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Rob Phillips

How really relevant and practical are Open Educational Resources?: A case for a little ... - 1 views

www.contactnorth.ca/...open-educational-resources

oer mooc openaccess education pedagogy

shared by Rob Phillips on 15 Nov 12 - No Cached
  • Rob Phillips on 15 Nov 12
     
    Nice review with 2 interesting concepts: - distinguish between 'content' and 'process in Open Ed - distinguish between 'push' and 'pull' models Push models (e.g. MOOCs) provide open access to a structured course experience. Pull models enable academics to choose the OERs they want to use for their context. Summary: "In summary, OERs as they are currently being promoted (the current ''push' model), will be a passing fad with respect to mainstream university and college education, because the core assumptions on which initiatives such as edX are based are false. However, OERs in terms of resources freely available over the web will be a game-changer, but in a 'pull' rather than a 'push' model. The one exception to this will be in the area of continuing education for the masses, where there will be continuing demand for structured, prepackaged courses built around the edX model. In other words, we need a little more humility about the potential role of OERs. There are niche markets such as continuing education that can still be very large that can be served by initiatives such as edX and MOOCs. But the real value of OERs will be to shift instructors away from the creation and delivery of content to focusing on how best learning can be developed and facilitated for, in and by our students. This way we will avoid developing automatons and instead will be developing people who can think for themselves."
Jenni Parker

Openness as counter-narrative (#OMDE) | opendistanceteachingandlearning - 0 views

opendistanceteachingandlearning.wordpress.com/...ness-as-counter-narrative-omde

oer education open access research

shared by Jenni Parker on 10 Jul 12 - No Cached
  • Openness is a fundamental value underlying significant changes in society and is a prerequisite to changes institutions of higher education need to make in order to remain relevant to the society in which they exist”
  • Exploring the complex “supersystem” of higher education, Wiley and Hilton (2009) state that there is an alarming disconnect between higher education and broader society or “supersystem”. The major six disconnections, according to Wiley and Hilton (2009, pp.1-5) are the move from analog to digital, the move from tethered to mobile, from isolated to connected, from generic to personal from consumers to creators and from closed to open
  • There is an increase in free sharing “on a scale never before seen” (Wiley & Hilton, 2009, p.3)
  • ...3 more annotations...
  • Despite the dramatic and pervasiveness of the impact of these changes; “higher education has largely ignored these changes in its supersystem” (Wiley & Hilton, 2009, 3). While higher education had the monopoly on knowledge production in eras past, it no longer does. Not only has higher education lost its monopoly in knowledge production, but higher education has also lost its monopoly on “access to teachers, tutors, and others who could answer student questions and support them academically in their learning” (Wiley & Hilton, 2009, p.6).
  • In the light of the above, Wiley and Hilton (2009, p.8) state that higher education’s only possible response is to increase connectedness, personalization, participation, and openness.
  • “Of these four, a significant increase in openness is the most pressing priority for higher education because a culture of openness is a prerequisite to affordable, large-scale progress in the other three areas”.
  • Jenni Parker on 10 Jul 12
     
    Rob, towards the end of this articles there are some good quotes about the need for Universities to become more open that might be useful for the white paper. I've highlighted a few sections.
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