Thank you for considering me as a reviewer for your journal. I must
first report that I do not hold a doctorate, nor do I currently work
in a faculty position. There are some who have chosen to overlook that
and see my as sufficiently 'expert' to review papers, but i feel it
only right to mention.

As academic education work is something I do outside of my
communications positions at UPEI, I have to be very careful about what
work I take on. I only work on articles that are in open journals, or
are 'free to republish' for the author (with proper citation).
http://davecormier.com/edblog/2009/04/15/bjet-article-muve-eventedness-an-exp...
Here is an example of this from a recent publication in the British
Journal of Educational Technology.

If this is possible, I would love to review the article, if not, I
hope you are able to find someone else.

Either way, thanks for considering me.

Dave Cormier.

3 :03 Life in the Open: 21st Century Teaching & Learning

Bonnie Stewart, Dave Cormier, University of Prince Edward Island

We live in a time of change. We hear a great deal about technology and social media and the next big thing that will make us more connected, but there is also anxiety and discomfort about issues of privacy in all this open connectedness, and concern about whether our increasingly mobile technologies are making us more distracted and less able to think. Nicholas Carr and Larry Sanger tell us Google is making us stupid. From Mark Prensky, we hear discourse about how today's university students are “digital natives”, foreign beings that those of us born before 1980 or so will never ever truly understand.

This is the context in which we all teach today. We hear kids are not as engaged as they used to be, and in the increasingly instrumental and job-focused view of the academy and its societal role, we wring our hands for the future of the humanities and for our lost heritage of the common good.

What does it mean to live in the open, in this digitized, connected world? How can we, as adults and representatives of the university tradition, participate in or even shape this sphere presented as our opposite, our Other? Is there a role for us, no matter our generation or our literacies? We say yes, and argue that the shift required is one of literacies and networks: that thriving in the open is a matter mostly of engagement. This session will model social media practices and examine their far-reaching implications for higher education.