I enjoyed the broad ideas presented in several of the other videos, but was more impacted the seeing those ideas put into practice in this presentation. It adapts the story of one course’s journey around the world as it touches many lives and develops to fit diverse needs. It starts with one professor who realizes that he can reach many more people than only his students by sharing his course on the internet. The course travels to Africa, South America and Europe and becomes a new course, is presented in a new language, and contributes to an article. This is only one path, started by one student, that information can follow.
This video is a good example of OER as it presents the information in an easy to understand format, complete with subtitles to reach Spanish speaking populations. It also touches on everyone’s right to education and the problem of limited access, which connected in my interest in closing the achievement gap, and describes how OER can contribute to the solution.
Wiley & Edwards – Online self-organizing social systems: The decentralized future of online learning
*Some innovation comes not through new inventions, but through new applications.
*OSOSS are structures where individuals can organize themselves to solve problems. They were not created for the purpose of instruction.
*Because individual attention is best programs have been crated to respond specifically to a student. These programs are, however, expensive and of course incapable of human interaction that promotes learning.
*OSOSS include blogs, threaded discussions, group moderation and may be completely general, specific or somewhere in between in their content.
*OSOSS may self-organize the facilitate learning. Their purpose has changed from facilitating learning to mediating learning.
*OSOSS allow for human interaction, albiet distant. It also allows for a diffusion of responsibility, as one individual need not shoulder the burden of all of the questions because there are a number of experts.
*OSOSS allow individuals to present learning opportunities to one another, build on the knowledge of others, answer their own questions, and acquire knowledge in context.
*OSOSS inadvertently follow instructional design principles like collaborative problem solving, goal based scenarios, and legitimate peripheral participation. It is possible to take this model and apply it to successful instruction for larger numbers of learners by creatively using pertinent ideas.
Wiley, Bliss & McEwen – Open Educational Resources: A Review of the Literature
*Open Educational Resources (OER) are defined as educational materials without copyright restrictions.
*Open means that something can be reused, revised, remixed and redistributed without cost (Wiley 2010) and is closely tied to Creative Commons Licenses which allow the 4Rs with perhaps certain restrictions such as attribution, reuse of the original license and avoiding comercial endeavors.
*OER can be distributed as single lessons, courses, or textbooks.
*OER can be produced by Institutions (converting traditional classes into a format that can be more easily distributed) or through commons-based peer production (like Wikipedia).
*Reasons for creating OER include public education, quicker development, improved international attention and interaction, increased revenue, and savings for students.
*Challenges for OER include difficulty locating (combated by rating, tagging, linking, listing in other places), sustainability, quality and perception of quality, localization to fit cultural (etc.) needs, and a lack of remixing and reuse.
*A Wiki allows users to edit and add content. They can be used to a group to keep track of interactions and organize useful documentation and information or can allow a group to create original content together.
*A Webinar can be used to share slides, video, live communication and tours, recording, collaborative writing, chat, polls and screen sharing. Having participated in courses using this structure I thoroughly enjoy it and have found it effective.
* Distributed Content (CCK08) is a list of connections utilizing content all over the internet.
* CCKO9 allows students to return and take part in teaching of a course. Students learn outside of class and bring their knowledge together for discussions during class time.
*Personal Learning Networks allow learners to collaborate with others with similar interests.
*PLENK2010 researched maintaining participation that is vital to a MOOC, and suggests social media and combining a course with another event such as a conference.
*The headline for eduMOOC sounds similar to the blended learning strategy of extending learning after class, but didn’t appear to be well executed.