something found or shared: #oped12

Showing posts with label #oped12. Show all posts

Thursday, October 25, 2012

The Future of Learning, Networked Society - Ericsson

Tuesday, October 16, 2012

#oped12 Daphne Koller: What we're learning from online education

Some developments about this!

OPEN LETTER FROM ROBERT MEISTER, CUCFA, TO DAPHNE KOLLER, FOUNDER OF COURSERA

Daphne Koller and the Problem with Coursera

Coursera is a for-profit company that has joined with top universities to deliver free online courses. The “free” part sounds great until we realize the real intent of companies like Coursera is to transition into producing monetized, for-credit university courses. To many academics this represents a conflict of interest that compromises the independence and integrity of higher education institutions. I agree and here’s why:

Sunday, October 7, 2012

TED Talk video by Don Tapscott Open Resources

Some more reading.
http://www.soros.org/openaccess/boai-10-recommendations

Friday, October 5, 2012

Open and the cost to Education #oped12

ASSIGNMENT FOR #OPED12

"In your blog/discussion forum reflections, address the distinctions of openness in terms of access vs. cost. What are the concerns that this raises for open universities?"
Once your given a topic to do its amazing the amount of noise one begins to hear in this area it appears that some of the debate reflects a concern that open anything may hurt the viability of education which is a bit sad as we gather from our readings the opposite effect has been fairly well proven through research undertaken.
Looking at these articles again I have strayed somewhat off the path with publication costs oops.

http://theconversation.edu.au/anu-vice-chancellor-issues-moocs-warning-9881#comments

The comments on this by several Australian academic professors is enlightening.

"I think that the funding model for our higher education sector is in need of a major national review. If it does not come in the near future it will come eventually as the government's level of funding fails to keep all current institutions going."
&
"Perhaps one of the reasons university administrators are having trouble getting their head around MOOCs is because its not about revenue, it's about public good."

http://scholarlykitchen.sspnet.org/2012/10/04/does-open-access-tackle-perpetuate-or-exacerbate-the-matthew-effect/

I did even know about this before.

Folio 27r from the Lindisfarne Gospels contains the incipit Liber generationis of the Gospel of Matthew. (Photo credit: Wikipedia)

In sociology, the Matthew effect (or accumulated advantage) is the phenomenon where "the rich get richer and the poor get poorer".[1][2] In both its original and typical usage it is meant metaphorically to refer to issues of fame or status but it may also be used literally to refer to cumulative advantage of economic capital. The term was first coined by sociologist Robert K. Merton in 1968 and takes its name from a line in the biblical Gospel of Matthew:
For unto every one that hath shall be given, and he shall have abundance: but from him that hath not shall be taken even that which he hath.
—Matthew 25:29, King James Version.

http://www.jmmsweb.org/issues/volume3/number2/pp97-99

"Many OA advocates (myself included), will often frame OA as an almost Socialist ideal: free information for the masses, or at least for those free thinkers who wish to consume it. But we cannot forget that we operate within an academy that has an unnerving habit of co-opting labor in a rather unsavory fashion, as seen in Mark Bousquet’s (2008) blistering How the University Works. There is a danger that the ideals of OA can be utilized by a corporate ideology which seeks to further co-opt unpaid academic labor, as well as [page 99] making professional editing redundant (in much the same way as teaching by tenured PhDs is replaced by the contingent labor of graduate students). Mandated requirements for OA by universities and government agencies certainly have the potential to unbind scholarly communication from the economically privileged. However, when such mandates rely on unpaid labor, they also have the potential to erase the skills of academics and publishing professionals who may otherwise reasonably demand an honest day’s pay for an honest day’s work. "

Monday, September 24, 2012

We don't pay moocs #oped12

#oped12 articles you start to notice

Since starting the readings for the mooc I am doing "Openness in Education" I have started to see a broader perspective

This image was selected as a picture of the week on the Farsi Wikipedia for the 13th week, 2011. (Photo credit: Wikipedia)

"COMMONS-BASED peer production is a socio-economic system of

production that is emerging in the digitally networked environment.

Facilitated by the technical infrastructure of the Internet, the hallmark of this

socio-technical system is collaboration among large groups of individuals,

sometimes in the order of tens or even hundreds of thousands, who cooperate

effectively to provide information, knowledge or cultural goods without relying

on either market pricing or managerial hierarchies to coordinate their common

enterprise."

https://apps.lis.illinois.edu/wiki/download/attachments/15979/Benker+et+al+(Peer-production+and+virtue).pdf

"Like many of the bedrock technologies that have come to define the digital age, the Internet was created by — and continues to be shaped by — decentralized groups of scientists and programmers and hobbyists (and more than a few entrepreneurs) freely sharing the fruits of their intellectual labor with the entire world. Yes, government financing supported much of the early research, and private corporations enhanced and commercialized the platforms. But the institutions responsible for the technology itself were neither governments nor private start-ups. They were much closer to the loose, collaborative organizations of academic research. They were networks of peers."

http://www.nytimes.com/2012/09/23/magazine/the-internet-we-built-that.html?pagewanted=1&_r=1

"Going forward, IA need to ensure that the key players in Washington realize that the people building the modern Web do not consider themselves to be part of the 47 percent, 53 percent, 99 percent or 1 percent. When our politicians talk about entrepreneurship, innovation and competitiveness these days, they’re often really thinking about behemoth corporations and the types of tax cuts and politically-motivated moves that will turbo-charge the next quarter. Instead, they should be thinking long-term and talking about keeping it cool for kids to finish school, study programming and make their first job working at a startup with the potential to change the world. We built the Internet — let’s not forget it."

http://www.washingtonpost.com/blogs/innovations/post/the-internet-we-built-it/2012/09/20/33d939d2-032d-11e2-9132-f2750cd65f97_blog.html

"But he bottom line question he asks is this: At what point should publishers expose the book’s entire content to all the search engines? And while he offers no easy one-size-fits-all answer, he does point to the example of Craig Mod, whose book Art Space Tokyo has been published in digital editions across multiple platforms, “within two distinct ecosystems:”

1. open [the web]

2. and closed [iBooks, Kindle, and other ereaders]

http://publishingperspectives.com/2012/09/should-you-expose-all-your-books-content-to-search-engines/

Wednesday, September 19, 2012

#oped12 Why are Australian Universities avoiding this movement?

Benefits of Membership The mission of the OCW Consortium is to serve both the individuals who use OCW and the institutions that make OCW possible. The Consortium provides a gateway to OCW projects and courses for the entire OCW community, fostering the success of the OCW movement and articulating its benefits. Through its public-relations efforts, the Consortium educates general audiences about the movement, directing potential users to resources that best suit their needs. For members, the Consortium marshals broad expertise regarding the ongoing development of open education projects and connects its members with an even broader network of OER practitioners. In other words, the OCW Consortium is an ideal meeting place for people wanting to make structured contributions to the development of open education worldwide.

I have found a paper that looks at the Australian Universities case in depth.