Archive for the ‘1’ Category

OpenEd week 15: Wrap Up
December 5, 2007

Overall feelings about the course: the Italian Group has worked on a shared document.

On the content side, what did you learn?

I learned a lot about free culture and open content phylosophy and practice.

 How will you use it after the class is over?

I designed ScribaLAB two years ago, this course has made it appeared to me as if it is a twenty-year old project. I’m re-designing it as an OER.

I’ve been working on Moodle with my students for five years. Interaction is quite satisfactory but I need a change: ebook writing is my next challenge to have my students read, annotate, print and connect wirelessly to work on webquests and other tasks.

What did we not cover that you realize now we really should have?

Hands-on-project activities to practice what we preach, even if on a small scale. As for example, designing an OER module collaboratively.

 On the process side, how could the class be better next time it’s taught?

By working more on knowing-me-knowing-you activities from the very beginning, in small groups of five or six with a coordinator, which is something we have already experienced in LTever thread while following the course.

 What would you change?

I’d have less theory for a head-only but even more for talking heads participants. Free choice for the reading materials with the possibility to trust summaries from those participants who read complete books and papers.

 What would you keep?

Crossblogging and deadlines.

 Is there anything we as a group can do after the course is over?

Yes, we have already started sharing ideas and projects.

Something similar to this one by Thieme – Open Education wiki on http://opened.wetpaint.com 

OpenEd -Week 10 cross-blogging
November 4, 2007

I found quite useful the idea of Megan to gather and updating the book reviews during this week.

It really fits my need of the usual ‘Work in progress’ modality I adopted to follow this Course.

Books Reviewed

Free Culture (Lessig)
Commented on by: Elisa, Emanuela, Greg, Silvana (Me)

Coase’s Penguin, or Linux and the Nature of the Firm (Benkler)
Commented on by: Yu Chun, Antonio, Catia, Alessandro, Jon


The World Is Flat (Updated and Expanded): A Brief History of the Twenty-first Century (Friedman)
Commented on by: Rob, Jennifer

A presentation by Friedman

Wikinomics (Tapscott, Williams)
Commented on by:
Andreas, Stian

The White Man’s Burden: Why the West’s Efforts to Aid the Rest Have Done So Much Ill and So Little Good (Easterly)
Commented on by: Erik, Megan

The Elusive Quest for Growth: Economists’ Adventures and Misadventures in the Tropics (Easterly)
Commented on by: Silvana

Code and Other Laws of Cyberspace (Lessig)
Commented on by:
Karen

OpenEd week 10 to 15
October 28, 2007

Week 11: Open Education and Learning Objects

The Learning Objects Literature (Wiley, 12 pages)

RIP-ping on learning objects (Wiley, 3 pages)

Openness, Localization, and the Future of Learning Objects (Wiley, 36 minutes)

Recording from David Wiley’s session at The Future of Education Online Conference

Week 13: The Future of Open Education

The OpenCourseWars (Wiley, 13 pages)

Week 15: Wrap Up

Blog your overall feelings about the course. On the content side, what did you learn? How will you use it after the class is over? What did we not cover that you realize now we really should have? On the process side, wow could the class be better next time it’s taught? What would you change? What would you keep?

Retrieved from “http://opencontent.org/wiki/index.php?title=Intro_Open_Ed_Syllabus

OpenEd week 6 -work in progress
October 11, 2007

Week 6: Background Readings in Copyright and the Public DomainCopyright Basics (Carroll, 9 pages)

Public domain (Various, 10 pages)

Against Perpetual Copyright (Lessig, 8 pages)

An Interview with Lawrence Lessig on Copyrights (Lessig, 5 pages)

Bound by Law (Aoki, Boyle, and Jenkins, 76 pages)

Value of the public domain (Pollock, 18 pages)

Forever minus a day? Some theory and empirics of optimal copyright (Pollock, 29 pages)

Interviews with:

  • Raquel Xalabarder

QUESTIONS: Understanding the importance and value of the public domain, how much (what percentage) of this value would you estimate is realized when works are licensed with a Creative Commons or GFDL license? To what degree would the open educational resources movement (and therefore the world) be additionally benefited if OERs were simply placed in the public domain? Please explain.

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

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.