Open Education
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Presentation by Adam Papendieck for the Rwanda Health Sciences Education Network Mini-course.
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Open Education
- 1. Open Education Adam Papendieck MPH Tulane University
- 3. Four Key Principles (OU, UK): Open to People Open to Places Open to Methods Open to Ideas
- 5. Open Source
- 6. Open Source, Open Resource
- 7. Open Educational Resources (OER) • OER Learning Objects • OER Digitized Library Collections • OER Encyclopedia • OER Online Archives • Open Textbooks • Open Courseware • Open Courses
- 8. Open Educational Resources (OER): Learning Objects
- 9. Open Educational Resources (OER): Learning Objects
- 10. OER Digitized Library Collections
- 12. OER Textbooks
- 13. Finding OER • Creative Commons Search • OER Africa • OER Commons • Merlot • Connexions • Kahn Academy • Public Library of Science • The Internet Archive
- 16. Massive Open Online Courses (MOOC) Source: http://www.teachthought.com/wp-content/uploads/2012/09/free-elearning-udacity-coursera-mitz-edx.png Open Content + Open Teaching
- 17. First generation: cMOOCs • Open, distributed, learner-defined, social and complex http://goo.gl/PjGGZ
- 18. Second generation: xMOOCs • Open, distributed, expert instruction, highly curated, social, free (for non-credit) http://goo.gl/EJSld
- 19. The Clear Impact 1. MOOCs are legitimizing online learning. 2. MOOC experiments are contributing to the development of a new science of learning. 3. MOOCs are accelerating certain trends. Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 20. Trend: More Active Learning Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 21. Trend: Breaking Apart Faculty Roles Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 22. Trend: Flipping the Classroom • Kahn Academy: OER, peer tutoring, learning analytics and the flipped classroom http://goo.gl/tQHuw 5:30 – 11:30
- 23. Flipped Classroom – Higher Ed. Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 26. Trend: Crowdsourced Student Support Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 27. Peer and Self Grading Source: Sadler and Good (2006) The Impact of Self- and Peer-Grading on Student Learning. http://goo.gl/lu2Vi
- 28. Trend: Alternative Credentialing Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 29. Trend: Competency-based Learning seat time competency-based learning – Personalized – Flexibile – Self-paced – Outcome-oriented
- 30. How Institutions Incentivize Change Source: Understanding the MOOC Trend, 2012, Education Advisory Board
- 31. Finding MOOCs
- 32. Finding MOOCs
- 33. Finding MOOCs
- 34. Hands-on Exercise: http://goo.gl/bJxfr PART 1: Add links to 2 OERs and 2 MOOCs to the HSI-Net Open Education Database (google spreadsheet) • Google form to submit: http://goo.gl/Zr6d0 • Database (Google spreadsheet) to review what has been submitted: http://goo.gl/HC8yV PART 2: Register for one MOOC. • Forward proof of registration to: hsi@tulanerw.org • Include “Open Ed. Lab Submission – NAME” in email subject. • Use the same name as in the database. • Delete any sensitive info (e.g. passwords etc.)
Editor's Notes
- Name Institution Purpose of course:
- Institution Purpose of course: The course is designed to introduce participants to open educational resources, open online courses and the potential such resources hold in helping lower barriers to quality higher education and increasing opportunities for continuous professional development. Interactive presentations will be followed by a practical session designed to engage faculty with open educational resources and to help them actually enroll in an open course of their choosing.
- What do we mean by Open Education? Open to people: Think about higher education institutions. Tendency to build reputation by creating environments of exclusivity. But, what if we stress education as a right? What if, for example in the case of Rwanda, education has been difficult to access for many. Vision 2020 pillars inlcude “Comprehensive human resources development, encompassing education, health, and ICT skills aimed at public sector, private sector and civil society”. Open education is oriented not towards exclusivity, but quality and accessibility. The project is to lower barriers to access while improving learning outcomes. The project is to engage as many people as possible in high quality education. Open to places: In the past, knowledge was held within institutional walls. Was in books, and disseminated by those who lived close to those books. What we would call today “course content” was the product of faculty bound to a certain audience within a certain geography. This is not the case anymore with the changes in the way we communicate. The knowledge is on the internet. Faaculty can more easily share and collaborate across institutions and geographic distances. And they are. Open to Methods: “College is a place where a professor’s lecture notes go straight to the students’ lecture notes, without passing through the brains of either.” Today, the transfer of notes from sage on the stage to rapidly scribbling student is not necessarily the way course materials need be disseminated. Asynchronous delivery, for example “the flipped classrooom” are new approaches to teaching and leanring which have been enabled by the use of new technology and new media. Open to Ideas: Long held conceptions of what a higher education experience can and should be like are being challenged these days. In 2012 higher education institutions with global brands made large strides in embracing and legitimizing online education, for instance, in the various MOOC initiatives, re-imagining the ways that learners access their instructional resources, and focusing different types of credentials and outcomes.
- These are some of the things that we talk a lot about when we talk about next generation open education. The approach is founded on the the concept of “Open Source”, that is that individuals and institutions collaborating –often across political and institutional boundaries—can create shared resources—in the case of education, Open Educational Resources--that are often better quality and more relevant than those developed by traditional institutions which may be limited in funding or vision. Collaboration is catalyzed by the internet and our social networking platforms. More and more we have the ability form and leverage our own networks to prodice share, and curate our own work with the work of others. In starting the Open Course Ware project, MIT posted it’s entire curriculum to the internet in hopes of centering itself in these leanringin networks and enhancing it’s reputation as an education “crucible”. Educational technology is proliferating, and the more and more our learning interactions take place in digital forums, the more data we can collect on how people learn. This has given rise to a new field of learning analytics, making a science of examining how online resources are used by online learners, how much time students spend on different exercises, quantifying the the impact of those exercises on learning outcomes, and monitoring learner progress in real time. This was much more difficult to do when msot students learned offline, and independently. These are heady times for education in the US. A lot fo people are doing a lot of talking, and there is a lot of gloom and doom predictiions about the Higher education system. I think we are seeing adaptation though. To quote Clay Shirky, “when institutions are told they are obstacles [or that there are valuable alternative approaches to doing what they do] they go through something a little bit like the Kubler-Ross stages of reaction, being told you have a fatal illness: denial, anger, bargaining, acceptance. Most of the cooperative systems we've seen haven't been around long enough to have gotten to the acceptance phase. Many, many institutions are still in denial, but we're seeing recently a lot of both anger and bargaining. Recent experiemnts with flipped classrooms, online OER and Massive Open Online Courses by presitgious institutions are looking more and more like steps towards bargaining and acceptance.
- Steve Balmer - Microsoft Harnessing the “long tail” of contributors
- Open Street Map in Haiti: http://vimeo.com/9182869
- As sharing and re-using course material became using the web we have seen the proliferation of clearinghouses and aggregators of “Open Educational Resources”, which may be as large as an entire open coursware course, or as small as a single presentation figure. All fo these amterials are released for reuse onder a family of lciesnes. Many under the creative commons license which states that _________________ . So, Now I want to go step by step through some of the most prominent open resource initiatives from the last decade, to describe what they are, why they might be relevant and how you can access and use these resources. In the practical lab session during the second half of this course, we will be asking you to work hands-on with some of these things.
- Kahn Academy Public Library of Science: Every article that we publish is open-access - freely available online for anyone to use.
- They are there for you to find as use today. Here are a few of the more common websites which catalog them, and often enable peer review and rating to help you sor tthhe good from the bad.
- A next prominent step, as previously mentioned, was the MIT OCW project. 2002. This is a screenshot of a typical OCW course: syllabus, links to readings, lecture notes, assignements, study materials etc. Early MIT established that these kind of products from faculty were the intellectual property of the the institution, and OCW was intended to make them available online under and special open license for access and re-use.
- A lot is available now, and not just form MIT. 2002. Scores of other institutions have generated OCW, many of which you may already be familiar with. It is a free and open digital publication of high quality educational materials, organized as courses. is available for use and adaptation under an open license, such as certain Creative Commons licenses. does not typically provide certification or access to faculty.[3]
- So sharing open courses, course materials and other resources is a great first step. Having move much of the course content online, what we are seeing now the actual process of learning open up as well. University-level course are now being taught by esteemed faculty in an online environemnt, freel accessible to anyone. These are a few of the bigger brand names in Massive Open Online Education.
- Mode: face-to-face, online, blended Method: what activities, at what depth, to what end
- Different ways of addressing the activities traditionally comprising the role of a faculty member. Using web and technology to integrate specialist contributions into a unified experience for students.
- DFW = Dropf/Fail/Withraw Flippign the classroom can be effectively and efficiently improve access. Reduced anxiety of midterms
- Sebastian Burkhard Thrun (born May 14, 1967, Solingen, Germany) is an educator, programmer, robotics developer and computer scientist from Germany. He is a Google VP and Fellow, and a part-time Research Professor of Computer Science at Stanford University. He became a former director of the Stanford Artificial Intelligence Laboratory (SAIL) when he started to devote more time in offering free STEM fields classes through Udacity, an institution he cofounded with David Stavens and Mike Sokolsky.
- Student support Peer grading correlation
- Student support Peer grading correlation
- Thrun’s Artificial Intelligence course, mentioned in the Video by Daphne Kohler Points: Credential gained market value even though no official Stanford credit The course many levels of learners, but and rewarded msot telented students by helping them find new, better jobs.