ne serait-il pas mieux de former des citoyens éco-responsables 00:03:18 co-créateur de savoir éducatif qui tient compte du bien commun alors des humains heureux qui vont répondre à leurs propres besoins mais qui sont capables aussi de tenir compte de 00:03:32 l'ensemble des besoins de l'humanité
C'est aussi ça, la justice épistémique!
Legal Cases: Open Education
She cites three things in particular: Barth, R.S. (1972). Open Education and the American School Katz, L. G. (1972). “Research on Open Education: Problems and Issues” Resnick, L. B. (1972). “Open Education: Some Tasks for Technology.”
Ha! Was just searching for those three texts. Resnick's is on Archive.org (1hr loan).
Open education is the philosophy and belief that people, even the world should produce, share, and build on knowledge that everyone has access to.
Maybe one of the best definitions of open education I have ever seen.
openness means allowing access to all or a significant portion of a course without registration.
a challenging notion: If collaboration is better established within a group that has a clear membrane, this tenet propose a new definition for the membrane: "being interested in the topic" instead of "belonging to this (physical) classroom"
Working in an open education envi-ronment might better prepare students for work in today’s in-creasingly collaborative and interdisciplinary workplaces.
This would be a great part of a "7 Things..." that focuses on open education in addition to open content.
Many practitioners argue that open education could be positioned as a core education prac-tice, with learners producing, evaluating, using, revising, and shar-ing OER
maybe add: "as one of the many practices enabled by open education."
Open Education: Content
I'm a little confused that the title of this work is "7 Things You Should Know About Open Education", but it seems to focus mostly on OER. Is this the first in a series of "7 Things..." works about open education and content is just the first topic?
OER support the practice of open ed-ucation, an umbrella term for the mix of open content, practices, policies, and communities that, properly leveraged, can provide broad access to effective learning materials for everyone.
Not to quibble, but this sentence makes it seem like the primary outcome of open education is to provide "effective learning materials", which I think unnecessarily limits what #OEP can generate.
That is, we should not conflate Freire-as-historical figure with Freire-as-metaphor. As Susan Jarrett explains, metaphors as “figures of substitution” sometimes obscure the fact that “standing in for another” obviates the particulars that metaphor is intended to represent
Reification, of many kinds, is a major problem in academic uses of language.
critical pedagogy only offers “a way to see themselves as something other than the mindless functionaries of the state apparatus responsible for tidying the prose of the next generation of bureaucrats”
As the Republicans dismantle governments' bureaucratic structures and corporations continue to increase offshore management, administration of universities will be the only place for college graduates to find work.
original material
Reusing materials is better than a single use (throwaway) but creating your own images gives you a way to express uniquely personal ideas and feelings.
Policy Recommendations on Open Education in Europe (OpenEdu Policies)
EU open education policy recommendations.
Canvas was a runaway hit from the start, but not because of its openness.
they commercialized and monetized the course (as opposed to the education) which meant that progressively less and less of the course experience was freely accessible.
created by people working together on their own.
This is certainly how the debate about licensing has played out.
In fact, Rory McGreal adamantly argues that CC-BY-NC material is too restrictive to be called “OER”. We had a short exchange about this. In Quebec’s Cégep system, NC was the rule for reasons which are probably easy to understand. So the focus is on licenses, in this scene, not on practices. Hence the whole thing about Open Textbooks. Often made me wonder if any of these people had compared textbook-based teaching to any of the other modalities. In my teaching, textbooks are a problem, even when they’re open. Sure, some of those problems can be solved when you have access to the code and can produce your own textbook from that. That’s the typical solution offered in the GitHub sphere:
Just Fork It!
But the core problem remains: if you’re teaching with a textbook, you may not really be building knowledge with learners.
(Should probably move this here.)
“Including open in the list of examples for educational leadership is important because it brings it to the forefront. When I went up for promotion, I took a risk because engaging in open practice was not listed as an example of educational leadership, but not everyone is going to do that. Whereas if it’s strictly laid out it raises the profile for those who haven’t thought about open education and also shows that it is valued by the university as being a form of educational leadership,”
Excerpt from the UBC Guide to Reappointment, Promotion and Tenure Procedures (RPT): Evidence of educational leadership is required for tenure/promotion in the Educational Leadership stream… It can include, but is not limited to…Contributions to the practice and theory of teaching and learning literature, including publications in peer-reviewed and professional journals, conference publications, book chapters, textbooks and open education repositories / resources.
via this @SteelWagstaff Tweet, itself via this @_Mike_Collins slide.
“The notion that adaptive technology is the reason why one school should choose one company’s content over OER (open educational resources) or other options” has become a staple of many publisher’s marketing claims, says Trace Urdan, an education market analyst.
Could different co-teaching and collaborative course approaches or more modern pedagogical practices move the needle more than the latest LMS features?
LMSs limit the visibility of copyrighted course content to only course participants for the duration that they need it. (Of course, this would become a moot point if using openly licensed OERs.)
Assessment tends to be where courses differ the most
Ask any adjunct who teaches the same course at multiple schools with multiple LMSs.
This implies to me that an even greater cultural change is needed around what it means to be a student than a teacher.
A framework that allows individuals to innovate easily, in a sharable way, without needing permission.
as soon as it is a choice between awesome and open, I will choose awesome every time
awesome vs open
No grades. No assignments. Instead, there are opportunities.
Though cross-curricular activities aren’t anything new, there may be something of a growing trend in making those parallel programs into a strong base for learning.
especter les dispositifs réglementaires et adhérer à l'utilisation des licences Créative Commons
Though licensing issues may be less of a focus in Francophone work on Open Educational Resources, this portal mostly focuses on material under Creative Commons.