Open                                                      Strategies in                                                   ...
OR“I sing the body    electric”  Walt Whitman, from "Leaves of Grass", 1867. (http://goo.gl/uiEFW)
1. Open and “Open Courses”
“[T]he Open Scholar issomeone who makes their intellectualprojects and processes digitally visibleand who invites and enco...
Martin Weller.“The Digital Scholar”, 2011.http://goo.gl/gaI9vAccessed 12 April 2012
http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html Accessed 9 April, 2012
https://www.ai-class.com/ Accessed 9 April, 2012
http://www.youtube.com/watch?v=SkneoNrfadk            Accessed 9 April, 2012
http://www.youtube.com/watch?v=SkneoNrfadk            Accessed 9 April, 2012
http://www.youtube.com/watch?v=SkneoNrfadk            Accessed 9 April, 2012
http://www.udacity.com/ Accessed 9 April, 2012
http://www.udacity.com/us   Accessed 9 April, 2012
http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1                  Accessed 10 April, 2012
UDACITY.com“Behind every Udacity class will be aproduction team, not unlike a film crew. Theprofessor will become an actor...
https://www.coursera.org/ Accessed 9 April, 2012
https://www.coursera.org/ Accessed 9 April, 2012
http://www.insidehighered.com/news/2012/03/07/stanford-professors-spin-company-support-free-online-courses Accessed 12 Apr...
http://techcrunch.com/2012/04/03/minerva-gets-25m-from-benchmark/                                              Accessed 9 ...
Public? Private? For-Profit? Non-Profit?“It’s the (mixed)economy, stupid”
2. MOOCs and Connectivism
Teaching and Learning ParadigmsLocus, Mode, Temporality, Structure, ObjectivePUSHteacher, broadcast, synchronous, hierarch...
http://www.youtube.com/watch?v=eW3gMGqcZQc Accessed 12 April 2012Also see: Change MOOC 11 - an introduction and an invitat...
http://change.mooc.ca/ Accessed 12 April, 2012
Change11 Course Facilitators(http://goo.gl/WXipB Accessed 12 April 2012)Stephen Downeshttp://www.downes.caStephen Downes i...
http://change.mooc.ca/threads.htm Accessed 12 April, 2012
http://www.scoop.it/t/connectivismAccessed 10 April, 2012
http://curation.masternewmedia.org/Accessed 10 April, 2012
http://connectedlearning.tv/infographic/ (CC-BY)Accessed 10 April, 2012
The notion of connectedness:“Its about expertise thats widelydistributed in our society and culture, andthe fact that anyb...
“The product of learningis not knowledge, theproduct of learning is atransformed learner.”– Stephen Downes http://www.down...
Institutional? Personal? Formal? Informal?“It’s life, Jim butnot as we know it”+ Just-in-time learning+ Resources  help wh...
Bora: “We’re what we are”“   we don’t need no leaders to follow blind    we don’t need no heroes to copy / paste    i obje...
http://ds106.us/ Accessed 12 April, 2012
3. Learning Technologies
Change11 Live Presentation by Jon Dron 24 Nov 2011 (Hard  Soft Technologies)
Industries, organizations, and other non-physical, non-tangible “purposed systems” can be considered astechnologies .Where...
The dominant perspectives on technology give priority toeither the social or the technology side of the equation, andthey ...
As Arthur C. Clarke says, “[a]ny sufficiently advanced technologyis indistinguishable from magic.”*The real magic is not t...
The biggest elephantsin the room are the ones weare riding – the technologies(systems, structures,practices) that we havei...
#MyProfessionalDevelopmentLearning to ignore theelephants in the room, andperfecting the increasinglyelaborate art of danc...
“We shape our technologies,and afterwards ourtechnologies shape us”– Winston Churchill (remixed) http://goo.gl/91TRm Acces...
4. A Clash of Technologies
http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html Accessed 12 April 2012
http://www.otago.ac.nz/humanresources/policies/internetusage.php Accessed 12 April 2012
http://www.otago.ac.nz/administration/policies/otago003330.htmlAccessed 12 April 2012
http://video.filestube.com/key/Electricity+[From+Billy+Elliot]Site blocked at University of OtagoAccessed off campus 10 Ap...
http://www.youtube.com/watch?v=ShNMmtRcB8gfeature=player_embedded                                               Accessed 1...
New Zealand Education Act 1989Accessed 11 April 2012http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183668.h...
New Zealand Education Act 1989 Accessed 11 April 2012   http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM1836...
It’s not the tool, it’s thetechnique. It’s not the fish,it’s the pond. It’s not thedancers, it’s the dance.
Photo by by thumeco (CC-BY-NC-SA)http://goo.gl/Ngc41
Federation Square, Melbourne (2001,Lab Architecture Studio + Bates Smart)Photo by Mark McGuire (CC-BY)                    ...
Tony Bates: “Transforming teaching and learning through technology management”Change11 MOOC Live Session 16 October, 2011B...
5. Opening Up
Question: Why do mostuniversity logos have ashield? Who are theyprotecting themselves from?                http://goo.gl/t...
It’s not about the future of the book,it’s about the future of reading.It’s not about the future ofuniversities, it’s abou...
Police Pepper SprayingOccupy UC Davis students
University academics occupy aprivileged position in society.In terms of education, we arepart of the 1%.We have the right,...
Imagine that the classroom is surrounded bypermeable screens rather than opaque walls withrestricted points of entry. Thes...
https://blogs.otago.ac.nz/openotago/ Accessed 12 April 2012
Collaborative,Conversational  Networks
SPACE is createdthrough the act ofcommunication.Co n v e r s a t i o ncreates sharedspace. OPENconversationcreates PUBLIC ...
Innovation is not aboutchanging how we do what wedo; innovation is aboutchanging our mind aboutwhat we need to do, and the...
Can institutions of highereducation transform themselvesfrom within?Can elephants learn to dance?It depends on how well we...
Let’s dance!
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"
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Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"

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For a version of this presentation with audio see: http://goo.gl/WAaGu

In business, social media, and other aspects of contemporary society, we can trace the shift in models of production, delivery, and consumption from Push (broadcast) to Pull (download) to Share (co-create). Similarly, we are beginning to see new models of provision emerging in higher education. As Curtis Bonk points out in "The World is Open: How Technology is Revolutionizing Education", in theory, “[a]nyone can now learn anything from anyone at anytime” (2009). Martin Wellers is one of an increasing numbers of academics that are promoting the benefits of open, digital scholarship (2011). However, rather than transforming how courses are designed and delivered, most institutions of higher learning are using information technology in a limited way, to enhance traditional classroom teaching (Bates, A. W. T., Sangra, A. 2011). Although institutional structures and practices may be resistant to change, innovative individuals and institutions have developed “open” strategies that provide models for others to follow.

For several years, coordinators of OOCs (Open Online Courses) and MOOCs (Massive Open Online Courses) have made use of network technologies to leverage the wisdom of the crowd and to amplify the reach of tertiary courses for both credit and non-credit students (de Waard et al., 2011; Kop, Fornier, & Sui Fai Mak, 2011). More recently, Stanford Engineering Everywhere (SEE) and MIT’s MITx, have demonstrated how traditional, formal learning for a limited number of fee-paying students can support informal learning for a much larger number of off-campus participants for free. In this paper, I discuss recent research relating to open education and report on my experience as a non-credit participant in several open courses. I discuss recent initiatives by Stanford and MIT and reflect on the potential of Open strategies for traditional tertiary institutions.

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Mark McGuire - "Open Strategies in Higher Education: Opportunities and Challenges"

  1. 1. Open Strategies in Higher Education: Opportunities & Challenges CC-BY DEANZ 11-13 April 2012 http://goo.gl/VfEjm Mark McGuire, Applied Sciences, U of Otago Blog: http://markmcguire.net Twitter: @mark_mcguirePhoto by gotanew1 (CC-BY-NC-SA)http://www.flickr.com/photos/8500230@N03/3592656319 CC-BY (unless otherwise stated) http://goo.gl/c8M84
  2. 2. OR“I sing the body electric” Walt Whitman, from "Leaves of Grass", 1867. (http://goo.gl/uiEFW)
  3. 3. 1. Open and “Open Courses”
  4. 4. “[T]he Open Scholar issomeone who makes their intellectualprojects and processes digitally visibleand who invites and encourages ongoingcriticism of their work and secondaryuses of any or all parts of it — at anystage of its development”.Gideon Burton, Academic Evolution Blog(by way of Terry Anderson) http://www.academicevolution.com/2009/08/the-open-scholar.html
  5. 5. Martin Weller.“The Digital Scholar”, 2011.http://goo.gl/gaI9vAccessed 12 April 2012
  6. 6. http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html Accessed 9 April, 2012
  7. 7. https://www.ai-class.com/ Accessed 9 April, 2012
  8. 8. http://www.youtube.com/watch?v=SkneoNrfadk Accessed 9 April, 2012
  9. 9. http://www.youtube.com/watch?v=SkneoNrfadk Accessed 9 April, 2012
  10. 10. http://www.youtube.com/watch?v=SkneoNrfadk Accessed 9 April, 2012
  11. 11. http://www.udacity.com/ Accessed 9 April, 2012
  12. 12. http://www.udacity.com/us Accessed 9 April, 2012
  13. 13. http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1 Accessed 10 April, 2012
  14. 14. UDACITY.com“Behind every Udacity class will be aproduction team, not unlike a film crew. Theprofessor will become an actor-producer.Which makes Thrun the studio head”.“In 50 years, he says, there will be only 10institutions in the world delivering highereducation and Udacity has a shot at being oneof them”.Steven Leckart: “The Stanford Education Experiment Could Change HigherLearning Forever” (WIRED 20 March, 2012)http://www.wired.com/wiredscience/2012/03/ff_aiclass/all/1 Accessed 11 April 2012
  15. 15. https://www.coursera.org/ Accessed 9 April, 2012
  16. 16. https://www.coursera.org/ Accessed 9 April, 2012
  17. 17. http://www.insidehighered.com/news/2012/03/07/stanford-professors-spin-company-support-free-online-courses Accessed 12 April 2012
  18. 18. http://techcrunch.com/2012/04/03/minerva-gets-25m-from-benchmark/ Accessed 9 April, 2012
  19. 19. Public? Private? For-Profit? Non-Profit?“It’s the (mixed)economy, stupid”
  20. 20. 2. MOOCs and Connectivism
  21. 21. Teaching and Learning ParadigmsLocus, Mode, Temporality, Structure, ObjectivePUSHteacher, broadcast, synchronous, hierarchical, knowledgePULLresource, download, asynchronous, nodal, individual learningSHAREsite, co-create, continuous, networked, knowledge network
  22. 22. http://www.youtube.com/watch?v=eW3gMGqcZQc Accessed 12 April 2012Also see: Change MOOC 11 - an introduction and an invitationhttp://www.youtube.com/watch?v=eW3gMGqcZQc
  23. 23. http://change.mooc.ca/ Accessed 12 April, 2012
  24. 24. Change11 Course Facilitators(http://goo.gl/WXipB Accessed 12 April 2012)Stephen Downeshttp://www.downes.caStephen Downes is a senior researcher for Canadas National Research Council and a leadingproponent of the use of online media and services in education. As the author of the widely-readOLDaily online newsletter, Downes has earned international recognition for his leading-edgework in the field of online learning.George Siemenshttp://www.elearnspace.org www.elearnspace.org/about.htmGeorge Siemens is an internationally known writer, speaker, and researcher on learning,networks, technology and organizational effectiveness in digital environments. He is the authorof Knowing Knowledge, an exploration of how the context and characteristics of knowledge havechanged and what it means to organizations today, and the recently released Handbook ofEmerging Technologies for Learning. Siemens is currently a researcher and strategist with theTechnology Enhanced Knowledge Research Institute at Athabasca University.Dave Cormierhttp://www.davecormier.comDave Cormier is an independent educational researcher and thinker, an online communitymanager and the Manager of web communications and innovations at the University of PrinceEdward Island. He has published on open education, the rhizomatic model of education, andpractical classroom uses of virtual worlds.
  25. 25. http://change.mooc.ca/threads.htm Accessed 12 April, 2012
  26. 26. http://www.scoop.it/t/connectivismAccessed 10 April, 2012
  27. 27. http://curation.masternewmedia.org/Accessed 10 April, 2012
  28. 28. http://connectedlearning.tv/infographic/ (CC-BY)Accessed 10 April, 2012
  29. 29. The notion of connectedness:“Its about expertise thats widelydistributed in our society and culture, andthe fact that anybody can help somebodyelse get better at something.”Mimi Ito, Cultural Anthropologist, Digital Media LearningResearch Hub (University of California, Irvine)http://www.itofisher.com/mito/
  30. 30. “The product of learningis not knowledge, theproduct of learning is atransformed learner.”– Stephen Downes http://www.downes.ca/
  31. 31. Institutional? Personal? Formal? Informal?“It’s life, Jim butnot as we know it”+ Just-in-time learning+ Resources help when-and-where-needed+ Thinking, fast and slow+ Drive-by-assignments+ Collapsing sites, practices, identities
  32. 32. Bora: “We’re what we are”“ we don’t need no leaders to follow blind we don’t need no heroes to copy / paste i object! we’re on a wrong way i reject! plastic sincerity we can break new own grounds, mature own fruits we can break new own grounds, that fit our needs http://www.lyricsmania.com/were_what_we_are_lyrics_bora.html Accessed 12 April 2012 ”
  33. 33. http://ds106.us/ Accessed 12 April, 2012
  34. 34. 3. Learning Technologies
  35. 35. Change11 Live Presentation by Jon Dron 24 Nov 2011 (Hard Soft Technologies)
  36. 36. Industries, organizations, and other non-physical, non-tangible “purposed systems” can be considered astechnologies .Whereas one technology might be “adopted” by anothertechnology this process does not work for institutionalsystems, which are comprised of a collection or “body” oftechnologies.The process that takes place when one body of technologycomes into contact with a different body of technology ismore like an encounter than an adaptation. The result canbe a parting of the ways, or a transformation that leads to anew combination of technologies.W. Brian Arthur“The Nature of Technology: What It Is and How It Evolves”, 2009. http://goo.gl/b9MG9
  37. 37. The dominant perspectives on technology give priority toeither the social or the technology side of the equation, andthey share what Orlokowski calls an “ontology ofseparateness”. She argues for a “relational ontology” thatfocuses on the assemblages, associations, and networks ofhumans and technologies that occur through“entanglements in practice”.W. J. Orlokowski“The sociomateriality of organisational life:considering technology in management research” (2009) http://goo.gl/Acm4k
  38. 38. As Arthur C. Clarke says, “[a]ny sufficiently advanced technologyis indistinguishable from magic.”*The real magic is not the technology, but itsinvisibility.All technologies become invisiblethrough repeated use- until they fail.Then, we are reminded of the magic,the seeming impossibility of how itworks, and the fact that it can stopworking. The distortion of a cellphonecall, a frozen video frame, and thecrackle of aradiotransmission are allwake-up calls.*Arthur C. Clarkehttp://en.wikipedia.org/wiki/Clarkes_three_laws Accessed 12 April 2012Also see: Kindle screen failure reveals repressed memory of earlier technologyhttp://goo.gl/bWXzK
  39. 39. The biggest elephantsin the room are the ones weare riding – the technologies(systems, structures,practices) that we haveinternalized and renderedinvisible.
  40. 40. #MyProfessionalDevelopmentLearning to ignore theelephants in the room, andperfecting the increasinglyelaborate art of dancingaround elephant shit.
  41. 41. “We shape our technologies,and afterwards ourtechnologies shape us”– Winston Churchill (remixed) http://goo.gl/91TRm Accessed 11 April 2012
  42. 42. 4. A Clash of Technologies
  43. 43. http://www.ted.com/talks/sir_ken_robinson_bring_on_the_revolution.html Accessed 12 April 2012
  44. 44. http://www.otago.ac.nz/humanresources/policies/internetusage.php Accessed 12 April 2012
  45. 45. http://www.otago.ac.nz/administration/policies/otago003330.htmlAccessed 12 April 2012
  46. 46. http://video.filestube.com/key/Electricity+[From+Billy+Elliot]Site blocked at University of OtagoAccessed off campus 10 April 2012
  47. 47. http://www.youtube.com/watch?v=ShNMmtRcB8gfeature=player_embedded Accessed 12 April 2012
  48. 48. New Zealand Education Act 1989Accessed 11 April 2012http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183668.html
  49. 49. New Zealand Education Act 1989 Accessed 11 April 2012 http://www.legislation.govt.nz/act/public/1989/0080/latest/DLM183668.html
  50. 50. It’s not the tool, it’s thetechnique. It’s not the fish,it’s the pond. It’s not thedancers, it’s the dance.
  51. 51. Photo by by thumeco (CC-BY-NC-SA)http://goo.gl/Ngc41
  52. 52. Federation Square, Melbourne (2001,Lab Architecture Studio + Bates Smart)Photo by Mark McGuire (CC-BY) Royal Ontario Museum (2007, Studio Daniel Libeskind) Photo by Eric Mutrie (CC-BY) http://goo.gl/Lqbkm Jewish Museum, Berlin (2001, Studio Daniel Libeskind) Photo by Guenter Schneider (CC-BY) http://goo.gl/lZr4P
  53. 53. Tony Bates: “Transforming teaching and learning through technology management”Change11 MOOC Live Session 16 October, 2011Bates, A. W. T., Sangra, A. (2011). Managing Technology in Higher Education: Strategies for Transforming Teaching and Learning: Jossey-Bass.
  54. 54. 5. Opening Up
  55. 55. Question: Why do mostuniversity logos have ashield? Who are theyprotecting themselves from? http://goo.gl/tAmCg Accessed 11 April, 2012
  56. 56. It’s not about the future of the book,it’s about the future of reading.It’s not about the future ofuniversities, it’s about the future ofhigher education.It’s not about the future oftechnologies, it’s about what wewant to do in the future.
  57. 57. Police Pepper SprayingOccupy UC Davis students
  58. 58. University academics occupy aprivileged position in society.In terms of education, we arepart of the 1%.We have the right, andthe responsibility, toact in the best interestof the 99%.
  59. 59. Imagine that the classroom is surrounded bypermeable screens rather than opaque walls withrestricted points of entry. These screens are constructed from coursedescriptions, aims and objectives, schedules, and assessment criteria thatserve as the perimeter that defines and contains a course of study. The screensare flexible and moveable. Imagine that this structure sits in the middle of apublic space dotted with other permeable structures. Inside each of them,problems are posed and questions are raised. People work together under theguidance of an expert investigator to find solutions to problems and answers toquestions. They call upon others beyond the screen as required, and theyaccess information that passes freely into and out of the structure and betweenstructures and other spaces. They venture out to consult with other experts andto gather new information, which they bring back to the group. People outsidethe structure can overhear some of their discussions and can peer throughsmall openings to watch some of the activities. An archive of their work, whichis created as part of the process of investigation, serves as a shared historythat anyone can use and build upon.From SHIFTING GEAR: Transforming Our Communities of Learning, Report #1 from the CALTThinktank on ICT, University of Otago, May 2009
  60. 60. https://blogs.otago.ac.nz/openotago/ Accessed 12 April 2012
  61. 61. Collaborative,Conversational Networks
  62. 62. SPACE is createdthrough the act ofcommunication.Co n v e r s a t i o ncreates sharedspace. OPENconversationcreates PUBLIC SPACE.
  63. 63. Innovation is not aboutchanging how we do what wedo; innovation is aboutchanging our mind aboutwhat we need to do, and thencreating technologies that willenable us to do it.
  64. 64. Can institutions of highereducation transform themselvesfrom within?Can elephants learn to dance?It depends on how well we areable to ride them. First, we have to ask ourselves:“who are they (we) dancing for?”
  65. 65. Let’s dance!
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