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Open Educational Resources (OER) are defined as “materials used to support education that may be freely accessed, reused, modified and shared by anyone” (Downes, 2011). Open Educational Practices (OEP) are practices which “support the production, use and reuse of high quality OER through institutional policies, which promote innovative pedagogical models, and respect and empower learners as co-producers on their lifelong learning path.” (ICDE, 2011). Open Communication is reciprocal and respectful exchange which contributes to social presence in online learning (Gunawardena & Zittle, 1997), and the development of intercultural awareness and competence in language learning.

Maybe the idea of school children gymnastics and the Bauhaus’ practice to began lessons with exercises is not that bad idea (I have tried the morning exercises, stretching, yoga, etc. in my lessons).

Lapset innostuvat peleistä luonnostaan. Kun peliin on kytketty vielä tasokasta sisältöä, esimerkiksi matematiikkaa tai kieliä, hulahtaa oppi päähän kuin itsestään. Nykyaikana iPad-taulutietokoneeseen voi asentaa kymmenittäin oppimisohjelmia, joita lapset voivat käyttää omaan tahtiinsa.

Intialaisen Sugata Mitran kokeissa kävi ilmi, että intialaiset hindinkieliset katulapset oppivat jopa englanninkielistä materiaalia kun heidät jätetään tutkailemaan sitä tietokoneelta omaan tahtiinsa. Mitra nimittää menetelmää itseohjautuvaksi oppimiseksi.

lapset voivat kokeilla omaan tahtiinsa mielenkiintoonsa sopivia juttuja, ilman painetta oppimisesta tai kokeista suoriutumisesta. Riittävän virikkeellisessä ympäristössä lapset oppivat  valtavasti ihan itsestään: pienen lapsen halu oppia uusia asioita kun on loppumaton.

The pur­po­sive use of tech­nolo­gies al­lowed stan­dard desks to be re­moved from the class­room and for stu­dents and teach­ers to in­stantly re­con­fig­ure their so­cial learn­ing en­vi­ron­ment, al­low­ing for more in­di­vid­u­al­ized in­struc­tion …and co-in­struc­tion among stu­dents and their teacher. The dif­fer­ences be­tween stu­dents, teach­ers and col­leagues are be­gin­ning to blur.

you have to demonstrate life-long learning, ability to switch jobs, be certified by multiple authorities and effectively becoming someone who evaluates the learning done by others.

It is evident that digitally distributed learning environments through mobile devices will be more scalable, more effective, more comprehensive, more social and more immersive than traditional physical class rooms and centralized locations for schools.

Mobile is about to liberate us from the walls and single point of access to content and resources.

We move from just-in-case learning (memorization) to just-in-time learning (interaction), where the real-time web combined with a mobile link enables contextual information to be readily accessible.

The whole world available in this manner through mobiles then becomes our 6th sense.

Through cloud-based mobile devices the global mind is effectively an extension of our minds – turning our minds from single brains to interconnected clouds.

Learning is not related to meeting the requirements set by someone else, but is motivated and expressed through personal situational needs and aspirations.

We are leaving behind the Western preoccupation with the autonomous individual and begin to appreciate the importance of social processes and interdependence.

The primary learning asset for a knowledge worker is the interactive, reflective practice. The network is also a means for signalling: making own learning not only visible to oneself, but also to others, thus creating a platform for comments, conversation and even formal accreditation.