Archive for September, 2007

OpenEd Weeks 2, 3 and 4
September 23, 2007

 Week 2: Background Readings in Open Education

Giving Knowledge for Free: The Emergence of Open Educational Resources   (OECD, 147 pages)

Week 3: Background Readings in Open Education

Open Educational Practices and Resources: OLCOS Roadmap 2012   (OLCOS, 149 pages)

Week 4: Background Readings in Open Education

A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities   (Atkins, Brown, and Hammond, 80 pages)

Interviews with:

  • Susan D’Antoni
  • Mike Smith


What do these overviews of the field have in common?

The authors of the three reports share the attempt to introduce transformation in educational practices towards a learning society in which open culture overcomes packaged content. 

What do they emphasize differently? What are the aims of the author of each report?

The report about OECD (week 2) deals with OER projects mainly in American universities. The report – OLCOS Roadmap (week 3) is about primary and secondary education mainly in European schools. The aim of the report of week 4 is to review the most important projects in the OER portfolio with a special attention on the Educational Program of the Hewlett Foundation.

Do you see a bias toward or against any ideas, organizations, or approaches in any of the reports?

I have to think back and read through my personal comments on some parts of the reports again to contribute a consistent answer to this question. It has been really hard for me to cope with that great amount of information contained in the reports.

Which report spoke the most clearly to you, and why do you think it did?

The one of week 4 the Hewlett foundation for the emphasis in humanities which is my main field of interest”…The humanities, on the other hand, have often been stereotyped as information technological laggers or even anti-technologist. It is therefore particularly noteworthy that there is a growing interest in the strategic implications of cyberinfrastructure for the humanities and a companion interdisciplinary community pursuing specific projects in this area.”

Here are some bottom up educational resorces in humanities which will clearly show my concerns on the subject.

Based on where the field is now, and these initial ideas about where it might go, what part of the open education movement is most interesting to you? Why?

I’d like to answer this last question with a quotation from the OLCOS report:”If the prevailing practice of teacher-centred knowledge transfer remains intact, then OER will have little effect on making a difference in teaching”.

I’ve been creating digital material mainly with my students and not for the students in general. I believe real learning happens when it is project oriented in a constructivist learning environment. 

What I’m presently experimenting is ‘adding’ the value of web 2.0 tools to enhance interaction while maintaining the bottom up process in learning environments.


OpenEd – Week One
September 12, 2007

 Week 1 August 27: Why Open Education?

Removing obstacles in the way of the right to education (Tomasevski, 51 pages)

Free and compulsory education for all children: the gap between promise and performance (Tomasevski, 81 pages)

Testimony to the Secretary of Education’s Commission on the Future of Higher Education (Wiley, 7 pages)

I finished reading “Removing Obstacles in te way of the right to Education” and I’ll try to aswer the question for the first week
Is the “right to education” a basic human right?

I think it is a basic human right because any other right if not human could be greatly limitative. If we consider Maslow pyramid, much depends on the level and on the time to be needed for poor to ‘get fresh water’.


Maslow organised the categories of fundamental human need into a pyramid structure. An inferior need (at the bottom of the pyramid) must be satisfied before a superior need (at the top of the pyramid) appears.

Inyour opinion, is open *access* to free, high-quality educational opportunity sufficient, or is it necessary to *mandate* education through a certain age or level?

It is not sufficient but it is a good starting point. I’ve been teaching English to students using the blended solution for seven years and the results are quite satisfactory.

Two of the stories presented in the paper made me think about important issues in education –
The Russian woman complaining about the great expenses in educating her son and the close connection between education-economy and society in some developing countries.

If you look at them from a single prospective the value for money in education is missing. If you include them in a broader context there is still hope to educating people for lifelong learning.