“It’s common these days to hear that free online mega-courses, called MOOCs, failed to deliver on their promise of educating the masses. But one outcome of that push towards open online courses was plenty of high-quality teaching material.
Now, one of the first professors to try out MOOCs says he has a way to reuse bits and pieces of the courses created during that craze in a way that might deliver on the initial promise.
The idea comes from Robert Lue, a biology professor at Harvard University who was the founding faculty director of HarvardX, the college’s effort to build MOOCs. He’s leading a new platform called LabXChange that aims to let professors, teachers or anyone mix together their own free online course from pieces of other courses….”
“We’re excited to invite chapter proposal submissions for a forthcoming openly published book, tentatively titled Open Pedagogy: Varied Definitions, Multiple Approaches. The book, which will examine library/faculty collaborative explorations into open pedagogical practices, will be published through the Rebus Community, a Montreal-based non-profit that is developing an open model for publishing….”
Abstract: This paper investigates the degree to which recent digital Open Education literature is aligned to social justice principles, starting with the first UNESCO definition of Open Educational Resources (OER). A critical analysis of 19 texts was undertaken to track dominant and alternative ideas shaping the development of Open Education since 2002 as it broadened and developed from OER to Open Educational Practices (OEP). The paper begins by outlining the method of texts selection, including defining the three principles of social justice (redistributive, recognitive and representational justice) used as an analytical lens. Next the paper sets out findings which show where and how the principles of social justice became lost within the details of texts, or in other digital agendas and technological determinist debates. Finally, a new social justice aligned definition for Open Education is offered. The aim of the new definition is to provide new language and a strong theoretical framework for equitable education, as well as to clearly distinguish the field of Open Education from mainstream constructivist eLearning.
In its most recent publication, Education International examines the publishing giant Elsevier, whose success on the market is based on ethically questionable practices which endanger the transmission of knowledge and its condition as a public good.
“ISKME is an independent, education nonprofit whose mission is to improve the practice of continuous learning, collaboration, and change in the education sector. Established in 2002, ISKME conducts social science research and develops evidence-based innovations that improve knowledge sharing in education. Based in Silicon Valley’s Half Moon Bay, California, ISKME is well known for its pioneering open education initiatives that support student-centered teaching and learning practices throughout the globe. ISKME also assists policy makers, foundations, and education institutions in designing, assessing, and bringing continuous improvement to education policies, programs, and practice….”
“In the Fall of 2017, Rebus Foundation Assistant Director, Zoe Wake Hyde, took part in a roundtable discussion at University of California, focusing on making digital content and creation more accessible for people with disabilities. The gathering was convened by the Authors Alliance, the Silicon Flatirons Center, and the Berkeley Center for Law and Technology, and it brought together a diverse group of participants.
That meeting generated the report, Authorship and Accessibility in the Digital Age, which is now available on the Author’s Alliance Website. Zoe’s thoughts on the experience, including the written report, offer a uniquely Rebus perspective….”
“One could argue that Audrey Watters’ dismissal of today’s announcement is a little harsh, somewhat cynical. Maybe insistence on open code and open content as necessary conditions for “open education” is a case of ‘zeal over pragmatism’.
But if proprietary content and platforms in service of for-profit enterprises [Udacity] counts as “open education”, just what is the “open” part supposed to be? Audrey’s subsequent tweets offer a clue….
Open as in doors. Open as in hearts. Open as in “for business”. And give them credit, the venture capitalized open education movers have proven tireless in making deals and spewing triumphant press releases. The Open Education Alliance represents the latest landmark in this glorious history.
In any event, while a concept such as open source carries certain obligatory qualities, when we talk about education the application of “open” is more closely related to how ‘All Natural!’ or ‘New and Improved!’ are used on our supermarket shelves. It’s gotten to the point where I find myself hesitant to use a term like “open education” when I speak with people. And I wonder if I still want to be called an open educator….”
From Google’s English: “The OpenCon Satellite event is the OpenCon 2018 event flagship event held in Toronto Canada in collaboration with York University. The OpenCon Satellite Event itself is held in various parts of the world with a total of more than 67 countries in the world. OpenCon 2018 Jakarta is a satellite event held in Indonesia by Open Access Indonesia with a global theme “Empowering the next generation to advance open access, open education and open data.” Meanwhile, the sub theme for OpenCon 2018 Jakarta satellite event is: “Bringing Students Together by Mainstreaming Open Education, Open Access, and Open Data. ” …”