OpenEd Weeks 2, 3 and 4

 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

QUESTIONS

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.

http://www.funteaching.it/project/DigitalWriting/0_AnimalFarm/eng_elm_step1.html

http://www.funteaching.it/project/DigitalWriting/1_CatInTheRain/eng_page1.html

http://www.funteaching.it/project/DigitalWriting/3_PlatoAristotele/eng_plato1.html

http://www.funteaching.it/project/DigitalWriting/3_PlatoAristotele/eng_aristotele1.html

 http://www.funteaching.it/project/DigitalWriting/4_PietreParlanti/index.html#

http://www.funteaching.it/project/DigitalWriting/2_Verga_Lawrence/main.htm

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.

http://www.funteaching.it/events/rome2002.asp 

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.

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