Mills, Anna, Maha Bali, and Lance Eaton. “How Do We Respond to Generative AI in Education? Open Educational Practices Give Us a Framework for an Ongoing Process.” Journal of Applied Learning and Teaching 6, no. 1 (June 11, 2023): 16–30. https://doi.org/10.37074/jalt.2023.6.1.34.

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What does open education tell us about AI in academia?

This is an extreme statement which bundles together a lot without direct evidence.

Written in an era in which there was a lot of pro-Democracy and anti-Communist discussion, Hutchins is making an almost religious statement here which binds education and democracy in the ways in which the Catholic church bound education and religion in scholasticism. While scholasticism may have had benefits, it also caused a variety of ills which took centuries to unwind into the Enlightenment.

Why can't we separate education from democracy? Can't education of this sort live in other polities? Hasn't it? Does critical education necessarily lead to democracy?

What does the explorable solution space of admixtures of critical reasoning and education look like with respect to various forms of government? Could a well-educated population thrive under collectivism or socialism?

The definition of "natural slavery" here is contingent and requires lots of context, particularly of the ways in which Aristotle used it versus our current understanding of chattel slavery.

Information (or knowledge) creation is a *continuous* process. Scientific publication could (maybe should) be continuously be updated as presented in the following book chapter:

HELLER, Lambert, THE, Ronald and BARTLING, Sönke, 2014. Dynamic Publication Formats and Collaborative Authoring. In: BARTLING, Sönke and FRIESIKE, Sascha (eds.), Opening Science. Online. Springer International Publishing. pp. 191–211. [Accessed 11 January 2014]. ISBN 978-3-319-00025-1. Retrieved from: http://link.springer.com/chapter/10.1007/978-3-319-00026-8_13

Recommended Resource:

I recommend adding this doctoral research article on developing open education practices (OEP) in British Columbia, Canada. The scholarly article is released by Open University, a U.K. higher education institution that promotes open education.

Paskevicius, M. & Irvine, V. (2019). Open Education and Learning Design: Open Pedagogy in Praxis. Open University, 2019(1). DOI: 10.5334/jime.51

A relevant excerpt from the article reveals the study results that show OEP enhances student learning:

"Furthermore, participants reflected on how inviting learners to work in the open increased the level of risk and/or potential reward and thereby motivated greater investment in the work. This was articulated by Patricia who suggested “the stakes might feel higher when someone is creating something that’s going to be open and accessible by a wider community” as well as Alice who stated “students will write differently, you know, if they know it’s not just going to their professor.” The practice of encouraging learners to share their work was perceived by Olivia to “add more value to their work,” by showing learners the work they do at university can “have an audience beyond their professors.”"

How did Michael Oakeshott's philosophy overlap with the idea of the 'Great Conversation' or 20th century movement of Adler's Great Books of the Western World.

How does it influence the idea of "having conversations with the text" in the annotation space?

What sort of influence did these sorts of philosophy have on educational practices of their day and how do they reflect on our current educational milieu?

https://connect.oeglobal.org/

https://connect.oeglobal.org/

To add some other intermediary services:

• ko-fi (site for contribution)
• GitHub sponsors (for GitPages)
• itch.io (for games)
• Gumroad (for sites and repositories)
• Patreon (for fan interaction)

To add a service for groups:

• Open Collective

To add a service that enables fans to support the creators directly and anonymously via microdonations or small donations by pre-charging their Coil account to spend on content streaming or tipping the creators' wallets via a layer containing JS script following the Interledger Protocol proposed to W3C:

• Web Monetization

If you want to know more, head to Web Monetization or Community or Explainer

Disclaimer: I am a recipient of a grant from the Interledger Foundation, so there would be a Conflict of Interest if I edited directly. Plus, sharing on Hypothesis allows other users to chime in.

Émile: or On Education was so popular that it was rented out by the hour for additional profit instead of being sold outright. [summary]

When did book rental in education spaces become a business model? What has it looked like historically?

Just as the ideas of liberty and freedom were gifted to us by Indigenous North Americans as is shown by Graeber and Wengrow in The Dawn of Everything, is it possible that the same sorts of ideas but within the educational sphere were being transmitted by Indigenous intellectuals to Europe in the same way? Is Rousseau's 18th century book Emile, or On Education of this sort?

What other sorts of philosophies invaded Western thought at this time?

What effect might this have on the learning process of purely oral cultures?

The associative emblematic worldview prevalent prior to the seventeenth century began to disappear within Western culture as the rise of the early modern period and the beginning of the scientific revolution began to focus on more descriptive modes of thought and representation.

Have any researchers done specific work on this shift from emblematic to the descriptive? What examples do they show which support this shift? Any particular heavy influences?

This section cites:<br /> William B. Ashworth, Jr. “Natural History and the Emblematic World View,” in Reappraisals of the Scientific Revolution, David C. Lindberg and Robert S. Westfall, eds #books/wanttoread<br /> which could be a place to start.

Note that this same shift from associative and emblematic to descriptive and pedantic coincides not only with the rise of the scientific revolution but also with the effects of rising information overload in a post-Gutenberg world as well as the education reforms of Ramus (late 1500s) et al. as well as the beginning of the move away from scholasticism.

Is there any evidence to support claims that this worldview stemmed from pagan traditions and cultures and not solely the art of memory traditions from ancient Greece? Could it have been pagan traditions which held onto these and they were supplemented and reinforced by ecclesiastical forces which used the Greek traditions?

Examples of emblematic worldview: - particular colors of flowers meant specific things (red = love, yellow = friendship, etc.) We still have these or remants - Saints had their associative animals and objects - anniversary gifts had associative meanings (paper, silver, gold, etc.) We still have remnants of these things, though most are associated with wealth (gold, silver, platinum anniversaries). When did this tradition actually start? - what were the associative meanings of rabbits, turtles, and other animals which appear frequently in manuscript marginalia? (We have the example of the bee (Latin: apes) which where frequently used this way as being associated with the idea of imitation.) - other broad categories?

Might Hypothes.is also be included with this list? Though it could go a bit further toward packaging and making it more easily available to self-hosters.

No evidence for this statement, but does bring up some good questions:

When does learning start?

What does the process look like?

What are the ingredients or building blocks?

How do we define learning?

How do we better encourage learning

https://www.open.ac.uk/

OpenEd16 collaborative notes

What is gained and lost in the Ramist tradition versus the method of loci?

There is some simplicity to be sure and structure/organization aid in the structured memory.

We lose the addition work, creativity, and invention. We also loose some of the interest that students might have. I recently read something to the effect that we always seem to make education boring and dull. (cross reference this, which I haven't read: https://daily.jstor.org/why-school-is-boring/)

How does this interact with Mihaly Csikszentmihalyi's idea of flow? Does Ramism beat out the fun of flow?

How also, is this similar to Kelly's idea of the third archive as a means of bringing these all back together?

Don't feel bad, I don't think many (any?!) programs do this. It's a terrible disservice to academia.

Examples of programs that do this would be fantastic to have. Or even an Open Education based course that covers some of this would be an awesome thing to see.

Preprint Servers Have Changed Research Culture in Many Fields. Will a New One for Education Catch On? - EdSurge News. (2020, August 20). EdSurge. https://www.edsurge.com/news/2020-08-20-preprint-servers-have-changed-research-culture-in-many-fields-will-a-new-one-for-education-catch-on

Thaney, K. (2020, April 8). Open Infrastructure in times of crisis: How IOI can help. Invest in Open Infrastructure. https://investinopen.org/2020/04/08/open-infrastructure-in-times-of-crisis.html

compare to Downes' MOOC design principles. Autonomy - diversity - openness - interactivity

Educational Technology offers free articles with sources.

Rating: 5/10

This is an interesting conclusion as it has oft been stated that OER are a gateway to OEP. While that appears to be the case for 3 of the participants, for the rest it appears that OER was not the starting point to OEP. What bears deeper investigation is whether the second or third step to OEP was OER. Reminds me of a blog post I wrote a few years back wondering if OEP required OER http://clintlalonde.net/2017/02/04/does-open-pedagogy-require-oer/

Great quote

This is an important change in perception that has occurred in the past 10-15 years of OER. OER's used to be met with much skepticism by faculty. It is nice to see that these are now becoming "less threatening" and, by extension, more accessible.

Changes the audience and gets students to think about writing for a larger, perhaps more general audience. This is an important aspect if we want to have, say, highly technical disciplines, like sciences, learning to engage more broadly with the public. Having learners understand the importance of writing for an audience that is more general could become an important open pedagogy principle for disciplines that want to have their work have a broader impact with the general public.

Let's say it's been twenty years since PDAs have been widely available. I returned to higher education less than ten years ago. K-12 seems to have embraced learning technologies, and their affordances, to improve primary and secondary education. In my experience, few educators with terminal degrees have made the effort while younger and more precarious teachers are slowly adopting educational technologies. Administrators are leading the way with their digital management systems and students are using proprietary social media platforms. Our institutions are doing what they were designed to do: resist change and reproduce the social order. Research paid for with public monies is as quickly privatized as that produced in corporations. Open education practices are just beginning to be explored.

The first PDA, the Organizer, was released in 1984 by Psion, followed by Psion's Series 3, in 1991. The latter began to resemble the more familiar PDA style, including a full keyboard.[4][5] The term PDA was first used on January 7, 1992 by Apple Computer CEO John Sculley at the Consumer Electronics Show in Las Vegas, Nevada, referring to the Apple Newton.[6] In 1994, IBM introduced the first PDA with full telephone functionality, the IBM Simon, which can also be considered the first smartphone. Then in 1996, Nokia introduced a PDA with telephone functionality, the 9000 Communicator, which became the world's best-selling PDA. Another early entrant in this market was Palm, with a line of PDA products which began in March 1996. https://en.wikipedia.org/wiki/Personal_digital_assistant

an appeal for open education

I think contextualizing Creative Commons material as a component in global justice and thinking of fair distribution of resources and knowledge as an antidote to imperialism is a provocative concept.This blog, infojusticeorg offers perspectives on social justice and Creative Commons by many authors.

Open Education Leadership Summit

I love this framing of OER as public infrastructure to facilitate the transfer of knowledge. I think it is not only generational, but also more broadly to the public. OER use is not limited to just students within our institutions, but are available freely and openly more broadly to the public. To anyone. I think we need to make that point more widely known. Every OER that is made freely available is making knowledge more open to not only students in our institutions, but to anyone, anywhere. It truly is "public" infrastructure.

have to disagree here. Students can link, quote, summarize, paraphrase, and thus build or contribute to open resources from closed information

This is a key point - the opportunity to do something with content, to create content, has a real and lasting value beyond the content itself. We want students to recognize that they are in charge of their learning, they have control and can take initiative. There's nothing empowering about jumping through hoops of absorbing content, taking tests and following rubrics.

Think open fellowship

Mooc

old dog, new tricks

What I notice is missing from here is open pedagogy which, as Tannis Morgan noted, has historical roots in the late 70's in Quebec. However, it may be that because this is a historical look at open education, and open pedagogy is a relatively recent (despite the work Tannis has discovered) area of interest for open educators, there may just be a lack of formalized research supporting the idea of open pedagogy.

In order for open education to be more than a movement, it feels like we should be consciously moving in this direction - to define a canonical set of resources that are foundational to the field in order to help orient others and further define ourselves as a field/discipline. Because, as we have seen with MOOC's, if we do not do it, then others will do it for us.

What is Open Education

Bonk on open education

Open Education A Study in Disruption

Sounds like part of the problem Vitrine technologie-éducation has been tackling with Ceres, a Learning Object Repository with a Semantic core.

Oh? Credentials going Semantic? CBE going TBL?

Might be worth a deeper discussion with @jeffgrann, at some point.

amen.

Informal and open education has been largely overlooked, probably due to social and cultural stigmas attached to learning from places besides traditional campuses. Our education system ends where autodidactism (self-learning) commences: we are content with spoon-feeding our students from textbooks, with no focus on extensive learning. Students learn from topics, as opposed to problems (problem-based learning). It cannot be emphasised enough that research stems from problem-solving buttressed by necessary instruction.

difines education dually, as the process of giving and receiving systematic instruction (education) and as an enlightening experience (‘an’ education). Enlightening-giving greater understanding.

Yes. Because publishers will always be able to beat OER on price as they mine new business models. Not hard to image where the content becomes the loss leader for the publishers in order to get faculty buy-in into tools that have the real gold - data.

These are new example of open pedagogy for me.

"Wikity is social bookmarks, wikified." -- Mike Caulfield<br> http://rainystreets.wikity.cc/<br> https://github.com/michaelarthurcaulfield/wikity-zero/

as far as I can tell, Wikity is the simplest way to run a personal wiki on top of WordPress. But the focus is a hyperlinked bookmarking and notetaking system, because after a year of use and 2,000 cards logged, I can tell you that is where the unique value is.

So this first one is a technical distinction whereas the second and third are more pedagogical. But what occurred to me in reading this list of rationales was the way in which those pedagogical choices are effected by the tech we choose.

Good questions. Is information literacy as ill-defined as the open in open ed?

The term may still sound somewhat misleading to those who work in, say, museums (where “curator” is a very specific job title). But the notion behind it is quite important, especially when it comes to Open Education. A big part of the job is to find resources and bring them together for further reuse, remix, and reappropriation. In French, we often talk about «veille technologique», which is basically about watching/monitoring relevant resources, especially online.

There is. But it might be shifting a bit. Or, at least, there are people around who are proposing another Sphere of Agency, one which relies much less on content and does a lot more with openness. As with Berkana, our job might be to connect these people who sing in a different voice. We might reach richer harmonies when we don’t expect unison.

One might think that those other languages are well-represented. People connected with the Open Knowledge Foundation are currently tackling this very issue. Here, Open Education isn’t just about content.

Like how about open education tools and app stores?

Another side to Open Education: open opportunities. While they still mean “opportunities for success in the current system”, it’s compatible with a view of student success which goes beyond the current system.

Mike Caulfield envisions OER production and utility being enhanced by "choral explanations" via websites similar to StackExchange or Quora.

We often think of the hype cycle but two things this post reveals about MOOC hype: 1) There can be regional differences in the timing of those cycles. 2) We might be in a broad shift from MOOC as a thing to MOOC as a pretext for openness.

A big part of both Competency-Based Education and the open-ended side of Open Education.

three definitions

perhaps a transformation is necessary here. To many (too many), education means grades and scores and standardization. Capacity for self-directed learning is more important and difficult to quantify.

This is the heart of the open ed/info lit connection. If the perception is that students go to school to be taught, the more important goal of learning how to learn is so much more difficult to achieve. But fostering lifelong learning means ceding some control over what is to be learned to the learner.

I think it can, but does higher ed want it to? Does anyone other than the open evangelists? The attempts at transformation in the 70s failed pretty hard. Maybe we need to transform teh public vision of what education looks like.

love the extended list, esp. "open for discussion/debate" Most definitions don't get past "free." "Open to competition" is an interesting thought. Open to cooperation would be more ideal. What would the competition be? For-profits?

Work with OpenStax here on grant application? Could we somehow piggy back on their relationship with Hewlett and build for them their annotation solution--most recently articulated as requiring better teacher-student communication?

Name names...

Could h provide that metadata?!

Possibly where h fits in...

We're already working with grantees: OpenStax, Lumen, Rebus.

Perhaps the OpenStax collaboration could get funding to enhance 1:1 communication within textbooks.

In so far as collaborative annotation might be critical to a broader OER infrastructure, then perhaps it does contribute to scale.

What infrastructure would hold this together, especially if textbooks are remixed and mashed up by both students and teachers. Perhaps an annotation system?

HUGE, especially the part about "meaningful learning experiences."

This is something Kathi Fletcher (OpenStax) alluded to in the edu board meeting: using h to provide a line of communication between students and teachers.

This is at least part of h's play IMO. Annotation should be part of this infrastructure, not only for post-publication discussion but for production and discovery of such resources as well.

This stage of funding is focused on scale.

Are tools "materials"?

I did not know this. And I already thought Robin was a bad-ass. There should be national, philanthropic funding for projects like this.

Tools are OERs.