Most of the exercises in the text are laid out in such a way that it’s meant to be written on: I’m sure you can understand that with a $350 text, students would be reluctant to write in their textbooks in order to benefit from a high resale value; however, here, with a no-cost (or low-cost) text, putting pen to textbook paper was a natural and regular practice.
Costly textbooks inhibit annotation.
The US strategy will have the biggest impact in the short run, but doesn’t necessarily lead to a change in behavior.
Because it's still textbooks, just cheaper?
accessible
Key term.
which is a much broader process of opening up universities.
I'm really interested in what this work entails. I do feel the focus on "resources," while hugely important, is limiting on the important work to be done to open education up more broadly.
Open Educational Practice (OEP).
Same as Open Pedagogy?
The first ten years were mostly focused on the creation of more open resources. Over the last five years, the focus has shifted towards adoption.
Creation workflows. Adoption protocols?
Textbooks will be forgotten. Individualization will be rampant at all levels of schooling above eighth grade.
Given connotation of "rampant" is "individualization" a bad thing?
There was a heated debate, but the Republican Party eventually decided to continue to support the incumbent, as he polled stronger on immigration and gun control issues.
the declining benefit to employment of having a university degree,
Is that really true?
We can know all the history of innovation in education and technology, even have all the tools and code that they used and some of the things that they made, but it isn’t the same stuff as the knowledge that is used to run the world.
The style of negation deployed in this essay never really points us in the right direction. Not a fault per se, but I'm fascinated in practical solutions to respond to this problem...
Of course, no person of that age could ever afford (or be permitted) to attend college now, and the “career break” crowd would never have the time or the inclination to even look at a textbook.
So the entire focus of the OER movement is way off base, then?
Two weeks on the transatlantic steamer have given me the time and the space to put myself back into the mindset of the “Uber Age,”
The conceit of this essay is pretty amazing (and terrifying).
Maybe what we knew wasn’t as important to the world as we thought. You hear that England voted to leave the Atlantic Ocean last month?
This statement could be applied in so many different contexts...
It was just learning by staring at a screen, and having some computer record everything you did so it could pretend that it knew you. Which was pretty much like regular university education, actually.
MOOCs as traditional university education? MOOCification of university education?
Assessments:
So standardized?
a content API. Rather than getting the content through an HTML page, we can just get the raw HTML, which can be styled appropriately by whatever LMS CMS that we want to use.
Fascinating. Who's the leading person on this?
more modular content that can be placed into different delivery systems which can interoperate.
This seems an editorial as well as a technical problem. Publishers should rethink the shape of the textbook. And content should be shipped in a that allows for revision and remix.
By providing lower-cost pathways to graduation that feature open pedagogical practices designed to enhance student engagement, the institution removes more barriers to successful education and career attainment
So there are twin pieces to the movement: resources and pedagogy.
but publicly through the use of open licensing and posting to publicly available websites
So the CC licensing makes the use of hypothes.is such a project.
A popular assignment for writing classes is having students develop openly licensed articles for Wikipedia.
Or edit them
student engagement
Engagement and retention, graduation, etc.
In this broader definition of openness, we need to consider what makes a learner successful and persistent in the timely completion of their academic and career goals.
Big question!
Improved tools and workflows will reduce existing barriers to ready adoption and implementation.
So it's cultural and technical?
including mechanisms for updates and maintenanc
To textbooks? As in feedback and revision?
funds will be allocated to support the necessary infrastructure
DING! DING!! DING!!!
Learning, in both formal and informal settings, will be deepened, peer-based and collaborative, and extend to broader networks. The evolution of these new cultural norms
How do we push the evolution of these "social norms"? For starters, are there OER conferences for teachers? To spread the word, train, etc. OpenEd was this to an extent, but I'd imagine an everyday teacher feeling a little overwhelmed at least by many of the sessions.
With technological advances, the continuous loop of Open Educational Resources used in context for learning, with immediate assessment and feedback data on learning outcomes, will be realized. Rapidly, useless content and assessments will be reworked and improved. Pedagogical data gathered, stripped of individual identifying information, will be openly available to accelerate the next stage of innovation.
What technological advances?
Hypothes.is could play a role in user feedback for sure.
the vast majority of humanity will engage in learning through what we now call supplemental resources,
Informal learning spaces...need "informal" (?) learning tools. Do we already have the platforms to support this?
could be stored, distributed, and copied
What about remixed?
updated its technology to make it simple for everyone to share education materials with a single click
Hmmm...
The ‘recorded’ item, the open educational resource, has a low headline price, which has been great for creating an educational commons, but the price of an educational experience has diverged between the very high cost, place-based ‘experiences’ in the presence of ‘top’ educators and the lower cost blended or online-only ‘experiences’ for everyone who cannot afford those place-based experiences.
This is a fascinating point!
those same corporate behaviors.
Particularly a problem if OER publishers simply behave as mainstream educational ones have...
Yes, folks sampled other people’s work, and yes, they could produce their own work and release it on the Web as they saw fit, but very, very few ‘made it’ without the support of the big boys.
But have more "made it" through the likes of Bandcamp and Soundcloud then previously? Has there been some degree of democratization?
Although free at the point of use, MOOCs actually fitted a consumerist model of behavior, rather than the prosumer and co-production of knowledge model that many advocates sought.
Interesting. Learning was still too passive?
anyone can add resources to the commons, and yes, anyone can adapt, modify, and republish what is already there, but in reality this reaches far fewer people than the big boys do.
So amplifying non-mainstream projects is a goal?
Finally, individuals and communities are producing innumerable resources.
And students themselves too!
One of the primary learning skills will be the selection and evaluation of resources.
Interesting. Is this a platform's job? An algorithm's? An educator's? A student's?
ways that simultaneously improve their learning and the content they are learning with.
This. Students using h to better engage with content and each other, but also to engage with content creators through a "feedback channel" that can be used to improve underlying content.
Wiki Education Foundation to promote editing of Wikipedia by students in academic contexts
How could h be leveraged for a similar project?
Hundreds Climate Feedback groups run by teachers with their students?...Does the target text of annotation need to be open? Could we do this over proprietary content, but opening it up in other ways, technically and discursively?
Not much needed in terms of tech here from h, except public groups which is in the immediate road map. But we'd need support to create and support these communities of practice...
...
not simply widespread, equitable access to content,
For some in the movement it does seem like the end.
use in effective ways,
Adding reuse/remix to the list of needs?
students and educators improved existing content, adding real value back to the real world.
Another thought here: what if H had a channel, in addition to personal note-taking, and group discussion, that allowed teachers and students to write back to authors and editors about the content marking what was helpful, what was confusing, etc.
engage his students in adapting a textbook to better fit the course outcomes.
Like Robin...how could h be useful here? Well, just as Robin used it, I suppose...
the technical issues OER have faced for the first 15 years of their formal existence – particularly around search and discovery.
I'm not sure these are purely technical issues. When people engage with web content as active readers, in an open way, they build new layers of content that search engines naturally crawl and make discoverable.
Creating that culture of open engagement does require a kind of technology, but one that's as much (or more) social as technical.
students and educators improved existing content, adding real value back to the real world.
Again, does the original content need to be open?
What is the license on content extracted via annotation? That is, the target text?
Using the full potential of OER by intentionally leveraging the open licenses is called open educational practice (OEP, or sometimes Open Pedagogy).
Is this a mandate to create your own resources from others rather than use one "off the shelf" as it were?
The ultimate value of OER is in the potential it holds to dramatically improve teaching and learning – value above and beyond what proprietary content can provide, given equal technology.
Very interesting...
So free movement between content types and a means to make that learning process cohere will be crucial. Could open annotation be the bookmarking, notetaking, and conversation tool that unites these across a wide variety of OER texts?
I believe that most education technologists pay the heaviest attention to the bottom three layers of this framework, with occasional attention to the content layer. Attention to actual teaching and learning is rare.
Not Hypothes.is, for better or worse.
Navigating the modern educational landscape shares many parallels to navigating the physical world: learners are often trying to get somewhere (e.g., a job, a certification, or a set of marketable skills), they may want to know what topics or skills are “nearby,” and they may want to know what kind of roadblocks they may encounter along the way.
Interesting...
value-added groupings.
What does this mean exactly?
learning pathways lead to valuable skills (Lumina Foundation, 2016)
H leveraged as a tool for independent, but guided research...
data-driven decisions in order to measure, improve, and adapt student learning?
Why necessarily data-driven?
However, with a few exceptions, I’m still not seeing institutions embrace the entire spectrum of openness.
Still not sure what this looks like in current practice or ideally...
students and faculty as active contributors
What better way than through annotation?
whereby the learning analytics and data about the institution are open and available
Very cool. Is this compatible with FERPA?
uses open source software for its administration and for teaching and learning involves students and faculty in research which is published in open access journals for all to see and use
ROTFL.
But seriously, love this.
the themes
What does "theme" mean in this context?
Open pedagogy – As OER becomes more of an accepted part of practice, openness encourages more experimentation with pedagogy, as well as a move from doing the same things more cheaply to exploiting the options of openness.
Currently viewing OER and open pedagogy as separate though kindred causes. At OpenEd16 they occupied the same place, but didn't seem to be talking to each other.
OER and data analytics – OER in combination with learning analytics, and the crossover with data viewed as an OER in itself.
A la mainstream publishing industry?
Will the data be open?
There will be more collaboration, more attention to providing support to individuals, and more interaction between learners, as well as between learners and teachers.
Annotation as student-to-student interaction/collaboration and teacher to student support/intervention.
open resources that address skills like collaboration and cross-cultural understanding, and resources tailored to workforce development needs, tie open education to skills as well as knowledge, which makes it even more valuable.
Hypothes.is as collaboration tool for emergent OERs. Need to discovery, evaluation, discussion...
Open educational practice can not only model how to navigate a broad pool of information to find the most appropriate resources for understanding a topic
Could h play a role here, help students and teachers to navigate this information?
Second, the ideas around open pedagogy are still emerging.
So some focus here then in terms of infrastructure?...
Teachers are innovating their approaches to teaching, such as those inspired to bring their students in as the co-creators of their educational experiences (Example 1, Example 2)
The first example here is to a blog by Robin De Rosa where she gives an account of her Open Textbook Project, in which she used Hypothes.is.
educational building blocks
Is that really what they are? Are they built for that type of manipulation? Do we yet have the tools to manipulate them as such?