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shared by Константин Бугайчук on 27 Oct 11 - No Cached

shared by Константин Бугайчук on 30 Sep 11 - No Cached

change.mooc.ca

shared by markuos morley on 13 Sep 11 - No Cached

shared by markuos morley on 13 Sep 11 - No Cached

shared by Rob Parsons on 09 Oct 11 - No Cached

George Siemens (2010) has argued that academia should take ownership of the open education debate before it is hijacked, and given the above history, I would agree.
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The loss of ownership of some of these core academic functions occurred not because of the technology but rather because the scholarly community failed to engage with it
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commercialisation of education did indeed occur, but not because academics went along with it unwittingly but because insufficient numbers engaged with the technology itself.
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So what does engagement with technology mean? First, I would suggest, it acknowledges that the changes afforded by new technology are not peripheral but fundamental to all aspects of scholarship.
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In his 1973 paper on the stability of ecological systems, Holling defined resilience as ‘a measure of the persistence of systems and of their ability to absorb change and disturbance and still maintain the same relationships between populations or state variables’.
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Hall and Winn (2010) have applied the concept of resilience to education and open education in particular.
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It is undoubtedly the case that the vast amount of online content means that people now conduct a lot of their learning informally, using free resources. Combined with financial pressures, this creates a pressure or an alternative competition for learning that is new to higher education.
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