OEB12: Perspectives of Students in Taking Responsibility over Open Courseware
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OEB12: Perspectives of Students in Taking Responsibility over Open Courseware

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Presentation of Perspectives of Students in Taking Responsibility over Open Courseware at the Online Educa Berlin Conference by Fred Truyen.

Presentation of Perspectives of Students in Taking Responsibility over Open Courseware at the Online Educa Berlin Conference by Fred Truyen.

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    OEB12: Perspectives of Students in Taking Responsibility over Open Courseware OEB12: Perspectives of Students in Taking Responsibility over Open Courseware Presentation Transcript

    • Student’s Agency in OpenCourseware: Perspectives ofStudents in TakingResponsibility over OpenCoursewareFrederik TRUYENKU Leuven
    • • http://www.youtube.com/watch?gl=DE&feature=youtu.be& v=_TCbMdShWqo
    • Preparing for the mobile knowledge worker
    • Knowledge economy Learning economy Bengt-Åke Lundvall Creative economy Charles Open knowledge Landry, John economy Howkins, Richard Yochai Benkler Florida Peters, M. A. (2010). Three Forms of the Knowledge Economy: Learning, Creativity and Openness. British Journal of Educational Studies, 58(1), 67-88.
    • The New Creativity o User-generated content o The Long Tail o Folksonomies, Social Bookmarking o Syndication, mashups o Crowd Sourcing, hacking
    • Knowledge viewsTraditional view Today• Knowledge is a • Knowledge as a task requirement • Knowledge as• Knowledge is a commodity responsibility• Knowledge is an effect • Knowledge as a resource• Knowledge is measured in • Knowledge as an asset output • Knowledge as a matrix
    • New visions on Learning • George Siemens, Stephen Knowles stress the collaborative creation of knowledge in a network (Connectivism) • Harry Collins highlights the importance of tacit knowledge and interactive expertise • Importance of informal learning, on-the job learning, LLL
    • Openness as a motor forchange• Open Source, Open Access and Open Content  Give a quality guarantee  Enable sustainable knowledge  Stimulate knowledge development through reuse  Enlarge the user group and the creation of meaning
    • The 4 Rs of Openness o Reuse—The most basic level of openness. People are allowed to use all or part of the work for their own purposes (e.g. download an educational video to watch at a later time). o Redistribute—People can share the work with others (e.g. email a digital article to a colleague). o Revise—People can adapt, modify, translate, or change the form the work (e.g. take a book written in English and turn it into a Spanish audio book). o Remix—People can take two or more existing resources and combine them to create a new resource (e.g. take audio lectures from one course and combine them with slides from another course to create a new derivative work). David Whiley
    • Virtual Student Mobility• To broaden opportunities and widening participation in mobility, virtual mobility is a cost-effective addendum to physical mobility. o Take courses virtually abroad o Take a course at home while abroad o Follow joint courses virtually offered by university networks (networked curricula) o “Assembling” a course from different sources / viewpoints
    • Scenarios in Open CourseWare for StudentMobility• Depending on study phase o Study selection o Preparation o Actual Study phase o Life Long Learning• Personal Learning Environment• Special Needs• Globalization of content
    • Widening Participation • From participation in education to participation in knowledge development and the creation of meaning • Reaching out to professional communities • Connecting with other professional practices • Bridging Cultures • Building the Knowledge Society • Fostering the Creative Class
    • Widening Transparency• A course ≠ a Wikipedia article• Content not the only issue• A course explains how to learn• Introduces you to the field and the people involved• Opens up professional practices to outsiders
    • Widening Transparency• Open courses should be transparent about their motives, goals, the pedagogic vision involved, their link to the communities of practice supporting the knowledge domain
    • Open Courses are Gateways Practices get public Broader validation audience gets access
    • Reframing Resources• Open Educational Resources go beyond Learning materials and involve the stakeholder communities and key actors involved in the creation of relevant knowledge• The ultimate Open Educational Resource is part of the social network that warrants the supply chain, validates the knowledge claims, and makes it sustainable and fosters its growth
    • Mobility means Empowerment• Students should be set free of their educators and educational content by: o Having alternatives o Being able to challenge / confront o Being able to contribute / change / adapt o Defining their own learning path o Taking control of their curriculum o Integrate the course in their own learning space