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tim mcnamara

On OER - Beyond Definitions | iterating toward openness - 1 views

opencontent.org/...2015

open oer Wiley #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • “open educational resources” is a highly context-mediated construct.
  • From a grant or contract compliance standpoint, the operational definition of open educational resources is often collapsed to:Open educational resource, (n). Any artifact that is either (1) licensed under an open copyright license or (2) in the public domain.
  • “In the public domain” means that, while the nature of the artifact qualifies it for copyright protection, the artifact is not subject to copyright restrictions.
  • ...10 more annotations...
  • defining an “open educational resource” in terms of copyright status is that the definition implies that all OER belong to the universe of copyrightable things. This explicitly precludes ideas, concepts, methods, people, places, events, and other non-copyrightable entities from being OER. (This helps us avoid some of the nonsense that went on with “learning object” definitions.)
  • onsequently, every community, individual, or institution’s ideal OER will be different, and it is important that we pause and acknowledge this.
  • Below, I work from the position that “an ideal OER would help every person in the world attain all the education they desire.” In this specific context, I believe the ideal OER would have three characteristics. It would: 1. Be always, immediately, and freely accessible by every person in the world 2. Grant the user the legal permissions necessary to engage in each and every possible usage of the resource with no restrictions whatsoever 3. Effectively support the educational goals of the user
  • The notion of access, and whether or not a specific OER is accessible, is highly context-dependent.
  • If a digital artifact released under a CC BY license is posted on a public website it would qualify as an open educational resource for everyone with internet access. However, if a teacher downloaded a copy of the OER and placed it inside a learning management system it would suddenly cease to be an open educational resource – even though the resource hadn’t changed.
  • Note, however, that a student with access to the high school library and enrolled in the class using the LMS still has access to these materials, so those copies of the resources simultaneously are OER to her while they are not an OER for others.
  • some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder.
  • it is meaningless to talk about OER being “high quality” without simultaneous reference to the user
    • tim mcnamara
      tim mcnamara on 12 Oct 11
       
      Context is critical in defining and determining OER
  • much of what makes an OER ideal is context specific
  • ideal to whom, for what purpose, to be accessed in what way, to be used in what fashion, etc
Tai Arnold

How Online Innovators Are Disrupting Education - Jason Orgill and Douglas Hervey - Harv... - 4 views

blogs.hbr.org/...nline_innovators_are_disr.html

shared by Tai Arnold on 05 Nov 11 - No Cached
  • In fact, Gates, Khan, and teachers at the academy argue that online education can liberate teachers, allowing them to engage in more creative and influential one-on-one mentoring.
  • teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current models
  • Targeting non-consumers creates less backlash from teachers' unions and administrators, and could even generate student referrals from incumbents themselves.
  • Tai Arnold on 05 Nov 11
     
    "teachers can serve as professional coaches and content architects to help students progress in ways that they never could under most current model"
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