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markuos morley

iterating toward openness - 2 views

opencontent.org/blog

David_wiley blog opensource iterating learning education david wiley

shared by markuos morley on 26 Sep 11 - Cached
  • One of the areas ripest for innovation is alternative certification of informal learning. Hence, the recent excitement about badges. Badges have incredible potential for providing a viable alternative to the traditional system of credits most universities are tied to by accreditors. It seems to me that there is a critical need for someone to demonstrate that badges are a viable alternative to the traditional accreditation process.
  • However, because the gold standard for learning credentials is acceptability by employers, any meaningful badges demonstration project will have to operate in this space.
  • We want to create a collection of badges that a top employer, like Google, will publicly recognize as “equivalent experience.” This goes straight for the jugular, demonstrating that badges are a viable alternative to formal university education.
  • ...6 more annotations...
  • The bolded items above really represent one version (and certainly not the only one) of the complete package – open content, open learning support, and open badges that help you demonstrate competence to an employer.
  • • Combine these and other business models to generate enough revenue so that (1) the marking service can be free in addition to all the badge related materials being openly licensed and (2) employers will respect and recognize the badges resulting from the process.
  • - An initial list of OER (e.g., OLI courses) and Q/A services (e.g., StackOverflow.com or OpenStudy) which will help individuals develop the skills necessary to obtain the badges
  • 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.
  • The efficacy ideal is not realizable in practice. Intuitively we would want the ideal OER to support the educational goals of every user, and some definitions limit OER to “high-quality” materials. However quality, like beauty, is in the eye of the beholder. A resource considered very high quality by an English speaking undergraduate might be very low quality for an English speaking primary school student or a Spanish speaking undergraduate.
  • While everyone wants the OER they use to be high quality for them, it is meaningless to talk about OER being “high quality” without simultaneous reference to the user.
  • markuos morley on 10 Oct 11
     
    David Wiley's Blog
tatiluna

A Language Learning MOOC #EFL #ESL « A Point of Contact - 4 views

apointofcontact.wordpress.com/...language-learning-mooc-efl-esl

shared by tatiluna on 21 Sep 11 - No Cached
  • One important aspect of such a context is that often non-Western, and thus non-English speaking cultures do not have as much or the same experience with Distance Learning and Autonomous Learning. A MOOC structure seems to assume a certain level of familiarity with both, so this is one reason why more activity and guidance are a must in an LMOOC.
    • tatiluna
      tatiluna on 26 Sep 11
       
      This is an important point that also should be emphasized more in the current Change11 MOOC, and also in the future with any other MOOCs if other kinds of students are going to participate.  In talking about education in other parts of the world, such as we have already hearing Zoraini Wati-Abas speak, we have to first understand the difference in structure or approach in that country.  OUM and the SMS strategy are more interesting when placed in the context of a country that has never seen such widespread distance learning before.  From my time spent in China, I think distance education would work well and be very appealing for many young people, but it may not be adopted for its inherent openness and difficulty to control.
  • wayupnorth on 21 Sep 11
     
    great thoughts about flexibility and self-directed potential of LMOOC
Rob Parsons

Openness in Education : The Digital Scholar: How Technology Is Transforming Scholarly P... - 3 views

www.bloomsburyacademic.com/...-9781849666275-chapter-009.xml

scholarship

shared by Rob Parsons on 09 Oct 11 - No Cached
  • Anderson (2009) suggests a number of activities that characterise the open scholars, including that they create, use and contribute open educational resources, self-archive,
  • From my own experience I would propose the following set of characteristics and suggest that open scholars are likely to adopt these.
  • Leslie (2008) comments on the ease of this everyday sharing, compared with the complexity inherent in many institutional approaches:
  • ...6 more annotations...
  • citation levels of articles that are published online versus those that are in closed access journals. Hajjem, Harnad and Gingras (2005) compared 1,307,038 articles across a range of disciplines and found that open access articles have a higher citation impact of between 36 and 172 per cent. So publishing in an online, open manner aids in the traditional measures of citation.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      Openness as a working method, and openness as a movement, with a definable set of values.
  • This section will look at the most concrete realisation of the open education movement, namely that of open education resources. In particular I want to revisit the notion of granularity and how changes in this, afforded by new technologies, are changing scholarly behaviour.
  • Zittrain (2008) terms ‘generativity’, which he defines as ‘a system's capacity to produce unanticipated change through unfiltered contributions from broad and varied audiences’. Little OERs are high in generativity because they can easily be used in different contexts, whereas the context is embedded within big OERs, which in turn means they are better at meeting a specific learning aim.
  • Big OER projects have a variety of models of funding, and Wiley highlights three of these demonstrating a range of centralisation: a centralised team funded by donors and grants (such as MIT), linking it into teaching responsibilities (as practised at Utah State University) and a decentralised collaborative authoring approach (e.g. Rice Connexions, http://cnx.org).
  • The reasons for this are varied, including technical complexity and motivation. One other reason which the OpenLearn team suggest is that the ‘content provided on the site was of high quality and so discouraged alteration’.
    • Rob Parsons
      Rob Parsons on 09 Oct 11
       
      I wonder how much of a barrier the final integration of the material is - in a well structured object internal integration is high so the cost rises of extracting part or repurposing even the whole.
tatiluna

Walking the Virtuous Middle Way | iterating toward openness - 3 views

opencontent.org/...2036

shared by tatiluna on 10 Oct 11 - No Cached
  • We are learning that even what we once thought were true self-organizing systems rely heavily on “key, well-informed individuals altering their behavior according to their prior experience” to increase their efficiency.
    • tatiluna
      tatiluna on 10 Oct 11
       
      Self-organizing systems are tools.  See connection with my reading of John Dewey: must have a purpose in mind when using the many tools on the Internet, including MOOCS and self-organizing tools, or else it will be haphazard and not that helpful for learning.
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