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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
Tai Arnold

"Or Equivalent" | iterating toward openness - 2 views

opencontent.org/...1996

#change11 badges MOOC

shared by Tai Arnold on 23 Sep 11 - No Cached
  • The point is that there isn’t currently a very good way to show you know what you’re doing other than to have a branded piece of paper that claims you do.
  • Tai Arnold on 23 Sep 11
     
    Badges as alternative to sheepskin -- will employers go there?
Tai Arnold

The Virtuous Middle Way | iterating toward openness - 2 views

opencontent.org/...2025

self-directed learning openness

shared by Tai Arnold on 02 Oct 11 - No Cached
  • The purpose of the machinery of education is to improve the efficiency of learning. The spirit of education should include respecting the agency of learners. It would be just as inappropriate to use coercive torture techniques to improve the efficiency of learning as it would be to eliminate the provision of specific, direct guidance in the name of agency. As with much else in life, our goal here should be to find and walk the virtuous middle way.
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.
tim mcnamara

The Primary Challenge for the OER Movement | iterating toward openness - 4 views

opencontent.org/...2042

oer open #change11

shared by tim mcnamara on 12 Oct 11 - No Cached
  • 1. The Complete and Utter Lack of Assessment in the OER Space.
  • The vast majority of OER in the world do not include any assessments.
  • some people in the field need to turn their attention to the creation of Open Assessment Resources (OAR).
  • ...3 more annotations...
  • The work on the Open Badge Infrastructure is only slightly encouraging with regard to this challenge.
  • However, we can’t credential (responsibly) without assessments, and in the midst of all the excitement about badges I’ve yet to hear of any novel (or even uninteresting) work on the underlying assessments themselves
  • Given the OAR acronym, users of OER are literally up a creek without a paddle. And will be until we start making some progress on the OAR issue.
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
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