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The MOOLE section of this post really gets to the heart of my earlier criticism of MOOCs.

EdTechDev

In case the quotes didn’t clue you in, this post doesn’t argue against massive open online courses (MOOCs) such as the ones offered by Udacity, Coursera, and edX.  I think they are very worthy ventures and will serve to progress our system of higher education. I do however agree with some criticisms of these courses, and that there is room for much more progress.  I propose an alternative model for such massive open online learning experiences, or MOOLEs, that focuses on solving “problems,” but first, here’s a sampling of some of the criticisms of MOOCs.

Criticisms of MOOCs

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Will Open Ed “Unbundle Education”?

Unbundling Education, A Simple Framework | M. P. STATON.

Found this interesting infographic via Adam Menter…the open education model has a big hand in the unbundling, I believe.

 
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Posted by on February 13, 2012 in miscellaneous

 

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Open Education Week is coming – March 5-10. Here are some ways you can join in the community!

Community College Consortium for Open Educational Resources

With recent announcements and events happening this week and over the next few months, 2012 is shaping up to be an interesting OER year.  CCCOER Staff and board members will be involved in the following efforts and we invite you to join us.Open Education Week

Open Education Week March 5-10

March 5-10, 2012 has been named Open Education Week and is devoted to creating awareness of open education and its benefits worldwide.  Please consider contributing a short video, handouts, highlighting your college’s open educational projects.  Submit your participation or email us at openeducationwk@gmail.comby Jan. 31st.

Apple eBook Counter-Revolution

I’m sure no one missed the Apple announcement last Thursday and it has been a disappointment for many of us in the OER community.   Although Apple is offering its iBook Authoring tool for free, the output format is proprietary and content offered through the iBook 2 store will be subject to…

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Posted by on January 28, 2012 in miscellaneous

 

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Live Blogging – David Wiley’s #OCL2 keynote

In medieval days – university classes consisted of students handwriting out the copies of the text from slowly lectured texts.

The printing press was a huge disruptive technology. University educators with “lecture books” where students still had to copy the same lecture-notes .  Not much has changed since then in teaching.  The disruptive technology of books didn’t change school.  Why do we think computers will?

Why Be Open?

The technical argument:

Education is sharing.  Students share with teachers (projects and homework) and teachers share with students (content and ideas).  When there is no sharing, there is no education.

Knowledge is magical:

You give knowledge without giving anything away.  When items are put in a tangible form, I know longer have it in my possession and have to compete for access…the exception is when ideas are stored digitally. Example: paper newspaper vs CNN.com – users don’t have to compete for the resource when it is digital. We have an unprecendented capacity to share digitally. The cost of sharing one $250 page book from $1000 copied by hand to $.000084 for a digital share.  Distribution of digital sharing follows the same pattern.

Sense-making, Meaning-making:

Educationally sharing digital content is about helping users connect with prior knowledge and is “local”. Having the ability to edit or adapt material to help with the sense-making is vital and necessary.  Copyright prohibits this despite the Internet’s ability to help it.  Creative Commons, on the other hand, enforces sharing. What the Internet enables – OER allows.

Buy One, Get One:

You don’t always get one when you buy one – for instance, the public investment in research at universities. $2750 per article with all costs included – yet the public doesn’t have free access to these peer-reviewed articles. All taxpayer-funded educational resources SHOULD be OER.

Financial Argument:

Wiley debunks the theory that if you give it away for free, people stop buying.  Shows examples of students registering for courses after using OER, correlations between free online book sales with strong print sales, and for-profit business being successful using CC licensed textbooks (Flat World Knowledge).

Flat World Knowledge model – use online for free or pay approximately $35 for a print-on-demand text.  Students have saved approximately $39 million.

Project Kaleidoscope – 10 high enrolled courses on 8 campuses – sharing adopted OER texts targeted at specific courses.  97% students rate the text about the same or better.%83 like the format as well or better than traditional texts. 87% would choose or have no preference on their next courses based on the availability of these types of texts.

CK12 – teachers adapt CK12 materials for K-12 in a printed version. The model shows how high schools can pay $5 instead of $80 for textbooks. Expensive books are slow to turn over – content becomes dated over the 7 year adoption cycle.  The $5 model allows students to consume the text, and interact with it, because the schools will revise and reprint the next year. There has been no significant difference using these texts without providing professional development in using this technology – (the cost reduction is significant though!).

Utah takes the lead – Statewide secondary schools will be using open texts starting in 2012.

Openness facilitates the Unexpected

Examples:

Syllabi in a wiki.  Students can change it if they want.  No one touched the wiki (even with permission) at first.  Later, they added assignments – things they wanted to see.

Student work archived on blogs (making optional avoids FERPA). This work becomes searchable artifacts for others outside the course. These pieces get connected to the greater web for comment, sharing, and motivate students to up their game. The work becomes part of the student’s online identity and so they take the time for more quality work.

Open the course online for non-registered students to participate. 75 people participated with 7 graduate students.  The global audience made it richer.  The partipants got a certificate from David with a “good job” on it. See Chronicle article.

Use of badges for grades on courses created using a MORP type format.

Openness:

Easier to use data to fix courses.  There is a relationship between openness and analytics.  Requires permissions to be able to make those fixes.

Speed of Innovation:

Content IS the infrastructure. ‘The physical components of interrelated systems…essential to enable, sustain, or enhance’ societies and enterprises. – wikipedia.  To speed up innovation, increase quality and decrease the cost of the infrastructure. Lower cost and higher quality decreases the risk of innovation.

Do the Right Thing – the moral argument:

If we can push a button that betters the world, wouldn’t you? Shouldn’t you?  Putting materials online with open license is “pusing the easy button” for educational sharing. What is the responsibilities inherent with that. What kind of obligation do we have to push that button since we have the ability to do it?

“The good we can do is constrained only our creativity and commitment.”

http://davidwiley.org/

 

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Join Me for Social Media for Academic Professional Development

Ever wished you could choose what would be covered each year during those continuing education seminars? In this webinar, you will learn how to harness social media to build your own Personal Learning Network and expand your personal professional development choices into any and all areas of interest. DIY ProfDev is here!

Thu. Jan. 26, 2012, 2 pm (PT) 3 pm (MT)

Register – It’s free!

 

 
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Posted by on January 25, 2012 in miscellaneous, Teaching Online

 

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Still not on Twitter?

Maybe this will help explain why you should be…oh, and I found this via Twitter…

 
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Posted by on January 25, 2012 in miscellaneous, Teaching Online

 

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Open Course Library – Phase 2 – It begins

Today was both a celebration and a starting point for the Opencourselibrary.org project.  We celebrated the folks who developed courses in OCL – Phase1 and kicked off Phase 2 with a mostly new group of faculty course developers.

OCL celebration

Cable Green (Project Director for Phase1 and now at Director of Global Learning at Creative Commons) started Round 2 off right with his lunch keynote. Current director, Tom Caswell, then took the reigns to connect experienced developers with the newbies in an overview and Q&A session. The real work begins tomorrow.

One of the unexpected takeaways from this project, is our progress in learning how to share large-scale development as it is happening. With that in mind, this phase of OCL will move course development out of proprietary LMS software and into the open using Google Sites and Docs as both our development platform and hosting site for the finished courses. As one of the instructional designers for the project, I am really interested to see how this changes the process for us this year.

Check back to follow our progress through this phase.  I look forward to your comments and questions.

 
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Posted by on January 24, 2012 in Open Course Library

 

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