item[$\bullet$] When operated by for-profit entities, they can become
the instruments of surveillance capitalism.
\end{itemize}
\end{frame}
\begin{frame}{Comparison to traditionally structured electronic textbooks}
In this model, a traditional electronic textbook\\
is an ordered sequence of items, each linked to the\\
next, and fixed in its immutable form before the\\
instructor and students begin their time together.
\vskip-2cm
\hfill{\tiny\begin{tabular}{ p{3.1cm} }
\includegraphics[height=1.6cm]{LinkedList.pdf}\\
{``\bhref{https://commons.wikimedia.org/wiki/File:LinkedList.jpg}{Linked List}'' by Vhcomptech,\ \ \ \ released into the public domain.}
\end{tabular}}
\vskip2mm
The OER I've written which look more like ``textbooks'' have been these
ordered sequences of items -- usually created (at least the first time) one
step (or a little more, or sometimes a little less!) ahead of where the
students in my class were working as they followed the syllabus and the
classroom activities or lectures.
\vskip2mm
Even though they were produced in this ``one step ahead of the class''
fashion, these were really static textbooks matching a static syllabus,
merely being built by someone with very poor project manager skills and no
idea of best practices for publication programs. \tnote{I'm getting those
skills and knowledge now, from the OTN Pub101 course!}
\end{frame}
\begin{frame}{But it's more thrilling to go ``Just-In-Time''}
When I've known the subject I'm teaching really, really well, including
knowing where to find resource fragments all over the Web, I've been able
to put aside a static, predetermined syllabus and lower the window of time
between what the class was working on and where I was working on new edge
of the networked resource \textit{to nearly zero}.
\vskip5mm
\hskip-2mm
\begin{tabular}{p{8cm} r}
This is where the \textbf{Just-In-Time-Teaching} [JITT] approach comes into play. & \raisebox{-.75\height}{{\includegraphics[height=2.8cm]{time.pdf}}}
\end{tabular}
\end{frame}
\begin{frame}{A JITT course}
Imagine building a scaffolded experience for a class meeting, with links to
readings and other resources all over the Web, or containing newly
adapted or created such resource fragments.
\vskip2mm
Much of the work students then do in class or as their next ``homework''
(depending upon whether the instructor wants to run this as a flipped class
or not) is exploratory, based on the new material they have just consumed,
but going out to investigate questions of their own interest on the Web, or
to state and then to solve problems in which they are interested (related
to the new material ... at least somewhat, presumably).
\vskip2mm
The scaffolding, adapted or created materials, and links both internal and
external, together form what what could be called a
\centerline{\bf Just-In-Time Educational Resource [JITER]}
A JITER won't look much like a textbook. Instead, it will look like a
wiki or web site, or maybe somewhat messy PressBooks book.
\end{frame}
\begin{frame}{Requirements to get the JITERs}
Making JITERs is time-critical, all-encompassing, exhausting work. For it
to succeed, the stars must be aligned properly:
\begin{itemize}
\item[$\bullet$] There must exist a vast (findable!) network of OER [or,
at least, openly licensed resource fragments] out on the Web.
\item[$\bullet$] The instructor/JITER author must be
\begin{itemize}
\item[$\circ$] extremely comfortable with their subject matter
\item[$\circ$] equally comfortable with tools to create engaging, linked,
appropriate resource fragments
\item[$\circ$] in constant contact with their students, seeing how they
are making out in their work and acquisition of skills/knowledge.
\end{itemize}
\item[$\bullet$] The course material must be amenable to a very active,
Inquiry-Based Learning approach. [I am comfortable with this for computer
science, because CS is so interactive. Likewise for math, because it is
in my blood. I have no idea how to do this in other disciplines, but
I imagine my skilled colleagues will immediately know what to do in their
home disciplines.]
\end{itemize}
\end{frame}
\begin{frame}{Sidebar: communication with students}
For the constant contact part, it helps to have the students do some work
or reading and then have a required communication with their instructor.
\vskip1cm
I usually call these ``T\&Qs'', which stands for\\
``Thoughts and Questions.''
\vskip-1.5cm
\hskip2mm{\tiny
\begin{tabular}{p{8cm} r}
\bhref{https://commons.wikimedia.org/wiki/File:The_Thinker_by_Auguste_Rodin,_Grand_Palais,_Paris_13_July_2017.jpg}{The Thinker by Auguste Rodin}, photo by \bhref{https://www.flickr.com/people/63234672@N04}{Joe deSousa}. This file is made available under the Creative Commons \bhref{CC0 1.0 Universal Public Domain Dedication}{https://creativecommons.org/publicdomain/zero/1.0/deed.en}. & \hphantom{XX}\raisebox{-.15\height}{{\includegraphics[height=2.5cm]{thinker.pdf}}}
\end{tabular}}
\vskip5mm
After every reading or unit of work, the students must send me a T\&Q, no
more than 24 hours and no less than one hour before the next class. That
way, I can adapt the new material to what they have thought of on their own,
or what questions they still have after recent classes and readings or
activities.
\end{frame}
\begin{frame}{Side-sidebar...}
\vskip6mm
\textbf{The Thinker was Dante,\\
contemplating the Gates of Hell!}
\vskip-1.6cm
\hskip2mm{\tiny
\begin{tabular}{p{5.5cm} r}
\bhref{https://www.flickr.com/photos/rjhuttondfw/1365886194}{Gates of Hell (1900)}, photo by \bhref{https://www.flickr.com/photos/rjhuttondfw/}{Rodney}. This file is made available under the Creative Commons \bhref{Creative Commons 2.0 Attribution 2.0 Generic License}{https://creativecommons.org/licenses/by/2.0/}. & \hphantom{XX}\raisebox{-.15\height}{{\includegraphics[height=7cm]{GatesOfHell.pdf}}}
\end{tabular}}
\end{frame}
\begin{frame}{Some examples of JITERs}
The end points of a class organized around a JITER tends to look like a
very long and detailed class schedule with lots of information and links
mixed in.
\vskip2mm
Here are three I've built in the last few years:
\begin{itemize}
\item[$\bullet$] For \textbf{CSUP Math 242: MATLAB Computation}
\begin{itemize}
\item[$\rightsquigarrow$] JITER
\bhref{https://www.poritz.net/jonathan/past_classes/spring14/ml/homework.html}{here}.
\end{itemize}
\item[$\bullet$] For \textbf{CSUP Math 411: Introduction to Topology}
\begin{itemize}
\item[$\rightsquigarrow$] JITER
\bhref{https://www.poritz.net/jonathan/past_classes/summer15/topology/index.html}{here}.
\end{itemize}
\item[$\bullet$] For \textbf{RU Computer Science 850-CYCR: Cryptocurrencies}
\begin{itemize}
\item[$\rightsquigarrow$] JITER
\bhref{https://www.poritz.net/jonathan/past_classes/winter16/CCatRU/schedule.html}{here}.
\end{itemize}
\end{itemize}
\vskip2mm
These all tend to look like insanely detailed schedules or homework/project
assignment lists, which I suspect is in the nature of first editions of
JITERs.
\end{frame}
\begin{frame}{Back to the ideal platform question}
The ideal platform for JITERs is probably the bare web, in the hands of
someone comfortable with authoring in that environment -- institutions with
\textbf{Domain of One's Own} programs are well set up for this. Otherwise,
a platform like PressBooks is also a good alternative, although the
restrictions it places on which FLOSS tools one will be able to deploy may
start to chafe.
\vskip3mm
At the end of a course organized around a JITER, there will be a somewhat
messy web site [or other, complex, highly linked web object]. It will be
hard to share this back out to the community, and it is unclear what kind
of repository can hold these ``finished JITERs.''
\tnote{ADA issues for JITERs}
\vskip3mm
In short, JITERs belong on the platform-less platform.
\tnote{I called this ``something like the pythonoverse in my long esprit de
l'escalier email to Jessica Stevens.}
\end{frame}
\begin{frame}{Apology and sheepish call to action}
The work of fantastic groups like \bhref{https://openstax.org}{Open Stax},
\bhref{https://open.umn.edu}{The Open Textbook Library}, and many others,
is amazing and wonderful -- high quality open textbooks are clearly the
gateway drug to a life of servitude to OER.
\vskip5mm
But it is possible that the future of OER is not high quality, zero cost
versions of a hundreds or thousands of years-old approach to education --
textbooks -- but rather a messy, constantly changing, highly hyperlinked
JITER, looking (in a way that makes today's students quite comfortable)
like a piece of the modern Web.
\vskip5mm
I think of this as\ \ \ \red{\textbf{The Beauty of Ugly OER}}.
\tnote{Delmar Larsen's Libretexts goes a long way in this direction, but
he says he wants to be Facebook, and that makes me very nervous: I'd rather
be the scruffy, disorganized world of the Indy web.}
\tnote{Talk about mesh networks.}
\end{frame}
\begin{frame}{Questions, comments? Contact. Getting slides [links!]}
{\large\bf Questions? Comments?}
\vskip4mm
Email (feel free!):
\bhref{mailto:jonathan@poritz.net}{jonathan@poritz.net}\ ;
Tweety-bird: \bhref{https://twitter.com/poritzj}{@poritzj}\ .
\vskip4mm
Get these slides at
\bhref{https://poritz.net/j/share/JITERsOct19.pdf}{poritz.net/j/share/JITERsOct19.pdf}
and all files for remixing\footnote{\tiny subject to CC-BY-SA} at
\bhref{https://poritz.net/j/share/JITERsOct19/}{poritz.net/j/share/JITERsOct19/}\ .
\vskip3mm
If you don't want to write down that full URL, just remember
\begin{tabular}{l}
\bhref{http://poritz.net/jonathan/share}{poritz.net/jonathan/share}\\
or \bhref{http://poritz.net/j/share}{poritz.net/j/share}\\
or \bhref{http://poritz.net/jonathan}{poritz.net/jonathan}\ \
{\small[then click \textbf{Always SHARE}]}\\
or \bhref{http://poritz.net/j}{poritz.net/j}\ \ {\small[then click
\textbf{Always SHARE}]}\\
or scan \ \ \ $\xrightarrow{\hspace*{6cm}}$\\
\hphantom{or }{\small[then click \textbf{Always SHARE}]}
\end{tabular}
\vskip-2.8cm
\begin{tabular}{p{8cm} c}
\ & \includegraphics[height=3cm]{poritz_net_jonathan_qr-code_colorful.pdf}
\end{tabular}
\end{frame}
\end{document}