Join the open and free course on mobile learning: #MobiMOOC

Mobile learning (mLearning) is all the rage at the moment, but how do you get started and how do you maximize the mLearning plans you have? Simple, follow this free online course facilitated by 7 mobile experts and turn your mLearning knowledge into a practical project. Interested? Join the online google group, the course wiki and enter the mLearning conversation with other peers.

Grab your mobile and optimize its use
The MobiMOOC course will run for 6 weeks (2 April – 14 May). The target group for this course is … anyone interested in mLearning. Although the course is open to all, it is useful if you have some experience with social media. If you have a mobile phone or device, than grab it or go and buy one, it will make your learning much more authentic.

The MobiMOOC course will start with an introduction to mLearning, getting everyone comfortable with some of its key features, and gradually moving into the more complex technical, project planning and philosophical topics. The course will feature mLearning examples from the academic, corporate and non-profit world, and look at both simple and on the edge projects from both the North and South, as the South has been an inspiration for mLearning.

The MOOC format
MobiMOOC is a fully online course, which follows the MOOC (Massive, Open, Online Course) format. This format uses a lot of social media to enable all the participants and the facilitators to stay connected, build a network, exchange experiences. As the course is focusing on mobile learning, it is called MobiMOOC. As much of a MOOC is about exchanging notes with peers, and constructing knowledge collaboratively, so responsibility of the learning is with you, the participants and as such you need to self-regulate your learning. To optimize your learning it is important to plan your learning actions. However, we are all in this together! You can be sure that with the mLearning expert facilitators of the course and your peers, you will get your hands on great resources, inspiring discussions and all of our minds will be challenged and inspired.
If you do not like e-mails, you can also add the discussion threads to a RSS feed.

The main course sites are accessible for a lot of mobile devices (e.g. google groups for discussing which uses e-mails, twitter, facebook…).

Interested? The when and where
The course will be running: from 2nd April 2011 until 14 May 2011. Every week focuses on a new topic.

Join the MobiMOOC google group (this will be the primary site for discussions) in order to get into the course and be kept up-to-date. You need to sign in with a google account. Important: once you have joined the MobiMOOC google-group, make sure you choose how you want to be kept up to date: recommended choices either an abridged e-mail (= you get a summary of the new activities each day) or digest e-mail (you get all the new messages bundled into one single mail per day). Google groups works like a listserv, so you can reply to a message send from the group via your e-mail, the google group mail: mobimooc (at) googlegroups (dot) com . After joining the group, please add a bit of information about yourself via the profile of your google group account, that way we all get to know one another a bit better.
Check out the course wiki (still a work in process, but already loaded with information)
http://mobimooc.wikispaces.com/

Get connected to the MobiMOOC twitter and Facebook account.
Facebook account: some informal learning or chatting
http://facebook.com/mobimooc
Twitter: mobiMOOC: tweetering thoughts and ideas and for speedy connections (hashtag #mobiMOOC)
http://twitter.com/mobiMOOC

Topics and facilitators?
Week 1: Saturday 2 April – 8 April 2011: Introduction to mLearning;
Facilitator: Inge ‘Ignatia’ de Waard

Week 2: Saturday 9 April – 15 April 2011: Planning an mLearning project;
Facilitator: Judy Brown

Week 3: Saturday 16 April – 22 April 2011: Mobile for development (m4D);
Facilitators: Niall Winters and Yishay Mor

Week 4: Saturday 23 – 29 April 2011: Leading edge innovations in mLearning;
Facilitator: David Metcalf

Week 5: Saturday 30 – 6 May 2011: Interaction between mobile learning and a mobile connected society;
Facilitator: John Traxler

Week 6: Saturday 7 – 13 May 2011: mLearning in k12;
Facilitator: Andy Black

So if you are interested, keep your agenda (a bit) free from 2 April - 14 May 2011 and join us.

Blogphilosophy: #eLearning in times of #diabetic despair

We learn for many reasons and most of the time we can plan what and when to learn, but sometimes we need to assimilate more knowledge than we had anticipated in a much shorter time span. This was what happened to me last week.
At first I did not want to share any of these experiences, but then I remembered the dictum ‘the personal is political’ and as such I reminded myself that silence never helped anyone. Diagnosed diabetic
Last week my blood glucose was completely of the charts. Where at first I thought I had a rapid functioning thyroid, it turned out to be diabetes, a late diabetes 1, which was undetected for months (hemoglobineA1c above 12) so I got rushed into hospital. Within five days I got educated in food, carbohydrates, insulin, using syringes, physical activity, possible consequences and getting to grips with something that will stay with me throughout my life. It was a hard blow and it still is.

For seven days I refused to go online. I did not want the disease to infiltrate my life, and I did not want to share what I had out of fear of no longer being seen as ‘a strong professional’. This was an absurd train of thought, for I would not think of anyone having any disease as weak, but now with me at the receiving end it did feel that way for me.
The hospital staff was supportive and they educated me day by day on how to cope with diabetes, what effects it could have, why it depended on three pillars: physical exercise, carbohydrates and insulin. Nevertheless my mind was in a constant state of blur.

Constructing knowledge in times of despair
Coping with what life throws at us is often linked to eLearning. We (or I) seek answers on the worldwide web, and in many occasions it helps us cope with the real world. Many of us have to deal with distressing health news at one time or another. For me, it came last week. First I did not want to accept the fact that I had a chronic disease (yes, I know full denial and to be honest the denial still pops up), but after the first week, I turned to the Net – real-time school – to get some answers to questions like:

• Where can I find more information?
• How can I find the proper information (no panic, just the facts please)
• Where to find people in the same situation to exchange notes?
• Are there mobile gadgets? (this I found interesting)

Diabetes: mobile and gadgets
I wanted to bring the diabetes closer to my own world. So, what were the mobile options, the gadgets? And I found some stuff that gave me hope.
First of all a native application to report my glucose and activities via my Android smartphone:
On Track:
http://www.androidzoom.com/android_applications/medical/ontrack-diabetes_lex.html

Secondly a newly released (Dutch) iPad magazine
http://itunes.apple.com/WebObjects/MZStore.woa/wa/viewSoftware?id=419603195&mt=8&affId=1380330

And I wondered, is there a system that can monitor your blood glucose ‘life’, and depending on this figure can inject the correct amount of insulin on a regular basis?
Well, it seems there is, but still in a very early stages (nevertheless it does give me hope that there will be a fully tested device soon that will be able to monitor all – nano technology might help out as well).
http://www.medtronic.com/your-health/diabetes/device/insulin-pumps/paradigm-pump/

It is weird to see that diabetic is a mobile disease, for which you use mobile gadgets to keep up with it.
All of this learning would not have been possible ten years ago. Or at least it would not have been as easy. Unfortunately though, learning only nourishes the ratio, and not the emotions. It must be said that learning is a rational act, and where we place our knowledge is a moral, emotional act which often takes more time than the simple picking up of information. To illustrate the discrepancy between learning and living what is learned, I add the last bit of this blogpost.

The roller-coaster of a chronic disease
At the moment I am still not feeling very well. It is like the proverbial emotional roller-coaster. I understand that with the insulin I will live longer, but the uncertainty of having to rely on something outside of my body is difficult at times.

I got home by Friday night, and the first time I needed to put in insulin at home was quite confrontational, as suddenly also my 'safe world' was invaded, not only the surrealistic hospital world.
I felt like I had stepped through a looking glass and I could not return to the world of the healthy people. It really feels as if I am on the other side surrounded by people in similar conditions.

All along I felt a strange kind of guild: what if I had..., what if I had not..., ... how strange to seek a moral cause where morals do not have anything to do with it.

Diabetes can bring along some scary complications as well. My legs are hurting since I came out of hospital, which makes me feel very insecure for this might be a complication already. At this point I still hope the pain will fade as the surmount of sugar leaves my body. I hope this is not the first symptom of neuropathy (which scares the hell out of me).

It seems that today I am also fighting, I have danced for 15 minutes to underline the fact that I refuse to live without action. It is strange to feel how my mind is rushing through iterations of emotions in an attempt to find a new equilibrium.

And once again learning is what keeps me going.

Call for papers for mLearn2011 in Beijing, China

The mLearn conference (supported by IAmLearn) always guarantees real good research and discussions on mLearning and contextual learning. And the great thing is.... this year it will be organized in China! Yes, so get your brains working, your fingers oiled and your keyboards working.

The 10th World Conference on Mobile and Contextual Learning will be held in Beijing, 18 - 21 October 2011. And there is an array of papers you can submit, so no excuse not to do it!

The mLearn 2011 paper submission system is now open - https://www.easychair.org/account/signin.cgi?conf=mlearn2011. But do not just run over and submit anything, first get the paper template, it will surely increase the acceptance of your paper if you format it correctly. Download the paper template here . Should you experience any difficulties submitting your paper, please let us know via email: mlearn (at) bnu.edu.cn

All accepted papers will be considered by the Programme Committee for Outstanding Paper Awards (and yes, that is a great honor and it looks good on your resumé). Certificates will be issued to 10 outstanding papers of at least one registered author. There is an opportunity to be invited to deliver the keynote speech at mLearn 2011 as well.

The conference theme is Mobile and Contextual Learning: Culture and Change

. It aims to stimulate critical debate on and research into theories, approaches, and applications of mobile and contextual learning; to bring together researchers and practitioners from all over the world to share their knowledge, experience and research in the field of mobile learning; and to create dialogue and networking for knowledge sharing and transfer across the globe.

Submissions are invited for:

• Long papers (8 pages)
• Short papers (3 pages)
• Workshops (2 pages)
• Posters (300 words)
• Panels (500 words)
• Industry showcase &presentation (1-2 page)
• Doctoral Consortium (4 pages)

All submitted papers will be blind reviewed by at least three members of an international panel of research leaders in the area of mobile and contextual learning. Accepted papers of at least one registered author will be published in the printed and the CD versions of the proceedings. The proceedings will also be published via the web for Full Open Access. Authors of accepted papers will have the opportunity to have their submissions considered for special issues of the SSCI-indexed Journal of Computer Assisted Learning (JCAL) and the International Journal of Mobile and Blended Learning (IJMBL).

More details about the reviewing process, the acceptance policy, organizing invited workshops, and submission deadlines can be found at our websites - http://www.mlearn.org/mlearn2011 or http://mlearn.bnu.edu.cn/

Enquiries:
If you have any further questions, please contact Prof. Shengquan Yu at mlearn@bnu.edu.cn Tel: +86(0)1058806922, Fax: +86(0)1058800256,
Blog: mLearn2011
Twitter: @mlearn11,
Facebook: http://www.facebook.com/event.php?eid=154843551225978
School of Educational Technology, Beijing Normal University, China.

Google Chrome and translator to get 1 click translations and increase your PLE and network

Just two nifty tricks for those work with international colleagues or simply interested in eLearning resources from different languages. The first trick tells you how to quickly translate any web-page into your language (really quick), the second one suggests how you can enlarge your PLE or network.

Translate any webpage really quickly
Google Chrome is moving up in the browser world and there are many reasons why, a personal favorite is the reason mentioned in a blogpost by Ivan Boothe who is all into nonprofi and activism. He mentions an initiative by Google to donate (for a limited amount of time) some money to good causes. A great idea and initiative, clearly indicating the drive for change.

For me, the most handy feature in Google Chrome is the translator function which gets me through to many non-English/French/German/Dutch sites. If you have not given it a try, please do, it will increase your PLE and professional network.

In just 5 easy steps, you will be able to read (sometimes in double Dutch but still understandable) your favorite Chinese, Hindi, Russian, Japanese, Swahili sites! How cool is that!

1. Install Google Chrome, remember to uncheck the box suggesting you should use Google Chrome as your default browser (or leave it checked if you want to).
2. Install the Google Translator plugin for Google Chrome.
3. Restart your computer.
4. Open Google Chrome, and you will see that in the top right hand corner of the browser a little icon shows up.
5. Go to a website with a language you do not understand, and click on the icon. A bar appears asking you if you want to translate the website.... et voilà

It is nice, nifty and neat.

Find new people and new resources in other languages
To make it worth your while, you can apply the above in an advanced way:

• you can go to Google translate:
• type in the topic you want to know more about,
• set the translation to a language you would like to get to know people/professionals in.
• Then copy the translated word or phrase,
• paste it into a search engine;
• open the website you found into google chrome,
• click on the translate buttton and... a new network and information hub opens up!

I did the above with the terms: 'education e-learning' and translated it into Hindi, which gave me the Hindi words: शिक्षा ई सीखना
I then put it into Google Chrome, where I choose the website: http://hindi.anriintern.com/news?act=news
Which I could simply translate and ... it was a new useful resource. Fun!

Call for papers on Open Educational Resources deadline 1st March 2011

This call links creativity with OER, so will be fun to write. Underneath you will find the synopsis on the call, for more information you can take a look at the website.

Special Themed Issue on Creativity and Open Educational Resources (OER)
Fostering Creativity – The Use of Open Educational Resources

The European Journal of Open, Distance and E-learning announces a special issue for Summer 2011 entitled "Fostering Creativity – The Use of Open Educational Resources".

The Chief Editor, Alan Tait, Professor Elsebeth Korsgaard Sorensen, Aarhus University, Denmark and Professor Grainne Conole, The Open University, UK as guest editors invite you to submit a paper for a special issue on the notion of creativity in the context of Open Educational Resources. Papers can be either single or multiple authored.

Overall objectives of the special issue

From the perspective of stimulating change and bringing about creativity in the design of OER, the special issue aims to identify and present, from a principled approach, the latest research, not only on relevant theory and various practice contexts, but also in terms of capturing learning designs and best-practice, which demonstrate significant and creative ways of enhancing the learning process through effective use of OER.

Key dates

Submission of full manuscripts:	1st March 2011
Reviewers’ comments will be sent by:	1st April 2011
Revised versions to be received by:	1st May 2011
Publication:	Summer 2011

Three wonderful resources for eLearning

The last couple of weeks I have encountered some very useful resources, so I wanted to share it. The text accompanying the resources is taken out of the documents themselves. I found all of the documents relevant: the first for practical eLearning development, the second for getting a more in-depth understanding of lifelong learning options, and the 3rd one to get a better understanding of the effect (or non-effect) discussion still accompanying blended learning.

Choosing authoring tools by ADL (29 April 2010): the purpose of this paper is to help those involved in the process of choosing authoring tools to make an informed decision. The paper presents a range of considerations for choosing tools, whether as an enterprise-wide acquisition or a single user purchase, and includes a sampling of current tools categorized according to the kind of product they are intended to produce.

Good practices and methodologies for HEI (Higher Educational Institutes) using ICT in the different fields of LifeLong Learning (30 October 2010).
The report is summarizing the outcome of a long research work that we made with the partners during the project based on a detailed research plan. We collected with different techniques possible Good practices of ICT use in the European Higher Educational arena, and categorised them in 9 territories and 8 areas. (See more details in the research plan.) Upon agreed definition we selected (shortlisted) those where at least two criteria of excellence could be observed. The partnership then gathered detailed data about the selected practices with different techniques, most commonly by updating or making interviews with them.
Finally 35 detailed cases were quantitatively analyzed by a common grid of 30 questions in 8 areas from management to communication. The analysis show the most frequently cited common elements in respective areas that lead to good practice, as well as territory specific outcomes where some aspects were cited only in one or two territory cases.
(Yes, this is really a report with formal language).

Evaluation of evidence based practices in online learning: a meta-analysis and review of online learning studies (September 2010).
A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 50 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se.

Part2: the facilitators of the free mobile online course

Last week I posted the first post related to a free, open online course on the topic of mobile learning. The course starts to get into shape, and it will be running from 2nd April - 14 May 2011. I am waiting to release the name of the course ... building some kind of surprise (but I did see someone picked it up already).

This is the list of the facilitators and the dates (this can still change a bit, but the subjects stay the same):

First the simple one: Week 1: Saturday 2 April - 8 April 2011: Introduction to mLearning.
Facilitator: I (and I already got help from all the other facilitators to link to some mLearning content, thanks for that!).

The real and wonderful eLearning guru's take over after the first week. Now remember from the earlier post, much of a MOOC is about exchanging notes with peers, and constructing knowledge collaboratively, but you can be sure that with these facilitators you get your hands on great resources and your minds will be challenged by getting all of us in this together.

Week 2: Saturday 9 April – 15 April 2011: Planning an mLearning project;
Facilitator: Judy Brown

Week 3: Saturday 16 April – 22 April 2011: mobile for development (m4D);
Facilitators: Niall Winters and Yishay Mor

Week 4: Saturday 23 – 29 April 2011: Leading edge innovations in mLearning;
Facilitator: David Metcalf

Week 5: Saturday 30 – 6 May 2011: Interaction between mobile learning and a mobile connected society;
Facilitator: John Traxler

Week 6: Saturday 7 – 13 May 2011: mLearning in k12;
Facilitator: waiting confirmation.

So if you are interested, keep your agenda (a bit) free from 2 April - 14 May 2011.

Register for the Plymouth eLearning conference organized by Steve Wheeler

The wonderful and enlightened Steve Wheeler is organizing the 6th Plymouth e-Learning conference that will last for three days: 6, 7, and 8 April 2011. The central theme for this years conference will be: Learning in a Connected World, which is a hot topic by all means.

I hope some of you got your papers in, and if not, you can still just come over and join the conference.

There will be really great keynotes:
6 April:
Jane Seale: Jane’s research operates at the intersection of education, technology and disability and she has over 20 years of experience examining the role of technology in promoting inclusion, particularly for those with learning disabilities. This is a keynote I look forward to, as E.A. Draffan frequently pushes me to remember people with different abilities when I build e/m-Learning projects. I will learn a lot, I am sure (and happy).

7 April:
Stephen Heppel: yes, thát Stephen who is supposedly to put the 'C' into ICT. Since 2004 he has a global, florishing policy and learning consultancy Heppell.net. He is a renowned keynote speaker who inspires. Which is why I choose to embed one of his keynote speeches.

John Davitt: journalist and educator, John has written for several news papers/journals and worked extensively with teachers in schools in UK, USA, China and Africa. He is committed to leveling the playing field regarding access to new learning opportunities. Yes, a man who speaks to my heart, so looking forward to shake his hand and get a picture.

8 April
Me, I look at myself as the wild card in the bunch, and that is just stimulating. I must admit thought that I feel the anxiety coming as it will be a challenge to add anything to the central idea of the conference after having such wonderful keynote people speaking the days before. So writing with passion to get my abstract to the keynote ready (Steve, it is coming!). If you have ideas for my keynote, feel free to share, I am trying to make sense of mashing up these ideas: mLearning, augmentation, MOOC, learning analytics, and our common telepathic/tele-kinect-ed future.

If I understand correctly all the keynotes will be Ustreamed and shared, yes!

Wondering what the central content of the theme will be? This is it, straight from Steve's keyboard ...

"We live in a world of increased mobility where proliferation of smart, mobile technologies is creating a host of new anytime, anywhere contexts. Pervasive computing and handheld devices are creating opportunities for learning to become ubiquitous – anytime, anywhere. Tech-savvy students are more demanding, and often less comfortable with traditional settings and homogenized provision where ‘one size fits all’. There is a migration of students toward tools and services that are beyond the control of the institution. The emerging social media of Web 2.0 are more flexible, sociable and more visually attractive. The surge in popularity of user generated content (including the likes of Wikipedia) is challenging the long held beliefs that experts are the main arbiters of knowledge. The informality of massively multiplayer online games is pushing informal learning to the fore. In short, we live and learn in a connected world.

Schools, colleges and universities are attempting to change to adapt to these new needs and expectations, but such transformation can be slow and problematic. The 6th Plymouth e-Learning Conference will highlight the need for innovative solutions in education and training, and will provide opportunities for delegates to discuss the tensions that exist between institutional provision and personalised learning. We will explore a number of issues surrounding the use of technologies in learning, providing a platform for informed debate across all sectors of education and training. The conference will showcase key examples of e-learning research, innovative use of new and established learning technologies, practical solutions, debates and speculative pieces on the future of education in a connected world."

So come over to Plymouth, enjoy the countryside and discuss with the rest of us.

Horizon report is out: gesture based learning is in

With the weekend coming up, the 2011 Horizon report is a good read (40 pages), or you can also access it through the educause link (click on the pdf-logo near the end of the page).

The New Media Consortium has an annual habit of looking at contemporary, emerging and future trends in education. And lets face it: education is being redesigned on a weekly basis by now, so it is good to stay on top and pick out those topics that might interest you.

So what do they see as hot educational innovations to watch out for?

Time-to-Adoption: One Year or Less
Electronic Books
Mobiles

Time-to-Adoption: Two to Three Years
Augmented Reality.
Game-Based Learning.

Time-to-Adoption: Four to Five Years
Gesture-Based Computing.
Learning Analytics.

The thing I am looking forward to is the gesture-based computing. Yes, a bit like X-box Kinect, SixthSense, ... which to me erases yet another middle man that keeps us from learning close to the body and brain. So, I see this as a big learning enabler.

The learning analytics fit in closely with our global move forward to a semantic web, where the data gathered from all of us (in this case as a learner) pushes our learning capacity, because it will filter out those learning bits we need the most (or those that the learning/teaching algorithm will think we need the most). The Learning analytics are closely linked to the almost finished course of LAK, that I wrote about earlier.

All of the above mentioned learning technologies are all provided with links for further reading, so give it a go.

Some of the challenges mentioned in the report are also important for today's learners:

1. Digital media literacy continues its rise in importance as a key skill in every discipline andprofession;
2. Appropriate metrics of evaluation lag behind the emergence of new scholarly forms of authoring,publishing, and researching;
3. Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university;
4. Keeping pace with the rapid proliferation of information, software tools, and devices is challenging for students and teachers alike.

It is a nice and inspiring read.

OER: open educational resources an UNESCO intitiative #OERU and a critical view

SCoPe is starting an open and free discussion course on Open Educational Resources (OER) in connection with a UNESCO initiative to launch strategic assessment and accreditation for OER. Now, I belief in sharing content, with the idea that sharing will make the world a better place (yes, idealist maybe, but proud of it).

Before giving you more information on the initiative, a philosophical view. Thanks to Stephen Downes' ol'daily, my eye fell on a really wonderful and critical post from Tony Bates with regard to OER's. Tony Bates organizes his thoughts in the Good, the Bad, and the Ugly.

Tony Bates' introduction already points you towards his major issues:

"I increasingly fear that the open educational resources movement is being used as a way of perpetuating inequalities in education while purporting to be democratic. Some components of OERs also smack of hypocrisy, elitism and cultural imperialism (the bad), as well as failure to apply best practices in teaching and learning (the ugly). Despite my support for the idea of sharing in education (the good), these concerns have been gnawing away at me for some time, so after 42 years of working in open learning, I feel it’s time to provide a critique of the open educational resources ‘movement’."

Part of his conclusion also right on the money (in my view):

"The main barrier to education is not lack of cheap content but lack of access to programs leading to credentials, either because such programs are too expensive, or because there are not enough qualified teachers, or both. Making content free is not a waste of time (if it is properly designed for secondary use), but it is still a drop in the bucket. Initiatives such as Health Sciences Online suck up a lot of sponsor funding that could be better used by providing proper educational provision within a developing country. If MIT wants to put its material online to show off the academic quality of its instructors, and their great lecture style (cough, cough) then fine, but don’t pretend you’re saving the world."

OER are at the middle of the educational discussion again, for UNESCO is having a foundation meeting to set up a strategy for assessing and accreditation when using OER's, so this might be interesting to follow. At the same time SCoPE is holding an open and free seminar on the topic. So, if you are interested in OER, feel free to read Tony's great post, and join one or both get togethers on the topic of OER.

The UNESCO initiative foundation meeting
Under the title: Towards an OER University: Free learning for all students worldwide.
Which, let's be honest, does not really excel in its visuals of the roll models, although the initiative might be started for all the right reasons, the front page shows: white, gray-suited men (which is not really excelling the idea of equally open to everyone, but they still can be, they just are not that into balanced visuals and testimonials yet).
You can listen and voice your questions by registering as a virtual student here (you need to login to wikieducator system, and then add your coordinates).
This will be a foundation meeting, and the timing is:

• Date: Wednesday, 23 February 2011, 9am to 5pm NZDST (world time for meeting start)
• Venue: Council Room, Otago Polytechnic, Dunedin, New Zealand (map)
• Streaming: Detail to be announced.
• Hash tag: #OERU
• Press release

See also drafting of the logic model for the OER university.
OER Unesco google group;

The SCoPe seminar prior to the foundation meeting can be followed (for free and online) here. To enter the SCoPe seminar, it suffices to register (for free) for SCoPe (SCoPe is a great initiative to follow, the organize wonderful seminars, so this is a good thing). It is nice to get some thoughts going before jumping into the synchronous end.