Dla how doyou_06022012
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How do you compete with free? Open Learning Resources, MOOC, OLR, Open Networked Learning
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Dla how doyou_06022012
- 1. o w D o Yo u C o m p e t e W it h F r e e Bobbe Baggio, Ph. D. La Salle University
- 2. W h a t is O p e n L e a r n in g ? Fre e
- 3. h a t d o e s t h is m e a n t o y o
- 4. W h e r e is O p e n L e a r n in g ?
- 5. W hp e n L e a r n i n g ? O y I It ’ s Good B u s in ess
- 6. H o w is O p e n L e a r n in g ? OER MOOC Connectivism Informal or Formal
- 7. W h o is O p e n L e a r n in g ? Stanford University’s Sebastian Thrun & Peter Norvig
- 8. M IT x Anant Agarwal
- 9. H o w d o e s t h e t r a d it io n a l u n iv e r s it y c o m p e t e w it h t h is ? The Hewlett Foundation The Mellon Foundation The Ford Foundation The Bill and Melinda Gates Foundation The UK’s Open University Carnegie Mellon’s Open Learning Rice University Connextions And more and more and more…..
- 12. H o w a r e t h e e x p e c t a t io n s o f “ f r e e ” a n d o n lin e c h a n g in g w h a t w e d o in h ig h e r e d u c a t io n ?
- 15. “ We ha ve s to ne a g e e m o t io n s , m e d ie v a l in s t it u t io n s , a n d g o d lik e t e c h n o lo g y . ” E . O. W ilson
- 16. W ill t o p q u a lit y e d u c a to rs a ttra c t mo re s tu d e nts & h a v e m o r e im p a c t b y b e in g d iv o r c e d f r o m n o t a b le in s t it u t io n s ?
- 17. O r w ill r o g u e o n lin e in s t r u c t o r s c o m e c r a w lin g b a c k t o t h e e d u c a t io n a l b ra nd s tha t g a ve t h e m p r e s t ig e ?
- 18. W ill s c h o o ls a im t o b lo c k p r o f e s s o r s f r o m d o in g t h e s e k in d s o f p r o je c t s in the fu tu re to p re ve nt lo s in g t h e ir s t a r t a le n t s ?
- 20. W h a t is t h e n e w U 2 ?
- 21. T h a n k s f o r j o i n i n g …. .
Editor's Notes
- “ Open Educational Resources (OER) are materials used to support education that may be free ly accessed, reused, modified and shared by anyone. “
- Going open is a good way to make the market aware that you exist. When something is open it can be disseminated quickly and widely to people everywhere. You may have created a great work but if no one knows about it then its not generating you, or anyone else value. OER include full courses, course materials, modules, textbooks, research articles, videos, and other materials used to support education. OER creators own the intellectual property and copyrights of the OER they create. However, they license the OER and make it free ly available to others. Stacey, P. 2012, ¶.2)
- UK Open University, MIT, and Stanford all get that going open enables rapid market entry, market penetration, and market share. Different Business Models Open generates revenue through advertising, subscriptions, memberships, and donations . “ - Open enables rapid market entry, market penetration, and market share. … – Open generates revenue through advertising, subscriptions, memberships, and donations. … – Open generates revenue through services. … – Open generates revenue through direct and indirect sales. … – Open Generates Innovation. … – Open Makes Better Use of What We Already Have. … – Open works don’t end, they expand and evolve on and on through others.” Paul Stacey, Musings on the edtech frontier, 4. März 2012 [...]
- The OER university is a virtual collaboration of like-minded institutions committed to creating flexible pathways for OER learners to gain formal academic credit. The OER university aims to provide free learning to all students worldwide using OER learning materials with pathways to gain credible qualifications from recognised education institutions. It is rooted in the community service and outreach mission to develop a parallel learning universe to augment and add value to traditional delivery systems in post-secondary education. Through the community service mission of participating institutions we will open pathways for OER learners to earn formal academic credit and pay reduced fees for assessment and credit.
- Udacity is co-founded by Sebastian Thrun one of the Stanford University professors who co-taught the massively open Artificial Intelligence course last year that attracted over 160,000 students from more than 190 countries.
- MITx online learning tools to be freely available MIT will make the MITx open learning software available free of cost, so that others — whether other universities or different educational institutions, such as K-12 school systems — can leverage the same software for their online education offerings. “ Creating an open learning infrastructure will enable other communities of developers to contribute to it, thereby making it self-sustaining,” said Anant Agarwal, an MIT professor of electrical engineering and computer science and director of MIT’s Computer Science and Artificial Intelligence Laboratory (CSAIL). “An open infrastructure will facilitate research on learning technologies and also enable learning content to be easily portable to other educational platforms that will develop. In this way the infrastructure will improve continuously as it is used and adapted.” Agarwal is leading the development of the open platform.
- Input OER Assets (OER, open textbooks, open access journals) Outcomes (OER learners achieve credible qualifications) Outputs (Undergraduate credential Post graduate credentials) Initiatives (Open curriculum, Open design and development, Open pedagogy, Open student support, Open Business models, Open ICT infrastructure, Open student administration, Open assessments, Open credentialing) Inputs (OER Assets…textbooks, journals……Knowledge distance learning and pedagogy, Resources Address OER gaps and new components for OERu….Institutions critical mass of institutions award credit, ICT infrastructure…Open source software technologies)
- EC&I 831 - Social Media & Open Education (January 2008) Taught by Alec Couros at the University of Regina , this open, graduate-level course was entitled Education, Curriculum, and Instruction (EC&I) 831: Open, Connected, Social . The pedagogy was based on an array of open theory from the social constructivism to connectivism. The primary tool was Wikispaces , and students work was assessed on "the development of a personal blog/digital portfolio, the collaborative development of an educational technology wiki resource, and the completion of a student-chosen, major digital project". [17] Taught by David Wiley of Utah State University, this was a standard graduate course in open education, but it encouraged the blogging and connecting that became an important aspect of later MOOCs. Ivan Illick 1970 The book that brought Ivan Illich to public attention was Deschooling Society (1971), a critical discourse on education as practised in "modern" economies. Full of detail on contemporary programs and concerns, the book remains in the opinion of some [ who? ] as radical today as it was when first published. Giving examples of what he regards as the ineffectual nature of institutionalized education, Illich posited self-directed education, supported by intentional social relations, in fluid informal arrangements: Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupils' lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries. — Ivan Illich, [1] The last sentence makes clear what the title suggests—that the institutionalization of education tends towards the institutionalization of society and that ideas for de-institutionalizing education may be a starting point for a de-institutionalized society. The book is more than a critique—it contains suggestions for a reinvention of learning throughout society and lifetime. Particularly striking is his call (in 1971) for the use of advanced technology to support "learning webs." The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity. — Ivan Illich http://en.wikipedia.org/wiki/Ivan_Illich
- http://en.wikipedia.org/wiki/Technology_adoption_lifecycle
- David Wiley BYU